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 will show students what is going on inside their seeds as they begin to grow.
cognitiveR U Ap An E C*

Learners will be able to:

Understand the different roles of the different parts of a seed.

Identify the different parts of the seed
Dissect the seeds neatly
Reflect on why the dry seed are more difficult to open compared to the soaked seeds.
Analyze why seeds need water based on their ability to open the soaked seeds.

physical
development

socioemotional

U
R
x
A
A

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.L.2.5.a Identify real-life connections between words and their use
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
knowledge and skills.

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?

Students will know what a seed needs to grow and what kinds of seeds they eat.
Pre-assessment (for learning): What are the different parts of the seed that we learned about?
Formative (for learning):
Students will dissect and identify the different parts of the seed.
Formative (as learning):

Students will fill out their worksheet as we go

Summative (of learning):
Class discussion and answering questions
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students will have a visual on the
board, they will be able to dissect
the seeds themselves, and fill out a
worksheet
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

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

Students will dissect the seeds

using their hands

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will work together in

their table groups and make
observations together.

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Provide options for comprehensionactivate, apply & highlight

We will be using some of the

words we learned on the
previous day.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

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

Students will reflect on why the

dry seeds are hard to open.

Bean Seeds (some wet and some dry), seed diagram, Elmo,

Like normal
How will your classroom
be set up for this lesson?
III. The Plan
Time
9:209:25

Components
Motivation
(opening/
introduction/
engagement)

9:259:30

9:309:45

9:459:50

9:509:55

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

Closure
(conclusion,
culmination,
wrap-up)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will have students sit at their tables and introduce
Students will sit at their tables and listen.
what we are going to be doing today and how it
relates to what we learned yesterday. We will also
review the vocabulary today.
I will ask students for a definition of the word and
they will raise their hands to give me a definition
without looking.
I will explain to students that we will be dissecting
seeds. I will do an example and use the Elmo in
order to show what each part of the seed looks like.
I will project it onto the white board so that I can
circle the different parts so that students can
identify them easier.

Students will raise their hands if they know the

definition of the vocabulary word.

I will go around and help students if they need help

with their dissection.

Students will do their own dissections in their table

groups. They will help each other and work on their
Seed Diagram handout as they go.

I will pass out dry seeds that have not been soaked
in water. They will be very hard to open and I will
asks students why they think that these ones are
hard to open, but the ones that have been soaked
are easy to open. What does this tell us about beans
and the importance of water?

Students will reflect on why it is easy to open the

wet seeds and difficult to open the dry ones. They
will make the connection that seeds need water to
open up and soften the seed coat.

Each part of the seed has an important job that

helps the plant. Could a seed grow if it was missing
any of the parts?

Students will clean up the seeds and prepare for the

next activity.

Students will listen and observe my example of a

seed dissection.

I will ask students to clean up the seeds. I will tell

them that we will be learning about the lifecycle
next week.
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 pretty smoothly. The students got really excited to apply what they had learned and did a really good job of
identifying the different parts of the seed. One thing that was difficult was that when they were doing their table work it got
pretty loud and some of the students got distracted. I think that this part of the lesson wasnt structured enough and was too
open for some students. Next time I would try to put more structure or have them fill out a more detailed worksheet about
what they are doing.

Seed Diagram
Label the seed and color it according to the directions.
Color the embryo green.
Color the stored food red.
Color the seed coat blue.

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