Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Beth Kusserow Subject/ Topic/ Theme Food Chains Grade ______K_________

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

Students have been learning about animals and their needs The previous lessons dealt with animal needs! caring "or animals! and animal environments This lesson connects to animal needs b# discussing their "ood $t also "ocuses on the interconnectedness between plants and various animal species

Learners will be able to#

(s a group list plants and animals in an order that re"lects a "ood chain +e g grass! mouse! sna,e! haw,! decomposer'se their ,nowledge o" "ood chains to discover the rules o" "ood chain tag

cognitive% & ' (p (n ) C*

ph#sical development

socio% emotional

' (p

. .

Common Core standards $or %LCEs if not available in Common Core& addressed# '.('.)).** Demonstrate scienti"ic concepts through various illustrations! per"ormances! models! e.hibits! and activities
+/ote# 0rite as man# as needed $ndicate ta.onom# levels and connections to applicable national or state standards $" an objective applies to particular learners write the name+s- o" the learner+s- to whom it applies *remember! understand! appl#! anal#1e! evaluate! create

II. +efore ,ou start Identif, !rere-uisite .nowledge and s.ills.

Basic idea o" di""erent animals2 diets (bilit# to run around3 basic ,nowledge o" tag
Pre-assessment (for learning):

$ can start out our stor# time with as,ing a "ew 4do #ou ,now what _____ eats56 7uestions! hoping to get at an idea o" what diets the# ,now and do not ,now Outline assessment activities +applicable to this lessonFormative (for learning):

(s the students suggest animals "or our "ood chain! $ can assess i" the# understand the concept
Formative (as learning): Summative (of learning-8

(t the end! $ can as, students to tell me a "ood chain all b# themselves! or $ can as, other simple 7uestions to get an idea o" what the# remembered/learned / at barriers mig t t is lesson !resent" / at will it ta.e 0 neurodevelo!mentall,1 e2!erientiall,1 emotionall,1 etc.1 for ,our students to do t is lesson"
Provide 3ulti!le 3eans of (e!resentation 9rovide options "or perception% making information perceptible $ use voice and actions to represent the idea o" a "ood chain $ could also use puppets "rom the Curriculum Center 9rovide options "or language! mathematical e.pressions! and s#mbols% clarify & connect language Provide 3ulti!le 3eans of Action and E2!ression 9rovide options "or ph#sical action% increase options for interaction Students will pla# "ood chain tag! in which the carnivores tag the herbivores! the herbivores tag the producers! and the decomposers tag the 4dead6 herbivores 9rovide options "or e.pression and communication% increase me ium of e!pression Provide 3ulti!le 3eans of Engagement 9rovide options "or recruiting interest% choice, relevance, value, authenticity, minimize threats Games are "un and engaging The tag game has no winner! so students don2t have that pressure 9rovide options "or sustaining e""ort and persistence% optimize challenge, collaboration, masteryoriente fee back

$ could use a diagram on the board to demonstrate 4chain!6 and ma,e connections bac, to previous lessons

Students e.press themselves through words! running and tagging! and potentiall# puppets

The stor# game "osters collaboration and motivation because it2s somewhat o" an achievement to see how "ar around we can get

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9rovide options "or comprehension% activate, apply & highlight

3aterials4w at materials $boo.s1 andouts1 etc& do ,ou need for t is lesson and are t e, read, to use"

Students handle their learning through a ("ter a round or so o" the stor# 0e can use actions and memor#/understanding game game! we can set a goal "or how visuali1ations to remember the 0e will ma,e connections to man# people we want it to go "ood chain order animal t#pes we2ve learned through be"ore ending about Two scarves or something to indicate who the carnivores in the tag game are 9uppets "rom the Curriculum Center "or demonstrating "ood chains in the beginning

9rovide options "or e.ecutive "unctions% coor inate short & long term goals, monitor progress, an mo ify strategies

9rovide options "or sel"%regulation% e!pectations, personal skills an strategies, self-assessment & reflection

How will ,our classroom be set u! for t is lesson" III. 5 e Plan 5ime 9 min Com!onents 3otivation +opening/ introduction/ engagement-

0e will need to use either the g#m or the pla#ground +i" possible- "or the game! and we will sit in a circle around the rug "or the stor# /o des,s necessar#

: min

6evelo!ment +the largest component or main bod# o" the lesson-

6escribe teacher activities A76 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in.ing -uestions and8or !rom!ts. $ will bring out the puppets at the beginning to Students sit still and watch show an e.ample "ood chain $ could have a green cloth and tell them it2s pretend grass! then have a $" the# have an# 7uestions! we can as, those mouse +or something=not sure what puppets are available- eat it! and a "o. eat the mouse Then $2ll sa# this is a "ood chain and draw on the board the di""erent steps and lin, them together li,e a chain (n# 7uestions5 /ow we2re going to do a game where we get to The# sit 7uietl# and listen ma,e up our own "ood chain So 1ip #our mouths shut! because #ou need to be able to listen to me $2ll have them get up! hold hands and "orm a tight circle 0e2ll sit down again! and $2ll e.plain what we2re doing First! we need to start with a plant! or what we call a producer because it produces the "ood "or the animals $2ll call on a student to come up with a plant ,ind +grass or "lowers or an oa, tree! sa#("ter than,ing them! $2ll tell the person ne.t to them to :- repeat what the "irst said! and >- tell what2s going to eat it So! 4The grass gets eaten b# a rabbit 6 The ne.t person in the circle starts with the grass! then the "irst eater! then the animal that eats it 4The grass gets eaten b# a rabbit! which gets eaten b# a "o. 6 0hen we can2t thin, o" an#thing to eat the ne.t animal! we can sa# it dies and then things li,e bugs and mushrooms turn it bac, into dirt! where a new plant can grow! and we can ,eep going Be"ore we start an actual game! $2ll as, them how man# people we thin, we can include be"ore we stop remembering what animals were in our "ood chain Students sit 7uietl# until $ call on them to come up with an animal or plant

; min

< min

For the actual game! students come up with producers and consumers as is appropriate on their turn! and the# repeat the whole chain "rom the beginning The# set a goal "or how man# people the# want to remember the "ood chain through

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("ter a "ew minutes o" this game +< rounds5=give ever#one a chance! an#wa#-! $2ll as, them how the# would li,e to pla# a tag game o" e.actl# the same thing ?ope"ull# the# sa# #es $" $2m concerned! $ can sa#! 4/ow we2re going to pla# a tag game o" this@6 *) min 0e2ll line up at the door in (BC order! then wal, 7uietl# to where we2re going to pla# Ance there! $2ll sa# that we2re going to start o"" the game with two carnivores=those are animals that onl# eat other animals! not plants $2ll as, "or two volunteers and pic, two "ast ,ids Then $2ll as, them what animals the# want to be +bear! "o.! sna,e! shar,! etc - The rest o" the class $ will split in hal" between producers +plants- and herbivores +plant% eating animalsCarnivores8 what do #ou eat5 +animals- So #ou can tag the herbivores=those are all the people running around ?erbivores8 what do #ou eat5 +plants- So #ou can tag the people who are standing still But #ou ,now who eats #ou5 +Carnivores- 0hen the# eat #ou! #ou have to sit down and wait "or the decomposers +that2s the adults- to tag #ou and turn #ou into plants 0hen #ou2re plants! #ou have to stand still with #our arms out +demonstrate- until an herbivore tags #ou 9lants8 what eats #ou5 +animals/herbivores- So #ou have to stand still +demonstrate- until someone tags #ou 0hen #ou2re tagged! #ou turn into an herbivore and go tag other plants But! when #ou get tagged b# a carnivore! #ou have to sit down and wait "or the decomposers to turn #ou bac, into dirt 0hen the# tag #ou! #ou stand up and become a plant again $ let them pla# "or a "ew minutes! tagging eaten herbivores! then call them all together to go bac, to the room Then we2ll line up in (BC order to head bac, to the classroom

The# sa# the# want to go pla# tag +or! alternativel#! i" nobod# wanted to! we could ,eep pla#ing this $t would give them an option and autonom#The# line up The# stand still and listen to directions Two volunteer to be carnivores and tell me what ,inds the# are

Carnivores answer what the# eat

?erbivores answer what the# eat

9lants answer who eats them

Students run around tagging each other or doing the appropriate actions The# will line up (BC order and wal, 7uietl# bac, to classroom

9 min

Closure +conclusion! culmination! wrap%up-

Ance there we2ll practice being "ish to calm down Ar bugs $2ll as, a "ew o" them +call b# name- to tell me an e.ample "ood chain! starting with plants and ending

Students practice being as 7uiet as a "ish or a bug ( "ew tell me a "ood chain

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with decomposers turning them into dirt =our reflection about t e lesson1 including evidence$s& of student learning and engagement1 as well as ideas for im!rovement for ne2t time. +0rite this a"ter teaching the lesson! i" #ou had a chance to teach it $" #ou did not teach this lesson! "ocus on the process o" preparing the lesson -

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