Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Brynn Greenway

Date March 21 (day 1) Subject/ Topic/ Theme Plants Grade __2nd___________

I. Objectives
How does this lesson connect to the unit plan?
This is the introduction to the plant unit and teaches why plants are important to our lives and why it is important for us to learn
about them.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
 Students will be able to explain the importance of plants to our lives. U
 Students should know the uses of plants. R
 Students should reflect on why we are learning about plants. x
 Students should be able to recognize the vocabulary words associated with running an experiment and have a general R
definition for them.

Common Core standards (or GLCEs if not available in Common Core) addressed:
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
CCSS.ELA-Literacy.SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.2.1.b Build on others' talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
(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 will have basic knowledge about plants and about the scientific process from first grade.
knowledge and skills.

Pre-assessment (for learning): Students will volunteer knowledge that they already have.

Formative (for learning): Students will participate in the discussion and answer questions as a class.
Outline assessment
activities Formative (as learning): Students will fill out the crossword puzzle.
(applicable to this lesson)
Summative (of learning): Final discussion and question on why plants are important

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

Representation
Provide options for perception-
making information perceptible
What barriers might this
lesson present?
Action and Expression Engagement
Provide options for physical action- Provide options for recruiting
increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats

What will it take –

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for language, Provide options for expression and
mathematical expressions, and communication- increase medium
symbols- clarify & connect of expression
language
Students can read the responses
on the board as well as hear and
speak them.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
I will ask leading questions to
try and get students to think
outside of the box.

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 Provide options for comprehension-
activate, apply & highlight
Students will use their new
vocabulary in their crossword
puzzle.
Provide options for executive Provide options for self-regulation-
functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection

Materials-what materials Plant crossword puzzles, clipboards (provided), pencils (students should have their own), vocabulary
(books, handouts, etc) do word cards, white board
you need for this lesson
and are they ready to
use?

The classroom will be set up as it usually is. The students will be sitting on the floor by the orange
chair in the corner of the room.
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.
9:20- I will gather students to the orange chair and tell Students will come in quietly from their special and
9:25 Motivation them that they need a writing utensil and a get their required materials and sit on the floor in
(opening/ clipboard. I will also ask students to make sure they front of the orange chair. Students are expected to
introduction/ are sitting next to responsible neighbors who will sit next to friends who will not distract them.
engagement) not distract them.

I will greet students and tell them that we are Students should sit quietly and begin reflecting on
starting the plant unit today. Today we will be why plants are important and what we use them
learning about why they are important and begin for.
thinking about the experiment we will be
conducting. Did you know plants are an important
part of our daily lives?
9:25- I will ask students to talk to their elbow partners Students will talk quietly with their elbow partners
9:27 and think of as many uses of plants that they can. I about plant uses.
will give them a minute or two to do this.

9:27- Then I will have them raise their hands and Students will sit quietly and listen while others
9:35 volunteer answers that they come up with. I will raise their hands to volunteer answers.
Development list these answers on the board. When they cannot
(the largest think of any more, I will provide prompts in order
component or to get students to think of ones they may not have
main body of thought of. Examples of this could be, plants also
the lesson) can help us feel better when we are sick. What do
we take when we are sick? Medicine. That’s right,
did you know that medicine is made from plants?

9:35- I will also ask students some of the things that they Students will raise their hands and tell the class
9:40 like to do for fun. I will then relate this to plants things they do for fun. They will also look at each
and how plants are used to make a lot of different other’s clothing tags when asked.

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 materials. I will also have students look at each
other’s’ clothing tags and look for words like
cotton and polyester.

Next, I will introduce the experiment vocabulary Students will sit quietly and raise their hands if
9:40- words that we will be working this week. I have they have any ideas on a definition for the word.
9:45 cards with the vocabulary words written on them.
The teacher or I will tape them to the white board. I
will ask students if they have any ideas on what the
words may mean. (Some of them they may
recognize and some may be new). We will come up
with a definition as a class and the teacher or I will
write it below the word on the board. The vocab
words for this week are: variable, conclusion,
hypothesis, experiment, test group, and control
group

Then students will work with their PB&J partners Students will find their PB&J partner and fill out
9:45- to complete the crossword puzzle that I have the crossword puzzle somewhere in the room.
9:55 created that reviews our new vocab. I will go
around and help them as needed.

9:55- Why are plants important? We use them in so many Students will sit on the carpet and raise their hands
Closure
10:00 parts of our daily lives. Why is it important to learn to share what they have learned.
(conclusion,
about them? They are important to our lives and we
culmination,
should learn how to care for them.
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.)
This day went very well. I was worried I wouldn’t have enough time for everything, but it all worked out well. The students
were very excited for me to teach and did well participating. They gave answers that I was not expecting. I was expecting a
lot of answers about plants we eat, but instead they kept bringing up how we can use plants to build forts. This was perfectly
okay with me though because it got us started on different building materials and how our houses are made of wood and
wood comes from trees. We also got into how a lot of toys and clothes are made from plants, and it was really cool to see their
minds be completely blown by the idea that they were wearing plants. The one thing that I would do differently for next time
is that on the crossword puzzle when there is a space between words there is an extra box. This threw students off quite a bit
so next time I would fix that.

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