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Lesson Planning Form for Accessible Instruction — Calvin College Education Program
Teacher : Dani Roskamp
Date: April 3 Subject/ Topic/ Theme : Desert Grade__2nd______
I. Objectives
How does this lesson connect to the unit plan?
It is one of the habitats we will be learning about.
cognitive physical socioemo
Learners will be able to: R U Ap An E C* development tional
● Explain some options of what they can do to help out the deserts. U X
● Explain different characteristics, plants, and animals in a desert by creating their own deserts with playdough and other U
objects..
Common Core standards (or GLCEs if not available in Common Core) addressed:
2LS4.1 Make observations of plants and animals to compare the diversity of life in different habitats
CCSS.ELALITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue.
(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.
Preassessment (for learning):
Formative (for learning): I will ask the students questions during the video about the different things found in a
desert and about some of the characteristics. Students will also take a quiz as a class after the video. Students will
Outline assessment also create their own desert landscape with plants and animals.
activities
(applicable to this lesson) Formative (as learning): I will write some words on the board of the things I want the students to include in their
desert creations.
Summative (of learning ):
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
Provide options for selfregulation Provide options for comprehension Provide options for executive
expectations, personal skills and activate, apply & highlight functions coordinate short &
What barriers might this strategies, selfassessment & longterm goals, monitor progress,
lesson present? reflection The students will choose and modify strategies
information they’ve learned
about in order to create their
What will it take – own desert
neurodevelopmentally, Provide options for sustaining effort Provide options for language, Provide options for expression and
experientially, emotionally, and persistence optimize challenge, mathematical expressions, and communication increase medium
etc., for your students to do collaboration, masteryoriented symbols clarify & connect of expression
this lesson?
feedback language Students will have different
Students will talk work as a options for ways that they can
class to take the quiz represent the knowledge they’ve
learned. They will also have
different materials.
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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 can choose how they The students will be able to Students will physically create
want to create their deserts make their information their landscapes by molding and
perceptible to them by building forming them.
their landscape in a way that
makes sense to them. They will
also watch a video at the
beginning.
play dough
Materialswhat materials
pipe cleaners
(books, handouts, etc) do
sticks
you need for this lesson
brainpop jr. video
and are they ready to use?
The classroom will be set up in table groups that the students normally are in.
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.
3 min. I will start out by introducing the topic of deserts. I The students will share what comes to mind when
Motivation
will talk about how a desert is a habitat because it is they think of a desert.
(opening/
a place where plants and animals live. I will ask the
introduction/
students what they think of when they think of a
engagement)
desert.
25 min. I will start out by playing the desert video on the Students will answer:
projector from brainpop kids jr. This is an What plants best describes a desert?
introduction video where the students are taught What can happen when there is a lot of construction
about some of the plants and animals that live in a in the desert?
desert, the characteristics of a desert, and Coyotes hunt at night. What might they do in the
adaptations. day?
I will then have the students work together as a What do animals need in a desert habitat?
class to answer the follow up questions from the A camel is called “the ship of the desert.” Why?
video. For each of the questions there will be
multiple choice answers. Students will answer what they think an adaptation
Development
I will then ask the students based on what they saw is.
(the largest
from the video, what is an adaptation.
component or
main body of
I will then have an activity where students can Students will create their own desert using
the lesson)
create their out desert. The students will be given materials given. They will be able to represent what
playdough, pipe cleaners, and other fun ways to we’ve learned in any way they choose.
create their own desert. This is a chance for them to
be creative. I will walk around the room and ask
students what they are creating. If they are misusing
their materials I will take them away and have them
write about a desert instead. (Playdough activity
could look similar to that pictured beneath).
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2 min. Closure I will finish by having a chart for each of the Students will write down plants, animals, and
(conclusion, students where I will call on the students to tell me characteristics of a desert in the correct categories.
culmination, about plants, animals, and characteristics of a
wrapup) desert. I will have them put the plants and animals
and things about a desert in correct categories.
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.)
The evidence that I wa able to see of student learning happened during the assessment activity and after the video. After the video
we took a short quiz as a class and the students got 5/5 which shows me that they were able to understand certain concepts that were
discussed. I was als able to also see student learning through the activity where the students made their own deserts. They were given
playdough and pipe cleaners where they were able to create their own deserts. I was able to see evidence of students based on what
they created. I went to around the room to all of the different desks to ask the students what they were creating and would question
them about what they were told about what they were creating. Below, are some of the pictures of what the students created. The
students were asked to create what learned about a desert which includes animals, plants, and talking about characteristics of a plant.
In addition to this, after the lesson some of the students were reading the books that I brought of the different habitats. One of the
girls in my class was reading a book on the desert and she was looking at a picture of a cactus. She said, “I bet animals live under
there.” I asked her why that was and she informed me it’s because they get shade from the cactus which is something that we talked
about in the lesson, she also applied it to things that she’s seen before.
This lesson may have been able to go better when discussing instructions for the playdough part. First of all, the playdough was
stickier than it should which may have taken away from part of the learning for some of the students. Next time, it’s important to
explain directions and have the students repeat them back to me. This would help me to make sure the students understand what tehy
are supposed to be doing.
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