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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Evan Kroon

Date

Subject/ Topic/ Theme

Plant Life Cycle

Grade: 2nd_____________

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson in this unit about plants. In this lesson we are going to explore the life cycle of plants.
cognitiveR U Ap An E C*

Learners will be able to:

Name the stages of the life cycle of a plant


Explain how bees pollinate flowers
Name different ways seeds are dispersed (wind, animals, birds, water, etc.)
Compare the life cycle of a plant to their own life cycle.

physical
development

socioemotional

U
U
U
An

Common Core standards (or GLCEs if not available in Common Core) addressed:
L.OL.02.22 Describe the life cycle of familiar flowering plants including the following stages: seed, plant, flower, and fruit.
S.IA.03.12 Share ideas about science through purposeful conversation in collaborative group

(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.

Parts of the plant and the basic functions they perform.


Pre-assessment (for learning):

I will ask students what they know about the life cycle of plants at the beginning of class. I will ask
students to think about stages in their own life cycle. This will help prepare students to think about life
cycles and help me judge where they are at in terms of understanding the concept.
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):


I will ask questions like What did you learn? or What do you NOW know about fill in blank? The students
will also complete an assessment where they will create a play showing the different stages of the plant life cycle.
Formative (as learning):

Students will compare the play they came up with, with a poster depicting the plant life cycle.
Summative (of learning):
I will have students create a play showing the life cycle of a plant This will help me gauge how well
the students understood the content. I will also give time for students to ask questions/wonderings.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible
Students can follow along with my
slide presentation, listen to me
speak, talk with their neighbor, read
the words on the board.

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction
Students will write and draw, act
out the life cycle of plants in play
form.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will use something they
are familiar with (the human life
cycle) to help understand the plant
life cycle, come up with a play
depicting the life cycle of a plant.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Students look at pictures on the


smart board, draw pictures in
their lab books, connect the
plant and human life cycles, and
act out the life cycle.
Provide options for comprehensionactivate, apply & highlight

Students see and analyze


pictures on the board. I will also
highlight key words to make
sure students know what to
focus on.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom


be set up for this lesson?

Provide options for expression and


communication- increase medium
of expression

Students can draw pictures,


write words, act out, and talk
with a neighbor.

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

I will let students know they


will be coming up with a play at
the end of the lesson, which will
motivate them to pay attention.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

Students can listen to the


teacher, ask questions, and talk
to a partner.

Students can self-asses by


answering questions, and
drawing pictures. I will also
state clearly what the
expectations for the students
are.
Lab books, Smart board, Plant Life cycle slide show. Video camera to record performance.

Desks in groups, students will sit on the floor in front of the white board.

III. The Plan


Time

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The students will be sitting in the front of the
I will begin by reading The Tiniest Seed by Eric
classroom listening to me read.
Carle to introduce the idea of life cycles.
Will then ask the students to think about their own
life cycle, Where did you start? Are you fully
grown yet? Etc.

Students will think about their own life cycle

I will then tell students we will be creating a play


depicting the life cycle of plants.
Development
(the largest
component or
main body of
the lesson)

I will show a picture a plant life cycle on the smart


board.
I will ask where the life cycle starts (most students
will say the seed) I will explain that seeds have
hard shells called seed coats to protect them, there
is food inside the seed for the plant to eat until it
comes out etc

Sitting at the front of class looking at smart board


and listening.

Give ideas on how we can show a seeds growth in


a play.

We will discus how we can show this in out play. I


will write their ideas on the board.
Asking questions.
The next part of the life cycle is a spout. We will
discuses how the plant doesnt have leaves during

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this stage; the plant is still growing, not as big as a


full grown adult.
We will discus how we can show this in out play. I
will write their ideas on the board.
The next part of the life cycle is adults, The adult
has lots of leaves and flowers, and fruit, Flowers
attract birds, bats and bees that carry pollen. Pollen
helps seeds grow. Fruit grows around the seeds to
protect the seeds. Animals, birds, and humans
move the seeds around.

Closure
(conclusion,
culmination,
wrap-up)

Give ideas about how we can show the sprout stage


of the life cycle in our play.
Listen and asking questions

We will discus how we can show this in out play. I


will write their ideas on the board.

Give ideas about how we can show the adult phase


of the life cycle as well as pollination and seed
dispersal.

We will then start creating a performance using the


ideas on the board. I will guide students to make
sure they are getting the main points.

Brainstorming ideas for our play. Talking about the


most important parts of the life cycle

Once students have created the play, I will record


their performance and upload it to our class website
so their parents can see it.

Perform the play they created.

I will ask the students what they learned. I will also


ask students if they have any questions/wonderings
and if they do they will be able to write them on
note cards and give the cards to me.

Share with the group what they learned. Ask


questions, write questions/wonderings on note
cards.

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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