Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teachers Rachel Vos & Rebekah Courtney

Date April/May 2017 Subject/ Topic/ Theme What plants need to grow Grade 1

I. Objectives
How does this lesson connect to the unit plan?
This lesson will focus specifically on the things seeds need to survive and grow. This lesson will use inquiry to discover what seeds
need to grow.
cognitive- physical socio-
Learners will be able to: (content & skill objectives) R U Ap An E C* development emotional

- Make a class list of things they need to survive and grow An

- Identify what a plant needs to grow C X

- Create a drama with a group about the needs of a plant E/C X X

Common
Core, GLCEs, or NEXT Gen standards addressed:

LS1.D:
Information Processing Animals have body parts that capture and convey different kinds of information needed for
growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some
external inputs. (1-LS1-1)

ETS1.B:
Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These
representations are useful in communicating ideas for a problem’s solutions to other people. (K-2-ETS1-2)
Plants depend on water and light to grow. (2-LS2-1)

(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 Before this lesson, students will need to know that there are different parts of a plant. They will also
knowledge and skills. need to know how to write, draw, work with a partner and group, and follow instructions.

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
Pre-assessment (for learning): Students will talk with a partner about what they need to survive and grow. We
will use their ideas to make a class list of things humans need to grow.
Formative (for learning): Students will plant plants in different conditions to test which things they actually need
to survive and grow.
Formative (as learning): Students will look at the “magic plants” and determine which variables plants actually
need to grow and survive.
Summative (of learning): Students will create a drama with a group that demonstrates what a plant needs
to grow.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
We will be using a KWL chart
which helps the information be Students will be working together Students will be able to plant,
visually transmitted. Students will to create a drama to present to the examine, and experiment with
also write & create a drama class seeds using the “growing factor”

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students to do this lesson? they choose

Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
They will get to work with the
KWL chart to keep track of
their ideas, they will also use
expressive language during the
drama
Provide options for comprehension-
activate, apply & highlight
Provide options for expression and
communication- increase medium
of expression
Students will be able to
communicate with the teacher,
in their groups, in partners, and
with a new group they will be
assigned to for the drama
creation
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will be able to control
what they want to know about
seeds, they will be able to create
their own drama, and they will
figure out why “magic plants”
work
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection

Students will have multiple The KWL chart will allow the Students will be able to plant
opportunities to collaborate students to track what they their own seeds and control the
with each other and their know, want to know, and have variables that go into planting
teachers learned seeds

Materials-what materials
(books, handouts, etc) do Chart paper to make a class list, small plants, soil, water, “magic plants”
you need for this lesson
and are they ready to
use?

Students will need to be near a partner that they can collaborate with. They also either need to be in
How will your classroom groups of four or we should be able to put them into groups where they can have a common work
be set up for this lesson? space.

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.
Introduction:
Motivation → Students will answer the question.
- Teacher will ask students, “What have we
(opening/
introduction/ been learning about in science?”
engagement) Hopefully a student says plants and plants.
- “Today, we’re going to keep talking about
plants. But before that, we want to know
→ Students will turn and talk with their partners
what you already know about plants. Turn
about what they know about plants.
and talk to the person sitting next to you
and share what you know about plants.”
- While the students are talking with their
partners, teachers will get chart paper and

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 markers ready. Have a big KWL chart
template ready.
KWL Chart:
- Teacher will call the students back
together. “Now, I want to hear about what → Share with the class what they already know
you know about plants, and we’re going to
about plants.
make a list as a class. Can anyone tell me
what you and your partner talked about?”
- Call on students to share what they know
and write their ideas in the K part of the → Students will talk with their partners about
KWL. what they want to learn about plants.
- “Wow, look at what we already know
about plants! That’s great! Now, I’d like
you to turn and talk with your partner
again. But this time, talk about what kinds
of things you want to learn about plants.” → Share with the class what they want to learn
- Teacher will call students back together. about plants.
“Can anyone tell me what you and your
partner talked about this time?”
- Call on students to share and write their
ideas in the W part of the KWL.
- “It looks like we’re curious about a lot of
things too! I know we’ll get to learn a lot
about plants and hopefully we’ll answer a
lot of your questions too!”
- “Can anyone remind me of the things we
talked about last time that we need to
grow?” Make a list on the board. → Respond to the question, hopefully answering
- Call on students to share. Responses that we need food, water, and a place to live
should include food, water, and shelter..
in order to grow and survive.
Write down all the students’ ideas on the
board or chart paper.
- “Just like we need things to survive, plants
also need some things in order to survive.
What do you think plants need to survive
and grow?”
- Call on students to share. Possible → Respond to the question, giving ideas of what
responses include: food, water, soil, they think plants need to grow.
sunlight, and fertilizer. Write down all the
ideas on board or paper.
Explore:
Development - “To figure out which of these things plants
(the largest really need to live, we’re going to plant
component or some plants! How many of you have
main body of
the lesson) planted plants before?” → Raise their hand if they’ve planted plants
- Go through the list of ideas with students,
before.
asking, “How could we test to see if plants

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 actually need this?” Write down the list of
materials students have available to them.
→ Give ideas for how we could test the different
* The variables that the class will eventually come variables for plant growth.
down to will be light/dark, warm/cold, and
wet/dry*

- “In your group of four, we’re going to

give you time to plant your plants. Make
sure to label your bags so that you know
it’s yours and what you are testing!”
Model this for students with a control bag.
- Give students time to plant their plants.
Walk around to monitor and answer
questions. → Work in their group to plant their plants.
- Once students have finished, collect all the
bags of plants.
Explain:
- “Because we wanted you to be able to
look at plants today, we actually planted
some plants using the same things you did.
We’re going to pass around those plants
for you to look at with your small group.”
- Pass out the bags of plants for students.
- Give students time to look at the plants
with their group. After giving them some → Look at the plants with their group.
time, ask the following questions to the
class, recording their answers on the
whiteboard or on chart paper: “What did
you notice? What surprised you about → Answer the questions. Possible responses
these plants? Did you think it would turn include: The ones without water didn’t grow;
out this way?” the ones without sunlight still grew; the ones
- “After looking at those plants, let’s look
without soil still grew.
back at our list of what we thought plants
need to grow. Is there anything on this list
you would change now?” Students will → Respond to the question.
hopefully respond that plants need
sunlight and soil and grow.
Expand:
- “Now that we’ve learned about plants and
what they need to grow, we would like
you to work together to act out how a seed
grows and what it needs to grow.”
- Answer any questions the students have,
and give them work time to figure out
their drama. → Work on their drama with their classmates.
- Have students present the drama and ask

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 them questions about what they did.
Examples include: “Why did you include
the sun? Why did you have to water your → Present the drama they created with their
plants? Why did you use soil?” classmates.

- “Now that we’ve learned about what seeds

and plants need to survive and grow, we
want to compare those. To do that, we are
Closure
going to make a Venn diagram.”
(conclusion,
- One teacher will pass out sticky notes to
culmination,
each student, while the other teacher
wrap-up)
draws a model of a Venn diagram on the → Fill out their sticky note with a Venn diagram
board. comparing and contrasting what plants and seeds
- “On your sticky note, draw and fill out a need to grow and survive.
diagram about what plants and seeds need
to grow.”
- Monitor students as they fill out their
sticky notes, and collect them.

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.)
(Yes, this is important and does need to be completed.) emailed to me within 24 hours of teaching the lesson

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Context Options – The Class as a Whole
Variables
Individual differences…
Oakes/Lipton (174-178)
Levine (299-302, 321-327)
Cognitive and
Neurodevelopmental
differences
Bridging…(161-166)
Oakes/Lipton (170 - 172)
Levine (246+ & Table of
Neurodevelopmental Constructs)
Learning style differences
Levine (27-50)
Students with
disabilities—IDEA
Bridging…(156-162)
Oakes/Lipton (295-6 &303ff)
Gifted Students
Bridging…(162-166)
Oakes/Lipton (295, 302-327)
Social Class differences
Bridging…(185-210)
Oakes/Lipton (9-25)
Levine (225-244)
Ethnic & Racial
differences
Bridging…(103-121)
Oakes/Lipton (55-65, 94-104)
Gender differences
Bridging…(212-224)
Oakes/Lipton (277-278)
Language differences
Bridging…(125-153)
Oakes/Lipton (197-202)
Class Overview based on observations and data
Teachers will be sensitive to the needs of the students as the activities go on. If an activity needs to be
modified, we will consult the student (and the co-teacher) in order to make appropriate
accommodations/modifications → Modifications can be made to plant examining/creating the drama
Students who are working either ahead or behind their peers have the opportunity to work together
not only with partners, but in groups as well. By combining varying levels of cognitive ability, every
student will be able to work to enhance their own learning during activities.
There are multiple means to work with manipulatives, sensory materials, writing/graphomotor skills,
and collaboration. There can also be time for students to work on their own.
We will identify any student before the lesson that identifies as having a disability and we will make
accommodations and modifications according to their specific needs.
Gifted students will be provided with opportunities to work with peers as well as participate in
extension activities when appropriate.
This lesson was crafted with the idea that some students may be unaware of what different plants are.
We took into consideration that some of the prior knowledge might be varied based on their students’
experiences.
This lesson was crafted with the idea that all students have their unique cultural backgrounds. We
took into consideration that some of the prior knowledge might be varied based on their students’
experiences. Opportunities to share personal differences is accounted for.
This lesson and all materials involved are gender neutral.
Every student is receiving the same plants to explore.
We have many visual aids and opportunities for students to work with manipulatives if they are having
a difficult time grasping vocabulary. We are able to write on the board.
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