Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Rachel Haverkamp

Date: 11/24/15

Subject/ Topic/ Theme: Evaluation

Grade: 1

I. Objectives
How does this lesson connect to the unit plan?
This is the fifth lesson in the unit plan. Students have learned the first four steps in the QPOE2 Model (question, prediction, observation, explanation) and will learn
the final step of evaluation.
cognitiveR U Ap An E C*

Learners will be able to:

Reflect on the things they learned thus far in the unit

Evaluate the way they conducted their experiment
Rank their own learning (how much they learned) by circling an emoticon
Remember the 5 steps of the QPOE2 model
Walk on a scientific road trip around the school

physical
development

socioemotional

R
E
E
R
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
(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
knowledge and skills.

Students are able to recognize and recall the previous steps of the model and their meanings. They are
familiar with how to use clipboards and know how to practice hallway manners.
Pre-assessment (for learning):

Discuss the previous steps of the model, inquire about any previous
knowledge/experiences/assumptions about the meaning of evaluation.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Students write their evaluations in their learning practice

Formative (as learning):

Students participate in a scientific investigation road trip and complete their self-drawn maps as we
progress through the trip.
Summative (of learning):
Later in the day, the teacher will have the students complete the packet checklist (rubric) so they can
make sure they completed the packet fully and well.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Review the steps of the QPOE2
model both in written form by
drawing a map, and by physically
walking through the steps

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Allow students to navigate the
school during the review

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Keep students bodies moving

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Connect language with actual

pit stops along the way during
the review
Provide options for comprehensionactivate, apply & highlight

Highlight the big ideas (each

step of the model) by making a
pit stop

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Students can express their

knowledge of the steps verbally
and in written form

Students are asked to label each

step (lower challenge level) as
well as explain what each mans
(higher challenge level)

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Instruct students to draw and

label a road map to keep track
of the steps

Students reflect on their own

learning while filling out the last
page of the learning packet

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Scientific Investigation learning packet, pencil, clipboards, scientist certificates

Students will be at three different stations because its Terrific Tuesday. 1/3 of the class will be at the
cooking station, 1/3 will be at the art station, and 1/3 will be at the science station, which I am
teaching. The stop signs for the scientific investigation road trip will be set up around the school.

III. The Plan

Time
9:30

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Excite students about reaching their final step in
Review the previous steps of the investigation
the scientific investigation process. Review all the
process.
previous steps, and then introduce the final step as
evaluation. Be sure to tell them to keep their
Listen politely by keeping packets closed and
packets closed and pencils down while youre
pencils down,
talking.

9:33

Discuss the meaning and importance of evaluation.

(Scientists review what they have learned). They
ask themselves and each other questions about
what they have learned, such as What surprised
you? What would you do differently? and How
much did I learn from this? These questions help
us figure out if it was a good, productive learning
experience.

Participate in a discussion about the importance of

evaluation; ask and answer questions.

9:35

Have each student open their packet to the final

page and go over each question and explain how to
answer them. Tell students to begin.

Provide written answers to the questions, What

surprised you? What would you do differently?
and How would you rank your learning?

When students are finished, tell them to flip over to

the back side. Model and instruct them to draw a
path. Tell students that they will be leaving the
classroom to go on a scientific investigation road
trip, and remind them that they need to use their
best hallway manners.

Draw a path on the back side of the packet.

Go to each pit stop (one for each of the steps)

and review each step of the QPOE2 model. Have
the review be primarily student-based, and draw
upon the content and vocabulary they have learned
throughout the unit.

Participate in the road trip. At each stop, write

and circle (or box) the name of each step.

When the group reaches the last stop, give them

their scientist certificate and tell them to go inside,
put their packets in the to check side of their
yellow folders, and go to their next station.

Receive the scientist certificate and go inside the

classroom. Put finished packets in the to check
side of their yellow folder; put unfinished work in
the left to do side.

9:42

Development
(the largest
component or
main body of
the lesson)

9:42

9:50

Closure
(conclusion,
culmination,
wrap-up)

Take the next group through the same process.

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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.)
Before this lesson even began, I had the feeling I would run out of time once again. Because Mrs. Sayre asked me to teach the
students how to write their explanation statements in small group instead of to the whole class, I ran out of time and just over 1/3 of
the students didnt get to writing their explanations. It took us a few minutes to figure out which students were in the final group who
hadnt finished. I had been using their math groups, so I knew that the all the people in the doubles group still needed to finish.
Mrs. Sayre didnt tell me that she had planned on switching the groups for this week, so I hadnt been keeping a list of who had and
hadnt finished. Thankfully Mrs. Sayre allowed 15 minutes for me to take these students in the hallway and help them finish before
we moved on to this final lesson.
Because it was Terrific Tuesday, I had planned on teaching this in small groups. While two other groups worked on an art project
and a cooking project in the classroom, I took one group out in the hallway and we did our evaluation worksheets. The students did
really well with this! At first, many students wrote that nothing surprised them. I made a comment, Oh! I didnt know you were
already professional hydrologists! They laughed and said that they werent, so then I re-worded the question. I asked them if
anything happened that they didnt expect to happen. This instantly cleared up things for all of the students in the first group that had
initially wrote nothing.
The road trip was a lot of funit was nice to get the students moving around rather than sitting at our usual spot in the hallway. They
really liked that they got to make their own map and show that they knew what all these big words mean (question, prediction,
observation, explanation, evaluation). Before they understood that these were all things that scientists do when they learn new things,
but I think going on our little road trip helped them understand that they need to do these things in order.
When we returned from the road trip, I had hoped to give the students a scientist certificate. I imagined it as a way to help them
feel proud of their accomplishments and proud for finishing everything in this unit, but unfortunately the printer was acting up and I
never got them printed.
As they were filling out their evaluation sheets, I noticed that nearly all, if not all of the students circled the thumbs up emoticon
when ranking their learning, which meant they learned a lot of new things and thought that learning to be hydrologists was fun. This
was very encouraging to me, because Id been feeling as if all these problems with timing and some kids getting behind and missing
my lessons had been leading this unit to failure. Its encouraging to know that even when Mrs. Sayre and I can both pick out several
areas for improvement, its possible that the first graders didnt even notice; they still learned the material either way.

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