Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rebekah Kreischer Date March 28, 2013 Subject/ Topic/ Theme Science/Plants/ Life cycle Grade __1_____________

I. Objectives How does this lesson connect to the unit plan?

This lesson will introduce the students to the life cycle of a plant and how it is similar to a human life cycle.

Learners will be able to:

Take care of a plant Recall a new fact about plants Name the stages of a plant life cycle Recognize a stage of the life cycle when seen Describe the similarities between the plant and human life cycle

cognitiveR U Ap An E C*

physical development

socioemotional

Ap R R R R/U

Common Core standards (or GLCEs if not available in Common Core) addressed:
L.OL.E.2 Life Cycles- Plants and animals have life cycles. Both plants and animals begin life and develop into adults, reproduce, and eventually die. The details of this life cycle are different for different organisms. CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.OL.E.1 Life Requirements- Organisms have basic needs. Animals and plants need air, water, and food. Plants also require light. Plants and animals use food as a source of energy and as a source of building material for growth and repair. (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.

How to write How to read

Pre-assessment (for learning):

KWL Outline assessment activities (applicable to this lesson)

Formative (for learning): Formative (as learning):

Answers to questions Summative (of learning): Plant journals

Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Hands on activity Writing Reading Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Hands on flower activity Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?
Provide options for language, mathematical expressions, and symbols- clarify & connect language Provide options for expression and communication- increase medium of expression Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback

Matching pictures to labels

Provide options for comprehensionactivate, apply & highlight

Small groups

Story Hands on activity

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

Planting flowers Story writing

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Plant journals

Plant journals Hands on activities

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

The Tiny Seed Plant books Pots Soil Seeds Water Pictures of a seed, roots, stem, leaves, bud, flowers Pictures of a baby, child, teenager, adult, old person Labels for the pictures Photos from scavenger hunt Photos of grown plants from scavenger hunt as needed Graphic Organizer Carpet time Small table groups

How will your classroom be set up for this lesson?

III. The Plan Time 8 min Components Motivation (opening/ introduction/ engagement) Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Introduce the lesson: o Now that we know where plants grow, we will figure out more about how plants grow Students should respond when called on o Read The Tiny Seed and present the life cycle in this order: o What order did the seed grow in? Seed roots stem leaves bud o This is called the life cycle of a flower lose petals and seeds dies plant o Match words to pictures o How is this similar to how a human grows up? o Discuss the plant life cycle Put pictures and words in order with life described in the book via cycle sequencing with pictures and labels Explain the activity: Once a group is called students will o Group 1 will be working on a quickly and quietly travel to the respective seed story. I have put a cover for place based on teacher instructions. your story and the first page on which you will describe your seed and start it through a plants life cycle in a plant folder with your name on it. We will be working on these stories through the week o Group 2 will be reading a plant book either on your own or with a partner. I have put some books on the small table. o Group 3 will be at the table with me and we will be doing something very special! You will have to wait until you are at the table to find out what it is.

3 min

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15 min

15 min

15 min

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

Group 1: Hand out story cover and graphic organizer so students can organize thoughts and start writing the first page o Students will be writing a story about a plant starting as a seed and growing into the flower they will be planting in small group with me and we will be adding to it throughout the week Group 2: Choose a plant book o Read and find a new interesting fact o Write that interesting fact in your plant journal to share with the class later Group 3 will be at the table with me o So Eric Carle told us what places and events can cause a flower to NOT grow, not what SHOULD we give a flower to help it grow? o We are going to start growing our own flowers and do our best using what we know to help our flower grow up big and strong. Pass out small pots, and help students perform the following

Give the seed a personality and human traits and write a story about the seed growing into a plant Illustrate story as desired

Students should respond with water, soil, sunlight

Switch groups so that each student has a chance at each station. Look at pictures from the scavenger hunt and identify the stage of life cycle the plant is in o Share the plant name and picture of what it will look like when it matures

2 min 5 min

Closure (conclusion, culmination, wrap-up)

Write student name on the pot with a permanent marker. Fill with soil Put seed in soil Water Once the bell is rung students will meet quickly and quietly on the rug to switch stations Students will try to recognize the life cycle of the plants in the pictures from the scavenger hunt

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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Today went much more smoothly than yesterday. I can tell my students feel much more comfortable in small groups than a large group. While sitting in my small group at the table I was able to pose a couple questions to my students. First was what kinds of things happened in The Tiny Seed that stopped the seeds from being able to grow? To which my students recalled the big examples of: the stem was broken, the seed landed in ice, burned up by the sun, landed in the ocean, etc. This was exactly the response I was looking for in order to know my students were listening to the book and able to understand what was happening. Next I explained that I was going to help them plant their own plant, either a vegetable or a flower. In order to do that we must know what we need to give out seeds to help them grow. Next I asked them what is the first thing we should give our seeds? To which they responded soil! I affirmed their response and prodded what else should we give our seeds once they are in the soil? The group quickly responded water and sunlight! These are the answers I wanted to hear from them. These answers prove to me that the students understand the basic needs of a plant and that we should give them the water every day so that they grow up big and strong. I think that if I were to do this lesson again I would work on the timing. The groups took a lot longer than I thought they would. I would also work more on management as I seemed to have trouble getting my students to focus in the small groups. I may even work on a way to label the seeds that the students plant so that we dont forget. It has only been a couple days and already we forgot what seeds each of the students planted.

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