Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Laura DeGroot

Date

April 7, 2015

Subject/ Topic/ Theme

Plains__

Grade __Second______

I. Objectives
How does this lesson connect to the unit plan?
This lesson will teach on plains, which is one of the 5 landforms that the students need to know.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

R
R

List the landforms weve learned so far (Mountains, Plains)

Give a definition of what a plain is
List the three different types of plains (temperate grassland, tropical grassland, tundra)
Say how plains are generally formed
Say the different types of weather in each type of plain
List types of plants and animals that are in plains
Identify types of plains using the pocket chart
Work together in pairs

R
U
U
R
AP

x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:

E.SE.02.21 Describe the major landforms of the surface of the Earth (mountains, plains,
plateaus, valleys, hills).
Speaking and Listening Standards K5 1. Participate in collaborative conversations with diverse partners about grade
2 topics and texts with peers and adults in small and larger groups. 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). b. Build on others talk in conversations by linking their comments to the remarks of others. c. Ask
for clarification and further explanation as needed about the topics and texts under discussion.
(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.

Know how mountains are formed

Be able to read and write
Pre-assessment (for learning):

Review of terminology
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

I will monitor students learning as they put the cards into each category.
Formative (as learning):

Chart activity
Summative (of learning):

Plains Worksheet
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

Chart in front of room

Slide show with pictures

Worksheet

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Students categorizing cards

Answering questions aloud or on

worksheet
Face feature activity

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Provide Multiple Means of

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

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Categorizing cards

Provide options for

comprehension- activate, apply &
highlight
Worksheet
Chart

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

Students will be aware that this

information will be on other
worksheets and they are expected
to know the information

I will correct worksheets and hand

them back to students so they can
assess their understanding

Slideshow with pictures

Sand
Helper chart and stickers
Descriptive notecards
Category chart
Students will be in their seats for this lesson. I will be using the Elmo and computer to show pictures
to students.

How will your classroom

be set up for this lesson?

III. The Plan

Time

10min

Components
Motivation
(opening/
introduction/
engagement)

1min

5min

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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.
Review what the words feature and landform mean
I will show pictures of the great plains
I will ask students how the plains seem to be
different than mountains

Students will tell me how plains are different from

mountains

Ask students to feel their face with their hands

Which part of your face feels like a plain? Why
does it represent a plain?
I will give a definition of what a plain isA plain is a big flat area of land and covers a large
part of the earth

Have students feel their face for features that feel

like a plain

After the students understand the definition, I will

tell the students how plains are formed- Do you
remember what happens when it rains for a really
long time on the mountain? What happens to the
mountain? The water starts to wash the mountain
away. The rocks that are washed away are carried
down the mountain and when they get to the
bottom of the mountain, they spread out and it
forms a plain, a very flat piece of land. But, there
are three different types of plains:

I will tell the students that there are three different

types of plains- temperate grasslands, tropical
grasslands, and the tundra.

5min

3min

5min

3min

Students will repeat the words temperate

grassland tropical grassland and tundra after
me.

Then I will talk about the weather in each type of

plain.
Temperate grasslands have very hot summers and
cold winters. It is usually very windy because there
are no mountains or trees to block the wind. Some
places it rains a lot and other places it only rains a
little bit
Tropical grasslands are warm all year round.
Tropical grasslands include desserts.
Tundras are cold all year round- often covered in
snow and/or ice
During this time I will be showing pictures of each
landform so that students remember the differences
better
After this part I will ask for two volunteers.
After they complete their task I will ask the rest of
the class to check if it is correct.

Once they complete the activity we will talk about

the different types of plants in each plain. I will be
showing pictures as I talk about each type of plant
Temperate grasslands- tall grass or short grass
depending on how much rain there is in that area
Purple clover, wild indigos, blue grass
Tropical grasslands- shrubs, prickly pear cactus,
trees, grass
Tundra- moss, small bushes/shrubs
After this part I will ask for two volunteers
After they complete their task I will ask the rest of
the class to check if it is correct.

The two volunteers will help put the correct card

under the correct category which describes the
weather in each type of plain.
After they complete their task they will put a
sticker by their name on the helper chart.

The two volunteers will help put the correct card

under the correct category which describes the
plant life in each type of plain. After they complete
their task they will put a sticker by their name on
the helper chart.

5min

3min

After the two finish their activity, we will talk

about animals that live in each type of plain. I will
have pictures to go along with each animal that I
talk about
Temperate grassland- Bison, coyote, fox, prairie
dogs, snakes
Tropical grassland- wolves, deer, hawks, snakes,
eagles, lions, zebras, elephants
Tundra- birds, polar bear, arctic fox, owls
After this part I will ask for two volunteers
After they complete their task I will ask the rest of
the class to check if it is correct.

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The two volunteers will help put the correct card

under the correct category which describes the
animal life in each type of plain. After they
complete their task they will put a sticker by their
name on the helper chart.

I will pass out the worksheet to the students

Students will work on their worksheets
I will tell students that they may work with their
table partner if they want to but they must each
10min
complete their own worksheet. I will remind them
to stay seated. If they have a question they must
raise their hands and I will come help them.
I will tell them that they only have 10 minutes to
do this so they must focus to finish their worksheet.
I will collect the worksheets at the end of the ten
minutes
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.)
Closure
(conclusion,
culmination,
wrap-up)

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