Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teachers: Mikayla Battjes and Lauren Van Vugt

Date: Spring 2019 Subject/ Topic/ Theme: Science--Life Cycles: Final Project (Lesson 6) Grade: Third Grade

I. Objectives
How does this lesson connect to the unit plan?
Required
This is our final lesson of the unit. This lesson will compare and contrast life cycles between plants and animals. It will also
introduce and give time to complete the final project to summatively assess their understanding of the unit.
cognitive- physical socio-
Learners will be able to: (content & skill objectives) Required R U Ap An E C* development emotional

●
C-compare and contrast life cycles of plants and animals An
●
C-create a visual representation of a life cycle of their choosing C
●
S-observe the similarities and differences between plant and animal life cycles.
●
S-infer based on their observations that all life cycles are different, but have in common birth, growth, reproduction,
and death.
● S-communicate their experiences using their final project
Common Core, GLCEs, or NEXT Gen standards addressed: Required
3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have in
common birth, growth,
(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.) Optional
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Required
Identify prerequisite Students will have the knowledge of the four stages of the life cycle of an animal and a plant. The
knowledge and skills. students will use their previous knowledge of life cycles to create a visual representation of their
choosing.

Pre-assessment (for learning): -

Required
KWL chart
Formative (for learning): +
Required
Outline assessment
KWL chart: clear any misconceptions or answer any questions students still have
activities Formative (as learning): +
(applicable to this lesson) Required
KWL chart: students acknowledge and assess what they have learned
Summative (of learning): +
Required
Visual representation of comparison of plant and animal life cycles on paper plate
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
What barriers might this
authenticity, minimize threats
lesson present?
Optional

What will it take –

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language oriented feedback

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 Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection

Materials-what materials Absolute requirement

(books, handouts, etc) do -exit slip
you need for this lesson -checklist of final project
and are they ready to -paper plates
use? -markers
-cut-out paper circles to tape to the back of the paper plate for the plant life cycle
Required
The students will be sitting in their assigned desks. The classroom does not need to be set up in any
particular way.
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.
(This is NOT the 1st phase of the Learning Cycle)
Motivation 1. Finish the conversation of the KWL 1. Students will participate in the KWL
(opening/ a. have the students recall things discussion and write what they learned on
introduction/ that they have learned the board.
engagement) b. have a couple of markers
available and allow the students
to come up and write what they
Required learned over the course of the
unit
(This is where all 3 phases of the Learning Cycle
should be found)

1. Introduce the final project of the unit 1. Listen to instructions of the final project.
a. Each student will receive a paper
plate
b. On the front side (lip up), the
students will choose an animal of
their choosing and draw the life
cycle with the 4 stages labeled
i. choose one they have
Development already done, or use
(the largest computers to research a
component or new animal
main body of c. On the back side, the students
the lesson) will choose a plant of their
Required of
course!!!!!!! choosing and draw the life cycle
with the 4 stages labeled
i. choose one they have
already done, or use
computers to research a
new animal
d. Once the paper plate is finished,
they can use both sides to
compare and contrast the life
cycle of a plant to the life cycle
of an animal

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 2. (EXPAND) Give students time to work on 2. Work on final project
their final projects. Teachers will use this
time to walk around answering questions
and guiding the students.

(This is NOT the 3rd phase of the Learning Cycle)

Closure 1. After the students are finished, have the 1. Complete checklist and exit slip
(conclusion, students complete their checklist and exit
culmination, slip.
wrap-up)

Required

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.)
(Yes, this is important and does need to be completed.) emailed to me within 24 hours of teaching the lesson Required

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 Context Options – The Class as a Whole (This whole page is optional)
Variables Class Overview based on observations and data
Individual differences…
Oakes/Lipton (174-178)
Levine (299-302, 321-327)

Cognitive and
Neurodevelopmental
differences
Bridging…(161-166)
Oakes/Lipton (170 - 172)
Levine (246+ & Table of
Neurodevelopmental Constructs)

Learning style differences

Levine (27-50)

Students with
disabilities—IDEA
Bridging…(156-162)
Oakes/Lipton (295-6 &303ff)

Gifted Students
Bridging…(162-166)
Oakes/Lipton (295, 302-327)

Social Class differences

Bridging…(185-210)
Oakes/Lipton (9-25)
Levine (225-244)

Ethnic & Racial

differences
Bridging…(103-121)
Oakes/Lipton (55-65, 94-104)

Gender differences
Bridging…(212-224)
Oakes/Lipton (277-278)

Language differences
Bridging…(125-153)
Oakes/Lipton (197-202)

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