Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Rachel Vos and Rebekah Courtney

Date May 2, 2017 Subject/ Topic/ Theme What Seeds and Plants Need to Grow Grade First Grade

I. Objectives
How does ​this​ lesson connect to the unit plan?
This lesson will focus specifically on the things seeds and plants need to survive and grow. This lesson will use inquiry to discover
what seeds and plants need to grow.

Learners will be able to: ​(content & skill objectives) cognitive-

R U Ap An E C*
physical
development
socio-emotio
nal

- Identify what a seed needs to grow R

- Identify what a plant needs to grow R

- Plant seeds using the variables they come up with Ap X

- Plant plants using the variables they come up with Ap X

- Create a drama with a group about the needs of a seed C X X

C X X
- Create a drama with a group about the needs of a plant

Common Core, GLCEs, or NEXT Gen standards addressed

LS1.D:
Information Processing Animals have body parts that capture and convey different kinds of information needed for
growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some
external inputs. (1-LS1-1)

ETS1.B:
Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These
representations are useful in communicating ideas for a problem’s solutions to other people. (K-2-ETS1-2)
Plants depend on water and light to grow. (2-LS2-1)

(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

Before this lesson, students will need to know that there are different parts of a seed and different parts
Identify prerequisite
of a plant. They will also need to know how to write, draw, work with a partner and group, and follow
knowledge and skills.
instructions.

Pre-assessment (for learning): ​Students will answer the questions “What do you know about seeds?” and “What
do you know about plants?” with a partner, and then as a class, fill out the K and W sections of a KWL chart on
plants and seeds.
Outline assessment Formative (for learning): ​Students will plant seeds and plants using the variables that they think will impact
activities growth.
(applicable to ​this​ lesson) Formative (as learning): ​Students will examine the “magic seeds” and “magic plants” that we have planted and
determine based on those seeds and plants what things a plant and seed actually needs to grow and survive.
Summative (of learning​): Students will create a drama in a small group to present to the class what a
seed needs to grow or what a plant needs to grow.
What barriers might this Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
lesson present? Representation and Expression Engagement
Optional

What will it take –

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neurodevelopmentally, Provide options for perception- Provide options for physical action- Provide options for recruiting
experientially, emotionally, making information perceptible increase options for interaction interest- ​choice, relevance, value,
etc., for your students to do authenticity, minimize threats
this lesson?

Provide options for language, Provide options for expression and Provide options for sustaining effort
mathematical expressions, and communication- ​increase medium and persistence- ​optimize challenge,
symbols- ​clarify & connect of expression collaboration, mastery-oriented
language feedback

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 &
modify strategies reflection

KWL chart on chart paper, plastic bags, seeds, water, paper towel, “magic seeds,” plants
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

Students should be next to a partner that they can talk to about what a seed and plant needs to grow. Students should be in small
groups of around 4, or we should have the ability to group them together and have a common work space.
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.
- Teacher will ask students, “What have we
Motivation
been learning about in science?”
(opening/
Hopefully a student says seeds and plants. → Students will answer the question.
introduction/
- “Today, we’re going to keep talking about
engagement)
seeds and plants. But before that, we want
to know what you already know about
seeds. Turn and talk to the person sitting
next to you and share what you know → Students will turn and talk with their partners
about seeds.” about what they know about seeds.
- While the students are talking with their
partners, teachers will get chart paper and
markers ready. Have a big KWL chart
template ready.
- Teacher will call the students back
together. “Now, I want to hear about what
you know about seeds, and we’re going to
make a list as a class. Can anyone tell me
what you and your partner talked about?”
- Call on students to share what they know
and write their ideas in the K part of the → Share with the class what they already know
KWL. about seeds.
- “Wow, look at what we already know

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 about seeds! That’s great! Now, I’d like
you to turn and talk with your partner
again. But this time, talk about what kinds → Students will talk with their partners about what
of things you want to learn about seeds.” they want to learn about seeds.
- Teacher will call students back together.
“Can anyone tell me what you and your
partner talked about this time?”
- Call on students to share and write their
ideas in the W part of the KWL. → Share with the class what they want to learn
- “What do you know about plants? Turn about seeds.
and talk with a partner.” → Talk with their partner about what they know
- Give students time to talk, and call the about plants.
class back together when they’re finished.
- “Can anyone tell me what you and your
partner talked about?”
- Call on students to share. Write their ideas
on the KWL chart on plants. → Share with the class what they know about
- “Look at what we already know about plants.
plants! That’s great! Now, I’d like you to
turn and talk with your partner again. But
this time, talk about what kinds of things
you want to learn about plants.”
- Give students time to talk, and when they
have finished, call the class back together. → Talk with a partner about what they want to learn
- “Can anyone tell me what you and your about plants.
partner talked about?”
- Call on students to share and write their
ideas on the KWL chart. → Share with the class what they want to learn
- “It looks like we’re curious about a lot of about plants.
things too! I know we’ll get to learn a lot
about seeds and hopefully we’ll answer a
lot of your questions too! But before we
keep learning about seeds, I have another
question for you. What kinds of things do
you need to have to live and grow?”
- Call on students to share. Possible
responses include: food, water, shelter, → Respond to the question, hopefully answering
toys, school, etc. Write down all the that we need food, water, and a place to live in
students’ ideas on the board or chart paper. order to grow and survive.
- Go through the list of ideas, asking the
question, “Could you live without this?”

- “Just like we need things to survive, seeds

also need some things in order to survive. → Respond to the question, giving ideas of what
What do you think seeds need to survive they think seeds need to grow.
and grow?”
- Call on students to share. Possible
responses include: food, water, soil,
sunlight, and fertilizer. Write down all the
ideas on board or paper.
Explore:
Development
- “To figure out which of these things seeds
(the largest
really need to live, we’re going to plant
component or
some seeds! How many of you have
main body of
planted seeds before?”
the lesson)
- Go through the list of ideas with students,
asking, “How could we test to see if plants → Raise their hand if they’ve planted seeds before.

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 actually need this?” Write down the list of
materials students have available to them.
- Write down students’ ideas for each
variable. Have one table of students
explore water, one group explore light,
and one explore temperature. Give each → Give ideas for how we could test the different
group two bags, 40 seeds, paper towels, variables for seed growth.
and a squeeze bottle.
- “In your group of four, we’re going to give
you time to plant your seeds. Make sure to
label your bags so that you know it’s yours
and what you are testing!” Model this for
students with a control bag.
- Give students time to plant their seeds.
Walk around to monitor and answer
questions.
- Once students have finished, collect all the
bags of seeds. → Work in their group to plant their seeds.
Explain:
- “Because we wanted you to be able to
look at seeds today, we actually planted
some seeds using the same things you did.
We’re going to pass around those seeds for
you to look at with your small group.”
- Pass out the bags of seeds for students.
- Give students time to look at the seeds
with their group. After giving them some
time, ask the following questions to the
class, recording their answers on the
whiteboard or on chart paper: “What did → Look at the seeds with their group.
you notice? What surprised you about
these seeds? Did you think it would turn
out this way?”
- “After looking at those seeds, let’s look → Answer the questions. Possible responses
back at our list of what we thought seeds include: The ones without water didn’t grow; the
need to grow. Is there anything on this list ones without sunlight still grew; the ones
you would change now?” Students will without soil still grew.
hopefully respond that seeds don’t need → Respond to the question.
light or soil to grow.
- “What do you think plants need to grow
and survive?”
- Make a list on the board as a class. → Respond to the question.
Students seem to have a pretty good
working knowledge of this, so hopefully
they will answer water, light, and space to
grow.
- Pass out the three different plants to the → Explore the plants.
students (one plant per table). Ask students
to make predictions about what each plant
had or didn’t have to grow.
- Walk around and monitor, asking
questions like: “What does the plant look
like? What do you observe? Why do you
think it looks that way?”
- Call the class back together.
- Why do you think plants need water? Why
is that important?”
- Let students share their responses. → Answer the questions.
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 - “Why do you think plants need sunlight?”
- Let students share their responses. → Answer the questions.
- “Plants need sunlight and water to get their
food. Plants can make their own food, and
they do this through a process called
photosynthesis.” Write the word
photosynthesis on the board and have
students say it out loud.
Expand:
- “Now that we’ve learned about seeds and
plants and what they need to grow, we are
going to split you into two groups. One
group is going to act out how a seed grows
and what it needs to survive. The other
group is going to act out what a plant
needs to grow.”
- Split students into groups.
- Answer any questions the students have, → Work on their drama with their classmates.
and give them work time to figure out
their drama.
- Have students present the drama and ask → Present the drama they created with their
them questions about what they did. classmates.
Examples include: “Why didn’t you have
anyone be the sun for the seeds? Why did
you have to water the seeds? Why didn’t
the seeds need any food or soil? Why did
the plant need soil? Why did the plant
need water?”
- “What did you learn about seeds and
Closure
plants today?”
(conclusion,
- Let students share their responses. → Answer the question
culmination,
- “And what did we learn about last time we
wrap-up)
were here?”
Required
- Let students share. → Answer the question.
- “Next time we come, we’re going to learn
about how plants and seeds use their parts
to get what they need to grow.”
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.)
(Yes, this is important and does need to be completed.) emailed to me within 24 hours of teaching the lesson​ Required

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Context Options – The Class as a Whole ​(This whole page is optional)
Variables Class Overview based on observations and data
Individual differences…
Oakes/Lipton ​(​174-178​)
Levine ​(​299-302, 321-327)

Cognitive and
Neurodevelopmental
differences
Bridging​…​(161-166)
Oakes/​Lipton ​(170 - 172)
Levine ​(246+​ ​& Table of
Neurodevelopmental Constructs)

Learning style differences

Levine ​(​27-50)

Students with
disabilities—IDEA
Bridging…​(156-162)
Oakes/Lipton ​(295-6 &303ff)

Gifted Students
Bridging…​(162-166)
Oakes/Lipton ​(​295, 302-327)

Social Class differences

Bridging…​(185-210)
Oakes/Lipton ​(9-25)
Levine ​(225-244)

Ethnic & Racial

differences
Bridging…​(103-121)
Oakes/Lipton ​(55-65, 94-104)

Gender differences
Bridging…​(212-224)
Oakes/Lipton ​(277-278)

Language differences
Bridging…​(125-153)
Oakes/Lipton (​197-202)

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