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Unit Title: The Four Seasons Developed By: Amanda T., Amanda B.

, Alexia, and Alexandra


Overview We are teaching our unit to a middle-class elementary school in the Montreal area. The students come from different backgrounds. The school has many technological resources and they are very open to using different strategies to promote learning. The school does formal and informal assessment, meaning assessment does not only come from testing; they use many different methods to assess learning. Our unit is being addressed to a kindergarten classroom that will be learning about the four seasons (fall, winter, spring, and summer). From these lessons, the students will learn about the weather and activities that are associated with each of the seasons, and which months fall under each season. The unit will include activities that pertain to the season that the students are currently in. Our unit is important because students will be able to identify each season in accordance to their characteristics. By being able to identify each season, they are furthering their understanding of the world, communicating using the resources of language, and will be able to complete an activity or project. Grade Levels (Cycle): Kindergarten Subject Area Competencies:
Competency 1: To perform sensorimotor actions effectively in different context i) to broaden his/her repertoire of actions ii) to adapt actions to the demands of the environment iii) to recognize ways to ensure well being Competency 2: To affirm his/her personality i) to increasingly meet his physical, cognitive, emotional and social needs ii) to share his tastes, interests, feelings and emotions iii) to show autonomy iv) to develop self confidence Competency 3 : To interact harmoniously with others i) to show interest in others ii) to participate in a group iii) to apply a conflict-resolution process iv) to cooperate with others

Competency 4: To communicate using the resources of language i) to show interest in communication ii) to understand a message iii) to produce a message Competency 5: To construct his/her understanding of the world i) to show interest and curiosity in the arts, history, geography, mathematics, science and technology ii) to exercise thinking in a variety of contexts iii) to organize information iv) describe his learnings Competency 6: To complete an activity or project i) to become involved in the activity or project ii) to show tenacity in carrying out the activity or project iii) to transmit the results of the project iv) to show satisfaction with the activity or project Broad Areas of Learning: Health and Well Being Personal and Career Planning Environmental Awareness and Consumer Rights and Responsibilities Media Literacy and Citizenship Community Life

Cross Curricular Competencies:


Intellectual : To use information To solve problems To exercise critical judgment To use creativity

Methodological
To adopt effective work methods To use information and communication technologies (ITC)

Personal and Social


To construct his/her own identity To cooperate with others

Communication
To communicate appropriately

Identify Learning General Unit Learning Objectives:


1. Students will have learned how to explore their local environment, observe, record, and gather evidence to explain and justify what season it is through various activities and projects. 2. Students will be able to explore the local environment. 3. 4. Students will also be able to explain and justify seasons through hands-on experiences. Students will have a good understanding of the characteristics of each season.

5. Students will be able to understand how seasons affects people, animals, events, and weather. General Unit Learning Outcomes: 1. Students will be able to identify the correct seasons. 2. Students will be able to determine which months fall under each season.

3. The students will be able to distinguish characteristics of the weather that is associated with each season. 4. Students will be able to identify the proper clothing that they need to wear for each of the seasons. 5. 6. 7. Students will be able to identify seasonal activities associated with each season. Students will be able to understand the changes in weather for each season. Students will be able to acknowledge the effects that the seasonal changes have on people, animals, activities and events.

QEP Learning Outcomes: Competency 1: The children demonstrate an increasing range of movements. They adapt their actions in relation to their physical environment and to the people around them. They follow safety rules and demonstrate recognition of healthy living habits. Competency 2: The children become appreciative of their strengths and start to deal with their limitations. They have a better awareness of themselves, are able to present themselves as individuals and recognize what makes them different from others. They contribute their ideas and explain them. They demonstrate initiative, autonomy and responsibility in games, projects and activities that are part of everyday life.

Competency 3: The children demonstrate that they can live harmoniously with others. They communicate with different people. They share, offer help and encourage others. They appreciate individual differences and participate actively in group life. Competency 4: The children are able to express and explain themselves so as to be understood by other children and adults. They are able to listen to questions, instructions and respond appropriately. They react positively to activities involving their language skills, specifically in the areas of reading and writing. They have been introduced to the various forms and functions of language and they adapt them to different communication situations. Competency 5: The children are familiar with the pleasure of learning. They are curious and are able to use their knowledge and creativity in play and projects. They use some basic elements from various subject areas: the arts, social sciences, mathematics, science and technology. Moreover, they also share their discoveries with classmates, teachers and parents. Competency 6: The children complete individual, team or class projects appropriate to their level. When they become involved in an activity or project, they apply their previous knowledge to complete it. They anticipate the main steps and are able to describe the methods that are to be used. At the end of the activity or project, they can state the knowledge they acquired. By doing do, they develop abilities and skills that will serve as the basis for further learning.

Understanding, Skills and Knowledge Enduring Understandings: a) Students will understand that...
Winter is the coldest season with lots of snow, ice and frost all around. The months associated with winter are December, January, and February, March. They will also understand that these days are short and the nights are long. Spring comes after winter and the months associated with spring are March, April, and May, June. They will also understand that this is the time when snow begins to melt and it begins to rain a lot. Summer comes after Spring and the months associated with summer are June, July and August, September. They will also understand that summer is the hottest and sunniest time of the year. The days are long and the nights are short. Autumn comes after Summer. It is dry but much cooler than summer and the months associated with autumn are September, October, November and December.

b) Related misconceptions
Some misconceptions kindergarten students may have is that winter is cold because of the snow and that it is summer because it is hot. They might also think that the different seasons only refer to one or two months and that all the days throughout the year are the same length: for instance, they might not know that the days are longer in the summer compared to the days in the winter.

Essential Questions:
a) Content specific Firstly, students will be asked what they already know about each of the seasons in order for the teacher to acquire knowledge about her students prior knowledge. Then, students will be asked various provocative questions when learning about each of the four seasons (fall, winter, spring, and summer) such as: Attention focusing questions -What do you do...? -Have you seen? Measuring and counting questions -How many? -How much? How long? -How often? Comparison questions -How is that different than? -In what ways is it like...? Action Questions -How about if you? -What happens if? Problem-Posing questions Can you find a way to? b)FNMI, multicultural, cross-curricular The students will be asked to demonstrate these through the different cross-curricular competencies which require the students to use the information given to solve problems, use creativity, be critical thinkers by using evidence to prove their points, develop certain work methods, and to communicate and cooperate with others when developing their understanding of the four seasons. - Can the four seasons be used in other subject areas such as, science, language arts, geography, etc?

Knowledge:
Students will know...
In the winter, the temperature generally falls below zero degrees; therefore, we wear coats, boots, gloves and scarves to keep ourselves warm. During the winter, people enjoy outdoor activities such as sledding, skating, snowman building and snowboarding. The students will also learn about different types of animals that live in very cold temperatures. In the spring, the rainy conditions allow flowers to bloom. The students will know that we wear

raincoats and rain boots to protect ourselves from the rain. Students will know that people come outdoors to play, to ride bikes, to fly kites or to plant gardens. In the summer, the sun is very strong; therefore, people wear hats, swimsuits, shorts, floaters. During this time, students are usually not in school and have a summer break. Students will know that people enjoy outdoors activities such as going to the beach to swim or enjoy water sports because it is very hot. In the autumn, the students will know that at this time, leaves are changing colors and falling. Autumn is associated with harvest, pumpkins and apples. Students will know that people wear light jackets and enjoy playing outdoor games like football, basketball, soccer and baseball.

Skills:

Students will be able to


1. To show what they have learned through oral and written communication skills (fine motor skills), as they have construct their understanding of the world and complete activities and projects. 2. They will be able organize the content of their messages through action, paying attention to others and showing interest in what they say and do. 3. Through their actions and interactions, they will have developed strategies on how to discover, understand and adapt to the world around them pertaining to the different characteristics of the four seasons. They will also be able to observe, anticipate and experiment when doing and understanding things, as well as solving problems.

4.

5. Students will have been motivated by a desire to explore and understand the world; therefore, the children will have been able to take part in an individual, team or classroom project. The project will be dependent on the students interests, games, experiences or imagination. They will be able to complete a task through by trial and error and by using their creativity. 6. In regards to media, students will be able to: - Manipulate an iPad - Use a keyboard - Use a mouse - Use applications - Use the Smart Board 7. Finally, students will be able to complete and create assignments (drawing, coloring) pertaining to the four seasons.

Assessment Evidence Formative Assessment Strategies:


We will use observation as a means of formative assessment. When teaching a lesson, the teacher will observe which students participate, which students understand the concepts being taught and which students are having more difficulties. In regards to student participation, the teacher will use a participation chart and the teacher will place a sticker near the childs name every time a child participates. This will allow the teacher to assess the students participation. The teacher will also be able to evaluate which students are more shy, which students are more reserved and to themselves, and which students show respect to the classroom environment. In regards to students respect towards the classroom environment and peers, the teacher will use a behavior chart. Every time the child exerts a positive behavior, a stick will be placed near the childs name. This will allow the teacher to assess the students respect towards their classroom environment and peers. Although the teacher will be looking out for these things, it does not mean that the child who is shy and does not participate will be punished. Through these observations, the teacher will be able to adapt and use new strategies to promote the learning of all his/her students.

Summative Assessment Strategies:


We will use the students art works as a means of summative assessment. We will not grade the students artistic skills per se, but we will evaluate the students progress and evaluate if the student understood what he/she had to do. As a result, the students artwork will be placed in their portfolio and the teacher will assess the students cumulative work in order to view their progress and improvement. For example, if we are teaching a unit on winter activities and the student is asked to draw his/her favorite winter activity and the student draws himself/herself swimming in his/her pool in the backyard, this will indicate that the student has failed to understand the winter activities discussed in class. Student Self-Assessment: After each lesson, the teacher will ask each student to share one thing they learned from the lesson through discussion or mini assignments.

Lesson Planning
What teaching and learning experiences will you use to ensure: achieve the desired results identified in your learning objectives achieve the desired results identified in your measurable outcomes equip students to complete the assessment tasks identified as your formative and summative evaluation? Questions To Consider: A) What pre-requisite knowledge or skills do the students need to have? B) Have the learners been part of the pre-planning in any way? C) What individual needs do you anticipate will

A) In order for the students to identify the correct season with a picture (i.e., showing them a pair of ice skates and identifying skating as a winter activity), the students must know what skates are and what they are used for. In order for students to associate the twelve months of the year to one of the four seasons, they must first know all the months of the

need to be addressed? D) Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning? E) How will you engage students at the beginning of the unit? (motivational set) F) What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge?

year. In order for the students to understand the weather conditions of each season, they must first be aware of weather conditions such as snow, rain, sun, thunderstorms, etc. This also applies to seasonal clothing and activities; they must first be aware of different kinds of clothing and activities before being able to relate it to a season. B) We will introduce every lesson before doing an activity based on that particular lesson; therefore, the students will be prepared and will have the knowledge to complete the lesson successfully. C) Every lesson will maintain all the students needs and abilities in mind. Therefore, the advanced students and the weaker students will both be able to complete the activity. Our lessons will be tiered and can be modified to the students needs. For example, if the students are asked to draw their favorite holiday, we can evaluate their drawings differently. We can ask the advanced student to write a few words explaining the picture. As for the student who is having more difficulties, they can draw one thing that represents their favorite holiday in order make the assignment simpler for them. D) The classroom will be set up to promote the learning of all students. The students will be seated at a table with four to five students. Every term, the students will change seats and be seated with different classmates. We will have a carpet where we will come together to share our ideas, read stories, and listen to each other. We will also have an arts and crafts section and a playtime section in our classroom. E) Before starting a unit, we will ask the students questions to engage them and to promote thought. For example, before beginning our lessons on winter, we could ask the following questions: 1) What is your favorite thing about winter? 2) Do you like when it snows a lot? 3) What is your favorite thing to do in the snow? 4) How do you feel in the winter? 5) What is your favorite winter holiday? These questions will get the students to think and t will prepare them for what they are about to learn. F) We will read the students books pertaining to different seasons and we will share our experiences and the things we remember most about certain seasons. We will do hands on activities (i.e.: we will take them outdoors to make snowmen in the winter), show them images, ask them to think about what they are looking at and we will also show them educational video clips. This will create a classroom of learners.

Lesson Title/Description

Objectives

Outcomes

CCCs

Resources

To introduce students to a particular fall fruit : apples - where do they come from

By the end of this lesson, the students should be able to: - identify an apple

All About Apples (Fall)

- where do they grow - the different parts of the apple -different types of apples -what we can cook/bake with apples, apple picking) - identify the different parts of the apple - name activities associated with apples (apple picking, baking). The students should also be able to draw/replicate one feature of an apple that they have learned about during the lesson using the Paint application on a computer. - have a basic understanding of how apples grow

Communication: to be able to effectively communicate their thoughts and ideas with teacher and peers Intellectual : use creativity to complete mini art assignment, apply what they have learned to the assignment Methodological : use effective work methods (i.e., Paint) to complete mini assignment

- Variety of apples -Computers installed with Paint application - Posters of apple trees (visuals)

To briefly introduce students to: -the notion of autumn and the changing color of the leaves (i.e., change in weather, color of the leaves, where do leaves grow) - the months associated with Fall - weather associated with fall (ties into the trees and changing of leaves).

By the end of this lesson, students will be able: - name the colors of leaves in the autumn - briefly explain why leaves change color - to create their own autumn tree with various colors of leaves ( art project)

Trees & Leaves (Fall)

Intellectual: use information they have learned to complete assignment , use creativity Methodological : to adopt effective work methods to complete assignment Personal/Social: cooperate with other peers and teacher Communication: communicate appropriately with peers and teacher

- Brown construction paper - Glue - Tissue paper in assorted colors - Scissors - Pencils

- Marker

To introduce the students to the Thanksgiving holiday : - when is Thanksgiving

By the end of this lesson, the students should be able: - to indicate what month Thanksgiving is associated with - explain what it means to be thankful - to share one idea as to what they are thankful for

Intellectual: to use information learned, exercise critical judgment, to use creativity Methodological : use ICT Personal/Social: constrict his/her identity, cooperate with others Communication: communicate appropriately with peers and teacher

-Bristol board to record students answers -Smart Board - iPads installed with Storia app (downloaded version of Thanks for

Thanksgiving (Autumn)

-what is Thanksgiving - foods associated with Thanksgiving - what it means to be thankful - The lesson will be supported with story (Thanks for Thanksgiving by Julie Markes).

Thanksgiving by Julie Markes).

To familiarize students with a festive holiday associated with Fall Halloween: - Halloween vocabulary (http://www.youtube.com/watch? v=qpAl5foi8fs)

- By the end of this lesson, students should be able to: - identify at least one feature of Halloween - demonstrate their understanding by completing a mini art project: students will draw/color their favorite part of Halloween and incorporate one word from the Halloween YouTube video into their work.

Intellectual: use information, solve problems, exercise critical judgment, to use creativity Methodological : use ICT, adopt effective work methods Personal/Social : cooperate with others Communication: communicate appropriately with others

- Smart Board - YouTube : http://www.you tube.com/watch ?v=qpAl5foi8fs (Halloween words) - Markers - Crayons -Halloween stencil (drawing)

Happy Halloween (Autumn)

- trick or treat - pumpkins -creatures associated with Halloween - activities associated with Halloween - costumes -Halloween safety Briefly introduce students to: - the weather and temperatures associated with the winter season (i.e., snow, ice, cold, frost, snowflakes)

The students should be able to: - differentiate between the different types of weather conditions associated with the winter season (a PowerPoint slide will be showed to the class to show the students what winter looks like by means of pictures and videos) - demonstrate their

Intellectual: to use information, to solve problems, exercise critical judgment, to use creativity Methodological : adopt effect work methods , use ICT Personal/Social: cooperate with others

-Power Point presentation -Smart Board - Paper - Crayons - Markers

Winter Weather (Winter)

-the months associated with winter -winter vocabulary - share winter experiences

knowledge : students will draw a winter scene, depicting what winter looks like to them

Communication: communicate appropriately with peers and teachers

To familiarize students with: - animals live in the arctic

By the end of this lesson, students should be able to: - briefly notate which animals live in the arctic -briefly explain how arctic animals survive - recognize that certain animals hibernate in the winter -To demonstrate their knowledge, the students will be asked to draw their favorite Arctic animal and complete the following sentence : If I were a ___________ ( favorite Arctic animal) , I would _____________________ ( something Arctic animal does).

Intellectual : to use information, to use creativity Methodological : use ICT, adopt effective work methods Personal/Social : cooperate with others Communication: communicate appropriately

- Smart
Board - You Tube video (http://www.yo utube.com/watc h?v=QPkMRuGZlQ) - Arctic Animal handout/ stencil - Crayons -Markers -Pencils

-modes of survival

Animals in The Arctic (Winter)

- briefly explore concept of insulation and blubber - briefly explore concept of bears and hibernation - This lesson will be supported by watching a YouTube video of The Magic School Bus: In the Arctic.

-To familiarize students with the Winter dress code (i.e., snowsuits, boots, mittens, gloves, hat, scarves) -familiarize students with winter activities (i.e., hockey, figure skating, ski, snowboard, making snowmen / snow angels etc). -The winter dress code part of this lesson will be supported with Robert Munsch Thomas Snowsuit.

By the end of this lesson, students should be able to: - identify a number of items needed to keep warm in the winter -identify winter activities they could engage in -As a class, the children will engage in a classroom activity and will build their own classroom snowman outside.

Intellectual: to use information, to solve problems, exercise critical judgment , use creativity Methodological: use ITC Personal/Social: cooperate with others Communication: communicate appropriately

-Smart Board - iPad installed with Storia app (downloaded version of Thomas Snowsuit) Embellishments to decorate snowman

Winter Dress Code/ Activities (Winter)

To familiarize students with: - the Spring weather, temperatures/conditions (cold, rainy, wet, damp, warmer than winter, muddy)

By the end of this lesson, students should: - be familiar with the characteristics associated with the Spring season, including appropriate dress code, holidays and temperatures. - To demonstrate their knowledge, the students will be required to draw themselves wearing appropriate Spring attire.

Intellectual : to use information, exercise critical judgment , to use creativity Methodological: adopt effect work methods, use ICT Personal/Social: cooperate with others, constructing their own identity Communication: communicate appropriately

- Smart Board - iPad installed with Storia app ( downloaded version of Hurray for Spring ) -Crayons

Spring weather ( Spring)

- Spring dress code ( rain boots, rain coat, jackets) - months associated with the Spring season. -This lesson will be supported by reading Hurray for Spring! by Patricia Hubbell through the Storia app.

-Markers -Paper

To briefly introduce students to: - events associated with the Spring season (i.e., sugar shacks, natural events, St. Patricks day) - discuss the Easter holiday

By the end of this lesson, students should be able to: - identify at least one event associated with Spring - The students should also be able to complete an art project, whereby the will be required to create their own flower and create a Kinder-garten mural of assorted colored flowers.

Spring Events / Easter (Spring)

Intellectual : to use information, exercise critical judgment, use creativity Methodological: adopt effective work methods Personal/Social: construct their own identity, cooperate with others Communication: communicate appropriately

- Construction paper - Scissors -Glue -Pipe cleaners ( green) -Picture of student

To briefly introduce students to: - the nature of flowers (blooming, parts of the flower, various types of flowers, association with Spring) - The class will also create its own virtual garden using Yates Virtual garden (http://www.yates.com.au/gardenclub/virtual-garden).

By the end of this lesson, the students should be able to: - identify at least one part of a flower -understand that flowers blossom in the Springtime - As a class, the students will create their virtual

Intellectual: to use information, to solve problems, exercise critical judgment , to use creativity Methodological: use ICT Personal/Social: cooperate with others

-Smart Board http://www.yate s.com.au/garde n-club/virtualgarden (Website)

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Blooming Flowers (Spring)

classroom garden. Communication: communicate appropriately

To familiarize students with: - summer weather, temperatures/conditions (sun, warm)

By the end of this lesson, the students should be able to: - identify characteristics associated with summer (weather, clothing, months) - paint/create their own sun - sing along to Mr. Sun (prior to this lesson, students will be asked to bring in summer clothes and sunglasses for the activity)

Intellectual: to use information , use creativity Methodological: use ICT Personal/Social: cooperate with others Communication: communicate appropriately

- SmartBoard (http://www.yo utube.com/watc h?v=ya4yyg9Xi I4 - Students summer clothes - Students sunglasses -Students beach towel

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Summer Weather (Summer)

-summer dress code ( shorts, tshirts, sandals, cap) - the months associated with the Summer season - Mr. Golden Sun (song)

To introduce students to: - activities associated with summer ( i.e., swimming, sports, water sports, going to the beach)

By the end of this lesson, students should : - be familiar with the activities associated with the summertime season - be able to create a summer day at the beach, using computers and the following website: http://www.kindersite.org/ Directory/DirectoryFrame. htm (create - a - scene)

Intellectual: to use information, exercise critical judgment , use creativity Methodological: use ICT Personal/Social: cooperate with others Communication: communicate appropriately

- Computers http://www.kin dersite.org/Dire ctory/Directory Frame.htm - Smart Board - iPad installed with Storia app ( downloaded version of Beach Day)

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Summer Activities (Summer)

- Discuss summer activities and summer experiences with the students - The students will also be asked to create a scene pertaining to a summer activity, using computers - This lesson will be supported by reading Beach Day by Karen Roosa and Maggie Smith.

To introduce students to: - the idea of picnics and foods (i.e., watermelon, lemonade, icecream, iced tea, corn on the cob,

By the end of this lesson, students will be able to: - identify at least one food associated with summer

Intellectual: use information, exercise critical judgment

-Bristol board - Markers - Picnic food provided by

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Summer Picnic (Summer)

strawberries) associated with the summertime - Take note the students ideas of summertime foods onto a Bristol board (this also ties into summertime activities and Beach Day)

and explain the nature of picnics - At a further date, students will apply what they have learned from this lesson and create their own classroom picnic (parents will be advised ahead of time).

Methodological: N/A Personal/Social: construct their own identity, cooperate with others Communication: communicate appropriately

teacher and parents (will be notified ahead of time)

Assess and Reflect Alignment of Objectives, Outcomes and Evaluation:

1. The students need to have prior knowledge of the weather, seasonal activities, articles of clothing, and animals. 2. The students will be asked questions in order to prompt their prior knowledge. Such questions will be asked:
-

What do you know about fall, winter, spring, and summer? What types of activities do you do in the fall, winter, spring, and summer? What types of clothing do you wear in the fall, winter, spring, and summer?

3. The learning would best occur in a classroom with the use of technological resources (computer, Smart Board, iPad) in order to show pictures to help explain the four seasons and to show students the specific characteristics of each season. Learning will also occur outside the classroom (in the school yard, school park) so that students can explore their environment in order to gain a better understanding of the season they are observing. 4. Students will be engaged members of their learning experience. Students will be asked to share their thoughts (for example: to explain their favorite activities that they enjoy playing in certain seasons) and students will be also encouraged to express their answers. In addition, we will also incorporate hands-on experiences, in which students will be able to complete different activities and games (for example: match the picture to the season using the Smart Board, iPad, and computer). Students will also be exposed to hands-on experiences such as, observing, recording, interpreting, and hypothesizing their observations when

brought outdoors for certain assignments. Adaptive Dimension: For Struggling Students: For the students that are struggling, the teacher will work one-on-one with the student, so that they gain a better understanding of the seasons and its characteristics. The teacher will review the seasons with the student so that they are able to associate the seasons with its characteristics. In addition, the teacher will complete additional exercises with the student in order to ensure that the child has grasped the important concepts. When completing an art assignment on a particular season, the teacher will sit beside the child in order to make sure that the child is on the right track. If the child happens to mix up the seasons or still seems a little unsure of the season and its characteristics, the teacher will show the student pictures and/or videos if that season and its features so that they gain a clearer idea of the concept. For students who need a challenge: For the students who need a challenge, the teacher will provide students with additional exercises and activities. For instance, the teacher will set up an area in the classroom where children who finished early and/or need a challenge where they can select additional exercises/activities based on the unit of seasons. This will allow the students to gain a greater understanding of the unit. Moreover, the students will have access to the media resources (iPads, computers), in which they can apply their knowledge of the seasons to activities that will be provided by the teacher. Instructional Dimension: One instructional approach is group learning. At the beginning of each lesson, the teacher will gather the students on the carpet area in front of the Smart Board and chalkboard, where learning takes place. The teacher will explain to the students the specific season and will ask students to participate. The teacher will prompt the students prior knowledge by asking them what they know about that season, the weather, activities, etc. After discussing the students answers, the teacher will show the students pictures and videos of the season so that they gain a clearer and better understanding. The teacher will then introduce the activity, and will the students to return to their table. Lastly, the students will apply their knowledge to their art assignment and/or activity. Another instructional approach is that the classroom will be student centered. In other words, the students are active members of the classroom and so, they are strongly encouraged to express their answers, opinions, and thoughts. Students will work collaboratively with their peers and will be given the choice to work individually or with a partner/group. Lastly, another instructional approach is that the classroom will be interactive. The teacher will ensure that students are engaged participants in the classroom and will encourage students to discuss their thoughts, findings, etc., of their hands-on experiences in order to develop their social skills.