Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Tara Perry

Date: April 2 2019 Subject/ Topic/ Theme: Light in our lives Grade: 1-3

I. Objectives
How does this lesson connect to the unit plan?
Students will be able to Apply and Analyze how they use light in their lives.

cognitive- physical socio-emo

Learners will be able to: R U Ap An E C* development tional
● Discuss and write how they use light in their lives and when. R/U
● Contrast artificial light and natural light. An
● Come up with a plan for how they will begin to change using light in their life. U
● Create a poster that they will go around the school with and talk to school officials about light and why they should E/C X
use less artificial light. X
Common Core:
● R12: Central Ideas Identify or determine a main idea and the key details that support it.
● CCSS.ELA-LITERACY.W.1.2​: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense
of closure​.

(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

● Students should be able to define what light is.
● Students should be able to explain characteristics of light.
Identify prerequisite
● Students should be able to read a book, listen to a focus lesson, and then write
knowledge and skills.
about what they learned.
● Students should have their homework turned in about light or they should
have the paper about how much light they see in school.
Pre-assessment (for learning):
● Ask students in small groups to talk about what artificial light and natural
light is. Have them write the definition they come up with on a piece of
colored paper. They can draw their ideas as well.
Formative (for learning):
● Discuss with students in a large group what light is.
● Ask questions to the whole class and have them write their predictions and
share with the class what they are thinking.
Outline assessment Formative (as learning):
activities ● Students will fill out a rubric to monitor their learning.
(applicable to this ● They will be discussing and answering a handout that requires them to ask
lesson) questions if they have them.
● Students will reflect on how they use light in their lives. They will pull out
their homework about light to do this.

Summative (of learning​):

● Students will write in their packets how they will begin to use more natural
light in their lives and how they will begin to do this.
● Students will create a small poster on natural light vs artificial light, define
light and then write how they are going to change how they use light in their

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 lives. Then they will throughout the week walk around and present it to at
least two school officials.

Provide Multiple Means Provide Multiple Means Provide Multiple Means

of Engagement of Representation of Action and Expression
Provide options for Provide options for Provide options for
self-regulation- comprehension- ​activate, executive functions-
expectations, personal apply & highlight coordinate short &
skills and strategies, ● They are applying long-term goals, monitor
self-assessment & the results from the progress, and modify
reflection homework to what strategies
● Students are they have learned ● Students are
answering a critical in class. writing about why
thinking question they need to use a
on how they will specific type of
begin to light and then
What barriers might
change/shift how doing a visual aid
this lesson present?
much light they project and then
use. presenting it.
Provide options for Provide options for Provide options for
What will it take –
sustaining effort and language, mathematical expression and
neurodevelopmentally,
persistence- ​optimize expressions, and symbols- communication- ​increase
experientially,
challenge, collaboration, clarify & connect medium of expression
emotionally, etc., for
mastery-oriented feedback language ● The respect wall
your students to do
● Students will be
this lesson?
able to connect
how the
environments
around them use
light.
Provide options for Provide options for Provide options for
recruiting interest- ​choice, perception- ​making physical action- ​increase
relevance, value, information perceptible options for interaction
authenticity, minimize ● Showing students ● Doing multiple
threats the globe and how activities within a
● Relating it to their different countries group setting.
life and the health use light to make it
of the earth. more concrete.
Materials-what ● Poster
materials (books, ● Handouts
handouts, etc) do you ● Colored Paper for the amount of groups you will have
need for this lesson ● Book about light types
and are they ready to ● Posters of different types of light sources for each group. (Three sources of
use? natural light and five sources of artificial light.)

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 ● The class will begin their time in a restorative circle to review.
How will your ● Students will be placed in groups of four towards the front of the class to
classroom be set up participate in guided activities.
for this lesson? ● Students will spread out and work individually at the end.

III. The Plan

Describe​ teacher​ activities AND ​student​ activities
Component
Time for each component of the lesson. Include important higher order thinking
s
questions and/or prompts.
Motivation ● The teacher will instruct students to
(opening/ sit in the circle correctly and that
25 introduction today they are going to be talking
minut / about the importance of light in our
es engagement lives.
) ○ The teacher should instruct ● Students should be discussing the
students to talk to the questions with people nearby them
people next to them. Ask and then sharing their ideas with
them to define what light is. the class. one or two students
Have three groups share should be writing what students say
and then have the writer on the board and if they need help
write on the board. then their classmates will help.
■ Then ask students to
define what natural
light is.
■ Then ask students to
define what artificial
light is.
○ The teacher should call on
two students to read both
definitions. Ask the
students if everyone ● Every student should be reading the
understands what this definitions that are written, so just
means? in case they are called on they can
read. Any students that are
confused should ask their questions
when prompted.

● Students should be discussing the

● The teacher should then instruct
students to look at the respect wall.
Then call on students to read each
of the points. The teacher should
tell students they are working in
groups of four today and to keep
these in mind because they will be
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questions with people nearby them
and then sharing their ideas with
the class. one or two students
should be writing what students say
on the board and if they need help
then their classmates will help.
 filling our a rubric for how they
treat others and how others treated ● Multiple students will read the
them. bulleted points that are on the
respect wall to the whole class and
then they will say one or two to a
person sitting next to them.
● The teacher should place the
students in groups of four or five (if
needed). The teacher should hand a
mini book to each group. Instruct
them to read the mini book and
raise their hands when they are ● Students should take turns reading
done. have them answer what is the mini book that has been put
artificial light? together for them. They then will
40 ○ Hand the group two pieces answer two questions about
minut of colored paper. One of the different light types.
es papers should be titled
artificial light and the other
natural light. Have the
group write a definition and
put their hands on their
heads when they are done.
Instruct students have ● A student that has not talked to the
Developme collecting the paper to class yet should read the definition
nt reread the book or relax, but their group came up with to the
(the largest to remain quiet. class.
component ○ After each group is done
or main have one group member
body of the read their definitions.
lesson) ○ The teacher should show
the youtube video about
light.
https://www.youtube.com/ ● Students should be standing up
watch?v=d65mdTJaJTI during this activity and raising their
● The teacher will then pass out the hands if they would like to be
article about natural and artificial called on to show where the
light. country is, or if they would like to
● The teacher should talk about how say something about it. Students
much light we use in the world. then will sit down and talk with one
Show a picture of the world globe another about that they noticed.
on the projector with lights.
○ Ask the students if someone
can come up to the board
and show us where the
United States is? Mexico? ● Students should pick one person to
China? and Korea? return materials to the designated
○ Have students in groups spot and then return the group.
talk about how the countries
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 look alike and how they
look different. Have ● Students should describe to the
someone from the group teacher why they placed the items
that has not talked yet do in the columns that they did and
so. share with the class the item the
● The teacher should tell the students teacher holds up for them.
a spot to bring the books that they
read. Then pass out a packet of
artificial light and natural light
posters. Have the groups sort them ● Students should fill out two rubrics.
and the teacher should ask each One for behaviors and how they
group why they put a specific item treated others and how others
in each category. This item should treated them and then rubrics on if
be different for every group. they understand the content being
○ Have the students share the taught.
item they talked to the
teacher about and why they
placed it in that column.
● The teacher should then have all
students return their poster cards to
the same spot as the books. Then
pass out the rubrics for every
student to fill out and place upside
down on the carpet rug in the front.
● The teacher should pass out the
homework assignment and for the ● Students should be finding their
students that did not complete it the own space in the room and begin
school paper about light that has working on their journal. They
been filled out by a peer. should know they have to use
○ Instruct students that they complete sentences and
are going to be working on punctuation.
their own for this
assignment, but if they need
help to first ask a group
member from today and
then a teacher.
○ Pass out the prompt: Why is
natural light better for the
world. What will you do to
cut back on the amount of
artificial light you use in
your life? Why is it
important that we do this?
■ Instruct third
graders to write at
least a page on these
questions.

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 ■ Instruct second
graders to write at
least three sentences
for each question,
but more is always
better.
■ Instruct first graders
to write at least two
sentences with
capitals and periods
for each question. If
they need help they
can come ask and
we will help them.
● The teacher then instructs students
to not get their daily binders that
they have to do this first and then
come to Miss Perry when they are
finished.

25 ● The teacher should know that most ● Students will bring their journal up
minut first graders will not do this next to the teacher and they will be
es assignment and some second given a new rubric and a poster to
graders may not get to it, but create their own project. They can
encourage them to. The teacher use the teachers as a model. Once
should hand out a piece of colored they are completed they will bring
poster paper. The teacher should their journal and their poster up to
have a model for the poster for the teacher to be collected.
students to reference.
○ Have the students on the
Closure poster include a visual, their
(conclusion, name, their class, and the
culmination, date. Give them a rubric at
wrap-up) the beginning of the project.
■ They need to answer
what is light? What
types of light are
there? What kind of
light is best for the
earth? How they are
going to use more
natural light? And
why other people
should know this
information?
● A few students if they complete it
early will go to the office and share
their poster with school officials.
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 Otherwise throughout the week
three to four students will the
assistance of the teacher should
begin work time doing this.
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.)
This lesson I would safely say is one that needs a lot of changes. After teaching this lesson it has become clear

that some of the ways of teaching the lesson should be changed. There are a few circumstances that made the

students act out during the lesson, but the teaching instruction can be better. I feel that the beginning was nicely

handled. I liked that the students got to talk in their groups and come up with definitions, examples, and ideas

with one another. After this I would say that I would have the students have a selection of articles to choose

from. Instead of reading one article they can read two or three. Let the groups read the articles and answer

corresponding questions, so that way the students are able to check for their own understandings. After they

read the article I would come back to the prior definitions and ask the class if they feel that the classroom

definition is good, or if we need to change/modify it. They should want to modify it slightly, but not the whole

thing. The article that I used in this lesson was very watered down for the learners and was biased, so if possible

finding other articles that have less biased would be a good thing. I would then have student do the activity with

groups of students in the same grade category as them. Most of my third graders did very well with helping the

litter students, but sadly one or two struggled to help them and just did the game on their own. I then would

bring up the map and explain how the position of the continents accounts for how much sun the continents get

as well. We talked about how developing countries use more light, how we use light, and that artificial light is

bad for us and the earth.

Because the rest of the lesson was hard on the students I retaught the second half of the lesson with Mrs.G

present so that way the students were better behaved and I got to teach the material differently. We refreshed on

the definitions on light, artificial light, and natural light. Then I moved into examples of each and the good

things and bad things. I asked a student that thought black holes were natural light if he looked into it a little

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more and he said no. Because I did not want students to think this I told them black holes are known to suck in

light, but they do not reflect light only absorb it. We talked about what reflection is and what it means when

something absorbs light as a review from the light lesson. I then gave a model of three different posters that I

want each of the grades to complete. Each grade has a different checklist of what they must have completed.

The students got to work on them and are ready to go around the school next week to share them. I feel this

lesson could best be taught in two days. I know this is sometimes not ideal, but it is a lot for the age range of

students. This lesson was a hard lesson to teach because of everything that was occuring in the classroom, but I

am glad I retaught part of it. I feel I have reached all of my objectives and that my students can be confident

when they are talking about natural vs. artificial light. Many of my students that typically do not actively

participate were and it was nice to see some of them gaining confidence to speak in front of their classmates. I

know that some of the things these students said in particular were not correct, but addressing it the following

day I feel like did not make the student feel like they were wrong. It also did not let the other students see a

weakness that we all have. I want to show the students that I am young and I am learning too, so making

mistakes is okay as long as we try are best to fix them. The classroom community I have seen in this lesson has

come a long way from the previous lessons, but it still has a long way to go.

Brief outline of reteach:

● Have students sit in groups with people that are in their grade levels. The first graders should be near
the board, the second graders in the middle, and the third graders by Mrs.G desk. Make sure you tell
them they have to be quiet.
○ Instruct students that Miss Perry is learning how to teach and with that comes mistakes. It is
important that you guys understand light is extremely important in your lives and you must use it
correctly. There were a few things that were said that I want to clarify about what examples were
given, but we will do that in a bit.
○ Have students in groups write on the piece of paper what the definition of light is. When they are
done they can put their hands on their heads and wait for the other two groups to finish.
■ Help the first graders with spelling.
○ Have the groups choose a spokesperson to say the definition. Start with the first graders, then
the second graders, and then the third graders.
■ The definition should be something close to light is energy that moves in straight lines. It
can be reflected and absorbed.
○ Have the students close their eyes.
■ Ask the students to raise their hand if sun is artificial light.

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 ■ Ask the students to raise their hand if a lightbulb is natural light.
● Based on how many students raise their hands you may have to reteach artificial
vs natural light.
○ Artificial is manmade light
○ Natural is that the earth makes it.
■ A black hole sucks in light, but it absorbs all light, so there is no
rim of light. It is completely the absence of light. Not a natural light
source.
○ Tell the students we are going to use a venn diagram to compare and contrast artificial light and
natural light. Ask the groups to come up with one or two writers that will help fill out the diagram.
■ Write both good and bad things:
● Artificial light: Can make bedtime hard, not good for animals, lets us see in the
dark, makes life easier, students examples…. Hurts our eyes, easy to use
● Natural light: Better for our eyes, good for the planet, helps plants grow, helps us
see, student examples. Bad: skin cancer caused by sunburn, the sun is hot
● Middle is similarities: Light that moves in straight lines, reflected and absorbed,
helps us see, makes life enjoyable.
○ Model to students the example projects that you have created based on the grade level.
■ Start with first grade and show them your poster, explain it and show them that you have
the template done and it is on the back.
● Hand out the checklist which is things they need to have completed on the poser.
Dismiss them
■ Show the second graders their model:
● Explain to second grade that they can use the template as a guide but they must
include the definition of artificial light, natural light, and light and how they use it,
how they plan to use more natural light. Dismiss them
■ Show the third graders their model.
● They can use the template for ideas but they must come up with an action plan
on how we can help save the planet from artificial light. How they are planning on
using more natural light, define natural vs artificial light, why it is bad for the
earth, why people should care about this issue.
● Tell them they have to have to get it done, but that it needs to be nice because
they will be sharing it with adults around the school.
■ Help first graders refill out templates.

Daylighting and Your Eyes: Why Natural Light is Better Than Artificial For Your Vision. (2014, March 12).
Retrieved April 25, 2019, from
http://www.bristolite.com/blog/daylighting-and-your-eyes-why-natural-light-is-better-than-artificial-for-your-vi
sion/

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Academy, K. (2018, November 30). Retrieved April 25, 2019, from

https://www.youtube.com/watch?v=d65mdTJaJTI

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