Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Mallory Hoatlin

Date April 20, 2018 _ Subject/ Topic/ Theme Plants Grade ___2nd__________

I. Objectives
How does this lesson connect to the unit plan?
This lesson will cover the four different stages of plant growth.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
● list the four stages of the plant life cycle R
● put the four stages of the plant life cycle in order. U

Common Core standards (or GLCEs if not available in Common Core) addressed:
L.OL.02.22-describe the life cycle of familiar plants including the following stages: seed, plant, flower, fruit.
(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 should be familiar with the vocab related to this lesson.
knowledge and skills.

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?
Review/discussion at beginning of lesson.
Formative (for learning):
Formative (as learning):
Magnifying glass project
Summative (of learning):
Plant Journals
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 & Project will maximize transfer term goals, monitor progress, and
reflection and generalization about the modify strategies
plant life cycle.
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 There will be discussion as
well as a hands-on activity.
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
Students will be creating their
own project to help them
learn.

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 Paper plates
Materials-what materials
Sequence pictures
(books, handouts, etc) do
Arrows
you need for this lesson
Glue
and are they ready to
Plant Secrets by
use?
Scissors
Popsicle Sticks
Students will be on the reading rug for the story, and will move back to their desks for the activity.

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.
5 “What is a cycle?”
mins “What are some examples of cycles that you Share examples
Motivation know?”
(opening/ Students will sit quietly and listen to the story.
10 introduction/ Read Plant Secrets by Emily Goodman
mins engagement) Students are encouraged to share ideas/thoughts
2
Discuss the four stages that were in the book: seed, about the book.
mins
plant, flower, and fruit.
2
Students will offer any new information that they
mins
Explain that this is a cycle because it goes from might have for the class.
seed to plant to flower to fruit and back to seed
again. Students will go back to their desks.

Teacher will put the four pictures under the

document camera.

5 Explain the different stages of the tomato plant.

mins
Teacher will give each student a paper plate and a
popsicle stick. Students will cut out the center of the plate and
Development glue the popsicle stick to the side so it looks like a
(the largest magnifying glass.
component or
main body of Teacher will hand out pictures and arrows. Students will put the pictures in the correct
the lesson) sequence.
Teacher will demonstrate how to glue the pictures
around the outside of the plate.
15
mins After the pictures are glued, the teacher will
5 demonstrate how to glue the arrows on the plate.
mins
The class will discuss what stages their plants are Students will label the stages.
in.

10 Students will write about their plants in their plant

Closure
mins journals.
(conclusion,
culmination,
wrap-up)

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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.)

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