Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teachers Rachel Vos & Rebekah Courtney

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

I. Objectives
How does this lesson connect to the unit plan?
This lesson connects the second lesson of the unit (plant anatomy) with the fourth lesson of the unit (what plants need to survive and
grow). In this lesson, students will learn about how plants use their different parts to survive and grow.
cognitive- physical socio-
Learners will be able to: (content & skill objectives) R U Ap An E C* development emotional

- Ask and answer questions about plants Ap X

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

- Create a book about plants and how they grow C X

- Describe how the different parts of a plant help it grow U X

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 Before this lesson, students need to know the different parts of plants, and they will need to know what
knowledge and skills. different things plants 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
students to do this lesson?
Pre-assessment (for learning): Students will work in a group to come up with and answer three questions based
on what they have learned about plants so far. They will try to stump the teacher with their questions.
Formative (for learning): Students will play the teacher-take-apart game, where they determine what would
happen if some parts of a plant were removed.
Formative (as learning): Students will work in a group to come up with some things that are crucial to know
about plants. As a whole class, we will compile a list and use that to make a rubric.
Summative (of learning): Students will create a plant book using the essential characteristics they have
come up with.
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
manipulate a powerpoint or the Students may engage with a string Students will choose what
physical string lights, and they will lights, and they will be crafting questions they will use to quiz the
be able to engage in verbal and their own book about plants teachers & they will choose what
written communication information goes into their books

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 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 plants. 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 string lights 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 plants
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 plants

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), 4 strands of string lights - 3
working, 1 burnt out (option 2), chart paper and markers, paper and crayons/markers for students to
use to create their plant books (books include a front/back cover, 8 inside sheets, and a title page)

How will your classroom For this lesson, students should be in groups of about four so that they can collaborate for the quiz and
be set up for this lesson? for the list of essential ideas.

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
(opening/
introduction/ science?” Hopefully a student will say → Respond to the question, hopefully saying
engagement) seeds and plants. plants and plants.
- “Since we’ve been learning so much about
seeds and plants, today, we want to see
what you know about plants, and what
Miss Vos and Miss Courtney know about
plants. Similar to how you made quizzes
for us about seeds, we want you to quiz us
about plants. In your group, we’re going to
give you a piece of paper with three spaces

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 for questions. In your group, come up with
three questions about plants. Once you
have your questions, make sure you can
answer them.”
- Give students time to write three plant → Write three questions about plants with their
questions with their groups. When all the
group.
groups have finished, call the class back
together.
- Groups will ask questions one-by-one to
the teachers to try to “stump” them → Ask their question to the teachers.
- “We’ve learned so much about plants!
Today, we have one more important thing
to learn about plants.”
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 → Students will recall Teacher Take Apart
- Ask the students to recall what they did
last time with the Teacher Take Apart
activity
- “What happens if we take away Miss
→ Respond to the question hopefully saying that
Courtney’s hands? What can’t she do to
Development she can’t get food to eat anymore. She also can’t
survive anymore?”
(the largest
- Let students share their answers. use her hands to get shade anymore. .
component or
main body of Hopefully students will say she can’t get
the lesson) food anymore. Students should also say
that she can get shade from her hands so
she doesn’t get too hot.
- Continue through the activity.
- “What happens if we take away the leaves
of the plant? What can’t it do to survive?” → Respond to the question hopefully saying the
- Let students share their answers. plant won’t have a way to get food.
Hopefully students will say the plant
won’t have food to grow anymore.

Option 2: String Lights & Plants

- Pull the string lights out of a bag and tell

the students that the string lights are now
like plants
- Lay the string lights along the ground and
have the students come around different → Students will move quietly around the lights
parts of the lights
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 - Tell the students that the outlet it like the
sun, and that the lightbulbs are like the
leaves of the plant
- “The sun gives leaves energy to help the
plant make food and grow” → Students ask questions when appropriate
- Unscrew one of the light bulbs and show
how some of the strand is not unable to
light up (or point out that all of the burnt
out light bulbs are like leaves that have
fallen off of the plant)
- “What would happen if we unplugged all
the lights from the wall?” → Students will respond by saying that the lights
- Explain to the students that just like the would go out
plants need the leaves, the leaves also
need the sun
- Ask the students to connect the lights to a
plant out loud to two different partners,
and then out loud to the teachers → Students will share with their peers their
- The teacher will ask the students to move connections
quietly back to their desks

Explain: → Students will go quietly back to their desks

- “So why are the leaves important in the
plant?”
- Let students share their answers.
- “Why are the roots important for plants?” → Respond to the question, hopefully saying
- Let students share their answers. that the leaves get sunlight for food for the
- “If you were going to tell a friend about plant.
plants, what would be the most important
things you needed to tell them about
plants. Turn and talk with your group and → Respond to the question, hopefully saying
make a list together.” that the roots get water for the plant.
- Give students time to work in their groups
to think about the essential things to know
about plants.
- When all the students have finished, call
the class back together. Brainstorm a list
as a class. Write the list on the whiteboard → Talk in their group about things essential to
or chart paper. know about plants. Possible answers include:
Expand: parts of a plant, what plants need to grow,
- “I would like you to make a book telling plants don’t need light, etc.
me everything you know about plants. Use
this list that we’ve just made to help you → Share their answers with the class.
decide what you have to include. Make
sure you say something about each of the
things on our list. Now, we have some
sentence frames for you to help you write
about plants if you want to. You can also
draw pictures.”
- Answer any questions that students have
and pass out the booklets for students.
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 Give students time to work on their
booklets.
- Once students have finished their books,
have them share them with their small
group.
- The teacher will collect the books for
assessment → Work on their plant book.

→ Share their plant book with their small group.

- Take out large KWL chart from the

beginning of the year.
Closure - “We already filled out the K and W
(conclusion, section of this chart, but now we should
culmination,
wrap-up)
fill out what we learned! Who can tell me → Share what they have learned about plants.
something they have learned about Possible answers include: plants have different
plants?” parts, plants 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 plants!
What was your favorite part of learning
about 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.)
(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 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 We will identify any student before the lesson that identifies as having a disability and we will make
Bridging…(156-162) accommodations and modifications according to their specific needs.
Oakes/Lipton (295-6 &303ff)

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 plants 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
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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