Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Evan Kroon

Date

Subject/ Topic/ Theme

Why should we care about plants? Grade _______2nd_________

I. Objectives
How does this lesson connect to the unit plan? This is the final lesson in this unit about plants. In this lesson we will be using all
the information we have learned about plants to come up with reason we should take care of plants.
cognitiveR U Ap An E C*

Learners will be able to:

Explain deforestation and its effects on the planet.

Explain how plants clean our air by taking in Carbon Dioxide and putting out oxygen.
Explain how plant roots hold soil in place which reduces erosion.
Brainstorm ideas about how they can help protect and care for plants
Explain how birds, bugs, and animals rely on plants for many things

physical
development

socioemotional

U
U
Ap
Ap
U

Common Core standards (or GLCEs if not available in Common Core) addressed:
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.

2 G5.0.1 Suggest ways people can responsibly interact with the environment in the local community.

(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.

Parts of the plant, ways humans use plants,

Pre-assessment (for learning): In the previous lesson student were asked to imagine a world with out plants, I will
remind the students of that question and their answers.
Formative (for learning): I will ask students comprehension questions such as, What is deforestation? and
What would happen if we cut down all the trees? This will help students gauge their level of understanding.

Outline assessment
activities
(applicable to this lesson)

Formative (as learning):

Students check their understanding with their peers as well as the covenant creation activity
Summative (of learning): I will ask students, How does this make you feel? Why should you care

about plants? What can you do to help take care of plants? Students will come up with some ways
they can change their routine to better take care of plants.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Students can look at pictures, listen

to me talk, listen to ideas from
other students, listen to me read a
book.

Students will come up with a plant

care covenant, talk with their peers,
answer questions, ask questions.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
I will give three different example
of ways humans are negatively
affecting plants. This provides
multiple ways for student to get
emotionally involved in the lesson.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

I will ask students why taking

care of plants is important, I
will define erosion and
deforestation, I will connect
what we know about our
reliance on plants to why we
should take care of them.

Provide options for comprehensionactivate, apply & highlight

Students can listen to me talk,

ask questions, come up with
ideas about how to take care of
plants, come up with examples
of ways we misuse or damage
plants.

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

Provide options for expression and

communication- increase medium
of expression

The students will talk with a

partner, answer my questions,
come up with their own
questions, and create a class
covenant.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Students will be able to monitor

their progress by coming up
with ideas about how they can
care for plants. This will show
them that they went from a
place of not to caring to caring
in a short time.
Smart Board, The Lorax by Dr. Seuss, poster paper, markers

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

The student will write a

covenant at the end of the lesson
which, will encourage the
learners to focus on the lesson.
Students will also hopefully be
emotionally invested in some
level making them want to learn
more about ways to help protect
plants.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
Students will be asked how they
live right now affects plants. The
students will also come up with
ways that they can change the way
they live to better take care of
plants.

The classroom can be set up how it normally is.

How will your classroom
be set up for this lesson?
III. The Plan
Time

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.
I will start my lesson by showing the pictures that
Students will look at pictures and comment on how
the students took in the previous lesson. I will
humans rely on plants.
remind the students that humans rely on plants for
many things.
I will ask students, how do you treat something
that is really important to you?

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

I will start my lesson by showing a picture of a

health rainforest. I will tell the students about all
the animals and plants that live in the rain forest.
(Tropical rainforests which cover 6-7% of the earths
surface, contain over half of all the plant and animal
species in the world!) I will also talk about how forest
filter our air and produce oxygen for us to breath.

I will then show a picture of a deforested rainforest. I

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Students will give examples about how they treat

things that are important to them.
Students will listen and answer questions

will define deforestation as cutting down more trees than

you plant. I will talk about all the reasons we cut down
trees (paper and other products, make room to build or
for animals to eat, etc.) (On an average, a person in the
United States uses more than 700 pounds of paper every
year.)

Next I will tell students some of the consequences

of deforestation: -It is estimated that within 100 years
there will be no rainforests.-The rate of deforestation
equals to loss of 20 football fields every minute.-Up to
28,000 species are expected to become extinct by the
next quarter of the century due to deforestation.

I will next introduce students to the idea of erosion

and how removing plants can cause problems. I
will show a quick video of a mudslide. Then I will
tell the students about a mudslide in West Virginia
that destroyed 25 houses. The mudslide was made
worse because miners had removed trees from the
area making the soil loose.

Students will listen and watch the video.

The last thing I will talk about is the destruction of

bee habitats. I will show the students a picture of a
meadow next to a picture of a parking lot. I will ask
students why they think bees are important (They
pollinate flowers and trees, make honey etc.) I will
tell students that meadowland and gardens where
bees live and thrive are being replaced by buildings
and corn fields. I will ask students why losing bees
would be bad.

I will then read part of the Lorax by Dr. Seuss and

when it gets to, Unless someone like you cares a
Closure
(conclusion,
culmination,
wrap-up)

Students will come up with ideas to better take care

of plants.

whole awful lot, Nothing is going to get better. It's not.

I will ask students to come up with ideas about how they
can better take care of plants. (Recycle more; use less
paper, plant flower gardens, eat less meat, etc.)
We will write our ideas on the board. From those ideas I
will have the class make a covenant about how we will
take action to protect plants, which we will write on a
poster and hang in the back of class. Student will copy
the poster on to a smaller piece of paper to take home
with them.

Students will come up with a covenant and write it

on a poster.
Students will copy the covenant onto a small piece
of paper so they can hang it up at home.

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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