Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Rachel Haverkamp

Date: 11/20/15

Subject/ Topic/ Theme: Explanation

Grade: 1

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the fourth lesson in the unit plan. Students have learned and practiced the previous steps of the QPOE2 model: question, prediction, and observation. In
this lesson, they will review the previous steps and learn about explanation, the next step.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Participate in a review discussion of previously learned material

Recall the previous steps of the QPOE2 model
Write an explanation of their data and how it answers the question
Listen to and follow directions for a specific craft
Cut, paste, color, and fold paper as part of a craft

R
C
X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.W.1.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a
question.
CCSS.ELA-LITERACY.SL.1.1.A
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under
discussion).
CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
CCSS.ELA-LITERACY.SL.1.6
Produce complete sentences when appropriate to task and situation.
S.IA.00.13 Communicate and present findings of observations.
S.RS.00.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.
(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 have previous knowledge of the first three steps of the QPOE2 model: question, prediction,
and observation. They can recognize and recall the meanings of the vocabulary words at large. They
know how to use scissors, glue sticks, and coloring materials.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Discussion on the rug of the previous steps; review vocabulary; introduce the concept of explanation,
ask why it is important, and ask if anyone can guess why it would be helpful for scientists to explain
their data.
Formative (for learning):

Students give a written explanation of their data

Formative (as learning):

Students write their explanation of the data on their worksheet before they use it for the craft
Summative (of learning):
I will assess the completion and quality of their explanation statement as part of their craft
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
I will display the chart paper we
have been using to help us review
each morning.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students will interact with their
table mates as they make their craft
and share craft materials.

Provide Multiple Means of

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

Students can decorate their

explanation craft however they
like.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

I will continue to illustrate the

chart paper alongside the new
concept.

emotionally, etc., for your

students to do this lesson?

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

Provide options for comprehensionactivate, apply & highlight

Provide options for expression and

communication- increase medium
of expression

Students both write and draw

their explanations.

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, masteryoriented feedback

Students participate in a
discussion of explanation as
well as create their own
explanation. Students will want
to complete their statement so
they can share it with a partner.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

I will highlight the importance

of including evidence (what
Students can monitor their
Students are asked to complete
specifically did I see that
progress by looking at the list of their explanation statement, then
supports my explanation) by
directions or asking a partner.
share it with a partner. Reading
giving them prompts.
it aloud helps them self-assess
Students will be asked to draw a
and reflect on their work.
picture of their evidence, which
connects the observation and
explanation steps of the model.
Explanation worksheet separate from the learning packet; cutouts of arms, legs, and head; scissors;
crayons; glue sticks; model of art project

The students will gather on the rug in the beginning, then move to their seats to start the art project
How will your classroom
be set up for this lesson?
III. The Plan
Time
9:30

9:35

9:40

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Components
Motivation
(opening/
introduction/
engagement)

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

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Gather students on the rug. Review the previous
Students gather on the rug and participate in a
steps and how weve been using them to answer
discussion of the previous steps of the model and
our question. Ask students if they can recall what
vocabulary.
each of the steps means, and recall any important
vocabulary that comes up.
Tell students that the next important thing that
scientists do is explain their observations. Their
explanation tells people what they have learned and
why. To help them write their explanation, give
them prompts such as I learned that things float
better in _____. And the reason I know this is
because _____. Or my evidence is _____.
Encourage students to look at their data charts to
remind them of what they learned.

Listen to verbal instruction about the purpose of an

explanation; read and listen to writing prompts that
will help them write their explanation statements.

Tell and model to students that once they are

finished with their explanation worksheet, they are
going to make an art project out of it. Show them
how to fold the paper in thirds to make the lab coat
(hold the paper horizontally, then fold the two ends

Listen to and follow along to the instruction for the

craft.

in so they meet in the middle), and then decorate it.

Tell them to color in their face and the arms and
legs to look like themselves, and then glue each of
the body parts on to the back side of the lab coat
worksheet while it is folded.
Emphasize that students need to write their
explanation first before they begin their art project.
If they run out of time for the art project, they can
put it in their yellow folders and finish it later.
9:43

Closure
(conclusion,
culmination,
wrap-up)

Set the trusty timer for the remainder of the time

and dismiss students to their seats to get to work.

After being dismissed, begin by drawing an

illustration of the previous days observations.
Write an explanation statement using the prompts if
needed. Begin the craft project; put the materials
back in the left to do side of the yellow folder if
not finished in time.

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.)
Following suit once again, I must say that this lesson didnt go as planned. My discussion during the first part of the lesson was great
I really got the sense that students understand the new vocabulary or are motivated to work through their misunderstanding and
learn with the help of their classmates what these words mean and how weve applied them in our investigation process.
The review at the beginning was just about the only thing that went as planned. Earlier in the morning when I was talked to Mrs.
Sayre and explained to her what I had planned for the day, she told me she had something different in mind. Even though the basics
of the lesson stayed the same, she changed the whole execution. I always seem to run out of time when I work with groups in the
hall, so I had planned to do the whole lesson as a group. I was going to make sure the students finished their explanation (lab coat)
sheets first, and then use it for their craft. Because their written explanations were the main focus of the lesson and would embody
the things that theyve learned, I wanted to make sure they had that first, and then they could work on their art project later.
Mrs. Sayre had a different idea. What really happened was I conducted a short review with the students, explained the craft and had
students fold their explanation sheets, and then took students out in the hallway. I would have much rather done it as a whole class.
While I dont mind working in small groups, I faithfully run out of time to get through all the students, which makes them fall behind
for the next lesson. One student has been pulled out of the classroom so many times that he has less than a full page of his learning
packet complete. Its students like that who I worry about. Mrs. Sayre said shed take care of that particular student, but didnt tell me
how, or if she needed my help in catching him up.
I strongly believe that if wed completed the whole lesson as a whole group together, it wouldve gone much smoother. However,
there was still evidence of some really good learning going on. Im happy to hear the students using their vocabulary words in our
class/small group discussions. Even if a student gets stuck on a word or a concept, I make a point to not answer them myself, but
have them call on another student or ask one of their classmates for help so that they can learn to rely on each other and get the idea
that learning happens together, not individually.
If I could change one thing about the content of this lesson, it would be to simplify the lab coat sheet. I had three key points that I
wanted my first graders to write: what they learned, what their evidence was, and to use the word buoyant. I explained those things
several times and wrote them out, but it still held some students up. In my revision, I would have only an illustration box and lines
with the word prompts written out (I learned that.., My evidence is,). It wasnt a terribly difficult task for students to write
them out, but very time consuming for some, and time that I felt was wasted.
Even if students didnt completely finish writing their explanations, I made sure to talk to each student in the group before I left to
make sure they understood the concept of what happened yesterday. That way, even if they didnt quite get it down on paper, I could
gauge their understanding of the buoyancy of things in saltwater and the things in freshwater.

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