LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher AmandaSkowbo

Date TBD(Lesson4)

Subject/Topic/Theme
RainforestDiversityofAnimals

Grade_____1st_________

I.Objectives
Howdoesthislessonconnecttotheunitplan?
Thislessontiesinwiththefactthatstudentsdiscovermoreabouttheanimalsintherainforestandhowdiverseeachanimalis.Thatwayabletoseehowuniqueofa
placeitisandwhatgoesonthere.Also,abletoapplyittothemselvesandhowalldifferentbutcreatedinChristtobedifferent,justliketheanimalsintherainforest.

cognitive
physical
socioemoti
Learnerswillbeableto:
RUApAnEC* development
onal

ListentothestorySlowly,Slowly,SlowlySaidtheSlothandthinkhowcanrelatetotheclassroom

XAp

InteractwithIpadgametodiscovermoreaboutcreaturesintherainforest
Writetheirownpageofastoryontheirresearchanimalandwhattheydo
Makeownskillcardthatsetsthemapartfromtheothersintheclassandunderstandthatdifferencesareokayand
commonintheclassroomaswellastherainforest
Movebetweenactivesliketheanimalsinthestorydo

XR
XU
XC

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:

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.
3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use
temporal words to signal event order, and provide some sense of closure.
L.OL.00.11 Identify that living things have basic needs.
S.IA.01.12 Share ideas about science through purposeful conversation.

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

II.Beforeyoustart
Identifyprerequisite
knowledgeandskills.

Thestudentsknownowabouttherainforest,whereitis,thecanopies,andthattherearemany
animalsandplantsintherainforest.Inaddition,studentsareawareofwhatanimaltheyaregoingto
doaresearchprojecton.
Preassessment(forlearning):

Haveananimalresearchingandaskwhataslothis?Cantheyrememberfromthebeginningunit?
Formative(forlearning):

Outlineassessmentactivities
(applicabletothislesson)

Whatbarriersmightthis
lessonpresent?

Whatwillittake
neurodevelopmentally,
experientially,emotionally,
etc.,foryourstudentstodo
thislesson?
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WalkaroundroomandactivitiesonIpadandwritingwillguidewithwhatlearning.Teacherableto
seeandcheckpointonthemwhenshowwhatdid.
Formative(aslearning):

Animalcardsandclassroomcardswillshowthediversityoftheclassandtherainforest.Askwhy
doyouthinkGodmadeusuniqueanddifferentwithdifferenttalents/skills/behaviors?
Summative(oflearning
):
Studentcreatedcardsandownpageofthestoryofanimalwillshowunderstandingoftheiranimal
andthatseeunderstandingofdiversity.
ProvideMultipleMeansof
Representation
Provideoptionsforperception
makinginformationperceptible

Writingpromptsontheboardhelps
studentsseeandunderstandthat
needtobedone.Rotationsalsoon
boardwithgroupsplacedin.

ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysicalaction
increaseoptionsforinteraction

Endoflessongatheraroundand
shared,allowinggoodconversation

ProvideMultipleMeansof
Engagement
Provideoptionsforrecruiting
interest
choice,relevance,value,
authenticity,minimizethreats
Diversitytopicsmakeseveryone
awarealldifferentandthatis
okay
.


Provideoptionsforlanguage,
mathematicalexpressions,and
symbols
clarify&connect
language

Gooverlargewordsunknown
andaddtovocabularywallif
needed.
Provideoptionsforcomprehension
activate,apply&highlight

Provideoptionsforexpressionand
communication
increasemedium
ofexpression

Endoflessongathering,allows
alargeamountofdiscussion
andcommunicationtooccur
Provideoptionsforexecutive
functions
coordinateshort&long
termgoals,monitorprogress,and
modifystrategies

Writingandbaseballcards
allowsthemtohighlightandsee
differencesinanimalsandeach
otherlikebooktalksabout
Materialswhatmaterials
(books,handouts,etc)doyou
needforthislessonandare
theyreadytouse?

Howwillyourclassroombe
setupforthislesson?

III.ThePlan

Time
Components

Motivation
(opening/
introduction/
engagement)

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Development
(thelargest
componentor
mainbodyof
thelesson)

Provideoptionsforsustaining
effortandpersistence
optimize
challenge,collaboration,
masteryorientedfeedback

Challengethemtothinkabout
owdifferentandwhyGod
madeusandalltheanimals
different
Provideoptionsfor
selfregulation
expectations,
personalskillsandstrategies,
selfassessment&reflection

Developselfacceptanceand
recognition.

Thebook:
Slowly,Slowly,Slowlysaidthe
SlothbyEricCarle,RainforestAnimalCards,Ipads
(5)withtheappBritannicaKids:Rainforestonit,pencils,journals,Allaboutmesheet(14),
crayons,markers,andbellforrotations

Thegroupofstudentswillstartontherugandreadthestorywiththeteacher.Then,willstayonrug
togooverthenextrotationsandwhatisrequiredfromeachstudent.Studentswillthenmovearound
roomasananimalfromthestory/animalresearchingandgoto4rotations:1.Teachertablewhere
makecardsonthemselves,2.writingwheredoatwritingtableaboutownanimalandpagelike
EricCarlestory,3.readtoself(intheloftoratownseat)wherereadaboutanimalresearching,
and4.IpadsatthebacktablewhereplaygamesonBritannicaKids:Rainforest.Thebellwith
helpwithrotations.Thestudentsattheendwillthenregatherattherugtoseewhatlearnaboutone
anotheranddiversity.

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

Gatherstudentsandask:
Therainforestis..
Whattheynowknowabouttherainforest?
Theclimateis
Iftheyrememberanythingaboutthesloth?
Theanimalsthatlivethereare
Areslothsfastorslow?

Slothsare
Slothsareslow.

Read
Slowly,Slowly,SlowlysaidtheSloth
by

EricCarle
Studentsattheendofeachpagewillbeableto
Askwhat/ifanyanimalstheynotice
recognizeananimaloneachpage
besidesthesloth

Goover/clarifybigwordsinthetext
Slothsdoeat,sleep
studentsmaynotbeawareof(example:

tranquil)

Whatdoesaslothdo?

Whatistheslothstalent/whatmakeshim
Theslothisdifferentbecause
different?

Whatisdiversity?

Definitionwithstudents
Ourclassisdiverseliketheanimalsinthe

Howisclassdiverse?
rainforestby

RotationsfortheDay:

Makesurethestudentsareawareofexpectationsat Studentsreadingtoselfandusecontentcluesif
eacharea.
needhelpwithwords
1. ReadtoSelf

Readbooksbroughtbyteacher

abouttheanimaltheychosetodo
researchon

2. TeacherTable/OwnCards
Makingcards:studentsdrawthemselves,
Makeabaseballcardabout
studentswritesomethinguniqueaboutthem,
themselvestoshowwhattheylike Baseballcardstyle
todothatmakesthemdifferent

thananyoneelseintheclass
IamuniquebecauseIlive/do/am
3. WritingJournalonpage

Pickanotheranimal/theirresearch
animaltowriteintheirjournala
Thestudentusesanimal(jaguar,anaconda,etc.)
pageofwhattheiranimaldoes
andsayshowtheyact/behave
likewhatEricCarledid.Includea (TheJaguarcreepsthroughthetrees)
picture
Studentalsodrawapictureoftheiranimal
4. IpadBritannicaKids:Rainforest

Usinggamesandvideostomore
Studentsplaythegamesandwatchvideosonthe
exploreandseewhatisinthe
Ipadallowingthemtolearnmore.
rainforest.Gamesincludethe

GuesswhatAnimaland

RainforestMemory

Alsouseitforresearchaboutthe

animaltheychose

Listentowhererotateswhenthebellrings
Rotationswillbecalledbythebell.

Closure
Gathertheclassbackontotherug.Haveeach
Studentslearnhowdifferenteachofthemare
(conclusion,
studentshowtheirbaseballcardandcompareitto fromoneanother,justliketherainforestanimals,
culmination,

theanimalcardthattheteacherhas.
yetallliveandexistinoneplace(theclassroom
wrapup)

orrainforest)

Arewediverseinthisclassroomaswell?

Iam___andIamdifferentbecause.

LookathowGodmakesusalldifferentjustlikethe

animalsintherainforest.
Godmadeusalluniquebecause.
Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovementfor
nexttime.
(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessof
preparingthelesson.)

Afteralotofpreparation,thislessonwentwell.Thestudentslikedthebookandwereabletotellmewhatoccurredwithinthecontext.
Inaddition,thestudentswereabletotellmewhatmadetheslothsospecialfromtheothercreaturesintherainforest.Thebiggesthitby
farwastherainforestappIhadthestudentsuse.Thiswasevidentbythefactthatthestudentswantedmetotellthemthenameofthe
app.inadditiontothecheeringIgotwhenitwastheirturntousetheapp.Also,learningwasclearaswellastheywereabletoplaythe
brushoffgameandtellmetheanimalaswellastellmeotherknowledgetheymayhaveknow.Theactivitiesdoneafterthereading
arewhatmadeitclearthatthestudentswereengagedandlearningthematerialbeingtaught.

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Reflectingbackonittough,therewoulddefinitelybesomechangestoitthenexttimeIwoulddothislesson.Thehardestpartforthe
studentswasthejournalentryontheirownanimalofchoiceandrecreatingtheEricCarlepage.Eithermydirectionswerenotclear
enough,orstudentsdidnotseemtoknowenoughabouttheotheranimalstodotheirownpage.Therefore,thenexttimeIwoulddothis
Iwouldeitherchangethejournalpromptorhavethemknowmoreabouttheothercreaturesofchoicetofindwhatmakesthatanimal
differentfromtherest.AnotherareathatIsawstudentsstrugglingwithwassomeofthewordsandquestionsontheinfosheet.The
majoritywereabletounderstand,however,therewereafewthatsomeofthestudentswerenotsurehowtoanswer.Insteadofjust
showingthemtheworksheetandtellingthemtofillitoutandtheimportanceofit,Ishouldreadthrougheachquestions.

Overall,Iampleasedwithhowitwent.Therotationswentverysmoothlyandkeptthestudentsmovingandengaged.Iwouldchangea
fewthingsnexttimeandbealittlemoreclear,butthelessonmaterialgotthroughandwentwellforthestudents.

EdthenaVideoReflection:
IwasverypleasedbythislessonandthinkitwasthemostknowledgeableformeasIwasabletoseewhatthestudentshaveactually
learnedandaretakingawayfromthisunit.Thelearnedchartwasextremelyhelpfulformetoseewhatthestudentsweretakingaway,
asIwasjusthopingforalittle.However,theyexceededmyexpectationsandeachstudentswasabletotellmesomethingtheylearned.
Inaddition,theyarebecominggoodatrecognizingpicturesoftheanimalsaswhilereadingtheywereabletotellmewhowascoming
nextinthebookread.Theywereengagedthatwayandcouldtellwereexcitedaboutit.

Atthelastminute,Idecidedtohavethekindergartenstudentsbuddyupandusetheanimaltheirfirstgradebuddywasresearchingas
well.Thiswasareallygoodlastminutecallasitmadethisresearchprojectgomoresmoothlyandallowedthefirstgraderstousetheir
leadershipskillswell.Thedocumentusedwasalsoagreatresourceforthestudentstobegindevelopingtheirfirstresearchproject.Also
thebooksIgotwereanexcellentresourceandhadreadableandcomprehensiblematerialsfortheagegroupsoftheclass.

Studentswereengagedastheywereaskingquestionsandtellingmefactstheyknewabouttheiranimal.OnethingIdidnoticeonthe
sheetwasthefactthatthespaceswerealittlesmallandsomeofthestudentsneededmoreroomtowrite.Also,sincejuststaringwriting
forsome,theyneededlines.IliketheworksheetIused,however,Imayhavetoreadaptittomakeitbetterforsomestudents.Overall
though,thisunitwentverysmooth,however,likeusualtimedidrunout,andstudentshadtotakeabreakandreturntoitlaterinthe
day.

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