EFFECTIVE TEACHING MODEL: REVISED STANDARD BASED LESSON PLAN

Sara Russcher

Lesson 3: The Season of Winter

Subject/topic: Science/Weather-Seasons

Grade: 1st

I. Standards:

E.ES.01.11 – Identify the sun as the most important source of heat which warms the land, air, and water of the earth.

E.ES.E.2 – Weather changes from day to day and over the seasons.

E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm).

E.ES.01.22 – Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind.

S.IA.01.12 – Share ideas about science through purposeful conversation.

S.IA.01.13 – Communicate and present findings of observations.

S.RS.01.11- Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

II. Objective/Target:

In this lesson, students will get to know more about the winter season. They will learn when the winter season occurs within the year and what the weather is like in this season. Students will learn winter activities, winter objects, and the description of winter.

Purpose- Why is this important?

Students do experience all the seasons every year, like winter. Therefore, it is important for them to get to know the reason as to why we have them and why they are so important to us. Students need to learn about their outside surroundings that they experience every day.

Objectives and I can statements

TLW describe at least one description for the season of winter using their prior knowledge.

I can describe the winter season.

TLW analyze and group vocab words related to winter with 80% accuracy. I can group vocab words that relate to winter.

TLW judge and criticize a winter scene picture on whether it is correct or not based on what it looks like with 75% accuracy.

I can look over a winter scene picture and see if it is right or not.

TLW design a winter scenery that includes at least three objects that relate to winter.

I can design a winter scenery that includes at least three objects that relate to fall.

Formative assessments that will be done:

Observation- The teacher will walk around and observe the activities that are done in the lesson and see how students are doing.

What is wrong? Picture- The teacher will check and see if the students are finding all the things that are wrong in the winter scene picture.

Answering questions- during the lesson, the teacher will be asking questions to the students. The students will answer and respond orally.

Winter tree picture- Students will create a winter scenery picture that will include them in it. All seasons will be added on to this whole project at the end of the unit.

III. Anticipatory Set

Before getting into detail about the winter season, the teacher will introduce the winter mystery box again in front of the class. The teacher will ask a few students to participate and share what they think object is inside. After a few students have participated, the teacher will open the box and reveal the object to the students. The teacher will then ask why the object belongs in the winter season. Students will be allowed to participate at this time and the teacher will allow a few more students to share why they think it belongs to the winter season. The teacher will then ask students to think of other objects that could have been in the box and why they think that. Hopefully students will be more interested about the season of winter after the mystery box has been shared and discussed.

The prior knowledge that is necessary for this lesson is personal experiences with the winter season and the descriptions along with it. Students should also be familiar with the winter months or at least somewhat close.

Again, students will review and be reminded why we have the four seasons, especially the winter season. They should have some idea of why we get the seasons and how we get the seasons. This should be review from the first lesson.

IV. Input

A. Task analysis Have students on the carpet. To introduce the lesson, the teacher will mention the winter mystery box again to the

students. They will be able to share a few theories as to what they think is inside the box. After a few theories have been shared, the teacher will reveal the object that was inside to

the students. After the object is revealed to the students, the teacher will ask the students to share what

else could have been in the box. Only call on a few students. Next, have students watch the five minute video clip that is about the winter season.

https://www.youtube.com/watch?v=mcynVhoT_2I After watching the video, put on the winter chart on the smart board. This is similar to the

fall graph from the last lesson. Fill out each section of the chart as a class. There will be a month, weather, holiday,

activities, and animals section that relates to the winter season. When students are exhausted in sharing ideas for the chart, give students an explanation

on what is to happen next and send them to their desks. Once students are at their desk, pass back the What is Wrong? picture. On the projector,

put on one of the pictures. Model the expectations for completing the What is Wrong? picture.

After the model, have students work independently on the picture for five minutes. Use the online stopwatch for the timer. Once the buzzer goes off, have students partner up with their elbow partner to share their results on the picture. Sharing with the partner will be given five minutes too. During both times, the teacher will observing the students as they complete the picture. They will check if students need any guidance and they will ask questions to see if students are getting the material.

Once the buzzer of the last five minutes is up, have student turn the paper into the turn in tray in the back of the room. Then have them go back to their seats. Go over the picture as a class.

Next, students will need to fill out their journal sheet prior to their winter scenery picture. This sheet consists of different descriptions that describe winter. Students will fill this out

as the class goes over this. Introduce the winter scenery picture and explain to the children on how to do it. Give the

students all the supplies they need for this picture. Model in front of the class and on the ELMO/projection screen if it will work best. Give lots of examples! Only the winter season should be done for this lesson.

Once students complete the picture, have students paste the journal sheet on the picture while still showing the picture. Have students share with their elbow partner and then put it in a safe place where they can get it again for the next lesson of this unit.

B. Thinking Levels: Bloom TaxonomyRemembering: recalling many description words that describe winter.Understanding: explaining why we have the season winter.Applying: Illustrate a winter tree scenery. Analyzing: Questioning the What is Wrong? picture.Evaluating: Judging what is off on the What is Wrong? picture.Creating: Describe and design the winter tree scenery that is made.

C. AccommodationsRemediation:

For students who will need additional assistance, they will get help from a teacher, aide, or a classmate. Students who have a hard time with these activities in this lesson will get the assistance if needed when the student is performing them. A student many have a computer to design their winter scenery if it is needed for that activity. The students who are in special education or who struggle with the English language will be grades on their ideas and not their language use. They will also get help from a teacher, aide, or a classmate.

Extensions:

For an extension, students will be asked to write a story or draw about something that happened to them during the fall season. They will need to write at least four sentences or color their drawing with crayons in order to have good detail. Examples could be picking apples in the fall, carving pumpkins, raking leaves, or watching a certain animal in the fall season.

Learning Styles:Visual: The video clip about the winter season will be played in the beginning of the lesson for kids to visualize the winter season. After the video, there will be a discussion on the winter season and what we learned/ saw on the video which will help gear towards the chart.Auditory: The video clip will be played and students will not only visualize it, but will also listen to in and learn the information it shares. Also students will be able to listen to discussions and questions about the winter season that will be throughout the lesson.

Kinesthetic: There will be some movement when students transition from carpet to desk.

Tactile: Towards the end of the lesson, students will be designing winter scenery that includes a tree and themselves in the picture. They will draw, paste, cut with scissors, and use other art materials to design this scene. Later, they will describe the winter season and the picture they designed.

D. Managing the lesson:Instructional methods:

Lecture-description of winter. Mystery box discussion .What makes winter different from other seasons?

Demonstration- how to do the What is Wrong? Picture. How to do the winter scenery picture along with the journal sheet.

Discussion- describe winter. What are the characteristics of winter? What happens in the winter season?

Group work/ collaboration- working on the winter chart as a class.

Engagement strategies:

MovementIn this lesson, the only movement that will be incorporated will be the transition from sitting on the carpet to sitting at the desks.

Active Student ParticipationThere will be many opportunities for participation. One is when students are able to participate and join the discussion on what other objects could be in the mystery box and why. Also students can participate when the class is filling out the winter chart together on the smart board. They are able to participate if they raise their hand.

Classroom Management focusStudents will raise their hand to show they have a question or to respond to a question asked. The teacher will only call on students who are showing good behavior. Nonparticipating students will also be called on just to see if they are also engaged and are following along with the lesson being taught. Students who blurt out will be warned and reminded of what good behavior is, but if it continues, the student will be excluded from participating. For students who are not being on task and are not participating in the lesson at all will be given a choice. They will be able to choose whether they want to do the work now or during recess/ lunch with me. When the whole class gets a little chatty

and starts to get off task, I will try some off my strategies to get them to listen up and get back on task such as: turning off the lights, clapping a rhythm, or singing a tune for students to repeat back.

For students who are on task and doing their work, I will give them encouragement and praise. For individuals, I will give them individual comments and maybe a gold ticket. If the class it working hard and is on task, they will all receive a gold ticket.

Materials

Winter mystery box Winter chart-flipchart What is Wrong? picture with vocab- 23 copies Person cut out One cut out of the tree-already made Person cut out Glue Cotton balls Pencil Crayons Cotton balls Journal sheet-for picture

Integrated technology materials

V. Modeling

What will be modeled?

What is Wrong? Picture

For this activity, the teacher will model several things. First, the teacher will read the directions out loud to the student before modeling the activity. This will give students a clue on what is going on a what is going to happen in this activity. This What is Wrong? Picture is a picture that shows a winter scene. In the winter scene, there are several wrong objects within the picture. For example, if there was a boy in his bathing suit in the snow, the bathing suit would be the wrong object within that winter scene. There will be up to six objects wrong in the picture and students are to circle what is wrong in the picture. The teacher will model one together as a class and explain before beginning. After the students find the six things, they can move on to the lower half of the sheet. This is a word box full of words. The teacher will model how to circle the words that pertain to the winter season.

**First graders, today we will look at a picture I will be handing to you, but first let me show you what I would like you to do with this picture. Model the activity. This picture will show me how well you know about the winter season! You have five minutes to do this by yourself. After the five minutes is up, you will turn to your elbow partner and share what you did for another five minutes. After sharing with your partner, you can turn the picture in the tray and go back to your seat. If you have any questions please let me know!

Journal Sheet

This will be a half sheet of paper the teacher will pass back. Students will fill in the blanks of this journal sheet. This will be done as a class, but the teacher will model it. Many of these blanks on the paper are about the winter season. As the teacher goes over this as class, students should be filling in the blanks as they follow along.

** First graders, I am going to pass out these half sheets of papers. These are part of your next activity, so we need to keep them handy. Notice that there are many fill in the blanks. We are going to fill these blanks as a class, so I want you to focus and follow along.

Winter Scenery Picture

The winter scenery picture is very similar to the fall scenery picture in the previous lesson. The teacher will model to students to stay focus on the next section of the construction paper for their winter scene. Students will need another cut out tree and an outline of themselves which the teacher will remind them of. The teacher will model how to use both of these objects in the picture. Just like the fall scenery picture, the teacher will model how to color themselves on the person outline and what they would look like in the winter season. Also the teacher will model how to glue the tree on the picture and show what the tree would look like in the winter. Next, the teacher will also show how to glue the outline of themselves on the picture too. The teacher will use cotton balls to mock the snow. Once everything is glued, the teacher will model how to color the picture to add more detail. Once everything is complete, the teacher will model how to glue on the journal sheet to the picture. The journal sheet should be complete beforehand.

** First graders, we are going to work on our big project again today. We are only going to do the next section on your construction paper. This section is all about the winter. This has multiple steps, so you’re going to have to watch me very closely, ok?

Steps:

1. Have white construction paper ready- the next section.2. Color person for the winter season and then cut out.3. Trace and cut out tree.4. Paste both tree and person in the winter season.

5. Finish up with color the details such a grass, clouds, sun, etc.6. Paste the journal sheet to the picture.

VII. Checking for UnderstandingQuestions to be asked for checking understanding

A. During mystery box- What do you think this object is? Why do you think the object is related to fall? Where can you find this object?

B. After watching the winter video- What kinds of activities can we do in the winter? After watching the video, what is an important thing to do when it is winter?

C. During/ after What is Wrong? picture- Why did you circle that picture? Why do you think that object does not need to be circled?

D. Filling out chart- What is the weather like? What are the holidays in fall? What do animals do in the fall?

E. During winter scenery picture- Why do you look like that in the winter? What is the difference between your fall picture and your winter picture?

Observable moments to check for understanding

A. What is wrong? pictureB. Scenery pictureC. Filling out journal entry sheetD. Naming off objects for winter mystery boxE. Filling out the chart together as a class

Ways to respond during lesson- if they understand directions

A. Coral responseB. Signal response- thumbs up, nodding of head

Formative assessment strategies

A. Naming of objects for winter mystery boxB. Filling out chartC. What is wrong pictureD. Winter scenery picture with journal entry

VII. Guided practice

During the lesson, the students will work on the What is Wrong? picture. They will work alone for five minutes. After the five minutes, the students will share what they done with their elbow partner for another five minutes. They will compare their results with each other and work together if they have not finished in that five minutes.

VIII. Independent practice

Creating the scenery picture in class is the independent practice for this lesson. The teacher will model this activity so the students will become familiar with the process. After the modeling, students will get their supplies and will work independently on their winter scenery picture. This will also include their journal entry that will go along with it.

IX. Closure

For the closure, students will be able to share their picture with the class. A few will come up and put in on the projection screen. Classmates will be given the opportunity to give compliments on the art work. Afterwards, if there is time, the teacher will review with the class about the fall season which will include questions.

X. Assessment

After viewing all answered questions from the class, results from the What is Wrong? picture, and journal entries along with the picture, the teacher should have an idea what students understand and have met the objectives. All these are evidence that teacher can use and determine which student needs additional guidance.

XI. Reflection for every lesson- Questions to ask yourself

• Refer to your objective(s)/ target(s): how do you know that the objectives/targets were met? What is your evidence?

• Using your assessment data how will you change the lesson or instruction for the next time?

• How well did the students perform/respond? Were all my students engaged?

• How was my timing?

• How many students struggled? What will I do to help the students who struggled?

• What will I do to extend the learning for those students who met the target?

• What did everyone know? What did no one know? Were there any surprises?

Winter The temperature in the winter season is _____________________.

The weather in the winter season is _________________________.

A holiday in the winter season is ________________________.

My favorite thing to do in the winter season is ____________________.

Name:_______________________ Date:_____________________

What is Wrong?Circle the 5 things that are wrong in the picture.

Circle words that relate to winter.

Ice Soup Sled Pizza happy

Flower cold fire Snowball horse

Slide Hot Christmas snowman baby

Snow Snowflake Freezegumball gingerbread