Floating Ducks

Juli GiumarraAssistive Technology EDTC 620

Professor DalyFinal-December 2014

Target Audience

• Preschool Inclusion classroom• Students ages 3 years old-5 years old

Learning Objectives

• Standard1. SWBAT make a prediction about how many cups of water

it will take to make a duck float in water 2. SWBAT document their prediction of how many cups of

water it will take to make a duck float in water by circling the number they predicted from 1-10

3. SWBAT observe and note details in an experiment by circling the number of cups of water it actually took to make a duck float in water

4. SWBAT demonstrate some understanding of the concepts sink or float

Learning Objectives

• Fundamental1. SWBAT make a prediction about how many cups

of water it will take to make a duck float in water by choosing a number from 1-10 on a number line

2. SWBAT make a prediction of how many cups of water it will take to make a duck float in water by reporting their answer to the teacher

3. SWBAT demonstrate minimal understanding of the concepts sink or float

Learning Objectives

• Advanced1. SWBAT explain why predictions made were

correct or incorrect2. SWBAT observe and document their findings in

an experiment by writing their answer using the correct numbers

3. SWBAT classify objects into categories of sink or float

Lesson Components

• How many cups of water does it take to get the rubber duck to float?

• Is the rubber ducky floating?

Universal Instructional Design

• Physical environment • Health and safety practices • Social-emotional environment • Teaching environment • Individual assessment and program evaluation • Family involvement Practices

Activities that will be in this lesson:

• Standard level activities (small groups of 3 or 4)

• Fundamental (small groups-working with partner)

• Computer/technology based• Strategy for enhanced level

Adapted Materials

• Closed captions on the YouTube video• Specialized seating• Hands-free computer access assistive

technology• Closed Circuit Television• Large chart• Large cups• Broken crayons

Activities/Strategies/Techniques

• Autism• ADHD/Learning Disability• Mental illness/Emotional Behavior Disorder

Sources

• Conn-Powers, Cross, Hutter-Pishgahi, and Traub. The Universal Design of Early Education, Moving Forward for All Children. Beyond on the Journal. September 2006. Print.

• Lighthouse International. www.lighthouse.org.• Curb Cuts Videos. www.YouTube.com.