Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teachers Rachel Vos & Rebekah Courtney

Date April/May 2017 Subject/ Topic/ Theme How seeds use their parts to survive/grow Grade 1

I. Objectives
How does this lesson connect to the unit plan?
In this lesson, students will connect the first lesson in the unit (seed anatomy) with the third lesson in the unit (what seeds need to
grow). Students will learn about how seeds use their anatomy to grow and survive.
cognitive- physical socio-
Learners will be able to: (content & skill objectives) R U Ap An E C* development emotional

- Ask and answer questions about seeds Ap X

- Create a rubric with a small group that incorporates what seeds need to grow and survive C X

- Create a book about seeds and how they grow C/Ap X

U/R X
- Describe how the different parts of a seed help it grow

Common Core, GLCEs, or NEXT Gen standards addressed:

LS1.A:
Structure and Function All organisms have external parts. [...] Plants also have different parts (roots, stems, leaves,
flowers, fruits) that help them survive and grow. (1-LS1-1)

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)

(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 need to know about the three major parts of seeds, and they need to know what different
knowledge and skills. things seeds need to live.

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 come up with three questions about what they have learned so far
with a group. They will answer the questions and then try to stump the teacher by asking us the questions.
Formative (for learning): We will play the teacher-take-apart game, where students will be asked about what
happens when we take away certain parts of seeds, and how that affects their survival and growth.
Formative (as learning): Students will work with a group to create a list of concepts that it is crucial to know
about seeds.
Summative (of learning): Students will create a book using what they have learned about seeds, what
their different parts are, what they need to survive and grow, and how they use those parts to survive
and 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
Students will be able to either Students may engage with a
manipulate a powerpoint or a flashlight (taking it apart), and they Students will choose what
physical flashlight, and they will be will be crafting their own book questions they will use to quiz the
able to engage in verbal and written about seeds teachers & they will choose what

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students to do this lesson? communication information goes into their books

Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Students will be engaging in
both verbal and written
communication with the
creation of their quizzes/books
and with group work
Provide options for expression and
communication- increase medium
of expression
Students will be creating their
own sentences, pictures, and
ideas to go into their books
about seeds. They can also
color, draw, and add extras to
their books if desired
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Manipulatives, smooth
transitions, and feedback from
the teacher will enhance student
engagement through all
activities

Provide options for comprehension-
activate, apply & highlight
Students may work with the
powerpoint or flashlight to
make connections about seed
survival
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
The KWL chart about seeds
will be completed during this
lesson
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students will be create difficult
quiz questions about seeds

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Question sheet for students, Teacher-Take-Apart powerpoint (option 1), 6-7 flashlights (option 2),
chart paper and markers, paper and crayons/markers for students to use to create their seed books
(books include a front/back cover, 8 inside sheets, and a title page)

How will your classroom Students will need to be in groups of around 4 for this lesson so they can collaborate on the quiz and
be set up for this lesson? the rubric.

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 - “What have we been learning about in → Respond to the question, hopefully saying
(opening/ science?” Hopefully a student will say plants and seeds.
introduction/ plants and seeds.
engagement) - “Since we’ve been learning so much about
seeds and plants, today, we want to see
what you know about seeds and plants,
and what Miss Vos and Miss Courtney
know about them. So we want you to quiz
us. In your group, we’re going to give you
a piece of paper with three spaces for
questions. In your group, come up with
three questions about seeds and plants.
Once you have your questions, make sure
you can answer them.”

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 - Give students time to write three seed → Write three questions about seeds with their
questions with their groups. When all the group.
groups have finished, call the class back
together.
- Go group by group, having each group ask → Ask their question to the teachers.
one question at a time to try and stump the
teacher.
- “We’ve learned so much about seeds and
plants! Today, we have one more
important thing to learn about them.”
Two potential options for explore activities are
listed below. Depending on the comfortability of
the teachers/the resources that the school has
(i.e. projectors/computers), modifications have
been made to ensure exploratory activities.

Explore:

Option 1: Teacher Take Apart

- Project the Teacher Take Apart activity.

- “What happens if we take away Miss → Respond to the question hopefully saying that
Vos’s mouth? What can’t she do to she can’t eat.
survive anymore?”
- Let students share their answers.
Hopefully students will say she can’t eat.
- Continue through the activity.
- “What happens if we take away the → Respond to the question hopefully saying the
endosperm of the seed? What can’t it do to
survive?” seed won’t have food to grow.
Development - Let students share their answers.
(the largest Hopefully students will say the seed won’t
component or have food to grow anymore.
main body of
the lesson) Option 2: Flashlight & Seeds

- Give each table group two flashlights that → Students turn on the flashlight and respond to
unscrew, and have batteries in them the teacher’s prompting
- “Everyone look at your flashlight. Use the
button to turn it on. Do all of your → Students will follow directions
flashlights turn on?”
- Have the students unscrew their → Students answer the questions
flashlights, take out the battery, and re-put
→ Respond to the question hopefully saying the
the flashlight together
- “Try turning on your flashlight. Can you seed won’t have food to grow.
turn it on? Why/why not?’
- “The flashlight is like a seed and the
battery is like the food - or the endosperm
- of the seed. What would happen if we
took the food out of the seed?”
- Let students share their answers. → Students put the flashlight back together to see
Hopefully students will say the seed won’t that it shines a light again
have food to grow anymore.
- “Now put the battery back inside the
flashlight. Does it turn on?”
- “The battery gives energy to the flashlight

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 so that it can turn on. The food does the
same thing for the seed! It gives the seed
energy so it can grow” → Respond to the question
- Ask the students what would happen again
if we took the battery out. Then ask what
would happen to the seed.

Explain:
- “So why is the endosperm important in the
seed?” → Respond to the question, hopefully saying
- Let students share their answers. that the endosperm is the food for the seed.
- “Why is the seed coat important for
seeds?”
- Let students share their answers.
- “Why is the embryo important in the → Respond to the question, hopefully saying
seed?” that the seed coat protects the seed.
- Let students share their answers.
- “If you were going to tell a friend about
seeds, what would be the most important → Respond to the question, hopefully saying
things you needed to tell them about that the embryo is the part of the seed that
seeds. Turn and talk with your group and grows.
make a list together.”
- Give students time to work in their groups
to think about the essential things to know
about seeds.
- When all the students have finished, call
the class back together. Brainstorm a list
→ Talk in their group about things essential to
as a class. Write the list on the whiteboard
or chart paper. know about seeds. Possible answers include: parts
Expand: of a seed, what seeds need to grow, seeds don’t
- “I would like you to make a book telling need light, etc.
me everything you know about seeds. Use
this list that we’ve just made to help you
decide what you have to include. Make
sure you say something about each of the → Share their answers with the class.
things on our list. Now, we have some
sentence frames for you to help you write
about seeds if you want to. You can also
draw pictures.”
- Answer any questions that students have
and pass out the booklets for students.
Give students time to work on their
booklets.
- Once students have finished their books,
have them share them with their small → Work on their seed book.
group.
- The teacher will collect the books for
assessment
→ Share their seed book with their small group.
Closure
- Take out large KWL chart from the
(conclusion,
beginning of the unit.
culmination,
- “We already filled out the K and W
wrap-up)
section of this chart, but now we should

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 fill out what we learned! Who can tell me → Share what they have learned about seeds.
something they have learned about Possible answers include: seeds have different
seeds?” parts, seeds need different things to survive, etc.
- Call on students to share what they have
learned and fill out the anchor chart.
- “Wow, we’ve learned a lot about seeds!
What was your favorite part of learning
about seeds?”

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

Context Options – The Class as a Whole

Variables Class Overview based on observations and data
Individual differences…
Teachers will be sensitive to the needs of the students as the activities go on. If an activity needs to be
Oakes/Lipton (174-178)
modified, we will consult the student (and the co-teacher) in order to make appropriate
Levine (299-302, 321-327)
accommodations/modifications

Cognitive and
Neurodevelopmental
differences Students who are working either ahead or behind their peers have the opportunity to work together
Bridging…(161-166) not only with partners, but in groups as well. By combining varying levels of cognitive ability, every
Oakes/Lipton (170 - 172) student will be able to work to enhance their own learning during activities.
Levine (246+ & Table of
Neurodevelopmental Constructs)

Learning style differences There are multiple means to work with manipulatives, sensory materials, writing/graphomotor skills,
Levine (27-50) and collaboration. There can also be time for students to work on their own.

Students with
disabilities—IDEA
Bridging…(156-162) We will identify any student before the lesson that identifies as having a disability and we will make
Oakes/Lipton (295-6 &303ff) accommodations and modifications according to their specific needs.

Gifted Students
Bridging…(162-166)
Gifted students will be provided with opportunities to work with peers as well as participate in
Oakes/Lipton (295, 302-327)
extension activities when appropriate.

Social Class differences

Bridging…(185-210) This lesson was crafted with the idea that some students may be unaware of what different seeds are.
Oakes/Lipton (9-25) We took into consideration that some of the prior knowledge might be varied based on their students’
Levine (225-244) experiences.

Ethnic & Racial

differences This lesson was crafted with the idea that all students have their unique cultural backgrounds. We

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Bridging…(103-121) took into consideration that some of the prior knowledge might be varied based on their students’
Oakes/Lipton (55-65, 94-104) experiences. Opportunities to share personal differences is accounted for.

Gender differences
This lesson and all materials involved are gender neutral.
Bridging…(212-224)
Every student is receiving the same color materials for their books, quiz-creation sheets, and the
Oakes/Lipton (277-278)
manipulatives are gender neutral as well.

Language differences
Bridging…(125-153) We have many visual aids and opportunities for students to work with manipulatives if they are having
Oakes/Lipton (197-202) a difficult time grasping vocabulary. We are able to write on the board.

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