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Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Katie Van Haitsma Date November 14, 2013 Subject/ Topic/ Theme onservation o! "esources #ra$e %%%%%%3%%%%%%%

I. Objectives How does t is lesson connect to t e unit !lan"
This &esson is about conservation' (t connects to the unit because )e are ta&*in+ about natura& resources in ,ichi+an' Stu$ents )i&& &earn to un$erstan$ )h- it is important that )e ta*e care o! our natura& resources'

Learners will be able to#
• • • • • ($enti!- prob&ems )ith the )a- )e are han$&in+ the natura& resources to$a#enerate )a-s that )e as a c&ass can he&p save natura& resources onnect bet)een our rea& &i!e situation an$ )hat happene$ in the 4ora5 movie "e&ate the movie to conservation on a persona& &eve& ($enti!- an$ e5p&ain the 3 main )a-s )e conserve

co+nitive. " / 0p 0n 1 2

ph-sica& $eve&opment

socio. emotiona&

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Common Core standards $or %LCEs if not available in Common Core& addressed#
1'1S'03'436 Describe )a-s that humans are protectin+, e5ten$in+, an$ restorin+ resources 7rec-c&e, reuse, re$uce, rene)a&8 1'1S'03'916 Describe )a-s humans are $epen$ent on the natura& environment 7!orests, )ater, c&ean air, earth materia&s8 an$ constructe$ environments 7homes, nei+hborhoo$s, shoppin+ ma&&s, !actories, an$ in$ustr-8' 1'1S'1'46 Natura& "esources. The supp&- o! man- natura& resources is &imite$' Humans have $evise$ metho$s !or e5ten$in+ their use o! natura& resources throu+h rec-c&in+, reuse, an$ rene)a&' 7Note# :rite as man- as nee$e$' (n$icate ta5onom- &eve&s an$ connections to app&icab&e nationa& or state stan$ar$s' (! an objective app&ies to particu&ar &earners )rite the name7s8 o! the &earner7s8 to )hom it app&ies'8 2remember, un$erstan$, app&-, ana&-;e, eva&uate, create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

0 *no)&e$+e o! )hat natura& resources are, inc&u$in+ rene)ab&e < non.rene)ab&e, the stor-&ine o! the 4ora5 movie'
Pre-assessment (for learning): “who can tell me what happened in the movie that we watched?” “What were some of the natural resources in the movie? What happened to them? Why?”

Outline assessment activities 7app&icab&e to this &esson8

Formative (for learning):

s! the students what conservation is" have them give ideas# ($%$)

Formative (as learning): &ave students thin! a'out what we can do to help with conservation? (ummative (of learning86 The stu$ents )i&& )rite a re!&ective opinion paper about the 4ora5 movie an$

ho) )e can )or* to conserve our natura& resources' + at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"
Provide /ulti!le /eans of 0e!resentation =rovi$e options !or perception. ma!ing information percepti'le Stu$ents are creatin+ their o)n boo*&et o! in!ormation about conservation Provide /ulti!le /eans of Action and E.!ression =rovi$e options !or ph-sica& action. increase options for interaction Stu$ents can ta&* to their T<T bu$$ies' ( )i&& have the 1&mo sho)in+ )hat ( am $oin+ on the paper so the- can *eep trac* =rovi$e options !or e5pression an$ communication. increase medium of e*pression Provide /ulti!le /eans of Engagement =rovi$e options !or recruitin+ interest. choice" relevance" value" authenticity" minimi)e threats Stu$ents )i&& )rite their o)n $e!initions/pictures' The- )i&& thin* about )hat the- can $o to he&p in$ivi$ua&&=rovi$e options !or sustainin+ e!!ort an$ persistence. optimi)e challenge" colla'oration" masteryoriented feed'ac!

=rovi$e options !or &an+ua+e, mathematica& e5pressions, an$ s-mbo&s. clarify % connect language

onnect the i$ea o! conservation to the 4ora5, have them $ra) pictures to he&p i&&ustrate i$eas

The boo*&et )i&& be &ai$ out in a )a- that sca!!o&$s the stu$ents &earnin+, one section at a time

T<T )ith bu$$ies, $iscuss )hat )e as a c&ass can $o to he&p conserve

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=rovi$e options !or comprehension. activate" apply % highlight

0s* the stu$ents to re&ate bac* to the 4ora5 movie' ?:hat )as the bi+ i$ea o! this movie@A

=rovi$e options !or e5ecutive !unctions. coordinate short % long term goals" monitor progress" and modify strategies

=rovi$e options !or se&!.re+u&ation. e*pectations" personal s!ills and strategies" self-assessment % reflection

0s* stu$ents )hat +oa&s )e can set about he&pin+ to conserve

0s* stu$ents to re!&ect on the 4ora5, $o )e see that happenin+ in our nei+hborhoo$@

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

onservation boo*&ets, the 1&mo, the )hite boar$, the opinion papers

How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime 6#77 6#78 Com!onents /otivation 7openin+/ intro$uction/ en+a+ement8

The stu$ents )i&& be sittin+ in their norma& seats 7$es*s in ro)s8

3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. (nvite the stu$ents to remember the 4ora5 movie' Share opinions on the 4ora5 movie Ta*e some time to hear )hat the- &i*e$/$is&i*e$ about the movie' 0s* the stu$ents i! the- *no) )hat onservation means. encoura+e them to T<T, ta*e i$eas an$ Discuss )hat conservation means. te&& -our T<T )rite them on the boar$' =ass out the conservation boo*&ets' Be+in )ith $e!inin+ conservation base$ on the ans)ers !rom the stu$ents' 1ncoura+e them to )rite their o)n $e!inition' 15p&ain that there are 3 main )a-s that )e can conserve our N"s' "ec-c&e, "euse, "e$uce 7the 3 "s8' 0s* stu$ents )hat the- thin* each one means, )rite a $e!inition, < have stu$ents $ra) a picture o! somethin+ that )i&& he&p them remember )hat it means' onnect to the stu$ents &ives 7"1 C 418' 0s* the stu$ents i! the- thin* that there )as an-thin+ that the peop&e in Thnee$vi&&e cou&$ have $one to conserve@ :hat about the Dnce.&er@ =ass out the opinion )ritin+ paper' Te&& the stu$ents that it is on&- their opinion. there is no ri+ht or )ron+ ans)ers' 1ncoura+e them to use their resources, an$ to sta- on topic' ome up )ith i$eas, )rite $o)n their o)n $e!initions an$ share them )ith the c&ass/T<T'

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6#98 3evelo!ment 7the &ar+est component or main bo$- o! the &esson8

Dra) pictures !or se&! to use as a resource'

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:rite opinions about the Euestion $o)n in essa!orm' /se resources incase the- +et stuc*' =ass in papers'

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Closure 7conc&usion, cu&mination, )rap.up8

o&&ect the papers !rom the stu$ents' 15p&ain to stu$ents the up.comin+ !ie&$ trips that the- )i&& be +oin+ on 7)aste )ater treatment, rec-c&in+ p&ace8

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=our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. 7:rite this a!ter teachin+ the &esson, i! -ou ha$ a chance to teach it' (! -ou $i$ not teach this &esson, !ocus on the process o! preparin+ the &esson'8 As I was !re!aring t is lesson- I t oug t about ow I reall( wanted to wra! u! ever(t ing t at we ave tal*ed about. Alt oug t is is t e end of m( unit- it is not t e end of t e unit as a w ole. 2 e students will continue to delve dee!er in to w at natural resources are and ow we use t em. 2 e( will be ta*ing a field tri! to a water treatment !lant and a rec(cling !lace. I will use !art of t is lesson to ave m( students write an o!inion letter to me about w at t e( t in* we can do about conserving our natural resources. I will encourage t em to incor!orate ideas for t e movie- 2 e Lora.- as well as t e wor*s eets t at we did toget er in class. I will also ave t e students fill out t e >/( Conservation 'oo*let? t at is filled wit >I Can? statements. It is m( o!e t at t e students will be able to define t e main ideas t at we discussed as well as use t em in t eir o!inion letters.

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