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Kathryn Conway TASC Differentiated Unit Plan (Differentiation (Simple,…
Kathryn Conway TASC Differentiated Unit Plan
Monthly theme/focus: Hot and Cold
What is hot and cold?
What common daily life things are hot and cold?
How can we recognize something that is hot or cold?
How can we make something hot or cold?
Class Profile
LA: great sense of humor, Angelman Syndrome, aggression towards others and classroom materials
LB: Autism, ODD, ADHD, use first-then structure, simple but firm directions, some sensory needs.
GK: Autism, ADHD, busy body, sensory driven, hard time sitting at a task for more then a couple minutes (build in body breaks)
JS: great sense of humor, Angelman syndrome, working of having gentle hands when frustrated
IS: Autism, Down Syndrome, some reluctance or stubbornness towards doing work he isn't interested in, passive learner, dislikes a cluttered workspace
SW: Genetic deletion, humor and enthusiasm are great motivators, positive rewards motivate, visual countdown is key, first-then approach
Assessment/ABLLS-R
AAC devices/PODD (JS, LA, SW, GK)
Correct pathway to find word
Accuracy
Reducing support/prompting
Spontaneous speech
Section G- Labelling (G16, 25, 27)
Section M- Group instruction (M3, 5, 11)
Speech (LB)
Spontaneous speech
Accuracy
2-3 word phrases (ex: "it is hot)
IPP goals
each student will get assessed on their IPP goals for January
Differentiation
Simple, firm instruction
Body breaks
Break task up into 2 minute chunks with a break built in
Humorous
EA support
First-then
Hand over hand for LA, IS, SW
Prompting- gestural or verbal for GK, JS, SW
Examples of learning experiences
School walks to microwaves and freezers to locate, label and feel them as hot or cold
Creation and destruction of ice
Red and blue hot and cold sensory bins side by side to compare with one another
Comparison of hot apple cider with apple juice popsicles students made by putting in freezer
Comparison of fan to hair blow dryer, ice pack to hot pack, cold water to hot water
Ice cube painting