Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Kaitlyn DeWindt

Date Subject/ Topic/ Theme Survival: Movement Grade ___Kindergarten_________

I. Objectives
How does this lesson connect to the unit plan?
This is the fifth lesson of six. It comes after learning about traits that animals have.
Learners will be able to: (content & skill objectives)
 Discuss different ways that animals move
 Identify animal structures involved in their movement
 Infer the type of movement an animal uses based on its name and/or the environment in which it lives

Common Core, GLCEs, or NEXT Gen standards addressed:

Benchmarks for Science Literacy K-2 1C/P2: In doing science, it is often helpful to work with a team and to share findings with others. All team members should
reach their own individual conclusions, however, about what the findings mean.

(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 Students need to understand what an animal is.
Students must know what a trait is.
and skills.

Pre-assessment (for learning): -

Discussion during exploration activity. Listing to student answers to my questions.
Formative (for learning): +
Outline assessment activities Listening as students provide examples of animals and the ways in which they move.
(applicable to this lesson) Formative (as learning): +
Asking students questions as they work.
Summative (of learning): +
Worksheet on the ways in which animals move.

- Worksheets (one per student)

Materials-what materials (books, - Pictures of animals listed
handouts, etc) do you need for - Computer
this lesson and are they ready to - Speaker
use? - Crayons or colored pencils
- Glue
- Scissors

Students will be at their rug spots until the worksheet when they will move to their desk spots
How will your classroom be set
up for this lesson?

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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.
3:00 Ask students to raise their hands if… Students listening and raising hands when
Motivation - They know how to ride a bike applicable
(opening/ - Can swim
introduction/ - Can run fast
engagement) - Can skip

Explore Development
(the largest - “How could you get from this side of the -Students thinking quietly
component or classroom to the other without walking?”
main body of - Give the students a minute to think
the lesson) - Have the students line up and tell them -Students moving from one line to the other
that they will need to get from where they in different ways. (crawl, skip, run, hop,
are, to another place in the room, leap…etc. )
(designated by the teacher) but they
cannot walk.
- Repeat this process a second and a third -Moving again
time but having students move in different
ways than they did the last time(s).
- (If the students look confused, allow them
to give one another ideas)
- Have the students sit down and call on -Students listening to their classmates and
students willing to share one way that raising their hands to share with the rest of
they got from one line to the other. the class what they did
7:00 - Ask students what body parts they used -Designating what they used to move
when the moved from one place to
another.
- “How could an animal get from one place
to another if they cannot walk?” Explain -Raise hand and share ways animals move
that animals also move from place to
place, but not all of them can walk.
- Tell students that animals live in many
different places and depending on where
they live, they need to be able to move in -Students listening quietly
different ways.

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 - Name environments and have students
guess how that animal would have to
move. (example: how would an animal
have to move if it lives in an area where a -Students raising their hands and explain
lot of people hunt for it how each animal moves and they body parts
Concept - Show images of a fish, a butterfly, a that they use.
Developmen dolphin, a kangaroo, and a dog. As you
t show the images, ask to describe how
15:00 they move, and what body parts they use -Working on their worksheets (cutting,
to move. gluing, coloring)
- Show students the worksheet they will be
given and explain to them that they must
cut out the animals at the bottom of the
paper, and glue them in the corresponding
columns labeled with the ways in which
animals move
- If some students finish early, tell them to
color the animals that they glued on.
- Collect their work.

5:00
-Gather the students back at their carpet spots and -Listening and moving around with the
Closure begin to play the video below (parts or whole) video
(conclusion, while moving along with the students.
culmination, https://www.youtube.com/watch?v=j24_xH5uvdA
wrap-up)
-Raise your hand and tell me one way that we
moved in that video and what body part we used.
-Thank the students for their hard work and
participation

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

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