Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Josh
November 2, 2018 Science/Planets/Research 2 Third Grade
I. Objectives
How does this lesson connect to the unit plan?
In this lesson, students will continue their research on their planet. By the end of this lesson, students should be
wrapping up their research and working on how they will present their research to the class.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional

● Plan out a presentation about the assigned planet. E

● Choose relevant information about a topic to present to the grade. E

● Report on a subject by using digital technology and books. U

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.W.1.7 - “Participate in shared research and writing projects (e.g., explore a number of
"how-to" books on a given topic and use them to write a sequence of instructions)”
CCSS.ELA-Literacy.W.3.7
“Conduct short research projects that build knowledge about a topic.”
CCSS.ELA-Literacy.RI.3.5
“Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a
given topic efficiently.”
(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.
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?
Students will need to be able to login on their Chromebooks, navigate the internet,
and read books for relevant information.
Pre-assessment (for learning):
I have observed students logging into the computers and navigating the internet
previously. Reading books and searching for relevant information is part of student’s
reading assessments which I have administered.
Formative (for learning):
As I cycle through the group, I will be asking students how they are searching the
internet. Are they using good search terms and keywords?
Formative (as learning):
Students will have a checklist of topic that they need to cover in their research.
Summative (of learning):
Check student’s notes to see if they have completed all the topics to cover when time
is over.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & Students will have a term goals, monitor progress, and
reflection modify strategies
handout that outlines what
Students outline will have
they should
a check box that they can
cross off once they have

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language As students plan their
presentation, they have the
option of a poster/flyer, a
radio add (audio
recording), or a persuasive
speech.
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
Books available to
Students have the choice students will be books
of conducting research about planets that were
with their Chromebook or written specifically for
with books. children.
Research books (20 fun facts about gas giants, Mercury : the iron planet, Uranus
: the ice planet, A tour of the planets, Mars : the red planet, Pluto : the dwarf
planet, Saturn : the ringed planet, Venus : the masked planet, Neptune : the
stormy planet, 20 fun facts about rocky planets, Jupiter : the largest planet,
Exploring Neptune, Exploring Uranus…), chromebooks, paper, pencils,

Bring materials to a corner of the room so students can cycle between using books
How will your classroom and Chromebook for research. Books will be placed in a box for students to choose
be set up for this lesson? form. Tell students that they will need enough room for their computer and lapboard.

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.
Today we will be finishing up the research
Motivation
(opening/ portion of our planet project. After our day
introduction/ here, we will have all the information that
engagement) we need to convince our classmates to
come to our planet. We also will begin to
think and plan how we will present our
2 minutes information. Today we will have the
option of using either books or our
Chromebook.
Instruct students to log into their Students login on their Chromebooks.
Chromebook and begin their work. Move
through the group to monitor their progress Students continue to research their project
Development and how they are searching. Ask them, with either their Chromebook or the
(the largest
component or “Are you remembering to use good search provided books. Information is recorded
main body of terms like we talked about?” on student’s paper.
the lesson) Encourage students to use their books if
you see that they aren’t touching them.
28 minutes As you cycle through the group ask
Students describe their searches and how
questions and check to see that students
far they are on their work.
are making good progress on their

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 checklist.
Once students are finished, encourage Students begin to plan their presentation.
\
them to tell you what they are thinking of
doing for their presentation.
Closure Once all students have completed their
(conclusion, research, tell them that the next time we
culmination, work on the project we will be designing
wrap-up) our presentations and practicing them with
the class.
2 minutes

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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