Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Brynn Greenway

Date 3/22 Subject/ Topic/ Theme Plants Grade ____2nd____________

I. Objectives
How does this lesson connect to the unit plan?
We will be setting up our seed bag for our bean experiment

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Students will get with partner and will create one control group and one experiment group. A, C p
 Students will apply the vocabulary words from the previous day to their experiment by using the “Before Experiment” A
worksheet.
 Students will create a seed bag as instructed with the provided materials. C P

Common Core standards (or GLCEs if not available in Common Core) addressed:
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic
to produce a report; record science
CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events,
include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of
closure.observations).
CCSS.ELA-Literacy.L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or
juicy).
(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 will have knowledge of what a plant needs to grow and our experiment vocabulary.
knowledge and skills.

Pre-assessment (for learning):

We will review yesterday’s vocabulary and how it will apply to our experiment.
Formative (for learning):
Outline assessment Students will create their bean experiment.
activities Formative (as learning):
(applicable to this lesson) Students will fill out a worksheet when they do their experiment that has them apply the vocabulary.

Summative (of learning): Brief discussion/answering questions

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,
What barriers might this authenticity, minimize threats
lesson present? Students will have to do various
activities around the classroom to Students will be testing different
prepare their bean seeds. things and then will have to create
What will it take – two bags, one that is a control and
neurodevelopmentally, one that is an experiment.
experientially, Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
emotionally, etc., for your
symbols- clarify & connect of expression challenge, collaboration, mastery-
students to do this lesson? language oriented feedback

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
Students will apply the modify strategies reflection
vocabulary to their experiment.
Students will be monitoring
their plant and keeping track of
its growth.
Bean seeds, ziplock bags, stapler, paper towel, “Before Experiment” Worksheet, tape

How will your classroom Like normal

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.
9:20- Students will start off in their desks. They will turn Students will sit in their seats quietly and say the
9:25 Motivation around to face the board and we will review the definition of the word after I say the term.
(opening/ vocabulary from the previous day. I will say the
introduction/ term, they will say the definition together as a
engagement) class.

9:25- I will explain to the class that they will be getting Students will listen to instructions.
9:30 in their PB&J partners. Half of the class will be
testing seeds in the dark and half will be testing
seeds with no water. I will show them an example
bag of how to set it up. I will also pass out the
worksheet they can work on while other table
groups are preparing their seed bags. I will ask
Development questions such as: why are we setting up our
9:30- (the largest experiment like this? Why is a control group
9:50 component or important? Why is everyone getting multiple
main body of seeds?
the lesson)
I will help students and answer any questions they Students will get in the PB&J partners and decide
may have. who will do the control bag and who will do the
experiment bag. Then they will set up the bags and
put them in the proper place.

9:50- I will ask students to clean up any mess they may Students will clean up any mess and listen
Closure
9:55 have. I will then tell the students that the next day attentively.
(conclusion,
we will be learning more about seeds the next day
culmination,
and we will be learning later about how our beans
wrap-up)
will develop.

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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.)
Today did not go as planned. My lesson was interrupted because a special got rescheduled during the middle of it. It also
took students a lot longer to set up their seed bags than expected. I was impressed at how the students applied the vocabulary
words in their worksheets, but I could also tell that we needed to do more work with some of them. If I were going to do this
again I would probably write the instructions down on the board so students wouldn’t have to keep asking me the questions.
I would also want more time, or maybe I could have explained it more the day before.

My Plant Experiment
Name_______________________
Please use complete sentences.
Before Experiment

My variable: __________________________________________

How I am testing my variable:

_____________________________________________________________________

_____________________________________

My hypothesis:

_____________________________________________________________________

_____________________________________________________________________

Draw a picture:

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