Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Brynn Greenway

Date 3/23 Subject/ Topic/ Theme Plants Grade ______2nd__________

I. Objectives
How does this lesson connect to the unit plan?
This lesson will teach the different parts of the seed and what their functions are.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Identify the different parts of the seed. R
 Analyze the differences and similarities between the seeds. An
 Read the paragraphs and answer questions that go with the information R, U, Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats
CCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps
in technical procedures in a text.
CCSS.ELA-Literacy.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support comprehension clarify a text.
CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a
question.
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.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally
or through other media.
CCSS.ELA-Literacy.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
(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 Students will know what a seed needs to grow.
knowledge and skills.

Pre-assessment (for learning):

Review of vocabulary
Formative (for learning):
Outline assessment Pointing to the different parts of the seed on their handout
activities Formative (as learning):
(applicable to this lesson) Students will fill out “What’s Inside a Seed?” handout
Summative (of learning): Class discussion/answering questions as a class

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
lesson present? Representation Action and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
What will it take –
neurodevelopmentally, We will relate it to our seed bag
experientially, projects.
emotionally, etc., for your

1-19-13
students to do this lesson? Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for expression and
communication- increase medium
of expression
Students will verbalize, write,
and read the answers.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback

Provide options for comprehension-
activate, apply & highlight
Students will identify the
different parts of a seed on their
worksheets.
Provide options for executive Provide options for self-regulation-
functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection

Materials-what materials “What’s Inside a Seed?” handout, whiteboard, clipboards (provided), pencils
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom Like normal

be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
9:20- I will gather students by the orange chair and I will Students will sit on the carpet in front of the orange
9:30 Motivation tell them that we will be learning about seeds and chair. They will say the definitions of the
(opening/ the different parts of a seed. First we will review vocabulary words for the week to their elbow
introduction/ our vocabulary. I will ask students to say the partners.
engagement) definitions out loud to their elbow partners.

9:30- I will ask students to volunteer to read the “What’s Students will take turns reading aloud to the class.
9:40 Inside a Seed?” handout. I will have different The other students will follow along with their eyes
students read a paragraph at a time. As we and fingers and when asked they will identify the
encounter the different seed parts I will ask different parts on the diagram.
students to point to them with their fingers, then
draw a shape on the parts in the picture in order to
Development make sure they can clearly identify it.
(the largest
9:40- component or
9:50 Then we will go through the questions together. I Students will volunteer answers and write them
main body of will ask students to volunteer answers and I will down on their handouts.
the lesson) write them on the white board so that students can
copy them down. I will also ask follow up
questions that review what we learned, such as:
what are the different parts of the seed? What do
the different parts do again? How does each part of
the seed help the plant? Why do seeds give us so
much energy when we eat them?

1-19-13
9:50- I will describe to students the seed dissection that Students will finish up their worksheets and
Closure
9:55 we will be doing the next day and how we will be prepare for the next activity.
(conclusion,
working with the different parts we learned about. I
culmination,
will emphasize that seeds are important to our lives
wrap-up)
because they are the beginning of all the plants

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.)
Today went very smoothly. Most of the students were very engaged in the discussion. I was pleased that when I asked review
questions at the end the students were able to answer my questions in their own words which shows they really understood
what I was teaching. Some students had trouble focusing on what we were doing and were distracting to others, but I think
that this is to be expected to some degree. I think that for these students it’s important to keep the lesson moving and not let
there be any free times where they can get distracted. I thought that this would go a lot quicker, but it took longer than
expected. I was actually happy about this because the students were asking good questions.

1-19-13
1-19-13