amandachowell.weebly.com€¦ · web viewthe first graders will be able to identify seasonal...

Seasonal Changes- Unit PlanAmanda Howell and Meredith Bowen

Tedu 414

First Grade

1 week

Seasonal Changes- Unit Plan

First Grade

Amanda Howell and Meredith Bowen

1. Unit Introduction

The first graders will be able to identify seasonal changes affecting plants, animals, and people. During this Seasonal Changes unit, the students will build on knowledge from the previous Weather unit.

Core SOL: Earth Patterns, Cycles, and Change

Science 1.7 The student will investigate and understand weather and seasonal changes. Key concepts include

a) changes in temperature, light, and precipitation affect plants and animals, including humans;

b) there are relationships between daily and seasonal changes; and changes in temperature, light, and precipitation can be observed and recorded over time.

2. Objectives

A. General Unit Objectives

1. The students will gain knowledge about the seasonal changes and how those changes affect people, animals, and plants through a variety of seasonally themed activities. They will recognize that these changes are cyclical and are related to the weather.

2. The students will gain cooperative learning skills as well as self motivating skills through various interactive seasonally themed activities. The student will also improve their locomotor skills and develop their artistic, sight word, technological, and pattern skills. 3. The students will acquire an appreciation of the seasonal changes in relation to the weather through various interactive seasonal themed activities. They will also recognize those changes in their own neighborhoods. In addition, the students will obtain a positive attitude towards the seasonal changes affecting people, animals, and plants by identifying the correct changes for each season.

B. Specific Objectives

DAY 1: Given the characteristics of Fall, the student will be able to identify seasonal changes affecting plants, animals, and people with 90%

accuracy.

Day 2: Given the characteristics of Winter, the student will be able to identify seasonal changes affecting plants, animals, and people with

90% accuracy.

Given the appropriate list of first grade sight words, the student will be able to read the words with 90% accuracy.

Day 3: Given the characteristics of Spring, the student will be able to identify seasonal changes affecting plants, animals, and people with 90%

accuracy.

Given the beginning of an ABAB, AABB, or ABCD pattern, the student will be able correctly continue the pattern with 90% accuracy.

Day 4: Given the characteristics of Summer, the student will be able to identify seasonal changes affecting plants, animals, and people with 90% accuracy.

Given Ipads with a variety of seasonal games, the student will be able to demonstrate an operational knowledge of touch screens with 90% success.

Day 5: Given the characteristics of all four seasons, the student will be able to identify the four seasonal changes affecting plants, animals, and people with 90% accuracy.

Given the activity, “Four Seasons Relay Race,” the student will be able to apply locomotor skills and a variety of movements with 90% accuracy.

C. Standards of Learning (SOLs)

Day 1: Core SOL Earth Patterns, Cycles, and Change

Science 1.7 (listed above)

Visual Communication and Production

Art 1.4 The student will create works of art inspired by stories or poems, ideas, and themes.





Language Arts

Reading 1.6 The student will apply phonetic principles to read and spell.

1. a) Use beginning and ending consonants to decode and spell single-syllable words.

2. b) Use two-letter consonant blends to decode and spell single-syllable words. 3. c) Use beginning consonant digraphs to decode and spell single-syllable words. 4. d) Use short vowel sounds to decode and spell single-syllable words. 5. e) Blend beginning, middle, and ending sounds to recognize and read words. 6. f) Use word patterns to decode unfamiliar words. 7. g) Read and spell simple two-syllable compound words. 8. h) Read and spell commonly used sight words





Math

Patterns, Functions, and Algebra, Focus: Patterning and Equivalence

1.16 The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness.

1.17 The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns.




Art 1.4 The student will create works of art inspired by stories or poems, ideas, and themes. Technology

Basic Operations and Concepts C/T K-2.1 Demonstrate an operational knowledge of various technologies.

A. Use various types of technology devices to perform learning tasks.

- Use a keyboard, mouse, touch screen, touchpad, and other input devices to interact with a computer.- Use appropriate buttons, gestures, menu choices, and commands to manipulate the computer when completing learning tasks.



P.E.

Movement Principles and Concepts 1.2 The student will demonstrate improvement in locomotor, non-locomotor, and manipulative skills while applying the movement concepts.

a. Demonstrate pathways, levels, tempo (speed), force, directions, and relationships when performing locomotor skills.

b. Demonstrate tempo (speed), levels, and flow when performing non-locomotor skills.c. Demonstrate force, levels, and direction when performing manipulative skills.

Technology



- Use a keyboard, mouse, touch screen, touchpad, and other input devices to interact with a computer.

- Use appropriate buttons, gestures, menu choices, and commands to manipulate the computer when completing learning tasks.

3. Daily Plans

Day 1: Fall, Day 2: Winter, Day 3: Spring, Day 4: Summer, Day 5: Compare, Contrast, Reflect (see attached for lessons 1-5)

4. Unit EvaluationThe students will complete a fill-in-the-blank Seasonal Changes Unit Test to assess what they have learned from the week-long seasonal changes unit. There will be differentiation for strugglers, average, and advanced students. (see attached test for example)

5. Resources and Materials

- Bulletin board with a large tree- Leaf cutouts (yellow, orange, red)- Fall themed item cutouts- Seasonal changes charts (blank- students, answer key- teacher)- Seasonal changes chart transparency- Overhead projector- Blank wide trees- 12x18 light blue construction paper- Q-tips- Paint (yellow, orange, red)- Index cards- Our Seasons by Grace Lin and Ranida T. McKneally- Where Are My Animal Friends? by William Chin- Snowflake cutouts- Winter themed item cutouts - White paint- Insta-snow powder- Mittens, gloves, hats- Stuffed animals (squirrel, groundhog, bear, chipmunk, beaver, bat, raccoon, skunk, etc.)- “Where Are My Animal Friends? Hibernation and Migration”

http://www.prometheanplanet.com/en-us/Resources/Item/112234/where- are-my-animal-friends- hibernation-and-migration#.UpD38bSE5SU- Plastic eggs- Spring themed item cutouts- Spring pattern worksheet- Paint (green, white, pink)

- Season cycle video

http://www.teachertube.com/viewVideo.php?video_id=1406 - Computer- Projector- Seasonal Song Video http://www.youtube.com/watch?v=00S7tBOmTL4 - Beach ball- Green leaf cutouts- Summer themed item cutouts- Manipulative table with sand- Seashells- Sand shovels- Variety of green colored paint- Ipads with preloaded seasonal games- Nature in the Neighborhood by Gordon Morrison- Seasonal themed clothing and accessories- Movement cards- Whistle- Seasonal cycle poster- 4 Promethean boards with preloaded seasonal activities- Completed art projects- Construction paper- Crayons- Glue- Scissors- Worksheet with seasonal changes facts/pictures- Visual aids for big tree bulletin board cutout examples and daily lesson plan facts (leaves, mittens, gloves, hats, eggs, seashells)

http://www.teachertube.com/viewVideo.php?video_id=1406


http://www.prometheanplanet.com/en-us/Resources/Item/112234/where-%09%20%20are-my-animal-friends-hibernation-and-migration#.UpD38bSE5SU



- Seasonal changes unit test

Day 1: “Fall”

1st grade

Meredith Bowen and Amanda Howell

Purpose: The first graders will be able to identify seasonal changes during Fall affecting plants, animals, and people. During this Seasonal Changes unit, the students will build on knowledge from the previous Weather unit. Today's lesson focuses on the seasonal changes during the Fall. The students will not only learn about the seasonal changes, but experience them through interactive activities.

VA SOLS:

Earth Patterns, Cycles, and Change



b) there are relationships between daily and seasonal changes; and

changes in temperature, light, and precipitation can be observed and recorded over time.



Objective:

Given the characteristics of Fall, the student will be be able to identify seasonal changes affecting plants, animals, and people with 90% accuracy.

Procedure:

Introduction

- Review the season cycle by watching this video: (visual, auditory) http://www.teachertube.com/viewVideo.php?video_id=10698

- Ask students “What season is it? What season comes next? What season was prior?”

- Introduce the bulletin board tree. “This week the seasons will change every day. Today is Fall. Let's decorate our tree for the Fall season.” Have students put up Fall leaves, acorns, etc. (visual)

Development

- Write facts about Fall on leaves. Throw leaves from bucket into the air. The students pick up leaves, read facts taped to leaves, take them off the leaves, and put them on their chart, under the right category (kinesthetic,visual)

[see chart and facts examples attached]

- For strugglers... Have picture cues on leaves with facts

- Create seasonal changes chart on overhead projector transparency (visual, auditory)

-Students will volunteer previous knowledge from seasonal weather unit

-Students will share facts learned from leaves. Write facts read under appropriate category (also given by student)


[Who can tell me what the weather is like in the Fall? Who can tell me what people do in the Fall? What do animals do in the Fall? What do plants do in the Fall?]

→ see attached model for example

- Hand out blank trees (split into 4 four parts). Explain that the tree has four parts for the four seasons. Hand out q-tips and paint for the Fall section. Show teacher's model. (visual, kinesthetic)

- For differentiation, see Evaluation A

Summary

- Have students put Fall themed pictures around the Fall tree bulletin board (ex- football, rake, mound of leaves, V of migrating birds, squirrel collecting nuts)

- Have class discussion about the characteristics of Fall.

Each student must tell you one thing they learned about Fall today. If cues are needed for strugglers, use specifics. What do people wear in the Fall? What do animals do? What happens to the trees?

Materials: bulletin board (with big tree), leaf cutouts, fall themed item cutouts, Seasonal changes charts, Seasonal changes transparency, blank wide trees, q-tips, 12x18 light blue construction paper, orange, red, and yellow paint, index cards

Evaluation Part A:

- Give students an index card to write 1 seasonal change for people, 1 for animals, and 1 for plants

- The students should be able to identify seasonal changes affecting plants, animals, and people with 90% accuracy

- For strugglers... include a picture cue for each category

- For advanced students... ask for 2 characteristics/changes for people, 2 for animals, and 1 for plants

Evaluation Part B:

Did the students meet your objectives?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?

Visual aids for bulletin board cutouts and leaf facts

People:

Animals:

Plants:

Day 2: “Winter”

1st grade


Purpose: The first graders will be able to identify seasonal changes during Fall affecting plants, animals, and people. During this Seasonal Changes unit, the students will build on knowledge from the previous Weather unit. Today's lesson focuses on the seasonal changes during the Winter. The students will not only learn about the seasonal changes, but experience them through interactive activities.

VA SOLS:








Reading

Language Arts 1.6 The student will apply phonetic principles to read and spell.

1. a) Use beginning and ending consonants to decode and spell single-syllable words.

2. b) Use two-letter consonant blends to decode and spell single-syllable words. 3. c) Use beginning consonant digraphs to decode and spell single-syllable words. 4. d) Use short vowel sounds to decode and spell single-syllable words. 5. e) Blend beginning, middle, and ending sounds to recognize and read words. 6. f) Use word patterns to decode unfamiliar words. 7. g) Read and spell simple two-syllable compound words. 8. h) Read and spell commonly used sight words.

Objectives:

- Given the characteristics of Winter, the student will be able to identify seasonal changes affecting plants, animals, and people with 90% accuracy.

- Given the appropriate list of first grade sight words, the student will be able to read the words with 90% accuracy.

Procedure:

Introduction

- Review the season cycle with Our Seasons by Grace Lin and Ranida T. McKneally [Multicultural book] (visual & auditory)

- Ask students “What season is it today? What season comes next? What season was prior?”

- Ask students how the bulletin board tree needs to change today. “This week the seasons are changing every day. Today is Winter. How do we make the tree look like it is winter time?” Have students take off leaves until tree is bare (visual & kinesthetic)

Development

- Make “snow” with students using Insta-Snow powder. Allow children to see and feel.

- Write facts about Winter and put them in mitten, gloves, and hats hidden around the room. Students will hunt for facts and glue collected facts on their seasonal changes chart. (visual, kinesthetic)


-Also hide stuffed animals that hibernate around the classroom for students to find

- For strugglers... Have picture cues with facts

- Add to seasonal changes chart on overhead projector transparency (visual, auditory)


-Students will share facts learned from their “hunt”. Write facts read under appropriate category (also given by student)

[Who can tell me what the weather is like in the Winter? Who can tell me what people do in the Winter? What do animals do in the Winter? What do plants do in the Winter?]


- Introduce Sight Word Snowballs activity. Have first-grade sight words printed on white paper, crumpled up. Have kids throw the “snowballs”

back and forth for about 30 seconds, then open one and read the word to themselves. They will repeat this 5 or 6 times.

First grade sight words list:

http://www.smbsd.org/uploaded/reading/files/high_frequency_words_firstgrade.pdf

-Read Where Are My Animal Friends? by William Chin

-Lead the “Where Are My Animal Friends? Hibernation and Migration” activity on the Promethean board

http://www.prometheanplanet.com/en-us/Resources/Item/112234/where-are-my-animal-friends-hibernation-and-migration#.UpD38bSE5SU

http://www.prometheanplanet.com/en-us/Resources/Item/112234/where-%09are-my-animal-friends-hibernation-and-migration#.UpD38bSE5SU

http://www.prometheanplanet.com/en-us/Resources/Item/112234/where-%09are-my-animal-friends-hibernation-and-migration#.UpD38bSE5SU

http://www.smbsd.org/uploaded/reading/files/high_frequency_words_first%09grade.pdf

http://www.smbsd.org/uploaded/reading/files/high_frequency_words_first%09grade.pdf

- Hand out blank trees (split into 4 four parts). Hand out q-tips and white paint for the Winter section. Allow students to add glitter with teacher assistance as well. Show teacher's model. (visual, kinesthetic)


Summary

- Have students put Winter themed pictures around the tree bulletin board (ex- falling snow, snow piles, shovel, ice-skates, snowman)

- Have class discussion about the characteristics of Winter.

Each student must tell you one thing they learned about Winter today. If cues are needed for strugglers, use specifics. What do people wear in the Winter? What do animals do? What happens to the trees? What holidays do we celebrate in the Winter?

Materials: Our Seasons by Grace Lin and Ranida T. McKneally, Where Are My Animal Friends? by William Chin, previously displayed bulletin board (with big tree), snowflake cutouts, Winter themed item cutouts (listed above), partially filled Seasonal changes charts, partially filled Seasonal changes transparency, partially filled blank wide trees, q-tips, same 12x18 light blue construction paper, white paint, index cards, Insta-snow powder, mittens, gloves, hats, stuffed animals (squirrel, groundhog, bear, chipmunk, beaver, bat, raccoon, skunk, etc.), “Where Are My Animal Friends? Hibernation and Migration” http://www.prometheanplanet.com/en-us/Resources/Item/112234/where-are-my-animal-friends-hibernation-and-migration#.UpD38bSE5SU

Evaluation Part A:







Evaluation Part B:


How do you know?





Visual aids for bulletin board cutouts and mitten, glove, and hat facts

People:

Animals:

Plants:

Day 3: “Spring”

1st grade


Purpose: The first graders will be able to identify seasonal changes during Fall affecting plants, animals, and people. During this Seasonal Changes unit, the students will build on knowledge from the previous Weather unit. Today's lesson focuses on the seasonal changes during the Spring. The students will not only learn about the seasonal changes, but experience them through interactive activities.

VA SOLS:








Patterns, Functions, and AlgebraMath 1.16 The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness.

Math 1.17 The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns.

Objectives:

- Given the characteristics of Spring, the student will be be able to identify seasonal changes affecting plants, animals, and people with 90% accuracy.

-Given the beginning of a ABAB, AABB, or ABCD pattern, the student will be able correctly continue the pattern with 90% accuracy.

Procedure:

Introduction

- Review the season cycle with video (visual)


- Ask students “What season is it today? What season comes tomorrow? What season was yesterday?”

- Have students gather around the bulletin board tree. “Today is Spring. How can we make our classroom tree into a Spring tree? Let's decorate our tree for the Spring season.” As students give you correct ideas of what the tree needs for Spring, have them put up buds, new green leaves, flowers, etc. (visual, kinesthetic)

Development

- Write facts about Spring and put them in plastic eggs for students to hunt for. The students hunt for the eggs, read facts inside, take one out of the egg, and glue them on their chart, under the correct category (kinesthetic,visual)


- For strugglers... have picture cues with facts

- Create seasonal changes chart on overhead projector transparency (visual, auditory)


-Students will share facts learned from the egg hunt. Write facts read under appropriate category (also given by student)

[Who can tell me what the weather is like in the Spring? Who can tell me what people do in the Spring? What do animals do in the Spring? What do plants do in the Spring?]


- Review what the first graders have learned about patterns. Use samples around the room. Ask four students wearing colors that work for a pattern to stand up and put them in a ABAB pattern according to the


colors of their shirts. “Can anybody tell me about the pattern our friends make? Who can tell me how we would label this pattern?” Next, ask three girls and three boys to stand up and put them in boy, boy, girl, boy, boy, girl order. “Can anybody tell me about the pattern these friends make? Who can tell me how we would label this pattern?”

- Show students the Springtime Patterns cut and paste worksheet. Go through all five patterns together, while pointing to the pictures. “I'm

going to point and we'll read the pattern together... bunny, carrot, bunny, carrot, bunny, carrot... What comes next? How will we label this pattern?” Go through #3 (AAB pattern) and #5 (ABC pattern) aloud as well.

- Hand out partially-filled trees (split into 4 four parts). Hand out q-tips and green, white, and pink paint for the Spring section. Show teacher's model. (visual, kinesthetic)


Summary

- Have students put Spring themed pictures around the bulletin board tree (ex- flowers in the grass, bird nets, birds, butterflies, bees, raincloud, umbrella, kite, etc.)

- Have class discussion about the characteristics of Spring.

Each student must tell you one thing they learned about Spring today. If cues are needed for strugglers, use specifics. What do people wear in the Spring? What do animals do? What happens to the trees?

Materials: bulletin board (with big tree), plastic eggs, Spring themed item cutouts, Seasonal changes charts, Seasonal changes transparency, Spring pattern worksheet, blank wide trees, q-tips, 12x18 light blue construction paper, green, white, and pink paint, index cards, season cycle video http://www.teachertube.com/viewVideo.php?video_id=1406

Evaluation Part A:






Evaluation Part B:


How do you know?





Visual aids for bulletin board cutouts and egg facts

People:

Animals:

Plants:

Pattern Worksheet

Day 4: “Summer”

1st grade


Purpose: The first graders will be able to identify seasonal changes during Summer affecting plants, animals, and people. During this Seasonal Changes unit, the students will build on knowledge from the previous Weather unit. Today's lesson focuses on the seasonal changes during the Summer. The students will not only learn about the seasonal changes, but experience them through interactive activities.

VA SOLS:




b) there are relationships between daily and seasonal changes; and changes in temperature, light, and precipitation can be observed and recorded over time.



Technology



Use a keyboard, mouse, touch screen, touchpad, and other input devices to interact with a computer.

Use appropriate buttons, gestures, menu choices, and commands to manipulate the computer when completing learning tasks.

Objective:

- Given the characteristics of Summer, the student will be able to identify seasonal changes affecting plants, animals, and people with 90% accuracy.

- Given Ipads with a variety of seasonal games, the student will be able to demonstrate an operational knowledge of touch screens with 90% success.

Procedure:

Introduction

- Review the season cycle by singing along to a seasonal changes song (visual and auditory)

http://www.youtube.com/watch?v=00S7tBOmTL4

- Ask students “What season is it? What season comes next? What season was prior?”

- For a group activity, throw around a beach ball and have the students share facts about what they already know about summer. This is a great team building activity to get the student’s focused on the summer season.

- Transition the student’s focus to the bulletin board tree. “Today is Summer. Let's decorate our tree for the Summer season.” Have students put up green summer leaves. (visual)

Development

- Write facts about Summer on seashells. Hide the seashells in the sand of the manipulative table. Provide small beach shovels for students. The students find a shell, read facts taped to the shell, take them off, and put them on their chart, under the right category. (kinesthetic,visual)

[see chart with facts examples attached]

- For strugglers... Have picture cues on seashells with facts

- Display the seasonal changes chart on overhead projector transparency (visual, auditory)


-Students will share facts learned from the seashells. Write facts read under appropriate category (also given by student)

[Who can tell me what the weather is like in the Summer? Who can tell me what people do in the Summer? What do animals do in the Summer? What do plants do in the Summer?]


- Hand out their almost completed art project of the four seasons tree (split into 4 four parts). Explain that the tree has one more part left for the summer season. Hand out q-tips and paint for the Summer section. Show teacher's model. (visual, kinesthetic)

- As the students are finishing their art, put students in pairs and hand out Ipads. Starting playing Ipad games: The Four Seasons- An Earth Day Interactive Children’s Story Book HD, Simply Find It Seasons HD, Tizzy Seasons HD, Kids Clothes & Seasons: Learn to Dress Up. (visual, auditory, kinesthetic)


Summary

- Have students put Summer themed pictures around the Summer tree bulletin board (ex- beach ball, sand shovels, fireworks, campfires, bugs, water)

- Have class discussion about the characteristics of Summer.

Each student must tell you one thing they learned about Summer today. If cues are needed for strugglers, use specifics. What do people wear in the Summer? What do animals do? What happens to the trees?

Materials: computer and projector (YouTube song), beach ball, bulletin board (with big tree), green leaf cutouts, summer themed item cutouts (bugs, fireworks, sun, etc), manipulative table with sand, seashells, glue, sand shovels, Seasonal changes charts, Seasonal changes transparency, art project of the four seasons tree, q-tips, variety of green colored paint, Ipads with preloaded seasonal games, index cards.

Evaluation Part A:





Evaluation Part B:


How do you know?





Visual aids for bulletin board cutouts and seashell facts

People:

Animals:

Plants:

Day 5: “Compare, Contrast, Reflect”

1st grade


Purpose: The first graders will be able to identify seasonal changes affecting plants, animals, and people. During this Seasonal Changes unit, the students will build on knowledge from the previous Weather unit. Today's lesson

focuses on comparing, contrasting, and reflecting on the four seasons. The students will review the seasonal changes through interactive activities.

VA SOLS:






Technology



Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a computer.

Use appropriate buttons, gestures, menu choices, and commands to manipulate the computer when completing learning tasks.

P.E.

Movement Principles and Concepts 1.2 The student will demonstrate improvement in locomotor, non-locomotor, and manipulative skills while applying the movement concepts.

d. Demonstrate pathways, levels, tempo (speed), force, directions, and relationships when performing locomotor skills.

e. Demonstrate tempo (speed), levels, and flow when performing non-locomotor skills.f. Demonstrate force, levels, and direction when performing manipulative skills.

Objective:

- Given the characteristics of all four seasons, the student will be able to identify the four seasonal changes affecting plants, animals, and people with 90% accuracy.

- Given the activity, “Four Seasons Relay Race,” the student will be able to apply locomotor skills and a variety of movements with 90% accuracy.

Procedure:

Introduction

- Review the season cycle by reading Nature in the Neighborhood by Gordon Morrison (visual, auditory)

- Ask students “How do the changing seasons affect their neighborhoods?” “What do you do or see in your neighborhood during fall, winter, spring, and summer?”

Development

- Bring students to large area like outside or in the gym and introduce the Four Seasons Relay Race (visual, kinesthetic):

- Students are split into two teams- Teacher uses a four season cycle poster (for strugglers) and

tells the students that the relay race will start with Fall.- When the whistle blows, the 1st student from each team will flip

a movement card (from a stack in front on them on the ground) and reads how they will get to the seasonal clothes/accessories bin. (ex. hop, skip, run)

- Once the student reaches the bin of clothes/accessories, they put on one “Fall” item.

-They will return to their team by hopping, skipping, running, etc. -They will tag the next student on their team, and then sit down

at the end of the line.- The 2nd student flips a movement card and moves to the bin to put on a “Winter” item. They will return to their team

using the same movement.- The process is repeated with the 3rd and 4th students picking a movement card and putting on a “Spring” and then

“Summer” item and returning to their teams. - The seasonal cycle is repeated (Fall, Winter, Spring, Summer)

until all of the students from each team has gone and is sitting down with their correct item of clothing/accessory.

- The teacher will check each team to make sure they have identified the correct seasons and their corresponding items. Students will tell the teacher this information and a winning team will be declared.

Examples of items for the clothing/accessory bin (to be reviewed with the students before the race)-

- Fall: jeans, backpack- Winter: heavy coat, snow boots, mittens- Spring: rain boots, rain coat- Summer: sunglasses, beach hat, tank top

- Once the students are back in the classroom, introduce the four Promethean board activities for each station: Signs of Fall, Winter Clothes, Spring, and Summertime tic-tac-toe. (auditory, visual, kinesthetic)

- Group the students into four groups and have them rotate to each Promethean board until every student has had a chance to play the seasonal activity.

- While students are in their stations, pull them individually to tell you about their complete art project of the four-part seasonal tree. (auditory, visual)


Summary

-Bring the class back together as a group and have the students volunteer to share their art projects with the class. (auditory, visual)

- Have a class discussion about the seasonal characteristics affecting people, animals, and plants.

- Each student must tell you one fact they have learned about the seasonal changes affecting people, animals, and plants.

Materials: Nature in the Neighborhood book by Gordon Morrison, seasonal themed clothing and accessories, movement cards, whistle, seasonal cycle poster, 4 Promethean boards with preloaded seasonal activities, completed art projects, construction paper, crayons, glue, scissors, worksheet with seasonal changes facts.

Evaluation Part A:

- Seasons Sort Flip Chart: Give students a piece of construction paper and have them fold it long ways. Ask them to cut one side into four sections (model this for them) and label each section fall, winter, spring, summer. (visual)

- Provide a worksheet with all of the seasonal changes affecting people, animals, and plants and ask the students to cut out each fact and sort them (glue them) under the correct season. They can color their flip charts as students complete the assignment. (The students will work individually for this evaluation).

-The students should be able to identify seasonal changes affecting plants, animals, and people with 90% accuracy

- For strugglers...pictures will be provided alongside each fact.

- For advanced students...give them a worksheet with just the facts (no picture support).

Evaluation Part B:


How do you know?





F W S S

Thick fur Full, green trees No school Plants budding

No plants growing

Pollen End hibernating Spring Break

Start school Camps Gather food Ice skating

Animals born Birds fly south Football and soccer

Fur thickens

Bugs Thanksgiving Lighter clothing

Birds migrated south

Gardens, fruits, & vegetables Play in snow

Get ready for deep sleep Shed fur

Loose clothing Trees are bare

Start to wear pants/long

sleevesFourth of July

Easter Needs a lot

water and shade

Warm clothes Birds fly north

Hibernating Flowers blooming

Leaves turn red, orange, and

yellow

New Years and Valentine’s Day

Trees loose leaves

Swimming Birds lay eggs Baseball

Unit Test

Name: Season Sort Flip Chart

Advanced Average

Strugglers

Art Project Tree and Example

amandachowell.weebly.com€¦ · web viewthe first graders will be able to identify seasonal...

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