KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candidate: Cooperating Teacher: Group Size:

Ms. Steinmann

Date: _ Coop. Initials

2.25.14

Whole Class (24) Allotted Time _50 minutes Grade Level 2nd

Subject or Topic:

Weather (Seasons)

Section

1___

STANDARDS: S3.B.2.1.1 Identify adaptations of plants and animals that help them to survive I. Performance Objectives (Learning Outcomes): A. The students will identify how humans adapt from season to season by completing worksheet and turning it in for credit. II. Instructional Materials A. Handouts attached Guided notes Season Item Picture and Paragraph Worksheet B. Season props ( enough seasonal items for one item per student) C. A suitcase/ Box for the Props D. Poster paper at least one for each group of the four seasons ( Four total) E. Markers to use to make the chart on the poster paper F. Tape to hang up the charts G. A spinning top for the closure

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) A. Prerequisites How to follow directions of the teacher. How to make and fill out a chart on chart paper. How to respect others when they are talking. How to be respectful and active listeners. B. Key Vocab Seasons- there are 4 of them, and they are different in weather throughout the year. Winter- is the cold season, lasts from mid-December to mid-March Spring starts to warm up and plants start to come back to life, lasts from mid- March to mid-June Summer- the hot season, lasts from mid-June to mid-September Fall- plants start to die and lose their leaves, lasts from mid-Sept to mid-December C. Big Idea The Four Seasons What causes the four seasons D. Content Differences between the four seasons What you do in each of the four seasons What causes the four seasons. IV. Implementation

A. Introduction Suitcase mystery/ four corners: Season clothes and props will be in the suitcase, and students will come pick a prop/ outfit piece to wear and figure out which season it belongs in. The four seasons will be posted in the room, and students will be asked to go to the correct season. Once the students get there, they will talk it out with others in the same group and figure out if they are correct season or not and why. B. Development Bring the class back to the desks and teacher will start to introduce the four senses with a PowerPoint and Guided notes (see attached). Teacher will ask students for answers throughout the PowerPoint Students need to fill out the guided notes as the class goes through the PowerPoint After finishing the PowerPoint and guided notes, the teacher will answer any unanswered questions anyone has. Students will break back up into groups they had originally and decide if their item still belongs in the season they originally thought it did or not. 1. If not they move to the correct group Once in the correct group students will make a list on chart paper of the items in that season, and why they think it belongs in that group.

 As the students talk it over and create the chart, the teacher will walk around from group to group to help groups that are stuck, and need a little push. When each season group is finished with the chart, all the groups will come back together to present their finding to the class. Once all the charts have been presented each student will pick an item from a different season and explain why people use it in that season, by filling out the handout (see attachment). (S.3.B.2.1.1) Each student fills out the worksheet for the second item chosen and turns it in for credit. (Collected for a formal assessment) Key Questions 1. Can anyone name one of the four seasons? 2. What do you know about this season? a. Spring b. Summer c. Fall d. Winter 3. What do you do during each of these seasons? 4. What makes the seasons happen? C. Closure So tomorrow we are going to talk about a cycle. Who know what a cycle is? (Wait for answers). A cycle is something that continues or repeats itself. ( spin the spinning top on the overhead) For homework

tonight I want you to think of five things that are considered cycles write them down and bring them in for tomorrows class. 1. Examples that could work a. Life cycle b. Water cycle c. Bicycle d. Tricycle D. Accommodations/Differentiation For any student having difficulty with the concept of the four seasons I will have an after school review session and go back over the information about, and answer any questions that these students still have. If they are still having difficulty I will pair them with a student that really understands the information for a peer teacher. For Johnny, a visually impaired student in the class, I will make sure that I verbalize everything that he needs to know from the PowerPoint, and I will also let him feel the objects as his classmates speak about them. E. Assessment/Evaluation Plan Formative 1. Collecting the worksheet and reading the paragraphs to see if the students understood the reason why that item belonged in that particular season. Summative

1. No Summative for this lesson V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught)

Remediation Plan

B. Personal Reflection Did this lesson get students to start to think about different types of weather during the seasons? 1.

Did the students seem to have a basic understanding of seasons at the end of this lesson? 1.

How can this lesson be improved? 1.

VI. Resources A. Why do we have Seasons? (n.d.). In Youtube. Retrieved April 5, 2014, from http://www.youtube.com/watch?v=3eFqZWX8nTo This video is in the PowerPoint show