Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teachers: Rachel Vos and Rebekah Courtney

Date: April 24, 2017 Subject/ Topic/ Theme: How Seeds and Plants Use Their Parts to Grow
Grade: 1st

I. Objectives
How does ​this​ lesson connect to the unit plan?
In this lesson, students will connect the first combined lesson in the unit (seed and plant anatomy) with the second combined lesson
in the unit (what seeds need to grow). Students will learn about how seeds and plants use their anatomy to grow and survive.

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

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

- Ask and answer questions about seeds Ap

- Create a rubric with a small group that incorporates what seeds need to grow and survive C
- Create a book about seeds and how they grow C
- Describe how the different parts of a seed help it grow U

Common Core, GLCEs, or NEXT Gen standards addressed:

LS1.A: Structure and Function All organisms have external parts. [...] Plants also have different parts (roots, stems, leaves, flowers,
fruits) that help them survive and grow. (1-LS1-1)
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)

(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 Students need to know about the three major parts of seeds and plants, and they need to know what
knowledge and skills. different things seeds and plants need to grow.

Pre-assessment (for learning): ​Students will come up with three questions about what they have learned so far
with a group. They will answer the questions and then try to stump the teacher by asking us the questions.
Formative (for learning): ​We will play the teacher-take-apart game, where students will be asked about what
Outline assessment happens when we take away certain parts of seeds and plants and how that affects their survival and growth.
activities Formative (as learning): ​Students will work with a group to create a list of concepts that it is crucial to know
(applicable to ​this​ lesson) about seeds and plants.
Summative (of learning​): Students will create a book using what they have learned about seeds and
plant what their different parts are, what they need to survive and grow, and how they use those parts
to survive and grow.
Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
What barriers might this making information perceptible increase options for interaction interest- ​choice, relevance, value,
lesson present? authenticity, minimize threats
Optional

What will it take –

neurodevelopmentally,
Provide options for language, Provide options for expression and Provide options for sustaining effort
experientially, emotionally, mathematical expressions, and communication- ​increase medium and persistence- ​optimize challenge,
etc., for your students to do symbols- ​clarify & connect of expression collaboration, mastery-oriented
this lesson? language feedback

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 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

Question sheet for students, Teacher-Take-Apart powerpoint, chart paper and markers, paper and
Materials-what materials
crayons/markers for students to use to create their books.
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

S​tudentswill need to be in groups of around 4 for this lesson so they can collaborate on the quiz and
the rubric.
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.
- “What have we been learning about in → Respond to the question, hopefully saying plants
Motivation
science?” Hopefully a student will say and seeds.
(opening/
plants and seeds.
introduction/
- “Since we’ve been learning so much about
engagement)
seeds and plants, today, we want to see
what you know about seeds and plants,
and what Miss Vos and Miss Courtney
know about them. So we want you to quiz
us. In your group, we’re going to give you
a piece of paper with three spaces for
questions. In your group, come up with
three questions about seeds and plants.
Once you have your questions, make sure
you can answer them.”
Required - Give students time to write three seed → Write three questions about seeds and plants with
questions with their groups. When all the their group.
groups have finished, call the class back
together.
- Go group by group, having each group ask → Ask their question to the teachers.
one question at a time to try and stump the
teacher.
- “We’ve learned so much about seeds and
plants! Today, we have one more
important thing to learn about them.”
Explore:
- Project the Teacher Take Apart activity.
Development - “What happens if we take away Miss
(the largest Vos’s mouth? What can’t she do to
component or survive anymore?”
main body of - Let students share their answers. → Respond to the question hopefully saying that
the lesson) Hopefully students will say she can’t eat. she can’t eat.
Required of - Continue through the activity.
course!!!!!!! - “What happens if we take away the
endosperm of the seed? What can’t it do to
survive?”
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 - Let students share their answers. → Respond to the question hopefully saying the
Hopefully students will say the seed won’t seed won’t have food to grow.
have food to grow anymore.
- “What happens if we take away Miss
Courtney’s hands? What can't she do to
survive anymore?”
- Let students share their answers. → Respond to the question hopefully saying she
Hopefully they will say she can't get food can't get food anymore or she can't shade herself.
to eat anymore. They could also say that
she can't get shade anymore.
- Continue through the activity.
- “What happens if we take the leaves off of
a plant? What can't it do to survive
anymore?”
- Let students share their answers. → Respond to the question,
Hopefully students will say that the plant
can't make food and it can't shade itself.
Explain:
- “So why is the endosperm important in the
seed?”
- Let students share their answers. → Respond to the question, hopefully saying that
the endosperm is the food for the seed.
- “Why is the seed coat important for
seeds?”
- Let students share their answers. → Respond to the question, hopefully saying that
the seed coat protects the seed.
- “Why is the embryo important in the
seed?”
- Let students share their answers. → Respond to the question, hopefully saying that
the embryo is the part of the seed that grows.
- “Why are the roots of a plant important?”
- Let students share their answers. → Respond to the question, hopefully saying that
the roots allow the plant to get water from the
ground.
- “Why are the leaves of a plant important?”
- Let students share their answers. → Respond to the question, hopefully saying that
the leaves provide shade and get sunlight so the
plant can make food.
- “If you were going to tell a friend about
seeds and plants, what would be the most
important things you needed to tell them
about seeds and plants. Turn and talk with
your group and make a list together.”
- Give students time to work in their groups → Talk in their group about things essential to
to think about the essential things to know know about seeds. Possible answers include: parts
about seeds. of a seed, what seeds need to grow, seeds don’t
need light, etc.
- When all the students have finished, call
the class back together. Brainstorm a list → Share their answers with the class.
as a class. Write the list on the whiteboard
or chart paper.
Expand:
- “I would like you to make a book telling
me everything you know about seeds and
plants. Use this list that we’ve just made to
help you decide what you have to include.
Make sure you say something about each
of the things on our list. Now, we have
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 some sentence frames for you to help you
write about seeds and plants if you want
to. You can also draw pictures.”
- Answer any questions that students have → Work on their seed and plant book.
and pass out the booklets for students.
Give students time to work on their
booklets.
- Once students have finished their books, → Share their seed and plant book with their small
have them share them with their small group.
group.
- Take out large KWL charts from the
beginning of the year.
- “We already filled out the K and W
section of this chart, but now we should
Closure
fill out what we learned! Who can tell me
(conclusion,
something they have learned about seeds?” → Share what they have learned about seeds.
culmination,
- Call on students to share what they have Possible answers include: seeds have different
wrap-up)
learned and fill out the anchor chart. parts, seeds need different things to survive, etc.
Required
- “Wow, we’ve learned a lot about seeds!
What have you learned about plants?”
- Call on students to share what they've → Share what they've learned about plants.
learned and fill out the anchor chart. Possible answers include: plants have different
- “We've learned a lot about plants too! parts, plants need certain things to survive, etc.
What was your favorite part of learning
about seeds and plants?”
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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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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