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Lesson Planning Form for Accessible Instruction — Calvin College Education Program
Teacher : Dani Roskamp
Date: April 5 Subject/ Topic/ Theme : Rainforests 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 the difference between the different levels of a rainforest by answering questions in class and sticking the U
plants and animals that belong to each level of the rainforest on the board.
● Explain options of what they can do to help the rainforest U X
● List the different levels of a rainforest and where they belong U
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.W.2.8 Recall information from experiences or gather information from provided sources to answer a
question.
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 to tell me about the different plants and animals that they saw in
Outline assessment the different levels of the rainforest. I will then have the students fill in a worksheet for the different levels of a
activities rainforest and stick the plants and animals from the rainforest on the board.
(applicable to this lesson)
Formative (as learning): I will make rainforest books available to the students in case they want to learn more.
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
What barriers might this expectations, personal skills and activate, apply & highlight functions coordinate short &
lesson present?
strategies, selfassessment & Students will comprehend longterm goals, monitor progress,
reflection information that was learned to and modify strategies
fill in their worksheet and
Students will be able to reflect on
What will it take – answer questions in class.
the video to figure out what section
neurodevelopmentally, the plants and animals belong in.
experientially, emotionally,
etc., for your students to do
this lesson?
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Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence optimize challenge, mathematical expressions, and communication increase medium of
collaboration, masteryoriented symbols clarify & connect expression
feedback language
Students will be able to use
colored pencils, markers, crayons,
or whatever they would like to use
for their handout.
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 We will use a video for the Students will walking up to the
Students will be able to add students to watch as an board to stick on the plants and
whatever plants and animals introduction. animals in the correct level of the
they want on their handout of We will also have cut outs to rainforest.
the rainforest. help us learn about the different
animals.
colored pencils, markers, crayons, pencils
Materialswhat materials
wood painted tree
(books, handouts, etc) do
sticky cut outs of the different animals
you need for this lesson
rainforest video
and are they ready to use?
rainforest worksheet (Taken from
http://freefunnypicture.blogspot.com/2012/05/rainforestlayersrainforestlayers.html#.WvOTfdMvyCQ)
The classroom will be set up the same way. Students will be at their tables groups and I will be in the
front.
How will your classroom
be set up for this lesson?
III. The Plan
Describe teacher activities AND student activities
Components
Time for each component of the lesson. Include important higher order thinking questions and/or prompts.
3 min. I will start off by introducing another habitat that Students will tell me what they already know about
Motivation
animals and plants live in which is a rainforest. I rainforests.
(opening/
will ask the students what they already know about
introduction/
rainforests.
engagement)
26 min. I will then play a brain pop video introducing rain
forest and the the different levels on the rainforest.
It will talk about the different levels and the
animals and plants that live in each level.
I will pause the video after it talks about the canopy When students respond by telling me what plants and
Development of the rainforest. I will ask the students what animals are found in the canopy of a rainforest they
(the largest they’ve learned about the understory of the will be able to come up and stick the plant or animal
component or rainforest. I will have a tree painted on a piece of that they mentioned on the correct area of the
main body of wood in the front of the classroom. When a student rainforest.
the lesson) tells me an animal or plant that was mentioned they
will be able to come up to the front of the room and
stick their animal to the part of the rainforest that it
was found in. (Similar to the activity pictures
below).
When students respond by telling me what plants and
I will pause the video again after it talks about the animals are found in the understory of a rainforest
understory of the rainforest. I will again have they will be able to come up and stick the plant or
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students tell me about plants and animals that were animal that they mentioned on the correct area of the
found in the understory of the rainforest. I will then rainforest.
have them come up and stick them in the correct
spot.
When students respond by telling me what plants and
I will pause the video again after it talks about the animals are found on the forest floor of a rainforest
forest floor of the rainforest. I will again have they will be able to come up and stick the plant or
students tell me about plants and animals that were animal that they mentioned on the correct area of the
found in the understory of the rainforest. I will then rainforest.
have them come up and stick them in the correct
spot.
I will then hand the students a worksheet about the The students will be given a worksheet where they
different levels of a rainforest. I will have the will write in the different levels of a rainforest that
students write in the different levels on their own were taught in class. After labeling the correct levels
and then they will be able to color in their sheet they will be able to draw in any of the plants or
when finished. (Worksheet is pictured below) animals that were talked about. They also will be able
to color their worksheet when they are finished.
1 min. Closure I will close out the lesson by recapping what we A student will collect all the worksheets when
(conclusion, talked about as well collecting the students finished. The students will also help to recap what we
culmination, worksheets. learned about in our lesson.
wrapup)
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.)
In order to see my students’ learning, I had an activity where the students could clip the correct animals to the correct sections of the
rainforest zones. I started off by asking them what they thought they knew about the rainforest and one girls responded telling me that it
must get a lot of rain. Another boy commented that squirrels must live there. After the video and talking about the different sections, I
had the students come up first figure out which of the pictures showed which level of the rainforest. Once they got it correct they were
able to come to the front of the classroom and clip that section to the correct picture. In order to improve this next time, I can make sure
to go over the different sections of the rainforest more to make sure the students know them. Some of the names were hard for them to
remember so this might have helped. I then had the students tell me animals that the remember hearing about in different areas of the
rainforest and tell me which area it belonged in. The students were able to recognize the animals and explain what they remembered
hearing about them
Afterwards, the students were given a worksheet where they were able to label the different zone of the rainforest and write about which
animals were found in which zones. This was a good assessment for them because they had to recall what they talked about. Some of the
students asked about the directions multiple times so this is something I could’ve made more clear before handing out the worksheets.
The students were then able to color when they had finished which was exciting to them.
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