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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Rebekah Kreischer Subject/ Topic/ Theme Science- plants-germination Grade __1_____________

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

This lesson talks about the germination of plants which is the beginning step in the life cycle of a plant.

Learners will be able to:

Name the first two stages in a plant life cycle Recognize germination when seen Define what germination is Predict what will enable seeds to germinate

cognitiveR U Ap An E C*

physical development



Common Core standards (or GLCEs if not available in Common Core) addressed:
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.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 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. (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 What a seed is knowledge and skills. Basic needs of a plant Where roots are
Pre-assessment (for learning): Formative (for learning): Evidence of changing predictions based on evidence of changing radish seed bags

Outline assessment activities (applicable to this lesson)

Formative (as learning): The journal entries will provide a way for students to assess as learning via the radish seed bags and the comparison to the initial predictions. Summative (of learning): KWL chart development will provide some evidence. Journal entries will also

give evidence of learning. 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 Hands-on activity Reading Writing Small groups 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 Hands-on activity Stations Group work Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Exploration of seeds, stems Carnation activity Hands on Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback

Provide options for expression and communication- increase medium of expression

Hands on activity with science language Writing and reading

Writing drawing

Partner reading Comparing seed stories


Provide options for comprehensionactivate, apply & highlight

Questions Answers Visuals during activity 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


Writing Reading

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

Paper towel Water Plastic bags Radish Seeds Tape Prediction outline Plant books Seed story prompts Carpet time Table groups into small groups to work with

How will your classroom be set up for this lesson?

III. The Plan Time 30 sec Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Introduce lesson: o We are going to reread The Tiny Seed. This time I want you listen very carefully. Eric Carle is going to tell us how a seed grows. We will talk about it after so listen carefully. o Reread The Tiny Seed One student will respond Roots! when o What did Eric Carle tell us is one called on of the first things that a plant Whole group should call out No. grows? o Do we ever get to see the roots? Once a student is called on he/she should o Why not? respond Because they are in the ground Introduce activity: o You are right! And today we Once the table group is called students will will be talking more about roots. quickly and quietly move to the proper o Group 1 will be at the table with location for their group to be based on me so we can discuss roots a little what the teacher says. more o Group 2 will be reading another book about plants o Group 3 will be working more on our seed stories. I have put 2 new pages in your plant folders Group 1: o Once all students are at the table as the question why do you think that roots are important for a plant? o After response inform students

5 min 3 min

Motivation (opening/ introduction/ engagement)

15 min

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

Once called on by the teacher a student should respond with the roots get water for a plant and without water the plant will die.


o o o

15 min

while that is one of the things roots do for a plant, that is not all. There is a page in this book that will tell us what else roots do for a plant Read Plant Experiments pg What did the book tell us roots do for a plant besides get water? Right, so we know that to grow up big and strong plants need the sun but do you think that seeds need the sun to grow roots? To figure that out we are going to do an experiment. We are going to put seeds in a bag with water. One bag we will put in the window and one we will put in the closet. Help students to perform tasks to put the bags together then hand out prediction worksheet and help students fill it out. As students finish the worksheet remind them We will check the seeds in 5 school days to see how much the roots have grown in each bag

After being called on a student should respond by saying that roots also hold the plant in the ground. Students will give their ideas and reasons behind their ideas once called on.

Students will perform a task to help assemble each bag (i.e. labeling the bag, putting in the paper towel, putting seeds in, pouring in water) Students will then fill out prediction sheet based on their own thoughts

15 min

Group 2: o Once I call your group, group 2 will be reading a book about plants from the small table Group 3: o With the help of Mrs. Herceg you will be working on the next two pages of your story. If you have been absent you may start at the beginning and get as much done as you can. Switch groups so that every student has a chance to complete each activity

Once group is called, students will quickly and quietly select a book from the small table and read to self or with a partner Work on plant story o The seed should have roots on page 2 and grow a stem with leaves on page 3

Once the bell rings students will switch groups based on instructions from the teacher

2 min 2 min

Closure (conclusion, culmination, wrap-up)

Ask students to share their predictions. Explain that we will continue to observe the seeds all four days Prediction: What do you think will happen to the bag in the window? The bag in the

Share ideas


2 min

closet? Which will grow faster? Will the one in the closet grow at all? So, lets go back to some of your questions Getting water, staying in the ground for me. Why do you think plants grow roots? What did Eric Carle tell us they are for? Students may take one minute to check the Students will see how their plant is growth of their plant growing and may ask questions 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.) Wow! This did not go as planned at all! I was all ready to get to the lesson and confident I would only take 15 or so minutes for each group. That did not happen at all, unfortunately. I took way too much time with the first group and tried to compensate with the others but failed miserably. I think I have the mentality that if I do something with one group then I have to do it with the others. Mrs. Herceg told me after the lesson that should I need to cut something out or take something over then it is always fine. I still felt terrible and she finished it by telling me she knows how hard it is to get the timing down. I was still disappointed in myself but I suppose it could have been worse. I thought the prediction organizer was a good idea when I created it hoping that it would get my students thinking more and it just seemed to add more time that we did not have. I think if I did this again I would create the bags with my students at the table while they fill out the prediction organizer. I believe my idea was a good one but I implemented it poorly. I would also need a better way to manage my small group should they get as rowdy as my groups were today. I need to learn to keep my cool and go in to the lesson with the same confidence I have the night before.