Unit: Magnets

Activity: Exploring Magnetic Poles

Students will work in groups using magnetic compasses and a map to find
hidden envelopes around the classroom. Once they find the envelopes,
they will use the clues inside to complete a handout.

Student with Autism Content Process Product

Each letter the Students may work in Students may either

groups find will groups based on a draw or write their
Interest contain 3 different common responses to
questions or tasks to characteristic (can be demonstrate
complete of the same color they are understanding.
difficulty and wearing, birthday,
complexity. The letter in name, etc) or
students may choose elbow grouping.
two of the three to Students will have
complete. access to a word
bank to complete the
questions or tasks.
The student will have The student may The student may
a map with the parts work in a group or either draw or write
Readiness of the room already with a partner. The responses to
labeled. The student will also have demonstrate
orientation of the access to their own understanding. If
map will also be compass. drawing an image,
stated so the student the student must
is holding it correctly. verbally describe
what they have
drawn.

Students with a Content Process Product

Learning Disability
(48 Months)
Each letter the Students may work in Students may either
groups find will groups based on a draw or write their
Interest contain 3 different common responses to
questions or tasks to characteristic (can be demonstrate
complete of the same color they are understanding.
difficulty and wearing, birthday,
complexity. The letter in name, etc) or
students may choose elbow grouping.
Students will have
 two of the three to access to a word
complete. bank to complete the
questions or tasks.

The student will have The student may The student will draw
a map with the parts choose a partner to a line to indicate how
Readiness of the room already work with, and will they traveled using
labeled. The have the support of the directions, and
orientation of the the teacher as well. identify images that
map will also be The student will have correspond to the
stated so the student access to their own correct answers of
is holding it correctly. compass and map. the questions that
The student will have were asked. The
fewer steps needed student may also use
to reach the sentence frames, fill
destination. in the blanks, or
true/false statements
to answer the
questions.

English Language Content Process Product

Learners
Each letter the Students may work in Students may either
groups find will groups based on a draw or write their
Interest contain 3 different common responses to
questions or tasks to characteristic (can be demonstrate
complete of the same color they are understanding.
difficulty and wearing, birthday,
complexity. The letter in name, etc) or
students may choose elbow grouping.
two of the three to Students will have
complete. access to a word
bank to complete the
questions or tasks.
Students will have a Students will work in Students may either
copy of the map with groups. They will also draw or write their
Readiness the parts of the room have access to a word responses to
labeled in both bank to complete the demonstrate
English and their questions or tasks. understanding.
primary language. This word bank will
include translations
 of key terms they will
be using.

Students with a Content Process Product

Severe Disability
Each letter the Students may work in Students may either
groups find will groups based on a draw or write their
Interest contain 3 different common responses to
questions or tasks to characteristic (can be demonstrate
complete of the same color they are understanding.
difficulty and wearing, birthday,
complexity. The letter in name, etc) or
students may choose elbow grouping.
two of the three to Students will have
complete. access to a word
bank to complete the
questions or tasks.
The student will have The student may The student will draw
a map with the parts choose a partner to or place a line on the
Readiness of the room already work with, and will map to indicate how
labeled. The have the support of they traveled on the
orientation of the the teacher as well. using the directions.
map will also be The student will have They may also dictate
stated so the student access to their own where they traveled
is holding it correctly. compass and map. using a story board
The student will have (first, second, third)
fewer steps needed and images of the
to reach the classroom. Students
destination. will choose between
or identify images
that correspond to
the correct answers
of the questions that
were asked.