Seasons Lesson Plan
Lesson Overview:
The start of the lesson would begin with some questioning about what the students already know about seasons. This would be very informal but would allow me to gauge their prior knowledge. As a whole class we would begin by watching a Four Seasons video from BrainPop (http://www.brainpop.com/science/weather/seasons/). This video is part of the free content so the students would be able to go home and view the video again if they wished. The video is a short brief introduction on what seasons are and some of the characteristics of each season. We will have group and peer discussions about each season individually. These discussions would include topics of the clothes we wear, what the weather was like, changes in plants, animals, holidays celebrated, and the outdoor environment from season to season. Throughout the day students would have access to materials that have to do with the four seasons. These materials would include books, songs about weather and seasons that were loaded onto a classroom iPod, and weather apps on the classroom iPads (a great app is Seasons and Weather! - By Tribal Nova). These materials would be available for the students use whenever center time or free time was available. Once the students got a strong grasp on the concept of the seasons I would create a chart on the SMART board that had four sections, one for each season. I would ask the students to come up and input their thoughts, ideas, facts about the different seasons.
The start of the lesson would begin with some questioning about what the students already know about seasons. This would be very informal but would allow me to gauge their prior knowledge. As a whole class we would begin by watching a Four Seasons video from BrainPop (http://www.brainpop.com/science/weather/seasons/). This video is part of the free content so the students would be able to go home and view the video again if they wished. The video is a short brief introduction on what seasons are and some of the characteristics of each season. We will have group and peer discussions about each season individually. These discussions would include topics of the clothes we wear, what the weather was like, changes in plants, animals, holidays celebrated, and the outdoor environment from season to season. Throughout the day students would have access to materials that have to do with the four seasons. These materials would include books, songs about weather and seasons that were loaded onto a classroom iPod, and weather apps on the classroom iPads (a great app is Seasons and Weather! - By Tribal Nova). These materials would be available for the students use whenever center time or free time was available. Once the students got a strong grasp on the concept of the seasons I would create a chart on the SMART board that had four sections, one for each season. I would ask the students to come up and input their thoughts, ideas, facts about the different seasons.
Objectives:
- The students will be able to correctly identify the different seasons.
- The student will be able to differentiate between seasons based on weather, clothing choices, or outdoor environments.
- The student will be able to choose appropriate dress for the given seasons.
Nebraska Science Standards met:
SC2.3.4 Students will recognize changes in organisms.
SC2.3.4.a Recognize seasonal changes in animals and plants
SC2.4.3.b Observe and describe simple daily changes in weather
SC2.4.3.c Describe simple seasonal weather indicators and how they impact student choices (activities, clothing)
SC2.3.4 Students will recognize changes in organisms.
SC2.3.4.a Recognize seasonal changes in animals and plants
SC2.4.3.b Observe and describe simple daily changes in weather
SC2.4.3.c Describe simple seasonal weather indicators and how they impact student choices (activities, clothing)
National Educational Technology Standards for Students met:
NETS*T1. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
NETS*T1a. Promote, support, and model creative and innovative thinking and inventiveness
NETS*T1c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
NETS*T2. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
NETS*T2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
NETS*T3a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
NETS*T3c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
NETS*T3d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
NETS*T4b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
NETS*T1. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
NETS*T1a. Promote, support, and model creative and innovative thinking and inventiveness
NETS*T1c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
NETS*T2. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
NETS*T2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
NETS*T3a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
NETS*T3c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
NETS*T3d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
NETS*T4b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
Anticipatory Set:
To get the students into the lesson I would offer up to them silly questions. These questions could be "You wouldn't wear a swimsuit in the snow would you? What about your winter coat and gloves in the swimming pool? Today we are going to start an adventure into the four seasons and we will find out why those questions don't make sense."
To get the students into the lesson I would offer up to them silly questions. These questions could be "You wouldn't wear a swimsuit in the snow would you? What about your winter coat and gloves in the swimming pool? Today we are going to start an adventure into the four seasons and we will find out why those questions don't make sense."
Content:
The content of the lesson will be learning the four seasons, comparing and contrasting the different seasons, describing elements from the seasons, and being able to display their knowledge by illustrating the elements of each season.
Modeling:
I will bring in various articles of clothing to model to the students appropriate attire for the various seasons. These pieces of clothing could include a winter coat, mittens, a heavy hat, an umbrella and rain boots, sunglasses, sunscreen, a beach hat, a sweatshirt and a light jacket.
Check for Understanding & Monitoring:
Throughout the whole lesson I will be asking for feedback and input from the students. This will definitely be a "guide on the side" lesson where I want the students to be involved with the lesson as much as possible.
Individual Practice:
Throughout the day students would have access to materials that have to do with the four seasons. These materials would include books, songs about weather and seasons that were loaded onto a classroom iPod, and weather apps on the classroom iPads (a great app is Seasons and Weather! - By Tribal Nova). These materials would be available for the students use whenever center time or free time was available.
The content of the lesson will be learning the four seasons, comparing and contrasting the different seasons, describing elements from the seasons, and being able to display their knowledge by illustrating the elements of each season.
Modeling:
I will bring in various articles of clothing to model to the students appropriate attire for the various seasons. These pieces of clothing could include a winter coat, mittens, a heavy hat, an umbrella and rain boots, sunglasses, sunscreen, a beach hat, a sweatshirt and a light jacket.
Check for Understanding & Monitoring:
Throughout the whole lesson I will be asking for feedback and input from the students. This will definitely be a "guide on the side" lesson where I want the students to be involved with the lesson as much as possible.
Individual Practice:
Throughout the day students would have access to materials that have to do with the four seasons. These materials would include books, songs about weather and seasons that were loaded onto a classroom iPod, and weather apps on the classroom iPads (a great app is Seasons and Weather! - By Tribal Nova). These materials would be available for the students use whenever center time or free time was available.
Closure:
Ask students to tell a partner what their favorite season is and why. Give students time to read seasons books to a friend or share season books with the class.
Assessment:
Each student will be given a piece of construction paper and four cutouts bears (like this) from white paper. The student will then draw clothing on each of the bears, one for each season. They will fold the construction paper into four sections and draw the outdoor environment or weather for each season. The student will finally glue their bears to the matching season.
Ask students to tell a partner what their favorite season is and why. Give students time to read seasons books to a friend or share season books with the class.
Assessment:
Each student will be given a piece of construction paper and four cutouts bears (like this) from white paper. The student will then draw clothing on each of the bears, one for each season. They will fold the construction paper into four sections and draw the outdoor environment or weather for each season. The student will finally glue their bears to the matching season.