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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Brynn Greenway
March 21

(day 1)

Subject/ Topic/ Theme

Plants

Grade __2nd___________

I. Objectives
How does this lesson connect to the unit plan?
This is the introduction to the plant unit and teaches why plants are important to our lives and why it is important for us to learn
about them.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Students will be able to explain the importance of plants to our lives.


Students should know the uses of plants.
Students should reflect on why we are learning about plants.
Students should be able to recognize the vocabulary words associated with running an experiment and have a general
definition for them.

R
x
R

Common Core standards (or GLCEs if not available in Common Core) addressed:
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
CCSS.ELA-Literacy.SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.2.1.b Build on others' talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

Students will have basic knowledge about plants and about the scientific process from first grade.
Pre-assessment (for learning): Students will volunteer knowledge that they already have.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Students will participate in the discussion and answer questions as a class.
Formative (as learning): Students will fill out the crossword puzzle.
Summative (of learning): Final discussion and question on why plants are important

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and


communication- increase medium
of expression

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students can read the responses


on the board as well as hear and
speak them.

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I will ask leading questions to


try and get students to think
outside of the box.

Provide options for comprehensionactivate, apply & highlight

Students will use their new


vocabulary in their crossword
puzzle.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

Plant crossword puzzles, clipboards (provided), pencils (students should have their own), vocabulary
word cards, white board

The classroom will be set up as it usually is. The students will be sitting on the floor by the orange
chair in the corner of the room.
How will your classroom
be set up for this lesson?

III. The Plan


Time
9:209:25

Components
Motivation
(opening/
introduction/
engagement)

9:259:27
9:279:35

9:359:40

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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will gather students to the orange chair and tell
Students will come in quietly from their special and
them that they need a writing utensil and a
get their required materials and sit on the floor in
clipboard. I will also ask students to make sure they front of the orange chair. Students are expected to
are sitting next to responsible neighbors who will
sit next to friends who will not distract them.
not distract them.
I will greet students and tell them that we are
starting the plant unit today. Today we will be
learning about why they are important and begin
thinking about the experiment we will be
conducting. Did you know plants are an important
part of our daily lives?
I will ask students to talk to their elbow partners
and think of as many uses of plants that they can. I
will give them a minute or two to do this.

Students should sit quietly and begin reflecting on


why plants are important and what we use them for.

Then I will have them raise their hands and


volunteer answers that they come up with. I will
list these answers on the board. When they cannot
think of any more, I will provide prompts in order
to get students to think of ones they may not have
thought of. Examples of this could be, plants also
can help us feel better when we are sick. What do
we take when we are sick? Medicine. Thats right,
did you know that medicine is made from plants?

Students will sit quietly and listen while others


raise their hands to volunteer answers.

I will also ask students some of the things that they


like to do for fun. I will then relate this to plants
and how plants are used to make a lot of different

Students will raise their hands and tell the class


things they do for fun. They will also look at each
others clothing tags when asked.

Students will talk quietly with their elbow partners


about plant uses.

materials. I will also have students look at each


others clothing tags and look for words like cotton
and polyester.
9:409:45

9:459:55

9:5510:00

Closure
(conclusion,
culmination,
wrap-up)

Next, I will introduce the experiment vocabulary


words that we will be working this week. I have
cards with the vocabulary words written on them.
The teacher or I will tape them to the white board. I
will ask students if they have any ideas on what the
words may mean. (Some of them they may
recognize and some may be new). We will come up
with a definition as a class and the teacher or I will
write it below the word on the board. The vocab
words for this week are: variable, conclusion,
hypothesis, experiment, test group, and control
group

Students will sit quietly and raise their hands if


they have any ideas on a definition for the word.

Then students will work with their PB&J partners


to complete the crossword puzzle that I have
created that reviews our new vocab. I will go
around and help them as needed.

Students will find their PB&J partner and fill out


the crossword puzzle somewhere in the room.

Why are plants important? We use them in so many


parts of our daily lives. Why is it important to learn
about them? They are important to our lives and we
should learn how to care for them.

Students will sit on the carpet and raise their hands


to share what they have learned.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This day went very well. I was worried I wouldnt have enough time for everything, but it all worked out well. The students
were very excited for me to teach and did well participating. They gave answers that I was not expecting. I was expecting a lot
of answers about plants we eat, but instead they kept bringing up how we can use plants to build forts. This was perfectly
okay with me though because it got us started on different building materials and how our houses are made of wood and
wood comes from trees. We also got into how a lot of toys and clothes are made from plants, and it was really cool to see their
minds be completely blown by the idea that they were wearing plants. The one thing that I would do differently for next time
is that on the crossword puzzle when there is a space between words there is an extra box. This threw students off quite a bit
so next time I would fix that.

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