Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Tara Perry

Date: April 3 2019 Subject/ Topic/ Theme:Final Project Part 1 light and sound Grade 1-3

I. Objectives
How does this lesson connect to the unit plan?
This lesson ties everything the students have learned into one final project that they will begin individually by coming up with a solution by themselves.

cognitive- physical socio-emo

Learners will be able to: R U Ap An E C* development tional
● Create a solution to a problem posed about communication C
● Define light R
● Define Sound R
● Analyze the engineering process and apply it to their own learning An/AP

Common Core standards (or GLCEs if not available in Common Core) addressed:
● 1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of
communicating over a distance.

(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 be able to define light and how it moves.
● Students should be able to define sound and how it moves.
knowledge and skills. ● Students should have participated in the paper telephone lesson previously.

Pre-assessment (for learning):

● Students will be asked to define what sound is in pairs and then share their
definition with the class.
● Students will be asked to define what light is in partners and then share their
definition with the class.
● Students will get in quick groups of three and discuss how light and sound
Outline assessment moves similarly and differently. Then they will share with the class.
Formative (for learning):
activities ● Students will be answering new questions about technology, distance, and
their lives individually, in partners, and as a whole class.
(applicable to this
Formative (as learning):
lesson) ● Students will be filling out and working with a rubric to guide their learning
and self regulate.

Summative (of learning​):

● Students individually will come up with a solution (drawing) to the solution
and write a response (length depending on grade) to fix the problem they are
given.

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 Provide Multiple Means Provide Multiple Means Provide Multiple Means
of Engagement of Representation of Action and Expression
Provide options for Provide options for Provide options for
self-regulation- comprehension- ​activate, executive functions-
expectations, personal apply & highlight coordinate short &
skills and strategies, ● Students can use long-term goals, monitor
self-assessment & worksheets, progress, and modify
reflection quizzes, rubrics, strategies
● Students will be and projects from ● Students will fill
given feedback and other lessons in out a rubric to
they will have a this unit to help monitor their
rubric to follow the guide them. learning and
instructions. behaviors.
What barriers might ● Students that are
struggling may go
this lesson present? to other individuals
for help and then to
the teacher.

Provide options for Provide options for Provide options for

sustaining effort and language, mathematical expression and
What will it take – persistence- ​optimize expressions, and symbols- communication- ​increase
challenge, collaboration, clarify & connect medium of expression
neurodevelopmentally, mastery-oriented feedback language ● Students are
● Students will have ● Students will draw, encouraged to ask
experientially, feedback from play with materials questions and use
their previous to make the design, the respect wall to
emotionally, etc., for projects to help and write about communicate with
them grow, so they their solution others.
your students to do can apply their
previous
this lesson? knowledge to this
project.
Provide options for Provide options for Provide options for
recruiting interest- ​choice, perception- ​making physical action- ​increase
relevance, value, information perceptible options for interaction
authenticity, minimize ● Give students extra ● Students are
threats time to come up working
● Students have a with answers. individually for
choice between ● Teacher makes a this, but if my first
choosing a design model for the graders are
for light or sound students to look at struggling then
to make a solution when they have with the teacher
for. questions. they will work as a
● Students can work grade group.
at their own pace

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 ● Plastic cups
Materials-what
● Paper cups
● String/yarn rulers
materials (books,
● cardboard boxes
● glow sticks
handouts, etc) do you
● Battery operated candles
● Shoe boxes/ cardboard boxes/ Tissue boxes
need for this lesson
● plastic bags/ sandwich bags
● beads
and are they ready to
● eggs
● tape
use?
● glue
● light strands
● sticks
● aluminum cans
How will your The students will be sitting in a restorative circle
Students will spread out throughout the room and work on their project
classroom be set up If the teacher notices that first graders are struggling then they will convene at the
front of the room and work together with the teacher.
for this lesson?

III. The Plan

Component Describe​ teacher​ activities AND ​student​ activities
for each component of the lesson. Include important higher order thinking
Time s questions and/or prompts.

Motivation ● The teacher will place students in a

restorative circle and begin
20 (opening/ reviewing past lessons with the
classroom.
minut introduction ○ The teacher should ask for a
volunteer to write on the
es / board the answers we come
up with as a class.
engagement ○ The teach should ask
students to turn to a partner
) and define what light is. Students in pairs will define different
■ Ask three different terms and concepts from previous lessons.
pairs what their They will discuss different definitions and
definition is and then a few students will write on the board.
have the writer sit
down. Ask one
student to read the
definitions to the
class.
○ The teacher should ask The students will continue to answer the
students to turn to a partner questions verbally.
and define sound.
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 ■ Ask three different
pairs and the teacher
can write them on
the board. Have a
different student that
has not spoken yet
read the board.
■ Ask students as a
whole class how
does sound move?
● Have three
students
answer.
■ Ask students how The students will read the respect board
does light move? and a few will discuss when we need to be
● Have three used.
students
answer.
○ The teacher then should turn
to the respect wall and call
on specific students to read
the points on the board.
● The teacher should ask students to
move into the middle of the room
like if they were going to listen to a
story.
○ Ask students to answer this
question: How can light or
Developme sound be used to The students will get up and stretch for a
communicate over a moment and then move into the center of
40 nt distance? the carpet and discuss common day
■ The teacher can give technologies through discussion,
minut (the largest them one example: predictions, and questions.
Talking very loudly.
es component The students should
say telephone,
or main internet, facetime,
etc..
body of the ○ The teacher should ask them
what might happen if we did
lesson) not have these kind of
technologies? How would
life be different?
■ Have multiple
students answer until
the teacher feels
everyone
understands.
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 ○ The teacher should ask how
could we communicate over
a distance without the use of
any of the devices that we
have listed?
○ If the students are restless The students will begin to explore through
do a go noodle brain break. research how to come up with a
● The teacher should tell students design/solution to the problem being
today they will design a device that asked.
allows us to communicate with one
another using sound and light.
○ There is no internet or Wifi.
○ All of the telephones and
cellphones are broken.
○ You have to communicate
in real time, so mailing
things would not work in Students only have fifteen minutes to
this scenario, but it is a good research at maximum and once they are
solution. done they will begin their project.
● Students should be given a laptop
with a partner to research different
ways to communicate over a
distance.
○ Instruct students that they
will only have fifteen
minutes maximum on the
laptops.
○ To record their ideas and
once they have one they like
a lot they can move on to
the next stage.

20-30 Closure ● The teacher will hand out a rubric

to each student and they will begin
minut (conclusion, sketching and writing about the Students are now working independently
solution they have come up with. on their projects. Based on their grades
es culmination, ○ The teacher can say their they have different rubrics to follow.
research can inspire their
wrap-up) work, but they must modify
it to make it their own.
○ They must write about the
solution of communication
over a distance without the
use of common day
technology.
■ Third grade: One
whole page

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 ■ Second grade: A
minimum of half a
page.
■ 1st grade: A
minimum of a
paragraph. The student will tell a teacher about their
● The teacher will collect the project design and why they think it would solve
and the student will read their paper the problem of communication over a
to Miss Perry or Mrs. G if Miss distance.
Perry is busy.
○ The teacher should be filling
out a quick checklist writing
the type of solution and
design.
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.)

If I would have taught this lesson I feel it would have went fairly well. I would add that all first graders should

work in a group with the teacher to guide them in learning what communication is. I think the students would

have been reluctant to be quiet during this lesson. I probably would of had to tell them to be quite a lot. For all

the students I would make a rubric for them to follow because some of them do their work halfway and then say

they are finished. Being the teacher I would of had them teach a friend about their model and then tell me. This

way they can add one thing, or change one of the items. I would have given a time limit of thirty minutes

because it is important that everyone is thinking on their toes and not sitting at their tables socializing. Although

I think if the students are struggling they should always come to a friend and then ask the teacher. Based on the

way my last lesson went I would want each student to thoroughly talk about their model. I would want to give

plenty of time for them to do this, so they are hitting all of my objectives. I do think all of my students reached

the objective by participating in the last lesson plan of the unit. It is hard to tell with every single student, but

checking in on those students is how I checked this. I asked a lot of questions to push their thinking to the next

level and many of them did well with this approach. This lesson is part one and it would have been extremely

nice to do this lesson because it is a foundation for every student, but if you have to choose between this one

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and the last one do the last one. This lesson is the students drawing what the model is and if you have the

resources to have them each make their own that would be a great assessment, but if you do not then the next

lesson is the better one of the two. My second graders based on my experience would have done very well on

this lesson because each of them are creative, thorough, and like working by themselves. The respect wall

would also have been used in this lesson and I am sure almost every student would use it as a basis to be nice to

friends.

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