Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Mallory Hoatlin

Date April 20, 2018 _ Subject/ Topic/ Theme Plants Grade __2nd___________

I. Objectives
How does this lesson connect to the unit plan?
This lesson will demonstrate how plants are useful in our world.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
● name at least 3 uses of plants R
● name all six parts of a plant R
● name the four things that plants need to survive R

Common Core standards (or GLCEs if not available in Common Core) addressed:
a. L.HE.02.13-identify characteristics of plants (for example: leaf shape, flower type, color size) that are passed on from parents to young.

b. L.OL.02.14-identify the needs of plants.

(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 Students should know the basic vocab that relates to this lesson.
knowledge and skills.

Pre-assessment (for learning):

Discussion at beginning of lesson.
Formative (for learning):
Outline assessment
activities Formative (as learning):
(applicable to this lesson) Looking at evidence of trees and predicting how different the classroom would look if we didn’t have
trees.
Summative (of learning):
Plant Journals
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection modify strategies

What barriers might this

lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
All students are invited and
encouraged to participate in
the discussion.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for perception-
making information perceptible
The book has effective color
contrast for students with
colorblindness.
Provide options for expression and
communication- increase medium
of expression
We will be using a book as
well as a chart to increase the
medium of expression.
Provide options for physical action-
increase options for interaction

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Materials-what materials White board
(books, handouts, etc) do Our Tree Named Steve
you need for this lesson
and are they ready to
use?

Students will be seated on the reading rug.

How will your classroom

be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
10 Read Our Tree Named Steve
mins Motivation “Why was the tree important to the family and what Students discuss.
5 (opening/ did they use if for?”
mins introduction/
engagement) Students will look around the room and see what is
made from trees.

Our classroom would look so different if we didn’t Students are thinking about how much we depend
have any trees. on trees in everyday life.

5 Talk about how we eat plants, use plants every day,

mins Development and breathe oxygen from plants.
(the largest
component or
main body of Write down the list. Brainstorm a list of things that we use plants for.
10
mins the lesson)

10 Students will write in their plant journals, hopefully

Closure
mins about trees and how important they are in our lives.
(conclusion,
culmination,
wrap-up)

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.)

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