ORIGINAL LESSON PLAN

GRADE: first                SUBJECT: science and art       TOPIC: Everyday structures

CONCEPT: different types of animals (pets) require different types of shelter

OBJECTIVE: To use riddles to describe animals and their shelters

TEACHING OBJECTIVES:

1.      To brainstorm as many animals as possible

2.      To consider the differing characteristics of animals

3.      To consider how these characteristics influence the structure that the animal will need

4.      To know that riddles inadvertently tell their own answer

MATERIALS:     Blank riddle cards, construction paper, crayons, colored pencils, or magic markers, pictures of a wide variety of animals.

INTRODUCTION:     Bring in some stuffed animals, and possible a real animal if this is possible. Be sure to have many pictures of animals in different structures, both natural and human-made. Ask children what pets they have at home. List their responses in a column on chart paper. (Children without pets may suggest a pet they would like to have.) Then discuss with children the special housing needs of the pets on the list. Do they need a cage, a tank, or a small house of their own? Why? List each pet's "house" alongside its name on the chart paper.

INSTRUCTION:

1. Next, tell children they are going to make riddle cards. Pass out the blank riddle cards and have children fold them in half (so the question appears on the front of the card at the top). Then read aloud with children the question on the front of the card. Explain that they are going to draw a picture of a pet "house" on the front of the card and a picture of the pet that lives in that house on the inside of the card. Encourage them not to tell what pet they are drawing, since they want people to guess the answer to the question, “Who lives here”?
2. When children are done drawing, they can exchange cards with one another and try to guess what pet is inside.

CLOSURE: Have students try to guess the animal riddles that the teacher has prepared.

Adaptation of Lesson for ADHD student

Rationale for Adaptation

Implementation and possible difficulties

1 - in large group discussion, review the social skills rules for waiting turns in answering questions and giving answers

2 - allow some children to come to the front with the teacher to hold up animal cards

3- when writing the animal names and houses on the chart paper, try to draw an accompanying picture of the animal and house to put alongside the corresponding words

4 – insist that the children draw the house first

5 – set a timer for 5 to 7 minutes during which time the children may only work on the drawing of the house

6 – before sharing the riddles with one another, review the rules for waiting turns, and for talking out; make the rule “real”, for at this point in the activity secrecy is key

1 – the ADHD child having trouble with impulsively blurting out answers will need help remembering classroom rules and procedures

2 - the ADHD child needing attention will like to participate in this way in front of the class

3 – the ADHD child having trouble with distraction will more likely pay attention to several visual and verbal cues

4 – splitting up the tasks into 2 parts will help the ADHD child having trouble with distraction

5 – insisting that the children stay on the task of drawing the house will help the impulsive ADHD to finish the task without rushing to the more interesting task of drawing the animal

6 – this will help the ADHD child who speaks out of turn to respect the value of secrecy in the “game”

1 – if the ADHD child still blurts out answers, review the rules again; try to have a mini-conference with the child before they start working on their own riddle, as this will become critical for the activity to come

2 – if the ADHD child is withdrawn, hand out some of the stuffed animals or animal pictures for them to “play” with while listening to the lesson

3 – drawing animals may take some time; either develop a method for drawing which is quick and efficient, or prepare pictures of suitable size before class

3 – the board may become cluttered with too many words and/or pictures, which is confusing

4 – the child may rush to finish the house too quickly: go to the child during this independent work time, ask questions about the house; this focusing will focus the child

5 – the child may rush to finish the house too quickly; if need be, let them do so, but stay near them to ensure no peeking at other children’s works; have the child make another riddle

6 – make a strict class rule for this game; anyone who talks out cannot share their riddle, and for further infractions, must go to a quiet place and not participate