Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: David DeKryger

Date: 4/4/19 _ Subject/ Topic/ Theme: Social Studies Grade: 2nd

I. Objectives
How does this lesson connect to the unit plan?
This will be my fourth lesson in my unit plan, introducing how goods and food end up in communities

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
● Know where goods and food are made for communities U
● Know how goods and food are brought to communities U
● Know where goods and food are coming from U
● Draw and write out the steps of how goods could be reaching from one place to their communities Ap x

Common Core standards (or GLCEs if not available in Common Core) addressed:
2 – G4.0.2 - Describe the means people create for moving people, goods, and ideas within the local community.

(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. Know that goods and food come from somewhere and not the stores.

Pre-assessment (for learning):

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?
Ask the students “Where does your food come from?” as a discussion question.
Formative (for learning):
Teacher will notice student participation in discussion. Will look over their drawn out steps of
transporting goods.
Formative (as learning):
Students will discuss with each other and with the teacher and class. Students will listen to how goods
and foods are brought to communities and then use that information to create their own set of steps on
how a good or food may be brought to their communities.
Summative (of learning):
Teacher will ask students to share their what they made, noticing goods or food that may be significant
to them.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection Answering teacher’s questions modify strategies
Students will regulate themselves in discussion, drawing out and Provide information that will allow
by answering discussion questions, writing steps, and sharing what the students to be more
discussing with their partners, and knowledgeable about moving of
drawing and writing out steps for
they made goods and food in their
transporting food/goods at the end communities and/or throughout the
of the lesson. world.
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language Students can answer questions
Clarifying where food and aloud in discussions, draw and
Students will discuss with each goods come from. write on a handout, and share
other about my discussion what they made.
questions. I will give them
feedback that explains the

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 processes, confirming if they
had the right idea or not.

Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
I will be writing words on the Students will move from their
Students will be taking one food board and well as draw out desks to the floor and then back
or good that comes to their arrows pointing to the words to to their desks, draw and write,
community and draw and write represent the transportation and come back to the floor.
about how it gets to their process
community.
Materials-what materials
(books, handouts, etc) do White board
you need for this lesson Marker for teacher
and are they ready to Paper with squares of space that represent the different steps they will draw and write out
use? Pencils and markers for students to write and draw with

I will have the students together in front of the white board. Later they will go to their desks to do their
assignment and then later come back.
How will your classroom
be set up for this lesson?

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.
0:00 ● Gather up students with partners and call ● Come to floor with partner
Motivation them to the floor
0:15 (opening/ ● Ask them, “Where does most of your food ● Talk with partners about my question
introduction/ come from?” Talk with your partners and
engagement) tell them.
0:45 ● Call on students to tell me what they think ● Tell me what they think
1:30 ● Tell them that most of their food is from ● Listen to me
farms
1:45 ● Introduce that we are going to talk about
where foods and goods and how they are
brought to our communities
2:00 ● Explain that farmers grow large amounts
of food for people. Write farm on board
2:30 ● Ask if students know what food can come ● Raise hands to answer my question
from farms and call for raised hands.
“Raise your hands if you know.”
3:30 Development ● Explain that just like communities, there ● Listen to me
(the largest are many different kinds of farms, like
component or some living by the ocean or in the middle
main body of of our country, or being small or large.
the lesson) Different places grow different food
5:30 ● Explain that most goods, like toys and
clothing, are made in factories. Write
6:15 factory under farm
● Ask students if they can name some more ● Raise hands to answer my question
things that come from factories. Require
7:15 hand raising.
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 ● Ask students, “How do these things end ● Discuss with partners about my question
7:45 up in our stores?” “Discuss with your
partners.”
9:00 ● I have students share what they think ● Share what they think
● Explain the process of loading trucks full ● Listen to me
of goods and food and then taking them to
11:00 warehouses to wait to be brought to stores.
Draw arrows off farm and factory. Write
truck after arrows and draw arrows to
warehouse.
● Explain that there are many different ● Raise hands to guess what vehicles they
15:00 vehicles that carry the goods and food. think
“Can you guess what vehicles are used?”
Have students raise hands to guess. Write
17:00 vehicles after arrows coming from
17:30 warehouse.
● Say that some vehicles carry goods and ● Listen to me
food from whole other countries, like
India or Japan.
● Explain that trucks then deliver at the
store. Write trucks after vehicles with
arrows coming from vehicles and then
19:00 store after trucks.
● Explain to students that I want them to
draw out steps to how a food or good from
25:00 their community gets there. They draw
pictures to represent steps and then write
out what the pictures mean on the lines
under all the pictures.
● Have them go to their seats with partners ● Go to desks with partners, be given
and then hand out a the sheets that they handout, and work on handout
will be working on.
● Times up ● Be done

25:15 ● Have students come to the floor again and ● Share what they made on their handouts
Closure
have them share what they made to the
(conclusion,
whole class
culmination,
30:15
wrap-up)
● Lesson ends

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.)

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