LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher

DanchaoZhang

Date
November16,2016

Subject/Topic/Theme
ScienceWaterConservation

Grade___2_____________

I.Objectives
Howdoesthislessonconnecttotheunitplan?

Thisunitisaboutlandformsandbodiesofwater.Thislessonisabouthowtoconservewater.

Learnerswillbeableto:

cognitive
RUApAnEC*

Identifyandgiveexamplesofwaysthatwewastewater.

Explainwaysthatwecanconservewater.
Makeaposterofwaterconservation
Sharetheirpostersinfrontoftheclass

U
Ap
Ap

physical
development

socio
emotional

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:

CCSS.ELALITERACY.W.2.7
Participateinsharedresearchandwritingprojects(e.g.,readanumberofbooksonasingletopictoproduceareport;recordscienceobservations).
(Note:Writeasmanyasneeded.Indicatetaxonomylevelsandconnectionstoapplicablenationalorstatestandards.Ifanobjectiveappliestoparticularlearners
writethename(s)ofthelearner(s)towhomitapplies.)
*remember,understand,apply,analyze,evaluate,create

II.Beforeyoustart
Identifyprerequisite
knowledgeandskills.

Beingtaughtlesson3.

Preassessment(forlearning):

None
Outlineassessment
activities
(applicabletothislesson)

Whatbarriersmightthis
lessonpresent?

Whatwillittake
neurodevelopmentally,
experientially,
emotionally,etc.,foryour
studentstodothislesson?

Formative(forlearning):

Studentsdiscussionshapedmyteaching.
Formative(aslearning):

Whenstudentsaremakingposters,theyarecheckingtheirownlearning.
Summative(oflearning):
Endofunit.
ProvideMultipleMeansof
Representation
Provideoptionsforperception
makinginformationperceptible
Teacherusesapicturetoshow
waterwasters.

ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysicalaction
increaseoptionsforinteraction
Studentsaregivenchancestohave
partnertalkthroughoutthelesson.

ProvideMultipleMeansof
Engagement
Provideoptionsforrecruiting
interestchoice,relevance,value,
authenticity,minimizethreats
Studentslookatapictureandtalk
aboutit.

Provideoptionsforlanguage,
mathematicalexpressions,and
symbolsclarify&connect
language

Provideoptionsforexpressionand
communicationincreasemedium
ofexpression

Provideoptionsforsustainingeffort
andpersistenceoptimize
challenge,collaboration,mastery
orientedfeedback

Studentsunderstandwater
wastingbehaviorsthrough
pictures.

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Studentscoulddraw,write,or
dosomethingcreativetomake
posterstoadvocateconserving
water.

Studentsareaskedquestions
andtalkwithpartners
throughoutthelesson.

Provideoptionsforcomprehension
activate,apply&highlight

Studentstalkaboutapicture.

Materialswhatmaterials
(books,handouts,etc)do
youneedforthislesson
andaretheyreadyto
use?

Howwillyourclassroom
besetupforthislesson?

Provideoptionsforexecutive
functionscoordinateshort&long
termgoals,monitorprogress,and
modifystrategies

Throughmakingposters,
studentshaveabetter
understandingoftheirown
learningandofthecontent.
Waterwastepicture,WatchOverOurWater

Provideoptionsforselfregulation
expectations,personalskillsand
strategies,selfassessment&
reflection

Studentsmakeposters,which
asksthemtointegratewhatthey
havelearned.

Normalsetupwithgroupworktableready.

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)
Development
(thelargest
componentor
mainbodyof
thelesson)

DescribeteacheractivitiesANDstudentactivities
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestionsand/or
prompts.
Waterissoprecious.Weshouldnotwasteit.Buta Studentsthinkofwaysofwastingwater.
lotoftimes,wewastewater.Canyouthinkofany
wayswewastewater?

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Wastingwater.(Afterstudentsshared,show
thewaterwasterpictureonthesmartboard.)
Canyoufindanywaterwastersinthepicture?
Whatarethey?Turnandtalkwithapartner.
Afterstudentsdiscussedwitheachother,have
themshareinthelargegroup.
(10mins)
Conservewater.Thesearewaysthatwaste
ourpreciouswater.Itsnotgoodthatwe
wasterwater.Freshwaterissolittlethatwe
reallyneedtoconserveit.Toconservemeans
tonotwasteit.Whatwayscanyouthinkof
toconservewater?Letkidstalkwithapartner
andthenshareinthelargegroup.Afterthat,

Studentsfindwaterwastersinthepicture.

Studentsthinkofwaystoconservewater.

Studentslistentoothersideasofconservingwater.

readwaterconservationpartfromWatchOver
OurWater,whichtellsseveralwaysto
conservewater.Examplesfrombook:Turn
offthewaterwhileyoubrushyourteeth.Keep
drinkingwaterintherefrigerator.Thenyou
donthavetorunthefaucetuntilitscold.Do
youwaituntiltheshowerwaterishotbefore
gettingin?Catchthewaterinapailwhileyou
wait.Useittowaterplantsorwashyoudog
(Bullard,2012,p.13).(10mins)
- Waterconservationposter.Kidsareassigned
intogroupsoffour.Nowyouknowthe
importanceofconservingwater.Youprobably
wanttosharethiswithothers.Sowearegoing
tomakeaconservingwaterposter.Inyour
poster,youwanttoletpeopleknowthatwater
islittleandprecious,andweneedtoconserve
it.Youalsowanttogiveyourreaders
suggestionsonhowtoconserveit.(30mins)
Studentsgetpartoftheirposterprojectdonein
thefirstclass.Inthesecondclass,studentsare
givensometimetofinishmakingpostersand
thendothefollowing.
- Posterreport.Studentssharetheirpostersin
front.(20mins)
Aftertheclassisover,teacherhangstheirposters
inthehallwaysothatstudentsfromotherclasses
canseeit.
Teachercouldalsomakeitanevent,andlet
studentssharetheirposterswithparentsand
studentsfromotherclasses.
Closure
(conclusion,
culmination,
wrapup)

Commendstudentsgoodworkandwrapup.

Studentsmakewaterconservationposter.

Studentssharetheirpostersinfront.

Studentsareacknowledgedoftheirwork.

Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovement
fornexttime.(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusonthe
processofpreparingthelesson.)

References:
Bullard,L.,&Xin,X.(2012).Watchoverourwater.Minneapolis:MillbrookPress.

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