LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher AmandaSkowbo

Date TBA(Lesson1)

Subject/Topic/Theme

Rainforest

Grade____K/1st___________

I.Objectives
Howdoesthislessonconnecttotheunitplan?
Thisisthefirstlessonthatintroducestherainforesttothestudents.StudentsareintroducedtowhatarainforestisandcompareittowhattheyknowinMichigan,as
theyareallfamiliarwithit.Thestudentslearnabouttheclimateandweatherintherainforest.Studentswillengageinthesenewlearningconceptbywritingwhat
theywouldpackforatriptotherainforestandwritingapostcardhome.

cognitive
physical
socioemoti
Learnerswillbeableto:
RUApAnEC* development
onal

Drawwhattheywouldneedintherainforesttorepresenttheclimateoftherainforest
Writeaboutwhatseeingintherainforestonapostcardhometosomeone
CompareandContrastMichigantotheAmazonRainforestwithadoublebubblemap
Exploreaboutthenewanimalsthatexistintherainforest,aswellashumans

XAp
XU
XAn
XR

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:
S.IA.01.12 Share ideas about science through purposeful conversation.
Writing/Reading:
Kindergarten Writing
1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are
writing about and state an opinion or preference about the topic or book
2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic.
1st Grade Writing
1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and
provide some sense of closure.
2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

(Note
:
Writeasmanyasneeded.Indicatetaxonomylevelsandconnectionstoapplicablenationalorstatestandards.Ifanobjectiveappliestoparticularlearners
writethename(s)ofthelearner(s)towhomitapplies.)
*remember,understand,apply,analyze,evaluate,create

II.Beforeyoustart
Identifyprerequisiteknowledge
andskills.

Thestudentsknowabouttheforestandareasaroundthemthataredifferentfromtheanimals,
plants,andweatherpatternsthathappenintherainforest.Inaddition,studentswillknowhowto
listentostoriesandfollowdirectionsgivenintheclassroom.
Preassessment(forlearning):

TheKWLchartfrombeforethatshowedwhatstudentsthoughttoknowabouttherainforest.
Formative(forlearning):

CanstudentsafterreadingthestorybeabletocompareandcontrasttherainforesttoMichigan?
Outlineassessmentactivities
(applicabletothislesson)

Formative(aslearning):

Canstudentsthinkaboutwhattheywanttobringwiththemontheirtriptotherainforestand
decidedbasedonreadinganddiscussion,whattheythinkwillbebestforthem.
Summative(oflearning
):
Dostudentscorrectlydrawwhatisneededintherainforesttoshowunderstandingofclimate?In
addition,dotheycorrectlywritetohomeaboutwhatseen?
ProvideMultipleMeansof

Whatbarriersmightthislesson
Representation
Provideoptionsforperception
present?
makinginformationperceptible

Allowingstudentstobeableto
Whatwillittake
drawoutinsteadofwriteoutwhat
neurodevelopmentally,
theywanttobring.
experientially,emotionally,etc.,for
yourstudentstodothislesson?

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ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysical
action
increaseoptionsfor
interaction
Whencollectingmaterials,will
movearoundroomanddothe
marcharoundtocollectIn
additionifbecomeslong,then
willdoaBrainGyminthemiddle

ProvideMultipleMeansof
Engagement
Provideoptionsforrecruiting
interest
choice,relevance,value,
authenticity,minimizethreats
Thewhatwillyoubring
activityallowsthestudentsto
decidedwhattopick,aswellas
thepostcardasabletochoose
whatdoinrainforestrelevantto
whatwetalkedaboutinclass


Provideoptionsforlanguage,
mathematicalexpressions,and
symbols
clarify&connect
language

Materialswhatmaterials(books,
handouts,etc)doyouneedforthis
lessonandaretheyreadytouse?

Howwillyourclassroombesetup
forthislesson?

III.ThePlan

Time

Components

Motivation
(opening/
introduction/
engagement)

3min

10min

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Willreviewwhatnewand
complicatedtermsare
introduced(e.g.:camouflage)

Allowingstudentstoshare
withthegrouporpartnerwhat
theyarebringinganddoing
whileontriptotherainforest.

Provideoptionsfor
comprehension
activate,apply&
highlight

Provideoptionsforexecutive
functions
coordinateshort&
longtermgoals,monitor
progress,andmodifystrategies

Provideoptionsforsustaining
effortandpersistence
optimize
challenge,collaboration,
masteryorientedfeedback

Workasaclassonthe
compareandcontrastchart
andseethedifferences
Provideoptionsfor
selfregulation
expectations,
personalskillsandstrategies,
selfassessment&reflection

Animalcardhighlightthenew

animalsthatwereintroduced
aswellasthedoublebubble
maptoseeandactivate
differneces
Book
DoYouReallyWanttoVisitaRainforest?
byBridgetHeos,Suitcaseworksheet,postcard
journalpage,crayons,pencils,largeposterpaper,markers(whiteboardandnonwhiteboard),
whiteboard,magnets,printoutofanimalsinthebook

Studentswillfirstgatherontherugtoheartheintroductionoftheunitandlistentostory.Then
havestudentslistentoafewnewanimalsandthendocompareandcontrastchartwiththemon
largeposterpaper.Afterthis,explainwhatyouwouldlikethestudentstodowithsuitcase
worksheetandpostcardanddismissthemtotheirtablestodothework.Havethemfirststartwith
suitcasetodrawoutwhatbringandthenhavethemcontinuewithworkingonwritingwhatwill
seeintherainforestonpostcardjournalpage.

Describe
teacher
activitiesAND
student
activities
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestionsand/or
prompts.
Remindstudentsaboutwhatwassaidwiththe

KWLchartontherainforestandthatwearegoing Studentstellwhatthingsthattheyremember
tolearntodayabouttherainforest!
aboutthechart.

Tellstudentsthatwearegoingtotakeatriptothe Studentsgiveexamplesoftripstakenandableto
rainforesttheAmazoninSouthAmerica
pointoutwhereSouthAmericaisontheglobe

1.

Development
(thelargest
componentor
mainbodyof
thelesson)

Provideoptionsforexpression
andcommunication
increase
mediumofexpression

Read
DoYouReallyWanttoVisita
Rainforest?
byBridgetHeos
a. Knowthatwillhavetopause
frequentlytomakesurestudents
understandingasitisabrand
newunittomany
b. Reviewnewtermssuchas
camouflage
c. Talkaboutanimalshereand
makecomparisonstoMichigan
tohelp
d. Afterstory,gooverafew
animalsinthestoryusingthe
animalinformationcardsso

Studentsgiveananswerwhenaskedaquestion:

Camouflageis

Anoceanis

Exploringatnightbecause

Studentslistenandaskquestionsasreviewthe
animals.

7min

10to15
minutesfor
eachactivity

3to10min
depending
uponhow
wanttospend
time

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2.

3.

Closure
(conclusion,
culmination,
wrapup)

studentsunderstandandcansee
better.
CompareandContrast
a. Asaclass,afterreadinghave
studentsdoaDoubleBubble
Maptocompareandcontrast
chartonposterboardsoentire
classparticipates
b. Askquestionssuchas:What
animalsaredifferent?Whatis
theweatherlike?Arepeoplein
bothplaces?Dothetreeslook
thesame?Doestheweather
changeorstaythesame?
TakingaTriptotheRainforestgooverthe
followingdocumentstohavestudentsshow
betterunderstandinginthefollowing:
1. Whatareyougoingtobring?hand
outsuitcaseworksheet
Havestudentsdrawwhatitems
theywouldneedtobringtothe
rainforest.Tohelpthemthink,
askquestionssuchas:what
wouldyouwearwithitsohot?
Howwouldyoustaydryinsuch
awetplace?Wouldyouwantto
swim?Howgettherewhat
kindofticket?(Thisactivity
shouldhelpyouseetheirbasic
understandingofclimate)
2. PostcardHomehandoutpostcard
journalpage
Havestudentswritealetterto
someoneathomeabouttheirtrip
intherainforest.Tohelpthem
thinkofwhattowriteaboutask:
whatanimalshaveyouseen?
Whatistheweatherlike?What
riverhaveyougoneon?Where
areyou?Haveyoumetany
otherpeople?Whoisonyour
tripwithyou?(shouldhelpshow
thatunderstandingtowardsbasic
rainforestmaterial)

Dependingonthetime,eithergatherstudentson
therugtogooverwhateachstudentwantedto
bringwiththemtotherainforest,aswellas,what
theydidontheirtripbyreadingtheirpostcard.
However,iflimitedtime,thenhavestudentsshare
withtheirassignedbuddywhattheypackedand
didontheirtrip.

Studentsgivesimilaritiesanddifferencesabout
theAmazonRainforestandMichigan

Michiganhas.Whiletherainforesthas

BothMichiganandtherainforesthave

Studentsnowworkindividuallyandmayhelp
theirbuddyfigureoutwhattheywanttobring
withthemtotherainforest

Studentsthencomeshowteacherwhatpacked
andreceivesapostcardjournaltowriteabout
whatdoingintherainforest.

Studentsifdoneearlymaydrawonbacksideof
postcardofwhatwroteabout

Studentswillsharewhattheydid:

Ibroughtwithmetotherainforest

Iwroteto___andIdidintherainforest

Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovementfor
nexttime.
(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessof
preparingthelesson.)
Thiswasmyfirstlessontaught,andoverallIfeltthatitwentverywell.WhatIthoughtwouldbemoredifficult,actuallycameveryeasy
tomeandfeltcomfortablewhileteachingit.Ithinkthisisbecauseofalltheprepworkandtimespentpreparingforthelesson.Itflowed
reallywelltogetherandjustfeltlikeitwentwell.

Studentlearningwasevidentduringthelesson,asduringthelessonthestudentswereaskingquestions,notmovingandfidgetingasmuch
asIsuspectedandshowingtheywereactuallyinterestedinthetopic.StudentwerecomparingtheinformationIgavetothingstheyknew
inadditionandjusthadtheirjawsdroppedasIsharedinformationontherainforest.Also,whiledoingworkontheworksheets,students
knewandbroughtthingsthatwouldbeneededfortheirtripandshowedintheirpostcardthattheyretainedsomeoftheinformationinthe
bookIread.Evenwhendoingthedoublebubblecompare/contrastcharttheywereknowledgeablefromtheinformationIshared.

SomethingsIwouldgobackandchangewouldbetobringinmoremovementandallowabreaktomove.Also,gooverthatthereisfood
intherainforest,asstudentswantedtobringpizzawiththem.Overall,Iamimpressedathowwellthislessonwentandhowwellthe
studentsbehavedshowinginterestandengagement.OnethingIwillwanttoworkonisalittlebitofclassroommanagement,asIhad
manystudentshavemanyinterjectionsintothelesson.

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