Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Katie Van Haitsma November 13, 2013 Subject/ Topic/ Theme Non-rene ab!e resources "ra#e $$$$$$$3$$$$$$$$

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

To#a% e are !oo&in' at the Non-rene ab!e resources that are inc!u#e# in the Natura! (esources in )ichi'an* +n the past coup!e #a%s e ,ocuse# on N(s themse!ves as e!! as (ene ab!e resources*

Learners will be able to#

-n#erstan# hat a non-rene ab!e resource is /2p!ain here non-rene ab!e resources come ,rom .pp!% the &no !e#'e o, NN(s to their nei'hborhoo#- ,i'urin' out hich ones the% see the most o, Describe h% NN(s are becomin' a prob!em

co'nitive( - .p .n / 01

ph%sica! #eve!opment

socioemotiona!

/ .n

3 3 3 3

Common Core standards $or %LCEs if not available in Common Core& addressed#
/*/S*03*425 0!assi,% rene ab!e 6,resh ater, ,arm!an#, ,orests7 an# non-rene ab!e 6,ue!s, meta!s7 resources* 3-"8*0*25 Describe ho peop!e a#apt to, use, an# mo#i,% the natura! resources o, )ichi'an 6Note# 9rite as man% as nee#e#* +n#icate ta2onom% !eve!s an# connections to app!icab!e nationa! or state stan#ar#s* +, an objective app!ies to particu!ar !earners rite the name6s7 o, the !earner6s7 to hom it app!ies*7 1remember, un#erstan#, app!%, ana!%:e, eva!uate, create

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

The stu#ents nee# to &no hat N(s, an# (N(s are an# here the% come ,rom* The% nee# to have a 'enera! un#erstan#in' o, ho to or& ith i;a#s*
Pre-assessment (for learning): Ask the students what non-renewable resources are, what are some examples? Formati e (for learning): !ead the selection with the students, ask them "uestions during the reading#

Outline assessment activities 6app!icab!e to this !esson7

Formati e (as learning): Ask the students to connect to their surroundings, what do $ou see around $ou that is a non-renewable resource? %o $ou use an$ of them? &ummati e (of learning75 +n re!ation to non-rene ab!e resources,

hat #oes that mean ,or our ,uture<

Provide /ulti!le /eans of Engagement ;rovi#e options ,or recruitin' interest- choice, rele ance, alue, authenticit$, minimi'e threats + i!! have the stu#ents thin& about their o n !ives/ nei'hborhoo# an# ho the% nee NN(s ever%#a% ;rovi#e options ,or sustainin' e,,ort an# persistence- optimi'e challenge, collaboration, master$oriented feedback

9hat #o e nee# to be'in to #o< =,i!! out the or&sheet

Provide /ulti!le /eans of 0e!resentation ;rovi#e options ,or perceptionmaking information perceptible Stu#ents i!! be ab!e to ,o!!o a!on' on the i;a# as e!! as !isten to me rea#* Provide /ulti!le /eans of Action and E.!ression ;rovi#e options ,or ph%sica! actionincrease options for interaction Stu#ents i!! be usin' i;a#s, the% can #ra as e!! as rite out their responses*

+ 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"

;rovi#e options ,or !an'ua'e, mathematica! e2pressions, an# s%mbo!s- clarif$ ( connect language

;rovi#e options ,or e2pression an# communication- increase medium of expression

The ebsite #e,ines the har# or#s ,or the stu#ents, e i!! a!so ta!& about them to'ether
;rovi#e options ,or comprehensionacti ate, appl$ ( highlight

Stu#ents can either #ra our rite out their ans ers
;rovi#e options ,or e2ecutive ,unctions- coordinate short ( long term goals, monitor progress, and modif$ strategies

To'ether e i!! #iscuss hat behaviors nee# to chan'e 6environmenta!!%7

;rovi#e options ,or se!,-re'u!ationexpectations, personal skills and strategies, self-assessment ( reflection

.s& the stu#ents hat the% thin& e have to #o in the ,uture, hat behaviors #o e nee# to chan'e< 1-1>-13

The or&sheet i!! be !ai# out in an or#er!% manner, so that the% i!! be ab!e to use it ,or a resource !ater

.s& the stu#ents ho the% use NN(s, hat can the% #o to he!p<

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

i;a#s, or&sheets, penci!s, a hite boar#, mar&er

How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime Com!onents /otivation 6openin'/ intro#uction/ en'a'ement7

+ i!! ta&e a sma!!er 'roup 6not the ho!e 8?, probab!% more !i&e > or 107 into another room* 9e i!! sit aroun# a tab!e*

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. .s& stu#ents to ,in# a seat at the tab!e* @(emember the other #a% hen e ta!&e# about rene ab!e resources< Does an%one remember hat the other t%pe o, resource as ca!!e#<A @Kno in' hat (Ns are, hat #o %ou thin& NN(s are< ;ass out the or&sheet an# have the stu#ents 'o on the i;a# to the ebsite* (emin# them that the i;a#s are too!s that e 'et to use to he!p us !earn* (ea# the se!ectionB stop to have the stu#ents ,i!! in the or#s to ma&e sure the% are ,o!!o in' a!on'* )a&e sure to #e,ine un,ami!iar or#s- as& i, an% o, them &no the meanin'* S itch to the or&sheet* "o throu'h the Cuestions ith the stu#ents, have them ans er an# then as& i, an% are i!!in' to share* Ta&e a minute an# have the stu#ents thin& about their o n environments an# hat &in# o, NN(s the% see ever%#a%* )a&e sure that %ou share some o, %our i#eas as e!!* 9rite some o, their i#eas on the hiteboar#, #ra a ,e on %our e2amp!es an# then encoura'e them to #ra pictures o, some NN(s that the% &no o,*

Doo& ,or un,ami!iar or#s in the te2t* Eo!!o a!on'- as& Cuestions Ein# ans ers to the or&sheet, share i#eas ith the 'roup* Thin& about !i,e at home, hat NN(s #o + use, #o m% parents use<

3evelo!ment 6the !ar'est component or main bo#% o, the !esson7

Closure 6conc!usion, cu!mination, rap-up7

Fase# on hat e just ta!&e# about, #o %ou thin& there is an%thin' that e shou!# orr% about ,or the ,uture< .re e 'oin' to have NN(s aroun# ,orever< 9hat are some thin's e can #o to he!p out< Have the stu#ents &eep the han#out ,or ,uture re,erence*

Thin& about an# #iscuss these essentia! Cuestions*

6our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. 69rite this a,ter teachin' the !esson, i, %ou ha# a chance to teach it* +, %ou #i# not teach this !esson, ,ocus on the process o, preparin' the !esson*7

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For t is lesson- I too* 78 students $8 students for eac iPad&. I assigned one of t em to be t e 9driver: of t e iPad and t e ot er to be t e 9!olice man.: I did t is in res!onse to m( last lesson w ere all of t e students were too bus( ;ooming in and out of t e screen to !a( attention. I also told t em t at if t e iPads were not being used as a tool t en it would be ta*en awa(. I felt li*e I ad to set limits on t e students after w at a!!ened last time. I am glad I did it t oug < 2 is lesson too* longerbut we ad dee!er discussions on 4onrenewable resources t an we ad wit t e 0enewable resources. Again- I saw evidence of t em learning w en I as*ed t em to t in* about t e nonrenewable resources t e( see at t e ouses and in t e communit( around t em. It was a arder )uestion because t e e.am!les weren=t as !lentiful as t e ones for wood or water were. However- t e students did a great job of t in*ing about t eir own lives and connecting w at t e( were learning. I t in* t at aving t e iPads for !artners *e!t t e students engaged- bot *ee!ing tabs on t e ot er as well as following along in t e te.t. Overall- I t in* t at t is lesson went ver( well- and t e students were able to sta( engaged t roug out t e entire !rocess. 4e.t time- I would ave tried to find a different source for t e students to loo* at on t e iPads. 2 e one t at I found wor*edbut it wasn=t as informative as I would ave li*ed it to be.

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