Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Danchao Zhang

Date

November 16, 2016

Subject/ Topic/ Theme Science- Freshwater

Grade ______2_________

I. Objectives
How does this lesson connect to the unit plan?
This unit is about landforms and bodies of water. This lesson introduces salt water and fresh water, and shows the scarcity of freshwater.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

R
R
U

Tell what freshwater is

Tell where you can find freshwater
Use a 100-square to show how much freshwater, inaccessible freshwater, and available freshwater there is.

Common Core standards (or GLCEs if not available in Common Core) addressed:
2-ESS2-3 MI Obtain information to identify where fresh water is found on Earth, including the Great Lakes and Great Lakes Basin.
(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.

Have been read The Great Lakes

Pre-assessment (for learning):

Questions at the beginning of class.

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?

Formative (for learning):

Students discussion with partners; students worksheet work

Formative (as learning):

Worksheets help students assess themselves.

Summative (of learning):
End of unit assessment
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students are shown a global
physical map and a 100-square.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students talk to their partners
during the lecture.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Questions at the beginning of class
and 100-squares.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students use a 100-square to

show freshwater percentage.
Students write words on the
worksheet. Students choose the
correct answer on the
worksheet.
Provide options for comprehensionactivate, apply & highlight

Teacher uses a 100-square to

explain the percentage of
freshwater.

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Students use a 100-square to

show freshwater percentage.

Coloring the 100-square;

curiosity about how much
freshwater we have.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students do worksheet to assess

themselves.

Students do worksheet to assess

themselves.

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

Global physical map, freshwater worksheet,

Normal setup with a carpet area and students individual desks area.
How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

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

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
(Students sitting on carpet.)
Students think about what kind of water do we
State the goal of todays lesson.
need to survive, and what that and salty water is
Questions: What do we need to survive/be able to
called
live? (Water). What kind of water do we need? Do
we need salty water? Or do we need not-salty
water? What is not-salty water called? What is salty
water called?
-Intro of salt water and freshwater. Yes, humans
need water that is not very salty. We call water that
has very little salt in it fresh water. You can find
freshwater in lakes, rivers, ponds, wetlands, and
streams. And we call water that has a lot of salt in it
salt water. (write fresh water and salt water on
board.) Human beings need fresh water to be able
to live. Drinking too much of it makes us sick. (If
we drink too much salt water, we might die.) Not
only human beings need fresh water, a lot of other
animals need fresh water to survive too. So fresh
water is very important to us. But where can we
find fresh water? Lets first find out where we can
find salt water. (6 mins)

Students listen to the lecture. During the lecture,

students sometimes are asked to talk with a partner.
Also, some students are picked to color 100-square
on the board.

Closure
(conclusion,
culmination,
wrap-up)

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Scarcity of accessible freshwater. (Ask

students to turn and talk with a partner about
where they can find salt water on earth.) Lets
take a look at our map. Most of the water is in
the ocean. Have you ever tasted the water in an
ocean or sea? Is it salty or not? Its salty. So
they are salt water. Now Im going to use this
square to help you understand how much salt
water there is on the earth. (Put the square on
board.) There are 100 small squares in this big
square. Lets imagine all the water on this
earth is in this big square. How many small
squares do you think are filled with salt water?
(Let students turn and talk to each other.)
Actually, 97 of these small squares are filled
with salt water. (color it red and mark it as salt
water in red.) So most of the water on earth is
salt water. Now how many small squares are
left there? 3. Only these three small squares
are filled with fresh water. Which kind of
water do we have more? Salt water or fresh
water? (salt water. And we have way more salt
water than fresh water.) But water in these two
boxes, actually it is more than these two boxes,
is in frozen glaciers or underground. Is it easy
to get water that we can drink/use from a
frozen glacier? (No) Could we get water easily
from underground? (No) These 2 boxes of
water are locked up in frozen glaciers or
underground where we cant get to it. We call
them inaccessible freshwater. Inaccessible
water means that this part of water is very hard
to get. (Ask a kid to come forward and color
more than 2 boxes green.) So how many boxes
do we have left? (Only less than one square)
So that means of all the water thats on earth,
we can easily get (and use) only less than 1
square of water. Thats only 1 square out of
one hundred squares. (Color it blue.) Do you
know where we can find water shown in this
blue part of the square/ (less than) 1 square?
(Lakes, rivers, streams, swamps, ponds, etc. )
And we use this little amount of water to grow
crops and have drinking and bathing water for
our home. Now that you know how little fresh
water there really is on Earths surface. (15
mins)
- Worksheet. Teacher goes through the
worksheet with students and explain what I
expect them to do. Then, students go back to
their seat and work on it. (8 mins)
Ask students: What do you learn today?
Ask students to use thumbs to show their
understanding of each of the goals.

-Students recall what they had learned in this

lesson.

Students recall and verbalize what they have

learned.
Students assess themselves.

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.)

References:
Piehl,J.(2010).TheGreatLakes.Minneapolis:LernerPub.
https://www.youtube.com/watch?v=oaQCiwzjnCM

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