You are on page 1of 5

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rebekah Kreischer Date April 4, 2013 Subject/ Topic/ Theme Science/Plants/Where can we find plants? Grade _1______

I. Objectives How does this lesson connect to the unit plan?


This lesson introduces students to where plants can be found and what kinds of plants we can find there.

Learners will be able to:


Describe where certain plants can be found Use a digital camera to capture images of plants Explain why location is important for a plant

cognitiveR U Ap An E C*

physical development

socioemotional

r x r/u

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (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.

Basic knowledge of how to work a camera What a plant is


Pre-assessment (for learning):

KWL, Outline assessment activities (applicable to this lesson)


Formative (for learning):

Facts written in plant journals


Formative (as learning):

Finding different plants, finding plants in designated places Summative (of learning): Completion of worksheet, pictures
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Drawing Writing Technology component School playground Actual plants Provide options for language, mathematical expressions, and symbols- clarify & connect language Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Scavenger hunt Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Their school Partner work Digital camera Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

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

Provide options for expression and communication- increase medium of expression

Partner work Camera Drawing


Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Partner work
Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

Provide options for comprehensionactivate, apply & highlight

Hands-on activity Plants in natural habitats Share findings

1-19-13

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

Cameras Handouts on clip boards Seed packets Pencils Graph for conclusion Carpet time, Outside partner work

How will your classroom be set up for this lesson?

III. The Plan Time 3 min Components Motivation (opening/ introduction/ engagement) Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Ask students to recall what we shared on our knowledge of plants Students will raise a hand if they o Who remembers when we did remember doing the KWL chart the KWL chart a few weeks ago?

1-19-13

o 15 min

Who can tell me what we know about plants already?

Students will raise hands and, once called on, share a piece of information about plants that they have learned somehow. Students will raise their hand. One student will be chosen to give an answer probably similar to: I think they all need the same amount because all plants if you dont give a plant sun, water, or soil they will die.

Introduce lesson: o We know that plants need sun, water, and soil to survive but do you think that all plants need the same amount of each of these things? o After a student gives such a response follow up with: Well, lets take a look at these seed packets I have. The packets tell you what this plant needs to grow up big and strong. o Pass out seed packets and give students a chance to look at them. o Demonstrate how to read a seed packet then ask students who wants to share what their plant needs? Call on students who have hands raised and are sitting properly. Introduce activity: o So that we can explore more about plants and their needs we are going to go outside for an activity. I am going to give everyone a handout like this one o Show handout on ELMO and continue explaining: there are six boxes each with a place to search for plants. I want everyone to take a picture using this camera of the plant you find. Your partner will draw a picture of it on his/her paper. Then you will switch roles for the same box. You and your partner should have different plants for each box. o At such a question respond with: that is a great question! If you cannot find two different plants then make sure both you and your partner draw the plant you found in the box. Prepare to go outside o Call on students one by one who are sitting quietly to get their coats and line up. o Once students are lined up group students into groups of two and give each pair 2 clip boards/handouts and 1 camera

Students will quietly look at the packet handed to them. Students will follow along comparing where the teacher find the information to where that information is on their packet. Students will then raise their hands and share what the plant from their packet needs. Students will probably cheer and begin to get a tad restless.

Students will watch and listen to the teacher.

Students will probably ask what if we cant find different plants for the same box?

Students will get up as called to get their coat. Then students will line up in the hall taking a clip board and camera as given.

15 min 1-19-13

Development (the largest

Lead students outside. Explain to students that they may use recess boundaries for this activity and we will call the students to line up when the 15 minutes are up. Next allow students to explore each location with their partners.

component or main body of the lesson)

Students will look for plants located near the designated locations on the worksheet One partner takes a picture of the plant the other draws one example of a plant on the work sheet. Try to repeat this at each site so that each partner has a different plant example on their sheet, find as many as you can. If unable to, thats okay. Once called, students will line up quietly to return to the classroom.

7 min

Come inside o Lets make a graph from what we found. I am going to call on each group and you can tell me how many plants you found for each box. 7 min One representative from each group tells o Call on groups sitting quietly the teacher how many plants their group graphing the number of plants found at each location. found in each location. When a student is called on he/she will o Once graph is complete pose a Closure give an answer similar to it can tell us question: What do you think (conclusion, how much sun, water, or soil a plant where we find a plant can tell us culmination, needs about what it needs? wrap-up) Whole class should respond no! o Follow up answer with so, do we still think that plants need the One student may respond all plants need same amount of sun, water, and water, sun, and soil but not all of them soil to survive? What similarities need the same amount of these things to all plants have and what might once called on make them different? o Call on one student to follow up with why? o Affirm student answers when One student will respond with plants that correct. Explain that we are right need a lot of sun will be away from the to know that plants do not need shade! the same things to survive and we will learn how to care for a plant tomorrow. 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.) The lesson did not go nearly as well as I had hoped. The students were very interested during the introduction. I had everyones attention and they eagerly answered questions. While outside, the students were running to find the places listed on the handout and asking questions of Mrs. Herceg or I about things they would see or think about. I would see each student franticly scribbling a little drawing based on what was seen and even a few words to go along with their drawing. I could see that some students were taking it more seriously and putting forth more effort than others but the ones I expected to be the most distant were some of the most involved. However, although I spent the first eight minutes explaining the activity and what the expectations and rules were the students still seemed to be confused for the first few minutes of the activity. Also, when we came in and tried to have a discussion about what we saw outside the students were completely distracted. I had everyones eyes but I could see the glaze over each pair which told me that they had mentally checked out already. I think should I ever do this lesson again in my own classroom I would probably allow a few days of introduction into determining what a plant is, what shade is, and exactly why where we find plants can help determine what plants need more or less of. 1-19-13

1-19-13