LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher AmandaSkowbo

Date
TBA(lesson2)
Subject/Topic/Theme
RainforestLocation,layers,andendangerment

Grade__1st_____

I.Objectives
Howdoesthislessonconnecttotheunitplan?
Studentslearnaboutwhererainforestsarelocatedandthelayerswithintherainforest.Inaddition,studentsareintroducedtosometroublesthatmightcomefromthe
rainforestandpeopledestroyingthathabitat.

cognitive
physical
socioemoti
Learnerswillbeableto:
RUApAnEC* development
onal

Pointonaglobe/mapwheretherainforestisusingakey
Singandcreatemovementstoasongaboutlayersoftherainforest
Thinkaboutwhydamagingrainforesthurtsanimalsandus
Knowaboutthe4layersintherainforestanddifferencesbetween
Understandwhyrainforestissowarmisbecausebytheequator

XR
XC

XAp
XU

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:
1G1.0.4Distinguishbetweenlandmassesandbodiesofwaterusingmapsandglobes.
1G5.0.1Describewaysinwhichpeoplemodify(e.g.,cuttingdowntrees,buildingroads)andadapttotheenvironment(e.g.,clothing,housing,transportation).
S.IA.01.12 Share ideas about science through purposeful conversation.

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.

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

II.Beforeyoustart
Identifyprerequisiteknowledge
andskills.

Studentsknowafewanimalsandtheclimateoftherainforest.Studentsarealsoknowthatthe
amazonrainforestishotandrainsalot.Theyknowthatitisahugeplace,fulloftalltrees,andis
differentfromtheforestshereinMichigan.
Preassessment(forlearning):
Askstudentswheretheythinktherainforestis?
Formative(forlearning):

Outlineassessmentactivities
(applicabletothislesson)

Whiledoingascienceworksheet,watchtoseeifstudentlearningisoccurring.Askquestionsabout
whycertainanimalsareinlayers.Also,theinteractivesong.
Formative(aslearning):

Studentsreflectingupontheideathattherainforestisbeingdestroyedandnotmany.
Summative(oflearning
):
Canthestudentscorrectlyplaceandrememberthelayersoftherainforest?

Whatbarriersmightthislesson
present?

Whatwillittake
neurodevelopmentally,
experientially,emotionally,etc.,
foryourstudentstodothis
lesson?

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ProvideMultipleMeansof
Representation
Provideoptionsforperception
makinginformationperceptible

Thesongallowsadifferentwayof
audiolearning.

ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysical
action
increaseoptionsfor
interaction

Thesongallowsstudentstogetup
andmove.

ProvideMultipleMeansof
Engagement
Provideoptionsforrecruiting
interest
choice,relevance,value,
authenticity,minimizethreats

Provideoptionsforlanguage,
mathematicalexpressions,and
symbols
clarify&connect
language

Provideoptionsforexpressionand
communication
increasemedium
ofexpression

Provideoptionsforsustaining
effortandpersistence
optimize
challenge,collaboration,
masteryorientedfeedback

Reviewthenewlayersin
visual,song,andpictures

Journalingabouttherainforest
beingdestroyedallowsthe
studentstoexpresshowthey
feel.

Studentssharetheirthoughts
together,andhelponeanother
outwithrainforestlayer
worksheet


Provideoptionsfor
comprehension
activate,apply&
highlight

Thesonghelpshighlightthe
importanceofthelayers

Materialswhatmaterials(books,
handouts,etc)doyouneedfor
thislessonandaretheyreadyto
use?

Howwillyourclassroombeset
upforthislesson?

III.ThePlan

Time
Components

Motivation
(opening/
introduction/
engagement)

3min

5min

10min

5min

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Development
(thelargest
componentor
mainbodyof
thelesson)

Provideoptionsforexecutive
functions
coordinateshort&long
termgoals,monitorprogress,and
modifystrategies

Provideoptionsfor
selfregulation
expectations,
personalskillsandstrategies,
selfassessment&reflection

Progresscanbeseenif
Studentshareownideasto
studentsareableto
whatcouldhavehappenedto
demonstrateabilitytoconnect rainforestiftreescutdown
animalstolayer.
TheGreatKapokTree
byLynneCherry,RainforestMap,globe,Rainforestlayerssheetswithsong,
rainforestlayersactivitysheet,journals,pencils,pens,scissors,gluesticks,crayons,markers

Studentswilldothemajorityofthelessonatthejugasagroupaswelookatmaps,readthestory,
andsingandlearnaboutthelayersoftherainforest.Whenheadofftoworkonindividualwork,
theywillgototheirspotatthetableandworkonwork.Afterthisiscomplete,wewillgatherback
anddiscusswhatlearnedandwhatcandotohelptherainforest.

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

Havestudentsgatherandaskwhereintheworld
Ithinkthatrainforestare...
theythinkrainforestare?

No,theyarenotinMichiganoryes,theyarein
AretheyinMichigan?
Michigan

WhereRainforestAre?

MapofRainforestoftheWorld
Askstudentswheretheyseemtonoticewherethey
arelocated.Aretheybythemiddleoftheworld,
ends,etc.?Dotheyseeanypatterns?

Notetostudentsthatmostrainforestareatthe
centeroftheEarthcalledthe
equator
anddefine
theterm.

Read
TheGreatKapokTree
byLynneCherry
Askthingsaboutanimals?
WhyaskingnottodestroyKapoktree?
Whywouldthisbeaproblem?

Endangerment/RainforestDestruction:
Whatproblemswerebroughtupinthe
bookthatarehappeningintherainforest?
Arerainforestcommonintheworld?
Arerainforestanimalseverywhere?

Studentsobservemapandlocatewherethe
rainforestare.Useglobetohelpdiscoverwhich
continent.

Therainforestseemtobelocatedclosetothe
centeroftheEarth

Equatoris.

ChildrenListentothestoryandanswerquestions
asthestorygoeson

Someproblemsinthebookwere

Rainforestarenotthatcommoninworld

Endangeredmeans.

10min

10minfor
activities

3min

Yes,itisgoodmandidnotcutdownKapoktree
because

Manyanimalsmakehomeinonetree.

TeachabouttheLayeroftheRainforest:

Inthestorysawhowonetreehasmanyanimalsin
it,andsobigthatitisactuallyinlayers.
Animalsliveincertainareasbecause.
Usetherainforestlayercardstohave

studentsunderstand(seeattachment)

Askquestionswhydotheythinkcertain

animalsliveinallthelayers?
Theanimalsatthetopare___and____andonly
Whatkindofanimalsareattheverytop? animalstherebecause.
Whichonesareatthebottomandwhy?

Singsongaboutthelayeroftherainforest
o Havestudentscreatethe
Studentssingandlearnsongabouttherainforest.
movementstohelpremember

(seeattachmentforsong)

Studentgrabsuppliesandstartworkingon
Activities:
activities.
1. LayersWorksheet(seeattachment)

a. Havestudentscutandpaste
Studentsfirstdothelayersworksheet.
animalsintothelayersofthe

rainforest
Iftimeremains,studentsthenjournalaboutwhat
b. Goaroundandaskwhythey
couldhavehappenedthenifkapoktreewascut
thinkthatcertainanimalslivein down.
certainlayers?
c. Pointout,thatonetreeinthe
rainforestcanservetobeahome
tomanypeople!
2. JournalWhatwouldhavehappenedif
themancutdowntheKapokTree?
a. Havethestudentspredictwhat
wouldhavehappenandwhat
problemscouldhaveoccurredif
themanactuallydidcutdown
theKapoktree.

Tellstudentstogetwithapartnerandsharewhat
Studentssharewiththeirtablematewhatthey
thinkwouldhavehappenedifKapoktreecut
thinkwouldhavehappenedandwhatwrotein
down.Whatanimalswouldhavenohome?What
theirjournals.
wouldbecomeoftheland?

Closure
(conclusion,
culmination,
wrapup)

Manyanimalsinrainforestare
endangered,aswellastheirhomebecause
ofhumans
Wasitagoodthingthatthemandidnot
cutdowntheKapokTree?

Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovementfor
nexttime.
(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessof
preparingthelesson.)
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Thelessontodaywentverywellandthestudentsseemedtoenjoyit.OnethingIamnoticing,asateacheristhattimeconstraintseemsto
beoneofthebiggerissues.Whenfirstplanning,IthoughtIwouldneverhaveenoughstuffplannedforthetimegiven,butIamnow
realizingthatinsteadIamstrugglingtofindthetimetogetitalltofitin,andthereisatimecrunch.However,besidesthatproblem,I
thinkthelessonwentverywell.StudentslovedthesongandIthoughtandkeptthemreallyengagedandtheywereabletoshowmethat
theyunderstoodthatway.Inaddition,whilereadingthestorytodaythestudentswereabletousewhatIthoughtthemfromtheotherday
andapplyittotodayslearning,whichshowedmethattheyareactuallyretainingthisandenjoyingthelesson.Inaddition,manystudents
havealreadytoldmeabouthowtheyfoundananimalbookathomeaboutananimalintherainforestandsharingtheirfindings.Overall,I
amverypleasedwithhowitisgoing.

Theengagementtodaywasclearasstudentswereabletowritejournalsanddotheworksheetwellandlikedthelearningfromthat.Also,
thereparticipationcarriedthroughouttheentirelessonevenwhilereadingthestudentsansweredquestionsandwereeasilyengaged.This
wasseenbyeitherraisingthehandorevenjustsayingthequestionaloud,whentheywerenotsupposedto.Inaddition,broughtupnew
questionstheywantedtoknow.

SomethingsthatIcouldchangeorbeaddedtomakethelessonbetterwouldbemoretimespentonthemapandlocationsofthe
rainforestsaswellasamoreunderstandablejournal.Ireallychallengedthestudentstotellmewhatcouldhavehappenediftheendingof
thestorywasdifferent,butthepromptusedwasalittlesadandmoredifficult.Nexttime,Ishouldusesomethingmoreattainable,still
higherorderthinking.Inaddition,Ishouldhavefoundamoreintriguingwaytohelpthemlearnwheretherainforestsare.However,even
thoughtheseareasdidnotgoassmoothly,itstillwentwellandIbelievethestudentsareenjoyingthisunit.

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