Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Evan Kroon

Date

Subject/ Topic/ Theme Plant Photo Scavenge Hunt

Grade _________2nd______

I. Objectives
How does this lesson connect to the unit plan?
This lesson reinforces students knowledge of the different parts of the plant as well as the important role plants play in human everyday life.
cognitiveR U Ap An E C*

Learners will be able to:

Recognize that plants come in all different shapes and sizes

Recognize that humans rely on plants for many things (food, tires, woodchips, building, etc.)
Solve riddles to find what they need to take pictures of.
Identify everyday products at home that contain plant products.

physical
development

socioemotional

R
U
Ap
Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
GLCE:
PK-2.TC. Technology Operations and Concepts 6. -understand that technology is a tool to help him/her complete a task, and is a source of
information, learning, and entertainment
PK-2.CC. Communication and Collaboration 2.-Use a variety of developmentally appropriate digital tools (e.g., word processors, paint
programs) to communicate ideas to classmates, families, and others

Common Core:
2 G5.0.1 Suggest ways people can responsibly interact with the environment in the local community.
S.RS.02.16 Identify technology used in everyday life.

(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.

How to use a camera, how to read, the functions of different parts of a plant.
Pre-assessment (for learning):

For this lesson, ask students, what the world would look like if there were no plants? and Are plants
important to people? Why or why not?

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): I will ask students questions such as, Where does this come from? What else is
made out of this? I will also have students talk about all the ways they use plants in their lives (Paper, food, etc.)
The students will also take pictures of plants in use all around the school. This will help the students get a deeper
realization of the importance of plants.
Formative (as learning): Students can check their learning by looking at the pictures they took and comparing our
school to a made up school that is in a world with no plants.
Summative (of learning): Students will be asked to write a letter to plants thanking the plant for all it

does for the student. I will also assign students homework where they have to find 5 plants in use in
their home. The students will write their findings down and share them with the class the next day.

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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

I will show a video, present orally,

show examples. Students will also
see real life uses of plants around
the school.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Students can go around and see/feel

plant products. They can also watch
the video to see how paper is made.

Students can talk with a partner,

ask me questions, look at the
board for key concepts
Provide options for comprehensionactivate, apply & highlight

Students will go on a scavenger

hunt to highlight the idea of
plants being used by humans all
the time.

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

Provide options for expression and

communication- increase medium
of expression

Students can take pictures, write

a letter, draw a picture

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will be working with
things that they use everyday;
Students will use cameras which
adds to the interest of the lesson.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will work in groups,

which will keep them
accountable. Students write a
letter to a plant thanking the
plant for all it does for them.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

Students can monitor progress

Writing a letter, taking pictures,
by answering questions, being
being able to recognize plant
able to recognize and name
products at home.
different plant products, write a
letter describing all the ways
plants help humans.
Smart board, internet access, 4 child friendly cameras, plant products at home work sheet, scavenger
hunt clue sheet, 2-3 adults to accompany the scavenger hunt groups.

The classroom can be set up how it normally is.

How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will start by showing a video about how paper is
Students will watch the video.
made.
Students will give examples of plant products they
are familiar with.

I will then ask students, what are some other ways

we use plants? (for food, clothing, tires, buildings,
plastic, etc.)
I will ask students what the world would look like
if there were no plants and are plants important to
people?
I will talk about cellulous, which comes from trees and

Students will imagine what the world would look

like with out plants. They will share their ideas
with the whole class.
Students will sit and listen to me talk and as
questions when appropriate.

is used for paper and much, much more. It is a principle

part of toilet seats, tool handles and cellophane. It is also
used to produce helmets, toothbrushes and electrical
outlets. Other refined cellulose products include rayon
fabric, and nitrocellulose which is used to make nail
polish, industrial explosives.
I will also tell student about how our car tires are made
out of rubber, which is a sap that comes from rubber
trees.

I will tell students they are going on a scavenger

hunt around the school and classroom to find
products made out of plants. I will show the
students how to take pictures with the camera and
give students the rule about how to take care of the
camera. I will explain that we will upload our
pictures onto a website so we can all see what is
found.

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

Students will watch me use the camera and ask for

clarity about things they do not understand.

I will divide the class into four groups (You will

probably need one adult with each group). I will
give each group a camera and clue sheet and then
tell them they have 15 minutes to find as many of
the things on the list as possible.

Students will solve the riddles on there sheet and

go to that place to take a picture of the plant
product. Students will take turns taking pictures
with the camera.

Once all the students are back I will collect all the
cameras and tell the students I will upload the
pictures on to a website which we will look at
tomorrow.

Students will come back after 15 minutes and give

me the cameras.

I will then ask the students what some of the most

surprising plant products they found are.

Students will answer the questions.

I will again ask the students what the world would

look like with out plants and if plants are
important.

Closure
(conclusion,
culmination,
wrap-up)

I will have students write a letter to a plant

thanking it for all the things it does for the student.

Students will write a short letter thanking a plant

for all the things it does for them.

I will then give them a sheet to fill out at home

which asks students to find 5 products that have
plant products in them.

Students will take the sheet home and with their

parents, look for plant products around there home.
The students will write what they found on the
sheet and bring it to class the next day.

I will ask if the students have any

questions/wonderings and if they do they can write
them on a note cards and give them to me.
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Students will write any questions or wonders on a

note card and give the card to me.

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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