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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Rebekah Kreischer March 25, 2013 Subject/ Topic/ Theme Science/Plants/ Stem Grade ___1_____________

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


This lesson will teach students about the anatomy of a plant

Learners will be able to:


Explain why stems are important Recall the anatomy of a plant

cognitiveR U Ap An E C*

physical development

socioemotional

u r

Common Core standards (or GLCEs if not available in Common Core) addressed:
L.OL.E.1 Life Requirements- Organisms have basic needs. Animals and plants need air, water, and food. Plants also require light. Plants and animals use food as a source of energy and as a source of building material for growth and repair. L.OL.E.2 Life Cycles- Plants and animals have life cycles. Both plants and animals begin life and develop into adults, reproduce, and eventually die. The details of this life cycle are different for different organisms. 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. CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (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.

What a flower is That all flowers look different


Pre-assessment (for learning):

KWL, story progress, journal facts Outline assessment activities (applicable to this lesson)
Formative (for learning): Formative (as learning):

Roll-a-plant, characteristics Summative (of learning):


Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Visual Hands-on Writing Activity 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 Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Create a flower Flower dissection

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

Hands-on stem activity Flower anatomy activity

Drawing Writing Solo work

Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

Giving predictions of what the flowers will look like after being in the colored water for 4 days

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Provide options for comprehensionactivate, apply & highlight

2 activities Flower story

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

Story drawing

Story Flower activity

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

Carnations Food coloring Cups Water Roll-a-Plant handout The Tiny Seed Scissors for teacher Table groups

How will your classroom be set up for this lesson? III. The Plan Time 5 min 5 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. Introduce the lesson: o We are going to read The Tiny Seed by Eric Carle again because I think he tells us some important things about stems o Read aloud The Tiny Seed Once called on students should respond o After reading ask so what by explaining the flowers got stepped on happened to the stems in the and picked so the stem broke. If the stem story that would cause the breaks then water cannot get to the flower flowers to die? o After explanation say You are right! And at that is what we will talk about today, stems! Introduce activity: o Group 1 will be at the table with me and we will explore more about stems and how important they are o Group 2 will be working on the last two pages of our seed stories o Group 3 will be working on another game! Proceed to explain the new roll-a-plant game. Group 1: o Once students are at the table ask them Why do you think the stem is so important for a flower? o Right, but what else? What do you think a flower would look like if it did not have a stem? Students should tell you that it carries water to the flower

1520min

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

One student should respond saying that without the stem the blossom would not

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15-20 min 15-20 min

You are so right! What we are going to do is see how far the stem takes the water in the flower. Look at this. I have cut open the stem of a carnation, do you see the veins? What do you think they do? After students have grasped that the veins bring the water to the petals as well explain the activity: Have students write their name on a piece of tape, stick it to the top of the flowers stem, and then place the flower in the colored water. Ask the students do you think that the whole petal will be the same color as the water or only part of it? Why? Once finished with the above activity give students a chance to check on their plant growth

be able to stand up straight. Students should look inside the stem and attempt to see the veins. Once the veins have been seen students will discuss with the teacher how the veins in a stem are similar to the veins that humans have.

Students will write their name on the piece of tape, stick it to the stem, and then place their flower in the colored water.

Each student should share their prediction

Students will get 1 minute to check their plant growth and ask questions Continue writing/illustrating story

Group 2: o Work on flower story with help from Mrs. Herceg Group 3: o Roll-a-plant Roll dice to determine traits of your plant Create a drawing of your plant Label the stem, petals, leaves, and roots Switch groups so that students are able to experience each station What do you think will happen to the carnation? What will it look like when we come to school tomorrow? Why do plants have stems?

Create plant based on characteristics

Once bell is rung students will quickly and quietly meet on the rug to switch groups based on teacher instructions

2 min 3 min

Closure (conclusion, culmination, wrap-up)

Share predictions.

Hold the plant up and bring water to the entire plant

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5 min

Once they seem to have grasped the point of todays lesson explain whats next by saying We have learned so much about plants! I am going to bring back the KWL chart we filled out a long time ago and I want to know exactly, what have we learned? Which of your questions have we answered?

After this finish off by telling students Wow, I think we are all plant experts! Now I think we can take our flowers home and begin to use what we have learned to take care of them! I am very confident that our flowers will grow up big and strong just like all of you! 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 so smoothly! I was confident going into the lesson and I anticipated the things that would eat up the most time in order to have a plan to initiate when it got to that point. My students were fairly rowdy because it is Friday and it is my last lesson. Unfortunately I did have to ask a student to clip down due to his acting out. I felt terrible for doing it but after that I had control of the two rowdy boys once again. Aside from a slightly rowdy bunch of students the lesson went great. My timing was pretty good. If I went over 20 minutes it was by no more than a couple of minutes which just made me so much more confident every time we switched groups. The students were talking only about what was happening at the small table which was amazing. When I explained that the veins in a stem are similar to the veins that humans have the students were able to grasp that the veins are what carry the water through the flower and the stem is like our skin and protects the veins inside. From there I asked my students if the veins stop where the petals stop or do they go into the flowers. I heard different answers and as soon as I explained the activity to test our ideas the students got so much more excited! They eagerly shared their predictions with a smile on their faces and a sparkle of curiosity in their eye. While they are upset the have to wait until Tuesday to take the flowers home, they reluctantly agreed to wait that long. If I did this lesson over again I think the only thing I would change is to color one of the flowers ahead of time so that the veins in the stem are more visible to my students. Other than that I believe the lesson went so well!

Students should raise their hands and as they are called on students should share something that they have learned through the unit such as not all plants need the same amount of sun or water but all plants need sun water and soil to survive, the stages of a plant cycle, plants have veins just like humans, etc. Students should also compare what we have learned to the questions in the W column of the KWL to see which questions have been answered.

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