Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teachers Rebekah Courtney & Rachel Vos

Date April/May 2017 Subject/ Topic/ Theme Seed anatomy Grade 1

I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to the unit plan because students are learning about the physical characteristics of seeds. This segues into why
seeds need different parts to grow and survive.
cognitive- physical socio-
Learners will be able to: (content & skill objectives) R U Ap An E C* development emotional

- Observe the different parts of a seed E

- Identify internal and external parts of a seed Ap X

- Create their own seed using the properties of seeds C X X

Common Core, GLCEs, or NEXT Gen standards addressed:

LS1.A:
Structure and Function All organisms have external parts. [...] Plants also have different parts (roots, stems, leaves,
flowers, fruits) that help them survive and grow. (1-LS1-1)

LS3.B:
Variation of Traits Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many
ways. (1-LS3-1)

(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.
Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
Students should have prior knowledge of what a seed looks like, that people have different parts
(which will then be related to how seeds have different parts), knowledge of how to: draw, craft
sentences, work in groups, and participate in classroom discussion.
Pre-assessment (for learning): Students will be given a blank sheet of paper and asked to draw a picture of a
seed. They will then label the parts of the seed, in order for us to see what they already know.
Formative (for learning): Students will be given several wet seeds to manipulate and take apart. They will try to
identify the different parts of the seeds they can find.
Formative (as learning): Students will create a 3D model of a seed using all of the different parts of the seed we
have identified.
Summative (of learning): Students will create an imaginary seed for an imaginary plant using all the
components of a seed identified.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
Materials will be provided both Students will be taking apart seeds
physically to the students and during the ‘explore’ part of the Students will be able to create their
through handouts lesson & they can talk with peers own seeds & seed drawings

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students to do this lesson? Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Students will be labeling their
seeds & drawing
Provide options for comprehension-
activate, apply & highlight
We will provide them
opportunities to have
partner/peer feedback as well as
feedback from the teachers
Provide options for expression and
communication- increase medium
of expression
Students will be able to work
with partners, in small groups,
and with the entire group
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Activities will be modified as
we see how students are
exploring, manipulating, and
explaining their work with the
seeds
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will have to
manipulate seeds and explore
their parts
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students will be able to see their
initial drawing of the seed and
compare it to their end seed
model

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Paper for students to draw seeds, wet seeds, paper towels, magnifying glasses, materials to build seed
models: pipe cleaners (dark green), seed bodies (gray) (circular paper taped together), tissue paper
(light green)

How will your classroom We will have the students in their seats for this lesson, and it would be helpful, although not absolutely
be set up for this lesson? necessary, to have students in small groups.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Introduction:
Motivation - Teacher(s) introduce themselves to the
(opening/ class and tell the class their favorite
introduction/ flower
engagement) - Teachers will prompt the students to tell
the person sitting next to them what their → Students turn to their partner and tell them their
favorite flower/plant is favorite plant/flower
- “Let’s do a quick activity, let’s all point to
our different body parts! → Students will follow teacher in the activity
- “Going back to the plants we mentioned
earlier… Do you know where all of these → Hopefully a kid says “they come from seeds!”
plants or flowers come from?”
- (Teacher waits for responses)
- “Well, just like we have different body
parts, seeds have different parts too! We
are going to learn what those parts are
today”
- 1 teacher will pass out papers
- 1 teacher will explain that students will
take this piece of paper and draw a seed.
Then, when they have finished drawing
the seed, the students will label the
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 different parts of the seed.
* If there is only 1 teacher present, the teacher will → Students will draw and label their idea of seed
choose 1 student to help pass out papers * anatomy
Instructions:
- “Now that we’ve tried to put together
what we believe seeds look like, we are
going to actually look at some seeds!”
- The teachers will pass out the seeds that
are have been soaked in water. They will
then prompt the students to
manipulate/explore the seeds in whatever
way they can to learn about the parts of → Students will listen to the teacher's’ instructions
the seeds and ask questions when prompted
Explore:

* 24 hours before the lesson begins, the teacher

will take 3-5 different types of seeds and soak them
in room-temperature water. This will cause the
seeds to become moist and they will be easier to
break apart *

- The teacher will pass out the wet seeds to

the students to explore
- During this time, the teacher(s) will walk
around and ask questions to prompt the
students’ exploration
- Some example questions:
- “what have you found so far?” → Students will explore their seeds by taking them
- “what do you think this part is?” apart, comparing them to one another, and
- “does anything you found match questioning their findings
your drawings?”
- “why do you think the seeds
Development need this part?”
(the largest - The students will draw what they have
component or found on the back of their original seed → Students will ask questions when prompted
main body of drawing
the lesson) → Students will record their findings by drawing a
Explain: new picture of seed anatomy

- The teacher will bring the students

together after they have explored their
seeds with their group members
- The teacher will ask each group to report
what they have found while they were
exploring the seeds
- While the groups are explaining what → Students will report their findings
they’ve found, the teacher will keep track
of their findings on the board by drawing
a picture of a seed.
- Each group will have a picture of → Students will guide the teacher in order to create
a seed on the board that the their seed picture on the board
teacher will label
- At the end of this, the teacher
will compare the groups seeds
- Then, the teacher will show the group the
real anatomy of a seed
- “While I label the seed anatomy on my
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 picture, you are going to use these
materials to make a 3D model of a seed.
When I add a label on the board, you will
add that same part to your very own seed
- The teacher will also have a finished 3D → While the teacher is explaining the real seed
seed model to show the students anatomy to the students, they will participate by
making a 3D model of a seed out of a pre-made
Seed Anatomy: paper dome, tissue paper, and string
Seed coat - the protective layer of the seed
Endosperm - the inside of the seed (the food)
Embryo - the “tail” or, the baby plant

3D Seed Model
Seed coat - premade dome of paper
Endosperm - tissue paper
Embryo - string

Expand:

- “Now that we know all the parts of a seed,

you can create your very own”
- The teacher will walk around with pipe
cleaners, tissue paper, paper domes,
string, and other art materials
- “Use your imagination, and make sure to → The students will use the materials provided to
identify all of your seed parts!” create their own seeds
- When students are finished, the teacher
will explain how the students will walk
around the room to look at the seeds of
everyone else. They will also tell the → The students will walk around the desks in an
students to be “seed detectives” in order organized manner to see everyone’s seed
to ensure that everyone has all parts of
their seeds in their creation
Closure - The teachers will revisit the 3D seed
(conclusion, model with the students
culmination, - Teachers will then have students connect → Students will respond to teachers when prompted
wrap-up) that “just like they have different body
parts, plants also have different parts”

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.)

Context Options – The Class as a Whole

Variables Class Overview based on observations and data
Individual differences…
Teachers will be sensitive to the needs of the students as the activities go on. If an activity needs to be
Oakes/Lipton (174-178)
modified, we will consult the student (and the co-teacher) in order to make appropriate
Levine (299-302, 321-327)
accommodations/modifications

Cognitive and
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Neurodevelopmental
differences Students who are working either ahead or behind their peers have the opportunity to work together
Bridging…(161-166) not only with partners, but in groups as well. By combining varying levels of cognitive ability, every
Oakes/Lipton (170 - 172) student will be able to work to enhance their own learning during activities.
Levine (246+ & Table of
Neurodevelopmental Constructs)

Learning style differences There are multiple means to work with manipulatives, sensory materials, writing/graphomotor skills,
Levine (27-50) and collaboration. There can also be time for students to work on their own.

Students with
disabilities—IDEA
Bridging…(156-162) We will identify any student before the lesson that identifies as having a disability and we will make
Oakes/Lipton (295-6 &303ff) accommodations and modifications according to their specific needs.

Gifted Students
Bridging…(162-166)
Gifted students will be provided with opportunities to work with peers as well as participate in
Oakes/Lipton (295, 302-327)
extension activities when appropriate.

Social Class differences

Bridging…(185-210) This lesson was crafted with the idea that some students may be unaware of what different seeds are.
Oakes/Lipton (9-25) We took into consideration that some of the prior knowledge might be varied based on their students’
Levine (225-244) experiences.

Ethnic & Racial

differences This lesson was crafted with the idea that all students have their unique cultural backgrounds. We
Bridging…(103-121) took into consideration that some of the prior knowledge might be varied based on their students’
Oakes/Lipton (55-65, 94-104) experiences. Opportunities to share personal differences is accounted for.

Gender differences
Bridging…(212-224) This lesson and all materials involved are gender neutral.
Oakes/Lipton (277-278) Every student is receiving the same color materials for the 3D seed model activity.

Language differences
Bridging…(125-153) We have many visual aids and opportunities for students to work with manipulatives if they are having
Oakes/Lipton (197-202) a difficult time grasping vocabulary. We are able to write on the board.

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