LESSON PLAN #1

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Lesson Title: Similarities and Individual Differences: Experiencing Autism the video

Lesson #: 1

Unit Title: TimeRequired:

60minutes

Subject(s) and Strand(s):

English, Social Studies or Art.Second step: Choose one or a combination of these (cross curriculum)

Grade:1-5

Teacher:# of Students:

Lesson Objectives (What do you want the students to know at the end of the lesson?)

How will you integrate the topics of similarities and individual differences?

Students will become familiar with numerous symptoms of autism, keeping in mind that there is a wide continuum along which these symptoms may appear in children with autism

Students will become aware of how to interact socially with their peers who have autism.

Students will participate in a classroom setting in the Toonies for Autism campaign.

Similarities - Pervasive Developmental disorder (PDD), used synonymously with Autism Spectrum Disorder (ASD), is currently the umbrella term for 5 smaller disorders that are grouped together in the Diagnostic and Statistical Manual of the American Psychological Association. Autistic disorder (autism), one of the disorders under the ASD umbrella, features various behaviours that all children with autism exhibit at different intensities. (SEE BACKGROUND KNOWLEDGE NEEDED BELOW).

Differences - Discuss these behaviours with emphasis on how different they may look in different children with autism. Use the Toonies for Autism video, “Experiencing Autism”, as a concrete example of different behaviours and discuss how they may affect children with autism.

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Accommodations and Modifications

- Elect a student who demonstrated understanding to explain the concepts under discussion, or a group of students to demonstrate ideas from the video if the whole class cannot participate.

- Begin instruction when students give their undivided attention.

- The “autism” definition will be outlined in bullet form on the board; this is to ensure that the essential materials are covered and presented visually. Discussion around the process will expand upon and provide added information on the topic.

- Content delivery will be organized into workable “chunks” that can be rehearsed.

Modifications: none required

Background Knowledge Needed

-View video prior to lesson.

-Under the umbrella term “Autism Spectrum Disorder” are 5 classifications: (1) AutisticDisorder (Autism), (2) Asperger’s Disorder, (3) Rett’s Disorder, (4) Childhood Disintegrative Disorder, and (5) Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS).

-Autism can be characterized by the following behaviours: impairments in social interaction, impairments in communication, and restrictive/stereotyped behaviours.

-Impairments in social interaction: impaired ability to look directly in your eyes; may not want to hug you or touch you; may not share the same feelings that you feel when you play together; may not want to play with you; may not understand that you are not thinking what they are thinking right now; may not understand your facial expressions,

-Impairments in communication: limited or no verbal speech; use of words that may not have any attached meaning; may repeat words back to you immediately or later based on something heard before (echolalia); language gestures may not be used to convey meaning.

-Restrictive or stereotyped behaviours: may rock or spin; toe walking; hand flapping; hyper-/hypo-sensitivity; may adhere strictly to routines; may be able to repeat lists of facts; spins objects.

LESSON PLAN #1www.togetherforautism.ca

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Curriculum Expectations to be Addressed

Noted above, as per subject and strand.

Assessment(How will you know you have met your objectives?)

As per teaching practice

Instructional Strategies Multiple Intelligences

X Independent Work X Use of Information X Verbal-Linguistic Musical

X Class Participation X Initiative X Math-Logic Interpersonal

X Cooperation with Others

X Problem Solving Spatial- visual X Intrapersonal

Homework Completion X Conflict Resolution Bodily-Kinesthetic Naturalist

Goal Setting to Improve Work

Materials Key Concepts and Vocabulary

- -Together for Autism campaign video “Experiencing Autism”

- -Worksheets - -Video/TV- -Paper (for each student) - -Pencil (for each student)

Autism, developmental, neurological, problems with communication, hypo-sensitivity, hyper-sensitivity, sensory, VLOCKNAR, Toronto Raptors, OVERLOAD, stereotypical behaviour, NO REASON AT ALL, echolalia, pervasive developmental disorder, problems with social interaction, verbal instructions, smell, hear, touch, see, taste, behaviour, continuum, similarities, differences,

LESSON PLAN #1www.togetherforautism.ca

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Teaching Strategies and Student Activity (Lead-in, grouping, classroom organization, questions, etc.)Duration(mins.)

Activity

10

25

Review the definition of autism. Discuss how people with autism have three common symptoms: (1) Problems when communicating, (2) problems interacting with their classmates (social interaction), and (3) behaviours that may be exactly the same over and over again.

A Group Discussion Strategy: Similarities in children with autism What types of behaviours (things people say and do) do students think may fit under the 3 above categories? Do this as a brainstorming exercise before you watch “Experiencing Autism”, but prompt answers as needed, as children in the class may never have met anyone with autism. After an extensive list has been brainstormed, indicate that all children with autism exhibit some of these characteristics and that these things make up “autism”. We will use this chart throughout the lesson.

Mention that although children with autism exhibit similar behaviours they all are very unique from one another, as we will see as we watch the video

Experiencing Autism:We will continue to add to the brainstorming sheet as we go through the video. Look at the “Experiencing Autism” Video and stop it right before VLOCKNAR.Let’s discuss what VLOCKNAR IS. VLOCKNAR is a made-up word that the Toonies for Autism campaign gave to an activity we want the class to try. Tell the class that you would like them to all VLOCKNAR. You can repeat it as many times as you want but give no other instructions.

No one in the class knows what VLOCKNAR means; also, no one has the materials necessary to VLOCKNAR and, because no one knows what VLOCKNAR is, they do not know what materials to ask for. Add some of the things your students say or some of the actions they do under the appropriate categories on our brainstorming sheet (include things like laughing, unsuccessful attempts, etc.) Let’s watch VLCOKNAR on the “Experiencing Autism” video and then stop the video.

Let’s discuss what behaviours Lisa showed and add those to our brainstorming sheet as well.

LESSON PLAN #1www.togetherforautism.ca

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Teaching Strategies and Student Activity (Lead-in, grouping, classroom organization, questions, etc.)Duration(mins.)

Activity

Children with autism are similar to each other in that they may have problems understanding you when you ask them to do something. They may also have problems asking you questions. There are a lot of words a child with autism has to remember. Also, sometimes verbal instructions are not enough. Children with autism often need things presented in other ways to help them, such as through pictures. Children with autism are also all different from each other. As you may see, some children with autism walk around with little picture cards that we call P.E.C.S. These are pictures that help them to better understand their daily routine, like snack, working, and moving from one classroom to another. These pictures also help them to easily communicate because they can show others pictures of items that they would like. Some children also use sign language. For other kids who do not need pictures, make sure you speak to them in short sentences, clearly, and in close proximity, and direct them if they need your assistance. Remember: Yelling, threatening, or speaking to them like they’re little kids doesn't help. If you did not know what was expected of you, you would be frustrated too!

*Feel free to replay sections of the video when necessary.

Let’s watch OVERLOAD and then stop the video. Add any new behaviour that you see in Domenico, Christy, and Brandon to our brainstorming list. Watch how Casey does with a sensory over-stimulation exercise when trying to learn a geography lesson about Asia.

Children with autism are similar to each other. We all have five senses: hearing, sight, smell, taste and touch. It's through our senses that we relate to each other and the world around us. But, in children and other people with autism, their senses sometimes work differently than ours. They might be very sensitive to some things and may not respond to other things at all.Children with autism are different from each other. Each child with autism may hear, see, smell, taste and touch the world differently, the same way that some of you may be cold and some may be hot right now. For some children, the bell for recess might be too loud for them, whereas other children with autism may not hear it as loudly. Some children with autism do not like it when they go into a big room like a gym where sounds echo. Other children with autism may like to keep their hands under running water for a long, long time. It’s important to remember that all of our friends enjoy the world differently.

LESSON PLAN #1www.togetherforautism.ca

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Teaching Strategies and Student Activity (Lead-in, grouping, classroom organization, questions, etc.)Duration(mins.)

Activity

Let’s watch NO REASON AT ALL and then stop the video.

Children with autism are similar to each other, because when they have a meltdown it is a pretty bad tantrum that can happen anywhere or at any time. It isn’t that children with autism are being bad or trying to get their own way – the meltdown is their way of telling us that they can’t cope with something. Children with autism are different from each other. If you see a child with autism having a meltdown, he may be screaming very loudly. For some children, we do not want intrude on their personal space to touch or hug them when they are crying. Sometimes children with autism may have a meltdown that goes on for a long time. We need to do our best to help them become calmer by ensuring that they are in a safe environment.

Let’s add some points from the meltdown onto our brainstorming chart.

Before watching the next segment of the video, have everyone get out a piece of paper and pencil. Play the video and follow the instructions when the narrator begins the activity. After the activity stops, stop the video.

*Please replay if your students need to see it again.

Let’s watch SOCIAL RULES. You may want to stop and start the video multiple times during this section to add ideas to the brainstorming chart.

In closing: Have students feel confident that they know what behaviours a child with autism may exhibit. Remember: a child with autism is no different in physical appearance than a child without autism, so it is sometimes hard to tell if a child has it. The best way to tell if a child has autism is by the behaviours they show. Now that we know more about what autism is, let’s remember that every child with autism is different and shows different intensities of these behaviours that we discussed earlier.

LESSON PLAN #1www.togetherforautism.ca

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Homework and Next Steps

Reflection and Mentor Teacher Feedback(What went well? What could be changed?)

Please provide feedback or additional ideas to Together for Autism so we can continue to build our database!

LESSON PLAN #1www.togetherforautism.ca