Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher : Rachel Haverkamp

Date: 11/18/15

Subject/ Topic/ Theme: Prediction

Grade: 1

I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson in the unit plan. Students have previously explored the way scientists ask questions. In this lesson, students will learn how to make
predictions about questions.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

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Define what the word prediction means.

Make predictions based on previous knowledge and observations.
Volunteer to share a personal prediction when asked.
Produce a written prediction statement.
Write a list of materials
Write a list of steps to follow

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Common Core standards (or GLCEs if not available in Common Core) addressed:
S.IA.01.12 Share ideas about science through purposeful conversation.
S.IP.01.13 Plan and conduct simple investigations.

(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.

Students are able to follow along to a book read aloud. Students are able to follow verbal instruction in
a timely matter. Students can define what the word question means and recall the question that was
posed the previous day.
Pre-assessment (for learning):

Ask students if they know what the word prediction means. Call on several students to get a variety
of responses and a better base knowledge of their familiarity with the topic.
Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Formative (for learning):

Students practice predicting both about the story and about the objects we will test.
Formative (as learning):

Tally students predictions on a pre-made chart.

Summative (of learning):
Students write their predictions in their packet.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Verbal instruction is accompanied
by visual aids. Students can gather
information from the book by the
words and pictures.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students raise their hand when they
know the answer to the question.
They also express their knowledge
through writing.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
The class as a whole clarifies the
meaning of the word prediction

Provide options for expression and

communication- increase medium
of expression
Students communicate verbally
with the whole class in addition to
using written communication in
their packets.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Picture books capture student
interest as well as conversation. The
class has read Eric Carle books
before (increases relevance).
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students are challenged to define
difficult words such as prediction.

Provide options for comprehensionactivate, apply & highlight

Students practice predicting while
reading the story and predict again
while being introduced to the
objects that they will test.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
The packets help facilitate
managing information and give a
framework for thought (writing
prompts).

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
Students are asked to vote on, write
down, and illustrate their own
personal predictions.

Book, Do you want to be my friend? by Eric Carle, prediction page in the learning packet

The class will meet initially on the rug in the corner of the room. After the story and verbal instruction,
the students will go back to their desks to do their individual work.

III. The Plan

Time

Components

9:30

Motivation
(opening/
introduction/
engagement)

9:32

9:45

9:46

9:48

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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Show students the book, Do You Want to Be My
Listen and follow along to the book. Think about
Friend by Eric Carle. Tell the class you will be
what the word predict means. Raise your hand if
practicing making predictions. Ask them if they
you can give a definition. Listen to the definition
know what the word predict means. After hearing that the class constructs together.
student suggestions, clarify that predict means
deciding what they think is going to happen.
Emphasize that when scientists make predictions,
they always give a reason for why they think that.
Read the book, and pause at each page to predict
what animal is coming next. Be sure to model
giving reasons. As students follow along, ask for
volunteers to predict the next pages and give their
reasons.
Remind students about the question that they talked
about during the previous lesson (Do things float
better in saltwater or freshwater?)

Follow along with the book. At each page stop,

predict which animal is coming next and volunteer
your answer.
Reflect on the previous lesson and the question that
was posed.

Tell students to start thinking in their head of a

prediction, then think of a reason why. Use the
word evidence because its one of the big words
theyve been talking about in writing workshop.
Teach students that good scientists think of a plan
before they start their investigation. While
modeling their packet page, show students that they
will be first listing the materials they need for their
experiment. Talk about the types of materials they
have access to. Then they will write their own
how-to. Tell students that good scientists make
sure their plans are detailed so that they are easy to
follow.
Recap the directions, and then dismiss students
from the rug one row at a time to get started on
their packet work. Have the trusty timer set for 10

Walk back to their seats when their row is

dismissed. Turn to their prediction page in their
learning packet, and write their prediction along

10:00
Closure
(conclusion,
culmination,
wrap-up)

minutes. (If students dont finish their work in the

10 minutes, they have time to work on it later in the
day). Put the written & illustrated directions up on
the screen.

with a reason. Write the investigation plan

(materials and how-to). Draw a picture that goes
along with each step in the How-To.

When the trusty timer is up, have students stop

their work and turn to their partner and tell them
their prediction. If they have a reason for their
prediction, their partner gets to put a star by their
prediction.

Turn to their partner and take turns telling/reading

their prediction statement. Give their partner a star
if they give a reason for their prediction.

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.)

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Like the first lesson, this also did not go as planned. When I first arrived, my teacher told me that because she would be absent the
next day, she would be borrowing some of my time this morning to fit in some things she usually does on Thursdays. So, instead of
having students do their investigation plan individually, I decided it would be best to do it as a class.
The students had a lot of fun and were very motivated by predicting about the Eric Carle book. I was worried that the students would
be bored with it because my teacher had read a book with a similar strategy the day before (one that asked students to predict), but
they still enjoyed it. As I was turning the pages, I realized midway through that students were looking ahead at the page across the
spread, so I began to hide it. By doing this, it refocused the students and lowered the volume of the room by forcing students to take a
break from talking after they did their turn and share with their partner.
During the story, however, one of the students bit another student. This particular child has Autism and its not unusual for him to
become physical. I didnt see it happen, but I saw students leaning away from him and asked if there was a problem. I told him that
sitting on the rug seems to be too hard for him today, and he would be able to listen and follow along with the story much better if he
sat in one of the nearby chairs, and he complied.
Because I collected the students packets the night before to check their glossaries, they were not in their yellow folders. I told them
that when I called their name, they could come take their packet from me and head back to their seat. This worked incredibly well.
We made a list of materials together, which took a lot longer than I had expected. The delay was a result of me needing to remind
students of our question, the things we were testing, and the vocabulary we learned the previous lesson. But the thing that caused the
biggest delay was the change in my experiment. I had originally planned to have students drop 5 different objects in both a saltwater
and freshwater tub. However, I changed it so that instead of using objects, we would be dropping food coloring in each tub of water.
So, I needed to explain that as well.
After we had finished our list of materials, my teacher said it was time to be done so she could get started on her book clubs. She
told me to take students aside on the rug in groups of 3-4 and guide them in writing their how-to. I had originally planned to do the
entire thing as a class, so working in groups of 3-4 took much longer. I also did not get a chance to help everyone in writing their
how-to because there were students who were either in book club, in the hallway working on constructing an art collage with two of
the parent volunteers, or they were pulled out of the classroom to get special help with reading or Spanish.
Knowing that not everyone has their investigation plan finished changes my plans for the next lesson. When we do our experiment
and make our observations in the next lesson, I will only bring out my copy of the investigation plan and we will follow it together as
a small group. I think it will work better this way anyway, so students only have to worry about their data recording sheet on their
clipboard and not keep track of their learning packet too.
Even though I wanted to do the whole plan as a class for the sake of time and incorporating more whole-class collaboration, I found
that the conversations we had in the small groups were effective too. The students were really engaged and excited about making
their plan. I was glad that students were able to converse with each other and debate over things such as how many drops of food
coloring to add, it also further delayed the process and took more class time.

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