Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teachers Rachel Vos & Rebekah Courtney

Date April/May 2017 Subject/ Topic/ Theme Plant anatomy Grade 1

I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to the unit plan because students are learning about the physical characteristics of plants. This segues into why
plants need different parts to grow and survive.
cognitive- physical socio-
Learners will be able to: (content & skill objectives) R U Ap An E C* development emotional

- Observe the different parts of a plant E

- Identify internal and external parts of a plant Ap X

- Create their own plant using the properties of plants C X X

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)

LS3.B:
Variation of Traits Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many
ways. (1-LS3-1)

(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 should have prior knowledge of what a seed looks like, that people have different parts
knowledge and skills. (which will then be related to how seeds have different parts), knowledge of how to: draw, craft
sentences, work in groups, and participate in classroom discussion.
Pre-assessment (for learning): Students will be given a blank sheet of paper and asked to draw a plant and then
label the different parts they know of.
Formative (for learning): Students will explore and manipulate a variety of plants to try to identify the different
Outline assessment parts.
activities Formative (as learning): Students will construct a 3D model of a plant, incorporating all of the components of a
(applicable to this lesson) plant.
Summative (of learning): Students will create an imaginary plant, incorporating all the components of a
plant.
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
lesson present? Representation Action and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
What will it take – Materials will be provided both Students will be handling plants
neurodevelopmentally, physically to the students and during the ‘explore’ part of the Students will be able to create their
experientially, through handouts lesson & they can talk with peers own plants & plant drawings
emotionally, etc., for your

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students to do this lesson? Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language oriented feedback
Students will be able to work
Students will be labeling their with partners, in small groups, Students will have to
seeds & drawing and with the entire group manipulate seeds and explore
their parts
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 &
We will provide them modify strategies reflection
opportunities to have
partner/peer feedback as well as Activities will be modified as Students will be able to see their
feedback from the teachers we see how students are initial drawing of the seed and
exploring, manipulating, and compare it to their end seed
explaining their work with the model
seeds

Materials-what materials Paper for drawing plants, plants, paper towels, magnifying glasses, plant labeling worksheet, materials
(books, handouts, etc) do to create imaginary plants: pipe cleaners (many different colors), paper
you need for this lesson
and are they ready to
use?

We will have the students in their seats for this lesson, and it would be helpful, although not absolutely
necessary, to have students in small groups.
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.
(This is NOT the 1st phase of the Learning Cycle)
Motivation Introduction:
(opening/ - Teacher(s) remind the students of the last
introduction/ lesson about seed anatomy
engagement) - Have the students pull out their 3D seed
models and go over the different parts of → Students will take out their 3D seed models and
the seeds with the students recall what they learned about seed anatomy
- “Let’s do the same activity last time that
we did with our bodies, stand up and we → Students will follow teacher in the activity
are going to see what parts we have!”
- The teacher asks the students how many → Hopefully a kid says “3!”
parts seeds have
- (Teacher waits for responses)
- “Well, just like seeds have 3 different
parts that are important to them, plants
also have 3 different parts that are
important to them!”
- 1 teacher will pass out papers
- 1 teacher will explain that students will
take this piece of paper and draw a plant.
Then, when they have finished drawing
the plant, the students will label the
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 different parts of the plant.
* If there is only 1 teacher present, the teacher will → Students will draw and label their idea of plant
choose 1 student to help pass out papers * anatomy
Instructions:
- “Now that we’ve tried to put together what
we believe plants look like, we are going
to actually look at some plants!”
- The teachers will pass out a variety of
plants to the students (flowers, succulents,
pictures of plants, pictures of trees, etc)
They will then prompt the students to → Students will listen to the teacher's’ instructions
explore the plants in whatever way they and ask questions when prompted
can to learn about the parts of the plants
(This is where all 3 phases of the Learning Cycle
should be found)

Explore:

* The teacher will collect different types of plants

before the day of the lesson (flowers, succulents,
mini-trees, photos of plants, etc) to bring in for the
students to explore *

- The teacher will pass out the plants to the

students to explore
- During this time, the teacher(s) will walk
around and ask questions to prompt the
students’ exploration → Students will explore their plants by drawing
- Some example questions: them, comparing them to one another, and
- “what have you found so far?” questioning their findings
- “what do you think this part is?”
- “does anything you found match
Development your drawings?”
(the largest - “why do you think the plants
component or need this part?” → Students will ask questions when prompted
main body of - The students will draw what they have
the lesson) found on the back of their original plant → Students will record their findings by drawing a
drawing new picture of plant anatomy

Explain:

- The teacher will bring the students

together after they have explored their
plants with their group members
- The teacher will ask each group to report
what they have found while they were → Students will report their findings
exploring the plants
- While the groups are explaining what
they’ve found, the teacher will keep track
of their findings on the board by drawing a → Students will guide the teacher in order to create
picture of a plant. their plant picture on the board
- Each group will have a picture of
a plant on the board that the
teacher will label
- At the end of this, the teacher will
compare the groups plants
- Then, the teacher will show the group the → While the teacher is explaining the real plant
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 real anatomy of a plant anatomy to the students, they will go through
the worksheet labeling the correct parts

- Students and the teacher will work

through labeling the different parts of the
plants on their worksheet

Plant Anatomy:
Stem - the protective layer of the plant (support)
Leaves - helps shade the plant and make food
Roots - collects air and water for growth
(support)
→ The students will use the materials provided to
Expand: create their own plants

- “Now that we know all the parts of a

plant, you can create your very own”
- The teacher will walk around with pipe
cleaners
-
3D Plant Model
Stem - One color pipe cleaner (i.e. brown)
Leaves (3) - One color pipe cleaner (i.e. dark green)
Roots - One color pipe cleaner (i.e. light green)
→ The students will walk around the desks in an
- “Use your imagination, and make sure to organized manner to see everyone’s plant
identify all of your plant parts!”
- When students are finished, the teacher
will explain how the students will walk
around the room to look at the plants of
everyone else. They will also tell the
students to be “plant detectives” in order
to ensure that everyone has all parts of
their plant in their creation

(This is NOT the 3rd phase of the Learning Cycle)

Closure
(conclusion,
- The teachers will revisit the plant
culmination,
worksheet with the students
wrap-up)
- Teachers will then have students connect
that “just like they have different body → Students will respond to teachers when
parts, plants also have different parts” prompted

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
Variables Class Overview based on observations and data
Individual differences…
Teachers will be sensitive to the needs of the students as the activities go on. If an activity needs to be
Oakes/Lipton (174-178)
modified, we will consult the student (and the co-teacher) in order to make appropriate
Levine (299-302, 321-327)
accommodations/modifications

Cognitive and
Neurodevelopmental
differences Students who are working either ahead or behind their peers have the opportunity to work together
Bridging…(161-166) not only with partners, but in groups as well. By combining varying levels of cognitive ability, every
Oakes/Lipton (170 - 172) student will be able to work to enhance their own learning during activities.
Levine (246+ & Table of
Neurodevelopmental Constructs)

Learning style differences There are multiple means to work with manipulatives, sensory materials, writing/graphomotor skills,
Levine (27-50) and collaboration. There can also be time for students to work on their own.

Students with
disabilities—IDEA We will identify any student before the lesson that identifies as having a disability and we will make
Bridging…(156-162) accommodations and modifications according to their specific needs.
Oakes/Lipton (295-6 &303ff)

Gifted Students
Bridging…(162-166) Gifted students will be provided with opportunities to work with peers as well as participate in
Oakes/Lipton (295, 302-327) extension activities when appropriate.

Social Class differences

This lesson was crafted with the idea that some students may be unaware of what different plants are.
Bridging…(185-210)
We took into consideration that some of the prior knowledge might be varied based on their students’
Oakes/Lipton (9-25)
experiences.
Levine (225-244)

Ethnic & Racial

differences This lesson was crafted with the idea that all students have their unique cultural backgrounds. We
Bridging…(103-121) took into consideration that some of the prior knowledge might be varied based on their students’
Oakes/Lipton (55-65, 94-104) experiences. Opportunities to share personal differences is accounted for.

Gender differences
This lesson and all materials involved are gender neutral.
Bridging…(212-224)
Multiple color choices for the pipe cleaner activity are available.
Oakes/Lipton (277-278)

Language differences
We have many visual aids and opportunities for students to work with manipulatives if they are having
Bridging…(125-153)
a difficult time grasping vocabulary. We are able to write on the board.
Oakes/Lipton (197-202)

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