Name:
SPED 405 Carty Fall 2011
James Jin Park
Content Area: Chemistry
Instructional Strategy and Accommodations Selection:
Brainstorming for Differentiation/Universal Design/Accommodations
Student for whom plan is being made: _____Diego
or _____Marcus
or
______Jenna or ___X____ Curtis
Brief Description of the lesson:
The lesson is an introduction on radioactivity. It includes presenting notes on radioactivity in a powerpoint, and then a simulation of
radioactivity using a paper bag and lots of pennies.
Directions:Complete the following four charts in preparation of your final Accommodations assignment. There may be some overlap
between categories / charts. You may copy/paste and or indicate this by referencing the previous table (e.g. “See table 1, row 3”)
Type directly in the chart. You may add or delete rows in the charts as needed by clicking on any cell in the chart in the row where
you wish to add or delete rows and then going to “Table” in the top menu and then “Insert” or “Delete.”
Table One: Input
Consider the following for what is being taught (What YOU are doing / presenting / facilitating)
Aspect of the lesson that may
need to be differentiated or
accommodated
Student characteristic(s) which
may necessitate changes to the
input of the lesson:
Suggested Differentiation /
Universal Design / Assistive
Technology / Accommodation
Explanation of how the
previous suggestion will benefit
the chosen student
Powerpoint presentation
Reading comprehension
Powerpoint presentation
Reading comprehension
Student doesn’t have to read the
powerpoint, only what’s needed
Student can listen to the lecture
again later to fill in his notes.
Worksheet directions
Reading decoding
Fill-in-the-blank notes/
condensed notes
Recording device- borrow one
from the school or use an online
program like Voicethread
Say directions out loud
Differentiation/Universal Design/Accommodation Brainstorm_2011
Student would not have to read to
understand the assignment
Page 1 of 12
Name:
SPED 405 Carty Fall 2011
Content Area: Chemistry
Table Two: Output
Consider the following for what the STUDENT is being asked to do during the lesson
Aspect of the lesson that may
need to be differentiated /
accommodated or changed
Student characteristic(s) which
may necessitate changes to the
output of the lesson:
Suggested Differentiation /
Universal Design / Assistive
Technology / Accommodation
Explanation of how the
previous suggestion will benefit
the chosen student
Powerpoint presentation and notes
Reading decoding and
comprehension difficulties
Fill-in-the-blank/
Condensed notes
Pennies Activity
Problem with reading
comprehension- may not
understand activity from the
directions given
Put the students in pairs or in
groups
Student doesn’t have to read full
powerpoint, only the words
needed
Student can work with others to
better understand the activity.
Table Three: Behavioral Support
Consider aspects of the lesson that may affect student behavior (grouping / scheduling / timing / expectations / materials, etc…)
Aspect of the lesson that may
need to be differentiated /
accommodated or changed
Student characteristic(s) which
may necessitate changes to the
input of the lesson:
Suggested Differentiation /
Universal Design / Assistive
Technology / Accommodation
Explanation of how the previous
suggestion will benefit the
chosen student
Pennies activity
Problem with reading
comprehension- may not
understand activity from the
directions given
Reading decoding and
comprehension difficulties
Put the students in pairs or in
groups
Student can ask others for help and
can work with others to complete
the activity without having to read
the directions
Student doesn’t have to read full
powerpoint so he can still be
involved
Powerpoint presentation and
supplemental notes worksheet
Differentiation/Universal Design/Accommodation Brainstorm_2011
Fill-in-the-blank/
Condensed notes
Page 2 of 12
Name:
SPED 405 Carty Fall 2011
Content Area: Chemistry
Table Four: Tests / Assessment / Evaluation
Consider the following for the evaluation aspect(s) of the lesson
Aspect of the lesson that may
need to be differentiated /
accommodated or changed
Student characteristic(s) which
may necessitate changes to the
input of the lesson:
Suggested Differentiation /
Universal Design / Assistive
Technology / Accommodation
Explanation of how the
previous suggestion will benefit
the chosen student
Supplemental Worksheet –
activity question
Problem with reading
comprehension – may not
understand steps in activity
Problems with reading
comprehension- won’t understand
definitions in powerpoint
Put students in groups or pair
Student can ask others for help to
answer questions if he doesn’t
understand what it’s asking
Student doesn’t have to rely on the
powerpoint for notes
Supplemental Worksheet –
definitions
Differentiation/Universal Design/Accommodation Brainstorm_2011
Teacher reads directions out loud
to classand condense the
definitions into fill-in-the blanks
Page 3 of 12
Name:
SPED 405 Carty Fall 2011
Content Area: Chemistry
Radioactivity (original)
Learning Objective:
Students understand radioactivity at a basic level and the fact that atoms can change their identity. They need to understand that the
reason something is radioactive is because the nucleus is unstable. Students must also understand radioactive decay and its uses in real
life situations.
Students conduct a simple activity with pennies and paper bags to understand how radioactivity works.
Assessment criteria:
Students’ definition of radioactivity states that radioactivity comes from atoms releasing energy and particles. They must then
understand that over time, atoms can change because the number of protons changes.
Students will complete a worksheet that pertains to the in-class activity that will be done with the pennies and the paper bag.
Benchmarks/State Standards:
National Science Content Standards: Physical Science content standard B
Transfer of Energy: In most chemical and nuclear reactions, energy is transferred into or out of a system. Radioactivity occurs when a
nucleus is unstable and releases energy due to the instability of the nucleus.
Properties and changes of properties in matter: chemical elements don’t break down during normal laboratory reactions. Students need
to understand that atoms can change under the right conditions
Students Prerequisite Knowledge:
Students need to know that an atom contains a nucleus and that the nucleus has protons and neutrons. Students need to know what an
isotope is.
Students must be able to follow multi-step directions when doing the activity.
Instructional Strategies:
Microsoft powerpoint will be used to provide the students with the general information on radioactivity and radioactive decay.
An in-class activity will be used to give students a hands on experience with radioactivity since it cannot normally be shown in the
classroom. A supplementary worksheet will be used as a supplement to the activity
Instructional Resources used:
Chemical Interactions textbook by McDougal Littell Science
-Basic information of radioactivity and the pennies and paper bag activity (pg. 30)
Differentiation/Universal Design/Accommodation Brainstorm_2011
Page 4 of 12
Name:
SPED 405 Carty Fall 2011
Content Area: Chemistry
Materials:
For each table (2 students):
1 paper bag
40 pennies
2 supplementary worksheets (1 per student)
Set-Up:
The 40 pennies must be in the paper bag and the students will be handed a worksheet for the activity. The pennies can be spilled onto
the science tables the students are sitting at.
Time requirement:
1 class period for both the introductory information and the in-class activity
Instructional Sequence:
Introducing the Lesson
Start with a discussion about the basics of the atom: “What are the different parts of the atom? “Which two parts are in the nucleus?”
“What is an isotope?”
Powerpoint will be turned on to show them that we will be talking about radiation and that the nucleus is very important in
understanding what radioactivity is.
Representing the Content
Power point will be used to talk about radioactivity and radioactive decay. Students will be taught how atoms are radioactive if the
nucleus is unstable. Real life applications of radioactivity will also be shown.
The in-class activity will then be used to show radioactive decay and how atoms can change over time.
Evaluating Learning
After the activity is done, I will ask about how the activity relates to radioactive decay.
Critical thinking questions will also be provided on the worksheet; the students have to answer those and I will ask them for the
answers to the questions.
Design Rationale:
The introductory questions must be done first to see if the students know the information that is necessary for understanding
radioactivity. I will then use the powerpoints so that the students get the information they need to understand what radioactivity and
radioactive decay is at a basic level. In order to give the students something tangible to work with, the pennies and paper bag activity
will be done. The critical questions at the end of the lesson will be asked to see if the students have understood what radioactivity is.
Differentiation/Universal Design/Accommodation Brainstorm_2011
Page 5 of 12
Name:
SPED 405 Carty Fall 2011
Content Area: Chemistry
Radioactivity (accommodated)
Learning Objective:
Students understand radioactivity at a basic level and the fact that atoms can change their identity. They need to understand that the
reason something is radioactive is because the nucleus is unstable. Students must also understand radioactive decay and its uses in real
life situations.
Students conduct a simple activity with pennies and paper bags to understand how radioactivity works.
Assessment criteria:
Students’ definition of radioactivity states that radioactivity comes from atoms releasing energy and particles. They must then
understand that over time, atoms can change because the number of protons changes.
Students will complete a worksheet that pertains to the in-class activity that will be done with the pennies and the paper bag.
Benchmarks/State Standards:
National Science Content Standards: Physical Science content standard B
Transfer of Energy: In most chemical and nuclear reactions, energy is transferred into or out of a system. Radioactivity occurs when a
nucleus is unstable and releases energy due to the instability of the nucleus.
Properties and changes of properties in matter: chemical elements don’t break down during normal laboratory reactions. Students need
to understand that atoms can change under the right conditions
Students Prerequisite Knowledge:
Students need to know that an atom contains a nucleus and that the nucleus has protons and neutrons. Students need to know what an
isotope is.
Students must be able to follow multi-step directions when doing the activity.
Instructional Strategies:
Microsoft powerpoint will be used to provide the students with the general information on radioactivity and radioactive decay.
An in-class activity will be used to give students a hands on experience with radioactivity since it cannot normally be shown in the
classroom. A supplementary worksheet will be used as a supplement to the activity
Instructional Resources used:
Chemical Interactions textbook by McDougal Littell Science
-Basic information of radioactivity and the pennies and paper bag activity (pg. 30)
Differentiation/Universal Design/Accommodation Brainstorm_2011
Page 6 of 12
Name:
Content Area: Chemistry
SPED 405 Carty Fall 2011
Supplemental worksheet for the class, accommodated version for Curtis
Materials:
For each table (2 students):
1 paper bag
40 pennies
2 supplementary worksheets (1 per student)
Set-Up:
The 40 pennies must be in the paper bag and the students will be handed a worksheet for the activity. The pennies can be spilled onto
the science tables the students are sitting at. The students willed be paired off in order to accommodate for Curtis and to provide
help for students to discuss the questions
Time requirement:
1 class period for both the introductory information and the in-class activity
Instructional Sequence:
Introducing the Lesson
Start with a discussion about the basics of the atom: “What are the different parts of the atom? “Which two parts are in the nucleus?”
“What is an isotope?”
Pass out the supplementary worksheet for the students; give Curtis accommodated worksheet to aid him in writing down the
information.
Powerpoint will be turned on to show them that we will be talking about radiation and that the nucleus is very important in
understanding what radioactivity is.
Representing the Content
Power point will be used to talk about radioactivity and radioactive decay. Students will be taught how atoms are radioactive if the
nucleus is unstable. Real life applications of radioactivity will also be shown.
The in-class activity will then be used to show radioactive decay and how atoms can change over time. Read the directions first
together as a class, and then allow the students to get started after pairing them off.
Evaluating Learning
After the activity is done, I will ask about how the activity relates to radioactive decay.
Critical thinking questions will also be provided on the worksheet; the students have to answer those and I will ask them for the
answers to the questions.
Differentiation/Universal Design/Accommodation Brainstorm_2011
Page 7 of 12
Name:
Content Area: Chemistry
SPED 405 Carty Fall 2011
Design Rationale:
The introductory questions must be done first to see if the students know the information that is necessary for understanding
radioactivity. I will then use the powerpoints so that the students get the information they need to understand what radioactivity and
radioactive decay is at a basic level. In order to give the students something tangible to work with, the pennies and paper bag activity
will be done. The critical questions at the end of the lesson will be asked to see if the students have understood what radioactivity is.
The accommodations made for Curtis were made to aid Cutis get the most important parts of the notes and to aid with his
comprehension of the material. The supplementary worksheet was changed to make the activity more understandable
Differentiation/Universal Design/Accommodation Brainstorm_2011
Page 8 of 12
Name:
SPED 405 Carty Fall 2011
Content Area: Chemistry
Co-teaching explanation:
For this lesson, I think it would be best to utilize a “one teach, one assist” method of coteaching. The powerpoint lecture portion of the lesson isn’t very long, and it would be best taught by
someone who is more certified to teach about radioactivity. The powerpoint only contains eight
slides, so it can be taught but just one teacher. After the powerpoint is show, the students will do the
radioactivity penny activity, which is mostly for the students to do in their pairs. Since most of the
students are autonomous at this point, both teachers can move around the room and assist the
students in the classroom. When the students gather back together to analyze the data from the
activity, either teacher can take over, but I would still probably maintain the “one teach, one assist”
method of co-teaching. This is because the analysis portion of the activity will once again not take a
long time. The students will be making their charts and graphs on their own, and they basically come
together to discuss the trends they saw in the activity. The other teacher who isn’t leading the
discussion would be helping individual pairs if the teachers see that someone isn’t graphing or
charting the data correctly.
I would not most of the other co-teaching methods for this lesson. The alternative teaching
and the parallel teaching methods would break up the class, but since the students are broken up into
pairs, they wouldn’t have to break up further. Stations teaching would also be unusable, because
there aren’t any stations for this lesson, because all the students are doing the same thing at the same
time. Lastly, I wouldn’t want the teachers too involved with each and every student, because the
activity is meant for them to do alone with their pairs. If the other co-teaching methods are used,
teachers can work more directly with the students, but I would like the provide the students with a
little more autonomy.
Differentiation/Universal Design/Accommodation Brainstorm_2011
Page 9 of 12
Name:
SPED 405 Carty Fall 2011
Content Area: Chemistry
Accommodations Reflection:
Most of the changes were made to help Curtis deal with this struggling reading
comprehension. The simplification of the rules on the worksheet is meant to reduce the amount of
reading and to make the directions easier to understand. There was also a small blurb on
radioactivity at the top of the worksheet, but I removed it because I didn’t think it was absolutely
necessary to understand the activity. I also made the definition portion of the worksheet fill-in-theblank to help Curtis better understand the definitions by not having to spend as much time writing
the definitions. It will give him more time to focus on what the definition actually means. The group
setting of the activity was changed to incorporate pairs instead of having the students do the activity
on their own. This benefits not only Curtis, but also the rest of the students. Curtis benefits by having
the option of asking a classmate for help if he doesn’t get the directions or the point of the
assignment, and the other students benefit by having someone to discuss the results with.
I didn’t want to change the actual activity, because I thought it was a fun activity to replicate
the half-lives of radioactive elements. I also didn’t want to change the lesson and student objective,
because regardless of how much a student needs to be accommodated, I believe that they should still
finish the school year knowing the same standards and benchmarks as the other students. Thus, I
wanted to make changes in the execution of the lesson, and not the lesson itself.
The overall assignment was frustrating, because parts of the lesson had to be altered to cater
to the needs of one student. I may not have had to change the powerpoint slides, but I had to change
the supplementary material, which created more work for myself. I’m not sure if I wouldn’t always
be able to accommodate my students like this for every lesson, but this assignment made me mindful
of the things I can and can’t do for the students in my future classroom. I’m afraid that one day I will
overlook my IEP students because it’s harder to cater to their needs.
Differentiation/Universal Design/Accommodation Brainstorm_2011
Page 10 of 12
Name:
SPED 405 Carty Fall 2011
Content Area: Chemistry
Name____________________________________
Pennies Radioactivity Activity (original)
Radioactivity Decay occurs when unstable atoms release energy and radiation in order to become
stable. Handling radioactive atoms are dangerous and can be harmful to living things. This activity
allows you to understand how quickly atoms can change.
What is Radioactivity? _______________________________________________________________
What is Radioactive Decay? __________________________________________________________
What is a Half-Life?
_______________________________________________________________
What is an isotope? _________________________________________________________________
PROCEDURE:
1. Each group will be given a paper bag and will need to get 40 pennies.
2. Put the 40 pennies in the paper bag. The 40 pennies represent 40 atoms.
3. Pour out the pennies onto the table.
4. Count the number of pennies that landed head side up. These represent atoms whose nuclei
changed.
5. Refill the bag with only the pennies that landed tail side up.
6. Repeat steps 3-5 until all of the pennies have landed head side up. Each time you pour out the
pennies counts as one turn.
7. Construct a graph with the number of atoms that changed on the y-axis and the number of
turns on the x-axis.
WHAT DO YOU THINK?
1. After one turn, how many atoms had changed? How many had not changed?
2. In how many turns did all the atoms change?
3. What was the half-life of your bag of pennies?
4. If you used a different number of pennies, would your results be different?
In what way?
Differentiation/Universal Design/Accommodation Brainstorm_2011
Page 11 of 12
Name:
SPED 405 Carty Fall 2011
Content Area: Chemistry
Name____________________________________
Pennies Radioactivity Activity (accommodated)
What is Radioactivity? Process in which ___________ release energy and particles called
_________________
What is Radioactive Decay? Process of ____________and atom when releasing ____________ and
radiation from the ____________
What is a Half-Life? The time it takes for _______________ if the atoms to ________________
What is an isotope? Elements with different numbers of ___________________
This activity lets us see how quickly atoms can change
PROCEDURE:
1. Put 40 pennies in a bag. The 40 pennies represent 40 atoms
2. Pour out the pennies onto the table.
3. Count the number of pennies that landed head side up. These represent atoms whose nuclei
changed.
4. Refill the bag with only the pennies that landed tail side up.
5. Repeat steps 3-5 until all of the pennies have landed head side up. Each time you pour out the
pennies counts as one turn.
6. Construct a graph with the number of atoms that changed on the y-axis and the number of
turns on the x-axis.The y-axis will be the number of pennies that landed tail side up. The x-axis
will be the number of turns
WHAT DO YOU THINK?
1. After one turn, how many atoms had changed? How many had not changed?
2. In how many turns did all the
atoms change?
3. What was the half-life of your bag of pennies?
4. If you used a different number of pennies, would your results be different?
In what way?
Number of
Pennies in
bag
Number of
turns
40
0
Differentiation/Universal Design/Accommodation Brainstorm_2011
Page 12 of 12