Lesson Planning Form for Accessible Instruction — Calvin College Education Program
Teacher Miss Stebbins
Date 11/16/2018 Subject/ Topic/ Theme Review of Solutions Grade 5
I. Objectives
How does this lesson connect to the unit plan?
This is the fifth lesson in the unit plan. In the last lesson, students looked at how solutions are important in their lives and for future jobs they may be interested in
pursuing. This lesson is the last before the assessment.
cognitive physical socioemo
Learners will be able to: R U Ap An E C* development tional
● Describe the important words of this unit in by writing them and verbally explaining them. XU
● Apply my knowledge of solutions to decide if new substances I see are solutions or not. XAp
● Make decisions with partner(s) and reach a consensus before answering. X
● Organize my ideas about solutions in a creative way to share with others XC
●
●
Common Core standards (or GLCEs if not available in Common Core) addressed:
5PS11 Develop a model to describe that matter is made of particles too small to be seen.
5PS13 Make observations and measurements to identify materials based on their properties.
5PS14 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
(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 will need the vocabulary terms from the unit.
knowledge and skills. Students must know how to use a whiteboard responsibly.
Preassessment (for learning):
The teacher checks to see which of the lessons the students need more support with by reviewing
summative assessments from different lessons.
Formative (for learning):
Outline assessment Teacher checks on how students are doing with the review game
activities Formative (as learning):
(applicable to this lesson)
Summative (of learning ):
Students will be asked, in their partner groups, to identify what was the hardest question and easiest
question from the review. They will also come up with an additional question that they think should be
on the test.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
What barriers might this Provide options for selfregulation Provide options for comprehension Provide options for executive
expectations, personal skills and activate, apply & highlight functions coordinate short &
lesson present?
strategies, selfassessment & In the beginning of this lesson, the longterm goals, monitor progress,
reflection teacher activates relevant prior and modify strategies
While students play the whiteboard knowledge by giving a real life Students in need of scaffolds for the
What will it take – game they selfassess as they wait situation (Lesson 4) and asking activity will be allowed to use their
neurodevelopmentally, to know the answers. students to evaluate it using checklists.
experientially, emotionally, Partner work gives students chances knowledge from Lessons 13. In the planning process for their
etc., for your students to do to practice positive behaviors that The teacher provides examples and project, the longterm goal is
are part of their behavioral goals. nonexamples of solutions. broken into manageable short term
this lesson?
If necessary students will refer to goals.
their characteristics of solutions
checklist.
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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 express what they
Collaboration is encouraged in the All important vocabulary terms know verbally (to partners) and
review as students work with their are reinforced using the in written or drawn form (on
partners to answer. Before the mnemonic devices. their whiteboards).
game, groupwork expectations are
Review game questions have
described.
visual support that reinforces
the meaning of words.
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 With the information presented Students can decide in their
Individuals choose how they would in the questions, each question partner pairs who will write on
like to review (using a review test has more than one the whiteboard and who will
or doing the game).
representation. interact with our materials in
The game atmosphere of the review
will minimize the threat of getting Different questions will be what ways.
an answer incorrect for some presented in different formats.
students. Some will have a video, others a
photo, and some with words.
Planners (to write objective in)
Materialswhat materials
Whiteboard (and markers)
(books, handouts, etc) do
Jeopardy Game
you need for this lesson
and are they ready to use?
In the normal set up with tables in pods (6 people at every table, everyone with a partner).
The whiteboard will be visible to everyone.
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.
Real
life Teacher shows a picture of a concrete worker
jobs What do you see in this picture? Students describe what’s in the picture.
10 What are they doing?
mins What does this have to do with solutions?
Motivation
Your
(opening/
real The teacher progresses through several more Students will describe what they see in each picture
introduction/
life pictures of people who use solutions in their jobs. and how it relates to solutions.
engagement)
1 min
Teacher explains that she wants students to practice
using solutions in their real lives now. Chemistry is
a part of their daily lives.
Assess
ment Teacher introduces the final assessment for the unit.
Development
describ She explains that there will be a little test and a
(the largest
ed project. This is good because it allows students to
component or
5 mins show what they have learned even if they struggle
main body of
Brainst with taking tests.
the lesson)
orming
3 mins Part 1: Test (in class), Part 2: (choice) Do a
scavenger hunt at home and talk to someone about
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Jeopar it; Make a brochure about solutions that you could
dy share with someone.
20
mins Next, the teacher helps students brainstorm about Students think of solutions (or places to look for
places to look for solutions in their homes. them) in their homes
The class does review using the jeopardy game.
3 mins Closure Students will be asked, in their partner groups, to
(conclusion, identify what was the hardest question and easiest
culmination, question from the review. They will also come up
wrapup) with an additional question that they think should
be on the test.
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.)
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