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Lesson Planning Form for Accessible Instruction — Calvin College Education Program
Teacher Dani Roskamp
Date April 5 Subject/ Topic/ Theme Habitat Project Grade ____2nd____________
I. Objectives
How does this lesson connect to the unit plan?
This is the final project for the unit.
cognitive physical socioemo
Learners will be able to: R U Ap An E C* development tional
● Explain different characteristics of the different habitats discussed, as well as plants and animals that live in them. U
● Explain what we can do in order to help out these different habitats in the world. U X
● Explain what habitat they live in, as well as reasons to justify this. A
● List adaptations that animals have in their ecosystems. R
●
Common Core standards (or GLCEs if not available in Common Core) addressed:
2LS4.1 Make observations of plants and animals to compare the diversity of life in different habitats.
CCSS.ELALITERACY.W.2.8 Recall information from experiences or gather information from provided sources to answer a
question.
CCSS.ELALITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small
and larger groups.
CCSS.ELALITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CCSS.ELALITERACY.SL.2.3
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or
deepen understanding of a topic or issue.
CCSS.ELALITERACY.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent
sentences.
CCSS.ELALITERACY.SL.2.6
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See
grade 2 Language standards 1 and 3 here for specific expectations.)
(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 Students must know about the different habitats that were discussed earlier in the unit in order to
knowledge and skills. complete this project.
Preassessment (for learning):
Formative (for learning):
Outline assessment
activities Formative (as learning):
(applicable to this lesson)
Summative (of learning ): Students will create their final poster projects of the different habitats that
we’ve learned about.
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
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What will it take – Provide options for selfregulation Provide options for comprehension Provide options for executive
neurodevelopmentally, expectations, personal skills and activate, apply & highlight functions coordinate short &
experientially, emotionally, strategies, selfassessment & Students will highlight some of longterm goals, monitor progress,
reflection the important parts about their and modify strategies
etc., for your students to do
habitat on their posters and
this lesson?
present them to the rest of the
class.
Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence optimize challenge, mathematical expressions, and communication increase medium
collaboration, masteryoriented symbols clarify & connect of expression
feedback language Students will express the
Students must work as a group information that they have
in order to make their poster for learned through drawings and
the presentation writing on their poster as well as
talking about it in class.
Provide options for recruiting Provide options for perception Provide options for physical action
interest choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Students will draw, write, and
Students will be able to draw Students will be able to write as talk with their group members
and write about the interesting well as use pictures to display to create their poster.
things in their habitat that they their information. They will also
have learned. label their picture of what they
have drawn. They will then
share this with the class.
poster boards
Materialswhat materials
pencils, markers, colored pencils, crayons
(books, handouts, etc) do
glue, scissors
you need for this lesson
books
and are they ready to use?
The classroom will be divided up into groups of 5 for this project.
How will your classroom
be set up for this lesson?
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.
5 min I will begin by recapping what we learned in this
Motivation
unit. I will ask for students to list and tell me about
(opening/
the different habitats we’ve learned about.
introduction/
engagement)
I will then introduce the final project. I will divide
the class up into groups of four which I have
already chosen. I will assign each of the students in
the group a job.
30 min
I will tell the students about the poster they will be Each group of students will be making a poster. The
Development
making with their group. I will remind that each students will be assigned to talk about plants,
(the largest
person in the group has an important job that they animals, adaptations to the habitat, characteristics
component or
have to do, and if not all the students do their job, of the habitat, or telling us what we can do to help
main body of
the group won’t have a complete project. this habitat. Each of the students will be in charge
the lesson)
of their own job and for writing the information that
they are given. If needed, they can ask others in
their group for help. If none of the members in the
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I will also let each of the students know which group can remember, the students will be able to
habitat their group will have and will hand students look up information in books I have to give them
books about their habitats to work with. some ideas.
The students will then fill out their poster in
whatever way they would like. After filling out
their poster, the students will be able to color and
draw to add whatever interesting detail they would
While the students are working on their projects, I like to their project.
will walk around the room to answer any questions
the students may have. Once the project is completed. Each group will
come up to the front of the room and give a 12
minutes presentation of the different plants,
I will tell each of the groups the order they will be animals, characteristics of the habitat, and ways that
presenting. I will be standing in the front of the they can protect their habitats that they were given.
room to help students if they need it during the
presentations. I will also remind the students that it
is respectful for them to be listening to their peers
when they are presenting.
5 min Closure After the presentations, I will have the students The students will tell me some of their favorite
(conclusion, raise their hands to tell me some of their favorite parts of the unit. The students will also tell me what
culmination, parts of the habitat unit. I will also ask the student habitat they believe they live in and why they think
wrapup) what habitat do they think they live in, and to give this.
me some evidence of this.
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.)
For the final lesson I started out by having the students recap the different habitats we learned about. During this time, it was exciting
to see how interesting they found this unit and how excited they were to share the information that they’ve learned. The students were
able to remember most of the information that was discussed during class. If one of the students didn’t seem to remember the material
another student would be able to help them. Each of the students were given specific jobs they were supposed to do which helped
them to work as a team. The students were also given books they could look at to help refresh themselves on the information they
learned or if they wanted to know more.
In addition, when they were sharing their lessons with the rest of the class they were having a hard time speaking at their audience and
listening to their classmates when they were presenting. It might be helpful ahead of time to make sure the students know the
expectations they should have when they are presenting.
The posters helped me to see the students’ learning and engagement. By looking at their posters, I was able to see that they met the
required expectations by seeing if they had the material on there. On their posters, labeling was really helpful because I could see that
they knew what the animals, plants, and adaptations were in their environment.
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