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 show that even though plants are made up of the same parts, they can look different.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
● compare and contrast different types of plants An
● look for differences in plants Ap
● know the different parts of a plant R
● draw a picture of a plant and label the main parts C X

Common Core standards (or GLCEs if not available in Common Core) addressed:

. L.HE.02.13 - identify characteristics of plants (for example: leaf shape, flower type, color size) that are passed on from
parents to young.
(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 names of the different parts of the plant.
knowledge and skills.

Pre-assessment (for learning):

Discussion at the beginning of the lesson.
Formative (for learning):
Outline assessment
activities Formative (as learning):
(applicable to this lesson) Students will self-assess during the final discussion of the lesson.
Summative (of learning): Journal entries.

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

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students will use their journals to
reflect on what they have seen.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Representation
Provide options for comprehension-
activate, apply & highlight
Students will first learn about
the parts of a plant, and will
then apply that to their
drawings of the plants.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for perception-
making information perceptible
Book has a lot of color
contrast for students with
colorblindness.
Action and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Discussion will be guided by the
teacher’s questions.
Provide options for expression and
communication- increase medium
of expression
There are videos and written
components to this lesson.
Provide options for physical action-
increase options for interaction

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Materials-what materials The Tiny Seed
(books, handouts, etc) do 3 different plants that have been taken out of the pots
you need for this lesson plant journals
and are they ready to
use?

3 different stations, each with a different type of plant.

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 The Tiny Seed
mins Motivation
5 (opening/ Discuss how a seed can grow into a big plant.
mins introduction/
engagement)

2 Watch accelerated video again with students. Students will still be seated on the reading rug.
mins
Discuss basic parts of plants that we will be talking
5 about today (root, seed, stem, flower, and leaves) Students will share knowledge that they already
mins have about plants.
All plants have certain parts, but they might look
different.
Development
We will be looking at three different types of
(the largest
plants, and logging them in a plant journal.
component or
main body of
Modeling:
the lesson)
Under the Document Camera, teacher will take out Students will work in their plant journals, drawing
their own journal and draw the plant, labeling the pictures of plants and labeling the pictures.
important parts, and writing something interesting
15 about the plant.
mins
5 minutes at each station.

5 Class will gather at the end and share some Students will move to the reading rug to share their
Closure
mins interesting things they found out about the plants. findings.
(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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This lesson went very well. The students really liked the different stations with the seeds. I think that it really helped them to hold a
real seed, rather than just looking at a picture of one.

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