Phases of the Moon 7 th Grade Science Assistive Technology Final Project

Lesson Objectives: Standard Level Visually identify each phase of the moon Explain why the moon has phases Explain how the moon orbits in relation to Earth Draw and label each moon phase Fundamental Level Visually identify a new moon, full, & half moon Explain where the light shining on moon comes from Label 4 of the 8 moon phases

CCS: RST RST RST RST RST RST RST RST RST RST WHST WHST WHST WHST WHST WHST.6-8.9

Lesson Activities: Standard level: Mr. Parr’s Phases of the Moon Song; WpsnuQ Brain Pop Video Introducing the Moon Phases: moonphases/ Moon Phases notes from a teacher guided power point How Does the Moon Move Inquiry Activity A “Moonth” of Phases Skills Lab Fundamental Level: Mr. Parr’s Phases of the Moon Song; HkvlrWpsnuQ Brain Pop Jr. Video about the moon space/moon/preview.weml space/moon/preview.weml Moon Phases notes from a teacher guided power point A “Moonth” of Phases Skills Lab

Lesson Activities: Enhanced Level Mr. Parr’s Phases of the Moon Song; psnuQ The Universe: Phases of the Moon video TZlks TZlks Journal writing activity on perspective about picture on this slide Moon Phases notes from a teacher guided power point How Does the Moon Move Inquiry Activity A “Moonth” of Phases Skills Lab Formal Lab Report Write-up

A “Moonth” of Phases Skills Lab: 1.Students will create models of the moon 2.Students will work with a partner, taking turns holding the moon stick and stepping around the moon stick 3.Students will label their data with the name of each moon phase 4.Students will explain how much of the lit part of the moon stick they saw after each step 5.Students will work with their partner to answer the analyze and conclude questions

Adapted Materials: Prior Knowledge & background information: Many of my students have very limited backgrounds, so the introduction of all new vocabulary prior to all lesson is key. I provide all my students with noted guides for all lessons, these are shared with parents via and on my class Moodle site. I use videos to introduce new concepts making it more interesting and engaging and less reading. Checks for understanding or difficulties are done throughout every part of every lesson. Reinforcement activities are used to assess student understanding as well.

Adapted Materials: A “Moonth” of Phases Activity Sheet: The skills lab activity sheet was adapted by putting the lab procedures in easier to understand phrasing and using few multi-step directions. On the fundamental level lab sheet, 4 of the moon phases were pre- labeled and shaded for students. The analysis questions were adapted on each level activity to to reflect each learning level.

Adapted Materials: Class Demo & Grouping work: The class will watch various videos introducing and explaining the phases of the moon, why the moon has phases and what each phase looks like. The teacher will demo the lab activity using students to ensure student focus. Fundamental level students will be paired with enhanced or standard level students, each student get a turn to be a leader in the activity. Students will work with their partners answering the activity sheet and analysis questions.

Universal Instructional Design: Universal Instructional Design used in my lesson: Smart board Smart board Teacher made & modified materials, as well as instructional videos Teacher made & modified materials, as well as instructional videos Teacher created Moodle page with all lesson material; notes, vocabulary, lab activity sheet, reinforcement worksheets and power point available for students & parents Teacher created Moodle page with all lesson material; notes, vocabulary, lab activity sheet, reinforcement worksheets and power point available for students & parents Step by step teacher guided instruction & demonstration Step by step teacher guided instruction & demonstration Visual and auditory learning through teacher demo and videos Visual and auditory learning through teacher demo and videos Hands on lab activity working in groups and with a leveled partner Hands on lab activity working in groups and with a leveled partner Textbook available electronically, along with guided tutorials and an audio component Textbook available electronically, along with guided tutorials and an audio component Truflix; supplemental electronic books with audio component Truflix; supplemental electronic books with audio component The Clifton School District does a good job of following the principles of UID. Below is a list of the many programs we have available to our students: UDL tool kit wiki spaces subscription Bookshare for texts Zoom Text Magnifier Orato Reader Balaboka Text-to-Speak

Strategies for Students with Autism: Monitor frustration level; provide self-calming techniques Monitor frustration level; provide self-calming techniques Communicate with students regarding what makes them feel uncomfortable Communicate with students regarding what makes them feel uncomfortable Preferential seating Preferential seating Frequent communication with parents, counselors and case manager to provide smooth transitions Frequent communication with parents, counselors and case manager to provide smooth transitions Allow extra time for processing and completion of all assignments Allow extra time for processing and completion of all assignments Model tasks and appropriate social behavior Model tasks and appropriate social behavior

Strategies for students with a Learning Disability: Provide all reading and vocabulary assignments in advance Provide all reading and vocabulary assignments in advance Constant communication with parents; all copies of all notes, workheets, study guides, rubrics, upcoming test, quizzes, and projects Constant communication with parents; all copies of all notes, workheets, study guides, rubrics, upcoming test, quizzes, and projects Modify the length all written and reading assignments Modify the length all written and reading assignments Modify all tests and quizzes, always provide a word bank and orally read test to students Modify all tests and quizzes, always provide a word bank and orally read test to students Allow for student success at least once a class Allow for student success at least once a class Chunk small amounts of information to assure accomplishment Chunk small amounts of information to assure accomplishment Provide constant feed back to students Provide constant feed back to students Continually check for understanding Continually check for understanding

Strategies for students with Behavior Disorder: Positive feedback to keep student motivated and on task Positive feedback to keep student motivated and on task Involve student during demonstrations and reward appropriate behavior with a classroom task Involve student during demonstrations and reward appropriate behavior with a classroom task Frequently monitor student frustration level during independent assignments Frequently monitor student frustration level during independent assignments Point out and acknowledge appropriate behavior at every opportunity Point out and acknowledge appropriate behavior at every opportunity Constant communication with parents, case manager, and school administration Constant communication with parents, case manager, and school administration Design and implement a behavioral plan with input from teacher, student, case manager, school administration and parents Design and implement a behavioral plan with input from teacher, student, case manager, school administration and parents

References: Buckley, D., Miller, Z., Padilla, M.J., Thornton, K., & Wysession, M.E. (2001). Interactive Science: Astronomy and Space. Upper Saddle River, NJ: Pearson Education, Inc. Sousa, D. (2011). How the Special Needs Brain Learns. (2 ed). Thousand Oaks, CA: Corwin Press, Inc