Learning experiences and assessment opportunities

As part of this unit, the teacher is planning to implement the following learning experiences and assessment opportunities. The teacher has documented the adjustments that Sam needs in order to access the planned learning experiences and assessment opportunities.

Learning experiences and assessment opportunities	Adjustments for Sam
The Millilitre	the teacher provides a sequence of instructions on cue cards for Sam. To alleviate Sam’s anxiety and to provide increased opportunities for feedback, the sequence of instructions is divided into task cards with a maximum of four steps on each card during guided practice the teacher supports Sam and his partner to highlight designated roles. Sam’s roles, his partner’s roles, and joint roles are highlighted in different colours Sam uses a permanent marker to tick the steps he has completed on each task card. On completion of the task card, Sam and his partner place the task card in a ‘Finished Box’. The pair collects subsequent task cards from the teacher
*Part A* Students, working in pairs, are given two unmarked measuring cylinders (one large and one small), a calibrated measuring jug, and a medicine glass	Sam is paired with a preferred peer who will demonstrate how to complete a task where necessary
Each student, on the large unmarked cylinder, marks an estimated level for 100 mL	each student uses a different-coloured permanent marker to record his/her estimate on the cylinder
Students fill the measuring jug with water to the 100 mL level and pour the water into the large cylinder. They mark on the measuring cylinder the level of the water
Students use the level of the water on the large cylinder to mark an estimated level, for 1000 mL (or 1 L)	Sam is provided with a choice of strategies for estimating, eg visualising the repeated units or marking 100 mL estimates on the cylinder to 1 L. These are recorded on the whiteboard
Students then refill the measuring jug with water to the 100 mL level and pour the water into the measuring cylinder. They mark on the measuring cylinder the level of the water. Students repeat the process until the measuring cylinder has been calibrated to 1000 mL (or 1 L). Students compare and reflect on their estimates and actual recordings Each student, on the small unmarked measuring cylinder, marks an estimated level for 10 mL Students fill the medicine glass with water to the 10 mL level and then pour the water into the small measuring cylinder. They mark on the cylinder the level of the water
Students use the level of the water to mark on the small cylinder an estimated level for 100 mL	Sam is provided with a choice of strategies for estimating, eg visualising the repeated units or marking 10 mL estimates on the cylinder to 100 mL. These are recorded on the whiteboard
Students then refill the medicine glass with water to the 10 mL level and pour the water into the measuring cylinder. They mark on the measuring cylinder the level of the water. Students repeat the process until the measuring cylinder has been calibrated to 100 mL. Students compare and reflect on their estimates and actual recordings	the teacher assists Sam to reflect by providing him with a worksheet of sentence stems/cloze sentences. The worksheet assists Sam to demonstrate his understanding and organise the information in a succinct manner as Sam completes his worksheet, the teacher indicates the questions to which he will be required to contribute in the class discussion
*Part B* In small groups, students select three containers from three boxes of containers sorted by the teacher on the basis of size	Sam is paired with a preferred peer who will demonstrate how to complete a task where necessary
They estimate and record their estimate of the capacity of each container. Students choose the appropriate calibrated measuring device (from Part A) and measure the capacity of each container. They record the capacity of each container in millilitres. Students then order the containers in terms of capacity and record their findings	Sam is provided with a choice of strategies for recording the estimate and measure of the capacity of each container, eg drawing and labelling each container, or writing the estimate and measure in mL. These are recorded on the whiteboard
Possible questions include: How did you estimate the capacity of each container? How did you choose the measuring device for each container? How did you record the capacity of each container? What could you do to check the ordering of the containers in terms of their capacity?	the teacher assists Sam to reflect by providing him with a worksheet of sentence stems/cloze sentences. The worksheet assists Sam to demonstrate his understanding and organise the information in a succinct manner

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