Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Rebekah Kreischer March 25, 2013 Subject/ Topic/ Theme Science/Plants/Seeds Grade __1_____________

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

The students will be introduced to how different seeds can be and how the type of seed impacts the type of plant it grows. Students will also explore how different flowers store their seeds.

Learners will be able to:

Recognize the seeds in a given plant Find where a plants seeds are located Explain why a certain seed will yield a certain plant

cognitiveR U Ap An E C*

physical development

socioemotional

r r u

Common Core standards (or GLCEs if not available in Common Core) addressed:
L.HE.01.11 Identify characteristics (for example: body coverings, beak shape, number of legs, body parts) that are passed on from parents to young. CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (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. Knowledge of different fruits How to glue How to write How to draw
Pre-assessment (for learning): Formative (for learning): Seeds on poster are correctly labeled with the fruit it produces Formative (as learning): Seeds are being labeled according to the fruit it comes out of Summative (of learning): Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Hands on activity Visual clues Provide Multiple Means of Action and Expression Provide options for physical action- increase options for interaction Hands on activity Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats

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?
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

Scientific language- seeds, plants, flowers, fruit

Provide options for comprehensionactivate, apply & highlight

Partner work

Partner work Seed poster

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

Completion of poster

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

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

Assortment of precut fruits and vegetables Paper towels Seed handout Glue Computer Projector Plant books Roll-a-flower handout http://www.youtube.com/watch?v=06H27-OaC44 Table groups

How will your classroom be set up for this lesson? III. The Plan Time 5 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. Explain Today we are going to listen to a story from a website about seeds. o Play The One Seed storyhttp://www.youtube.com/watch? v=06H27-OaC44 (0:54-5:04) Once called on a student should o After clip ends ask how did the seeds respond the birds carried them get from place to place? Explain the activity o Group 1 will be at the table with me and we will be exploring more of seeds and why seeds are important o Group 2 will be playing a game. Proceed to explain the same and answer any questions students have about the game. o Group 3 will be reading a different plant book than you have read before. You should find something new and interesting and write about it in your plant journal. o When you hear the bell you should go to the carpet quickly and quietly so we can change groups. Group 1: o At the table students will explore where we find seeds in different plants o Give each student a different fruit or veggie pre-cut in half o Which part of this plant is the seed? Each student in the group will find the seed(s) in their fruit/veggie The student will dip the seed(s) into a cup of water to rinse it off and place it on the paper towel Once the seed is dry, students will draw the fruit or veggie that relates to their seed on the poster then glue that seed onto or near the picture and label their picture with the correct fruit Students will be able to look at their plant and ask questions.

2 min

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

2 min

At the close of this part of the lesson students will be given a chance to check the growth of their plant

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20 min

Group 2: o Roll-A-Flower activity o Students will roll a die to determine which part of the flower to draw. First person to complete 3 flowers wins. o The first time the number is rolled draw the designated part of the flower. The second time, color the designated part.

Students will find a partner. One student will roll a die and perform the task designated on the worksheet. Draw flower as number appears Color flower as number appears Repeat if time allows

20 min

Group 3: o Read a new plant book to find yet another interesting fact Switch groups so that students have an opportunity to experience each activity

Read a book Find a new interesting fact Write the fact in the plant journal Once bell is rung students will quickly and quietly meet on the rug to switch groups based on the teachers instructions No No!

2 min

Did all the seeds look the same? If the seeds from these fruits and vegetables Closure look the same, do you think different flowers 2 min (conclusion, and other plants have different seeds? culmination, Tomorrow we will be doing an experiment. wrap-up) We are going to put radish seeds in a bag with water. One bag will be in the closet and the other will be taped to the window. I want you to think tonight, which will grow the fastest and if you think one will not grow and why it might be that way. 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 went fairly well. I was silly and left the fruit we were supposed to explore in my car and did not realize it until it was time to start my lesson. Due to my absent mindedness I had to be a little flexible. I asked students to imagine their favorite fruit or vegetable. From there I asked my students to draw a picture of what it looks like using an organizer of sorts. They were also asked to draw a picture of what the seed will turn out to be when it is all grown up. We thought of way to describe the seed and why the seed is important. Students came up with great descriptors including the size, shape, and color of the seed and even that the place where we can find the seed in or on their fruit or vegetable. The students even gave me amazing reasons as to why the seeds are important. I gave no hints and each one came up with about the same answer: the seeds turn into plants which will grow into fruits or vegetables, we can then eat the fruits or vegetables which help us be healthy. My students were able to grasp the importance of seeds way more than I thought they would be able to. I was highly impressed while listening to their answers. To teach this lesson again my first hope would be that I wouldnt forget the fruit. I think the time span would have been a lot shorter if I had the fruit with me. I would also need to figure out a way to keep the students from getting so rowdy at the table with me. Doing things differently than normal really seems to energize them.

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