Scribd
Upload
40 views

Lesson Planning Form For Accessible Instruction - Calvin College Education Program

This lesson plan summary is in 3 sentences: The lesson plan teaches 2nd grade students about the different parts of seeds by having them identify seed parts on a diagram, read paragraphs describing each part, and answer questions about the functions of the seed parts. The plan aligns with Common Core standards on life science observations, describing connections in scientific concepts, and using images to clarify texts. The teacher reflects that student engagement and understanding was high, though some students struggled to focus, and recommends keeping lessons moving to limit distractions.

Uploaded by

api-313893599
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
40 views

Lesson Planning Form For Accessible Instruction - Calvin College Education Program

This lesson plan summary is in 3 sentences: The lesson plan teaches 2nd grade students about the different parts of seeds by having them identify seed parts on a diagram, read paragraphs describing each part, and answer questions about the functions of the seed parts. The plan aligns with Common Core standards on life science observations, describing connections in scientific concepts, and using images to clarify texts. The teacher reflects that student engagement and understanding was high, though some students struggled to focus, and recommends keeping lessons moving to limit distractions.

Uploaded by

api-313893599
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 4

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Brynn Greenway
3/23

Subject/ Topic/ Theme

Plants

Grade ______2nd__________

I. Objectives
How does this lesson connect to the unit plan?
This lesson will teach the different parts of the seed and what their functions are.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

R
An
R, U, Ap

Identify the different parts of the seed.


Analyze the differences and similarities between the seeds.
Read the paragraphs and answer questions that go with the information

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

2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats
CCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps
in technical procedures in a text.
CCSS.ELA-Literacy.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support comprehension clarify a text.
CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a
question.
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.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally
or through other media.
CCSS.ELA-Literacy.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification.
(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.

Students will know what a seed needs to grow.


Pre-assessment (for learning):

Review of vocabulary
Outline assessment
activities
(applicable to this lesson)

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Formative (for learning):

Pointing to the different parts of the seed on their handout


Formative (as learning):

Students will fill out Whats Inside a Seed? handout


Summative (of learning): Class discussion/answering questions as a class
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

We will relate it to our seed bag


projects.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and


communication- increase medium
of expression

Students will verbalize, write,


and read the answers.
1-19-13

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for comprehensionactivate, apply & highlight

Students will identify the


different parts of a seed on their
worksheets.

Provide options for executive


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

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

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

Whats Inside a Seed? handout, whiteboard, clipboards (provided), pencils

How will your classroom


be set up for this lesson?

Like normal

III. The Plan


Time
9:209:30

Components
Motivation
(opening/
introduction/
engagement)

9:309:40

9:409:50

9:509:55

1-19-13

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

Closure

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will gather students by the orange chair and I will Students will sit on the carpet in front of the orange
tell them that we will be learning about seeds and
chair. They will say the definitions of the
the different parts of a seed. First we will review
vocabulary words for the week to their elbow
our vocabulary. I will ask students to say the
partners.
definitions out loud to their elbow partners.

I will ask students to volunteer to read the Whats


Inside a Seed? handout. I will have different
students read a paragraph at a time. As we
encounter the different seed parts I will ask
students to point to them with their fingers, then
draw a shape on the parts in the picture in order to
make sure they can clearly identify it.

Students will take turns reading aloud to the class.


The other students will follow along with their eyes
and fingers and when asked they will identify the
different parts on the diagram.

Then we will go through the questions together. I


will ask students to volunteer answers and I will
write them on the white board so that students can
copy them down. I will also ask follow up
questions that review what we learned, such as:
what are the different parts of the seed? What do
the different parts do again? How does each part of
the seed help the plant? Why do seeds give us so
much energy when we eat them?

Students will volunteer answers and write them


down on their handouts.

I will describe to students the seed dissection that


we will be doing the next day and how we will be

Students will finish up their worksheets and


prepare for the next activity.

(conclusion,
culmination,
wrap-up)

working with the different parts we learned about. I


will emphasize that seeds are important to our lives
because they are the beginning of all the plants

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.)
Today went very smoothly. Most of the students were very engaged in the discussion. I was pleased that when I asked review
questions at the end the students were able to answer my questions in their own words which shows they really understood
what I was teaching. Some students had trouble focusing on what we were doing and were distracting to others, but I think
that this is to be expected to some degree. I think that for these students its important to keep the lesson moving and not let
there be any free times where they can get distracted. I thought that this would go a lot quicker, but it took longer than
expected. I was actually happy about this because the students were asking good questions.

1-19-13

1-19-13

You might also like