LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher AmandaSkowbo

Date TBD

Subject/Topic/Theme

RainforestFactsvs.OpinionsandStewardship

st
Grade_K/1
____

I.Objectives
Howdoesthislessonconnecttotheunitplan?
Thelessonallowsstudentstounderstandthedifferencebetweenwhatisafactversustheirownopinion,aswelearnaboutthefactsoftherainforest.Thisisprepwork
andunderstandingtohelpingthestudentsbuildagoodresearchpaperinthefollowinglesson.Thisactivityallowsthemtoexploreandunderstandanimalsinthe
rainforestandgivefactsaboutwhatwassaidfromthereading.Inaddition,studentslearnaboutproblemsintherainforestandareabletolearnhowtobetterbe
stewardsoftheworldfortherainforest.

cognitive
physical
socioemoti
Learnerswillbeableto:
RUApAnEC* development
onal

Writeonefactandoneopinionofeachanimalandabouttherainforestontheirmyrainforestanimalsrecording
sheet.Thisincludescoloringtheanimalsaswell.
Correctlytelltheteacherthedifferencebetweenafactandopinion
Stateoneproblemthatisoccurringintherainforestandwhattheycandotobebetterstewardsforit.Theywillwrite
anddrawapictureofthisintheirjournal
Listentothebookread,LifeintheRainforestandtakeininformationfromthattoanswerquestionsonafterstory
Movecorrectlyfromeachrotationliketheanimalsthatwereinthereading

XAp

XU
XE

XR

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:
S.IA.01.12 Share ideas about science through purposeful conversation.
S.IA.01.12 Share ideas about science through purposeful conversation.
Writing/Reading:
Kindergarten Writing
1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are
writing about and state an opinion or preference about the topic or book
2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic.
1st Grade Writing
1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and
provide some sense of closure.
2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

(Note
:
Writeasmanyasneeded.Indicatetaxonomylevelsandconnectionstoapplicablenationalorstatestandards.Ifanobjectiveappliestoparticularlearners
writethename(s)ofthelearner(s)towhomitapplies.)
*remember,understand,apply,analyze,evaluate,create

II.Beforeyoustart
Identifyprerequisiteknowledge
andskills.

Thestudentswillhaveabackgroundonbasicrainforestunderstanding.Thatarainforestisfullof
manyanimalsandplantsfromtheworld.Theyunderstandandhavepriorknowledgeofdoing
rotations,helpingtheirbuddy,andfollowingdirectionsinclassroommangaement.Therainforestis
stillnewtothem,sothisunitwillhelpwiththeirunderstandingmore.
Preassessment(forlearning):

Askingstudentsaboutwhattheyrememberlearningabouttherainforest?Askingiftheybelievethatthereare
anyproblemshappeningintherainforest.

Formative(forlearning):

Outlineassessmentactivities
(applicabletothislesson)

Walkingaroundtheroomandseeinghowtheyarecomingalongwithboththejournalandmy
rainforestanimalssheet.Thiswillbebyaskingthemquestionsandaskingabouttheirwork.

Formative(aslearning):

Havingeachstudentfindapersonalwaythattheythinktheycanhelptakecareoftherainforest
thiswillbeseenintheirjournalentryrecognizingaproblemandthinkinghowcanhelp.

Summative(oflearning
):
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TheMyRainforestAnimalssheetasitwillallowtheteachertoseeiftheyunderstandthe
differencebetweenfactsandopinionsbeforetheyhavetodoaresearchproject.

ProvideMultipleMeansof
Representation
Provideoptionsforperception
makinginformationperceptible

Bywritingintroductorysentence
promptsontheboardandmaking
acomparisoncharttohelpclarify
andlayoutthetaskthatneedsto
bedone

Whatbarriersmightthislesson
present?

Whatwillittake
neurodevelopmentally,
experientially,emotionally,etc.,
foryourstudentstodothis
lesson?

Provideoptionsforlanguage,
mathematicalexpressions,and
symbols
clarify&connect
language

ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysical
action
increaseoptionsfor
interaction

Allowingstudentstomovelikethe
animalswediscussedinthe
readingwhentheyretrievethe
materialsneeded.Inaddition,by
havingrotationswillallowthemto
movebeforehavingtofocus.
Provideoptionsforexpressionand
communication
increasemedium
ofexpression

ProvideMultipleMeansof
Engagement
Provideoptionsforrecruiting
interest
choice,relevance,value,
authenticity,minimizethreats

Allowingthemtostillwritean
opinionabouteachanimalsand
therainforestandcolorthe
animalshowtheywish,gives
themchoice.
Provideoptionsforsustaining
effortandpersistence
optimize
challenge,collaboration,
masteryorientedfeedback

Throughtheirwriting,theyare
Reviewingthenewand
abletoexpressthemselveswith
complicatedwordthatcome
Challengingtothinkhowthey
thewaytheywillhelpthe
withrainforestandmaking
canhelptherainforest.
rainforest
sureunderstandnew
vocabularyoffactandopinion.
Provideoptionsfor
comprehension
activate,apply&
highlight

Provideoptionsforexecutive
functions
coordinateshort&long
termgoals,monitorprogress,and
modifystrategies

Provideoptionsfor
selfregulation
expectations,
personalskillsandstrategies,
selfassessment&reflection

Helpnoticeaproblemandthinkof
howtheycouldsolveit.
Understandthatheretotakecare
ofEarthandwhattheycandoto
help.

MyRainforestAnimalssheet Byallowingthemtopractice
willhighlighttheimportance
writingfactsandopinionson
ofwritingfactsdown.In
animalsreadinthebookhelps
addition,helpactivatethatthe themprepareandmonitorhow
nexttime.
willwritetheresearchpaper.

Materialswhatmaterials(books,
Thematerialsneededforthislessoninclude:LifeintheRainforestbyMelvinBerger,My
handouts,etc)doyouneedfor
RainforestAnimalssheet,theirNovemberjournals,crayons,pencils,scissors,tablegroups,white
thislessonandaretheyreadyto
board,whiteboardmarkers,bellforrotating/switching,sheetofpapertocomparefactstoopinions,
use?
emptygalloncontainer,ruler,andcoileduppaperforsnakedemonstration,andotherreading

materialsincasefinishearly

TheclassroomwillstartonthereadingrugandlistentothestoryIwillread(
LifeintheRainforest
).
Thenstudentswilldotheroutinemarcharoundtogetmaterials,butinsteadmarcharoundlikean
animalwereadaboutinthestory.Theywillbeintheirtablegroupsandrotatebetweenactivities
Howwillyourclassroombeset
thatway(3groups2,4,6willdooneactivity,whiletables1,3,5willdotheotherandthenafter10
upforthislesson?
minuteswillrotate).Theworkwillbedoneatthetablesandabletomonitorandwalkaroundas
theycompletethis.Iffinishearly,theymayuseotherreadingmaterialstoexploremoreandbyend
ofunithavetoldbewhatanimaltheywanttoresearch.

III.ThePlan

Describe
teacher
activitiesAND
student
activities
Time
Components
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestionsand/or
prompts.

Askstudentswhattheyrememberlearningabout

Motivation
3min.
therainforest?
(opening/

introduction/
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engagement)

15min

5min.

5min

5min
directions,
10minfor
each
rotation
25mintotal

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Development
(thelargest
componentor
mainbodyof
thelesson)

Ex:whatanimals,whattemperaturelike,
howmuchrain,andpeoplelivethere

ReadLifeintheRainforest
Highlightimportantanimalsandideas
o Theanimalsinthebookwere
o Howoftendoesitrain?
o Whatplantsthere?How
pollinated?
Comparetoideastheyalreadyknowto
helpmakeclearandunderstand.
o Whatotheranimalshelp
pollinaterainforestbesidesbees?
Showexamplesofmeasurementssnake
at30ft.longandgallonofwater(dothis
inbetweentogiveabreak)
Atend,makesurereviewtheissuesand
problemsoccurringintherainforest.First
askwhatproblemstheynotice?
o Needroomforhomesburn
downtherainforest
o Needuseforwood
o Needspacetoraisecattle/cows
o Howdoestherainforesthelpus?

Factsvs.Opinions:
Afterreadingthebook,showandexplainthatitis
allfulloffactsabouttherainforest.
Facts(writeonboard)aresomethingthat
istrueandreal(giveexamples)
Opinions(writeofboard)areyourown
ideasofsomething(giveexample)

Gobackthroughbookandpointoutsomefacts
havestudentstrytorememberone.Ask:Whocan
givemeanexampleofafactfromthereading?
Whatisthedifferencebetweenafactandan
opinion?

Givedirectionsfornexttoorotations:
Usethematerialsandshowroughexampleofwhat
wanttosee.Showexamplesandmakewriting
promptsontheboardtohelpwithnextsteps.
1. MyRainforestAnimals
Usewhattalkedaboutaboveto
writeonefactandoneopinionon
rainforestandeachanimal
Colortheanimals,cutouton
certainline
Writethepromptontheboard
2. JournalWorkonCareforRainforest

Studentswillanswerquestionsandtellwhatthey
rememberabouttherainforestfromtheprevious
class.

Studentswilldemonstrategoodbehaviorasread
book.Ifquestionraisehand.Ifquestionasked,the
studentwillrespondwithananswer.
Animalsinthebookwere(jaguar,
crocodile,parrot,howlermonkeys,etc.)
Itrainstherealmosteveryday
Plantsarepollinatedby

SomeproblemsthatIsawintherainforestare

Ifnotinggiven,studentslistentoreviewofthe
problemsandanswerquestionstodiscoverthose
problems.

Giveexamplesofhowtosolve.Onewaytohelp
isto

Studentslistenandabletorespondtowhatfact
andopinionareafterreviewing

Oneexampleofafactinthebookwas

Studentswatchandlistentodirections.Ask
questionsifneeded.

Studentsmovetorotationsastheanimalcalled
out.

Studentsuseboardwithprompttohelpguide
theirwriting.

Studentseencutting,coloringanimals,and
writingdownfactsandopinions

Studentswriteintheirjournals

Havestudentspickoneproblem
inrainforest.
Writeasolutionhowtobetter
takecareoftherainforest.
Writepromptonboard
Havestudentsdrawpictureof
themhelpingfixproblem

Studentsdrawpictureofcaringforrainforest

Studentsworkindependently,butifquestionask
buddy,tablemate,orteacher

Movementtoandbetweenrotationsandtables
shouldbemovedlikeananaconda,jaguar,frog,
howlermonkey,andparrot.

Remindthestudentsworkingatavoicevolumeof
0and/orvolume1whispersifneedinghelp

3min
Havestudentssharewhatdidbetweeneachactivity Studentsbringupworktoshowwhat
andcomplimentwork.Also,canseethiswhile
accomplishedandhandinworktoteachtokeep
Closure

walkingaround.
soabletousethisassignmentforreference.
(conclusion,

culmination,
Teacherawareiflearningbeingdoneifdoingthe
Abletoanswerquestionsaboutrainforestof
wrapup)

activitiescorrectly.
reviewisneeded.

Questionsthatcouldbeasked:

Whatisafact?

Whatisanopinion?
Whatproblemshappeningintherainforest?
Whatdidyoudayyouwoulddotohelp?
Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovementfor
nexttime.
(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessof
preparingthelesson.)
Thelessontodayalsowentwell,buttimeconstraintreallyaffectedmeinthislesson.ThestudentsseemtoenjoythebookIreadandare
doingwellatrememberingthematerialIamteachingthem.Movementwasusedverywellinthelessontodayandthechildrenstudents
seemedtobeengagedandenjoythevisuals,liketheanacondapaperchainIbroughtin.

Iwasawarethatstudentswerelearning,aswereabletoanswerquestionsabouttherainforest.Also,Iwasawarethatatleast3ofthe
studentswerelearningastheywereabletotellmeafactfromthebook,aswellasafterabreakformusic,themajorityofthestudents
wereabletotellmeagainwhatadifferencebetweenafactandopinionwere.Thislessonwasfullofsuchgreatmaterial,buttheclock
wasdefinitelytheenemy.

Iwasunabletoeventeachaboutandhavestudentsjournalaswedidnotevenhavetimetocompletethemyrainforestbook.In
addition,Inoticedtodaythattheactivitydonewiththerainforestbookwastherightchallengeforthefirstgraders,butatadoutofthe
ZPDlevelforthekindergarteners.WhatIshouldhavedoneinsteadtomakethisactivitygomoresmoothlyandgetthelessonoffactsand
opinionsacrosswhilestillhavingtimetodotheotherpartofthelessonwouldhavebeentoalreadyhavecutoutsandhadstudentsglue
thecorrectfactandopinionforeachanimaltothebookinstead.Ithinktheactivitystillwentwell,butneededmoretime.However,a
positiveoutofthisthoughthatIwasabletoseethefirstgradersstepupandbealeadertothekindergarteners.Thepointofthelesson
wouldstillgetacrosstothestudentsinamoreefficientwaywouldhavebeentohavecutoutsandhaveitgluedoninstead,especiallyfor
thekindergarteners.Oneothersmallissuewasmovingaroundtocollectitemsandinbetweenactivities.Themovementsweregreatand
thefacttheycouldmoveliketheanimalsthatwerepartoftherainforest,stillshowedunderstandinghowever,itbecamejammedasthey
triedtomovearoundandgetthematerials.Italsotookawaytimethatcouldhavehelpedwithlearning.Therefore,Ishouldhavemoved
myselfandnotthestudents,eventhoughitwasagoodlearningopportunity.

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