Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Katie Van Haitsma Date 11/06/13 Subject/ Topic/ Theme I. Objectives How does t is lesson connect to t e unit !lan"
This is the beginning o% the unit& so this esson 'i be gi(ing the stu#ents an o(er(ie' o% 'hat the) 'i be earning an# the main i#eas o% the unit*

Michigans Natura !esources

"ra#e $$$$$3$$$$$$$$$

Learners will be able to#

,n#erstan# 'hat a natura resource is an# be a'are o% the ones that are in Michigan .2p ore an# rea i3e that our natura resources are important %or e(er)one 4re#ict 'here 'e are hea#e# in the unit an# be ab e to pre#ict ho' natura resources a%%ect us

cogniti(e+ ! , -p -n . /0

ph)sica socio+ #e(e opm emotiona ent

1+ un#erstan#ing 1+.2p ore 1

Common Core standards $or %LCEs if not available in Common Core& addressed# .*.S*03*516 7#enti%) natura resources 8meta s& %ue s& %resh'ater& %arm an#& an# %orests9 .*.S*03*:16 Describe 'a)s humans are #epen#ent on the natura en(ironment 8%orests& 'ater& c ean& air& earth materia s9 an# constructe# en(ironments 8homes& neighborhoo#s& shopping ma s& %actories& an# in#ustr)9*
8Note# ;rite as man) as nee#e#* 7n#icate ta2onom) e(e s an# connections to app icab e nationa or state stan#ar#s* 7% an objecti(e app ies to particu ar earners 'rite the name8s9 o% the earner8s9 to 'hom it app ies*9 0remember& un#erstan#& app )& ana )3e& e(a uate& create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

Kno'ing some (ocabu ar)6 'hat ri(ers& %orests& an# scarcit) are* Stu#ents nee# to be ab e to un#erstan# gi(en categories an# %o o' the ru es o% the categories*
Pre-assessment (for learning):

-s< the stu#ents 'hat Natura !esources are& brainstorm as a group

Formative (for learning):

Outline assessment activities 8app icab e to this esson9

Ha(e stu#ents ta<e the Natura !esources pre+test*

Formative (as learning):

-s< stu#ents #uring the acti(it) about ho' man) resources are e%t each time& 'hat #oes that mean %or the others 'ho sti nee# resources= Ho' #oes this re ate bac< to 'hat 'e earne# about scarcit)= Summative (of learning96 Ha(e the stu#ents share 'ith their >turn ? ta < bu##ies about 'hat natura resources are an# 'h) the) are important to e(er)one
Provide /ulti!le /eans of 0e!resentation 4ro(i#e options %or perception+ making information perceptible 7 'i not on ) e2p ain to the stu#ents 'hat Natura resources are 8(erba )9 but a so gi(e pictures that #escribe 'hat the) are* 4ro(i#e options %or anguage& mathematica e2pressions& an# s)mbo s+ clarify & connect language Provide /ulti!le /eans of Action and E.!ression 4ro(i#e options %or ph)sica action+ increase options for interaction @) using the co ore# sAuares& stu#ents 'i be Bta<ing resources a'a)C an# 'i he p them un#erstan# the concept i% the) are #oing the action* 4ro(i#e options %or e2pression an# communication+ increase me ium of e!pression Provide /ulti!le /eans of Engagement 4ro(i#e options %or recruiting interest+ choice, relevance, value, authenticity, minimize threats 7 'i be gi(ing the stu#ent pairs their o'n group o% sAuares to 'or< 'ith instea# o% just 'atching 4ro(i#e options %or sustaining e%%ort an# persistence+ optimize challenge, collaboration, masteryoriente fee back

+ at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"

7 'i ha(e the stu#ents e2p ain it to each other& an# sho' pictures

Stu#ents can ta < to their Bturn?ta <C bu##ies instea# o% right to me& this ma) be more com%ortab e %or some*

@) ha(ing the stu#ents 'or< in pairs& the) ha(e to co aborate 'hat the) %in#*

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4ro(i#e options %or comprehension+ activate, apply & highlight

7 'i re ate their pre(ious <no' e#ge o% Bscarcit)C to natura resources an# 'h) it is important to conser(e them*

4ro(i#e options %or e2ecuti(e %unctions+ coor inate short & long term goals, monitor progress, an mo ify strategies

4ro(i#e options %or se %+regu ation+ e!pectations, personal skills an strategies, self-assessment & reflection

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

"i(e the stu#ents 8in the beginning9 a goa to 'here the) shou # be at the en# the o% the esson 4re+test about N!& a baggie o% co ore# sAuares %or each stu#ent pair 830 baggies9 +the baggies shou # inc u#e more !N! than NN!* 8%irst F o% each co or& than ess then 5 o% each co or9 !e#6 -nima s @ ue6 ;ater "reen6 4 ants @ ac<6 Minera s @ro'n6 Soi /Gan# He o'6 Sunshine Stu#ents #es<s 'i be set up norma )& the) 'i be 'or<ing in pairs 'ith the person c osest to them* 7% 'e nee# to mo(e some peop e aroun#& that is o<*

"i(e the stu#ents steps o% 'here 'e shou # be throughout the esson E their goa s*

How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime 6#77 6#78 6#98 6#9: Com!onents /otivation 8opening/ intro#uction/ engagement9

3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. ;e come the stu#entsI et them <no' 'hat )our goa is %or the #a)* 4ass out the pre+test& e2p aining that a )ou 'ant them to #o is tr) their best& 8strugg e& tr)& its o<9 an# that it is just so that 7 <no' i% the) a rea#) Ta<e the pre+test& 8strugg e& tr)& its o<9 earne# some o% this* /o ect the pre+test* @rainstorm 'ith the stu#ents 'hat the) thin< N! @rainstorm an# share i#eas o% 'hat natura are* ;rite i#eas up on the boar#* B;hich ones #o resources are& share 'ith teacher )ou thin< that 'e ha(e in Michigan=C Sho' pictures o% e2amp es to he p 'ith i#eas* 4ass out the baggies an# e2p ain 'hat 'e are going to be #oing* .2p ain 'hat resource each co or stan#s %or* Te the stu#ents that each stu#ent must co ect F o% each co or in or#er to sur(i(e* Ha(e them #o so* B;here there enough N! %or a o% )ou to sur(i(e=C Ha(e the stu#ents put the sAuares bac< in the pi e* Then te them that in or#er to sur(i(e the) nee# to co ect 5 o% each co or* B;here there enough N! %or a o% )ou to sur(i(e this time=C B;hat #o 'e ca it 'hen 'e #ont ha(e enough o% something=C Ta < about ho' some N! 'e ha(e more o% an# ho' others ha(e a imite# supp )+ the) are scarce* .2p ain the names o% each <in# o% resource& but #o not go into too much #epth* Ha(e stu#ents put sAuares bac< into the baggie an# pass to the en# o% the ro'* Sit b) T?T bu##ies an# put the co ore# sAuares on one o% the #es<s* .ach stu#ents ta<es F o% each co or sAuare*

6#;;

3evelo!ment 8the argest component or main bo#) o% the esson9

Stu#ents attempt to ta<e 5 o% each co or* Stu#ents re ate acti(it) to scarcit)+ 'hich 'as ta <e# about F 'ee<s be%ore*

6#<8

6#=7

Stu#ents put sAuares bac< in baggie an# pass it to the en# o% the ro'*

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6#=9

Closure 8conc usion& cu mination& 'rap+up9

!e(ie' 'ith the stu#ents 'hat N! are* .ncourage them to e2p ain it to their T?T bu##)* Ha(e stu#ents e2p ain 'h) N! are important %or e(er)one+ 'hat happens 'hen there is scarcit)*

.2p ain 'hat N! are to T?T bu##ies* .2p ain 'h) N! are important %or e(er)one to their T?T& ho' #oers scarcit) re ate=

6#=: >our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. 8;rite this a%ter teaching the esson& i% )ou ha# a chance to teach it* 7% )ou #i# not teach this esson& %ocus on the process o% preparing the esson*9 First off- I want to sa( t at I would not do t e !re1test rig t off t e bat. 2 e students ad no idea w at renewable and non1 renewable meant. Loo*ing bac* on it- I would definitel( go t roug t e vocabular( on t e test and ma*e sure t at t e students *now at least somet ing about t e words on t e test. I felt terrible going t roug and grading t e !a!ers because I *new t at t e( did not ave a clue. + en we first started e.!loring t e words ?natural resources@ t e students were a little off. 4e.t time- I need to ma*e sure to tell t e students w at ideas are not close to correct so t at t e( are not confused. 2 is time I acce!ted an( answer and I t in* t at confused some of t em. It reall( clic*ed for some of t e students w en I com!ared t ere Aocial Atudies vocabular( boo* to a resource. 2 eir teac er as alwa(s referred to t e boo*s as resources for t em to use later and w en I connected it- multi!le students said somet ing li*e- ?A resource is somet ing t at we useB@ I felt li*e t is was a brea*t roug B /ost of t e students were engaged- alt oug I *now t at a few in t e bac* were aving some trouble. /a(be ne.t time I could s!end some time in t e bac* of t e room. I t oug t t at t e activit( went reall( well. 2 e onl( t ing is t at t e !assing out of materials was a little slow and tedious. /a(be aving more students el! could ave solved t is. I felt li*e t e students were engaged t roug out t e entire activit(. 2 e( were ma*ing t e connections between w at we were doing and w at we ad just tal*ed about- as well as lessons from t e !revious wee*. I could tell t at t e( were engaged because of t e verbal feedbac* t at I was getting from t e students. I t in* t at t is would wor* better wit a smaller class siCe as well. Overall- I was ver( !leased wit t e lesson- es!eciall( since it was t e first of t e unit.

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