Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Annaliese Vander Baan 1 November 2013 (rade ))*)) Subject/ Topic/ Theme nvironmental Science ! cos"stems #nit$ %esson &3''Adaptation

I. Objectives How does t is lesson connect to t e unit !lan"

'Animals and plants +ere all created uni,uel" b" (od to adapt to their environments in order to survive in their ecos"stems- This is the 3 rd lesson in m" unit plan-

Learners will be able to#

2redict +hether unusual plant and animal characteristics are real #nderstand ho+ or.anisms are adapted to their particular environments 4or survival %earn that or.anisms adapt to chan.e in their environments

co.nitive' / # Ap An

01

ph"sical development

socio' emotional

#3 Ap3 An #3 Ap #3 /

Common Core standards $or %LCEs if not available in Common Core& addressed# '%- 0- -2 0han.ed nvironment 44ects' 5hen the environment chan.es3 some plants and animals survive to reproduce6 others die or move to ne+ locations!Note# 5rite as man" as needed- 7ndicate ta8onom" levels and connections to applicable national or state standards- 74 an objective applies to particular learners +rite the name!s$ o4 the learner!s$ to +hom it applies-$ 1remember3 understand3 appl"3 anal"9e3 evaluate3 create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

'The students +ill use the :no+led.e the" have learned thus 4ar 4rom m" lessons and m" unit planPre-assessment (for learning):

Outline assessment activities !applicable to this lesson$

Formative (for learning):

'Students +ill read handout on adaptations and be as:ed ,uestions b" me about +hat the" read
Formative (as learning):

';uestions +ill be 4re,uentl" as:ed throu.hout the lesson plan Summative (of learning$< 'Students +ill 4ill out a +or:sheet that puts all o4 these thin.s +e have learned to.ether into oneProvide /ulti!le /eans of 0e!resentation 2rovide options 4or perception' making information perceptible 'visuals +ith the pictures and video clips 4or students +ho learn better visuall" Provide /ulti!le /eans of Action and E.!ression 2rovide options 4or ph"sical action' increase options for interaction '=anipulative '=ovin. around the room to +or: on lar.e .roup activites Provide /ulti!le /eans of Engagement 2rovide options 4or recruitin. interest' choice, relevance, value, authenticity, minimize threats 'As:in. students ,uestions a4ter the video ' n.a.in. the students +ith thou.ht provo:in. ,uestions ' n.a.in. the students in the readin.s at hand 2rovide options 4or sustainin. e44ort and persistence' optimize challenge, collaboration, masteryoriente fee back

+ at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"

2rovide options 4or lan.ua.e3 mathematical e8pressions3 and s"mbols' clarify & connect language

2rovide options 4or e8pression and communication' increase me ium of e!pression

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2rovide options 4or comprehension' activate, apply & highlight

'2ictures o4 animals '?+ho@s +hoA handout pictures

2rovide options 4or e8ecutive 4unctions' coor inate short & long term goals, monitor progress, an mo ify strategies

2rovide options 4or sel4're.ulation' e!pectations, personal skills an strategies, self-assessment & reflection

'%ar.e .roup activit"

'Students +ill be +or:in. alone on a lar.e .roup activit" decidin. i4 a species is 4ictitious or real-

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

'0omputer to pla" video 'Smart board to displa" +or:sheets 'Adaptations handout 4or readin. '5or:sheets 4or students ?5ho@s 5hoA ?Ama9in. Animals and 2lantsA 'Note cards 4or chal:board to divide room !Bictitious$ !/eal$ '2roducers vs- consumers +or:sheet
'7t +ill be set up the same +a" it is set up no+

How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime 6#78 Com!onents /otivation !openin./ introduction/ en.a.ement$ 3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. ' 8ample o4 a butter4l" blendin. into the tree '7ntroduce adaptations throu.h this e8ampleC +hen an or.anism chan.es over time to ma:e it suited to its environment-

6#98

3evelo!ment !the lar.est component or main bod" o4 the lesson$

6#:7

'Dandout +or:sheet on adaptations 'Sho+ the video on adaptations 'As: students i4 the" understand +hat the +ord ?4ictitiousA meansE 'Dave students .ive e8amples o4 movies or boo:s +here the" have seen 4ictitious plants or animals '(ive students handout ?+ho@s +hoA ' 8plain that 7 am .oin. to read descriptions o4 ei.ht plants and animals and those the" should listen care4ull" to decide i4 the plant or animal is real or 4ictitious- 2ut a chec: mar: in the bo8 i4 the" thin: its real or a chec: in the bo8 i4 the" thin: it@s 4ictitious' 8plain that all o4 them ma" be 4ictitious or all o4

'Students must 4ill out +or:sheet '5atch the video and be en.a.ed '#nderstand the di44erence bet+een real and 4ictitious 'Be en.a.ed in the lesson o4 ?+ho@s +hoA '=ove throu.hout lesson in order to pla" the .ame

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6#;8

6#871 97#78 97#97 Closure !conclusion3 culmination3 +rap'up$

them could be real or there could be a mi8'7 +ill read aloud each o4 the descriptions that are in italics 'Fnce 7 have read all o4 the descriptions3 have students move to the middle o4 the room'/oom +ill be labeled ?/ealA and ?BictitiousA on the board- Students +ill move to the appropriate side o4 the room based on +hat the" selected in their bo8 o4 each picture- As: students to e8plain their thou.hts'7 +ill read aloud the rest o4 the description +ith each animal so students can learn that each o4 the animals is real and all have di44erent adaptations 4or their environments to survive'7 +ill .ive students the +or:sheet to 4ill out on producers and consumers-

<our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. !5rite this a4ter teachin. the lesson3 i4 "ou had a chance to teach it- 74 "ou did not teach this lesson3 4ocus on the process o4 preparin. the lesson-$ 1I felt t at t is lesson went reall( well. 2 e students reall( enjo(ed t e activit( of tr(ing to identif( if !lants were real or not. 2 e students did get a little loud w en I was reading m( descri!tions of t e s!ecies. I t in* if I were to do t is lesson over again I would ave c anged m( descri!tions to be s orter so t e students wouldn=t loose attention so fast. 2 e students reall( seemed to gras! t e material and understand e.actl( w at ada!tations were. 2 e( understood from t e video and andout t e different t(!es of ada!tations and were ver( engaged in conversations about different s!ecies t at fell under t ese categories. Overall- I t in* t e lesson went reall( well but of course t ere are alwa(s t ings t at can im!roved.

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Conte.t O!tions , 2 e Class as a + ole >ariables Individual differences? "akes#$ipton !1G*'1GH$ $evine !2>>'3023 321'32G$ Cognitive and 4eurodevelo!mental differences %ri ging&!1I1'1II$ "akes#$ipton !1G0 ' 1G2$ $evine !2*IJ K Table o4
Neurodevelopmental 0onstructs$

Class Overview based on observations and data

Learning st(le differences $evine !2G'L0$

@tudents wit disabilities I3EA %ri ging&!1LI'1I2$ "akes#$ipton !2>L'I K30344$

%ifted @tudents %ri ging&!1I2'1II$ "akes#$ipton !2>L3 302'32G$ @ocial Class differences %ri ging&!1HL'210$ "akes#$ipton !>'2L$ $evine !22L'2**$

Et nic A 0acial differences %ri ging&!103'121$

"akes#$ipton !LL'IL3 >*'10*$

%ender differences %ri ging&!212'22*$ "akes#$ipton !2GG'2GH$ Language differences %ri ging&!12L'1L3$ "akes#$ipton (1>G'202$

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