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William Mennies Elementary School

First Grade Earth Science: The Four Seasons


(4 parts)

Name of Course/Class:
Science: Earth Science: The four seasons (Spring, Summer, Winter, Fall)

Grade Level:
First Grade

Science textbook
Lab supplies (paper, pencils, crayons, scissors, glue)
Access to computers with internet, LCD, and Smart Board (Instructor use)

Preferential seating
Small group assessments
Left handed scissors, large crayons

Orient the leaner:

(4 sections)

Essential Questions:
What are the four seasons?
What types of weather are typical for each season?
What are some fun activities for each season?

Earth Science: Given a season wheel template and crayons first grade science students will conduct how
weather changes from season to season by creating a season wheel with 70% accuracy.

Standards: New Jersey Core Curriculum Content Standards

5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building
enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands
encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of science and
use measurement and observation tools to assist in categorizing, representing, and interpreting the natural
and designed world.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and evaluating

C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and
is a part of the all-encompassing system of the Universe.
A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years under
the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns,
and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes
of stellar birth and death. These same processes governed the formation of our solar system 4.6 billion years
B. History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it has been
evolving as a result of geologic, biological, physical, and chemical processes.
C. Properties of Earth Materials: Earths composition is unique, is related to the origin of our solar
system, and provides us with the raw resources needed to sustain life.
D. Tectonics: The theory of plate tectonics provides a framework for understanding the dynamic
processes within and on Earth.
E. Energy in the Earth System: including the internal and external sources of energy drive Earth systems.
F. Climate and Weather: including Earths weather and climate systems are the result of complex
interactions between land, ocean, ice, and atmosphere.
G. Biogeochemical Cycles: The biogeochemical cycles in the Earth systems include the flow of
microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or
biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted by
human activity.
Interdisciplinary Standards: New Jersey Core Curriculum Content Standards
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaborate and to create and communicate

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology
concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop
innovative products and process using technology.
C. Communication and Collaboration: Students use digital media and environments to communicate and
work collaboratively, including at a distance, to support individual learning and contribute to the learning of
D. Communication and Collaboration: Students use digital media and environments to communicate and
work collaboratively, including at a distance, to support individual learning and contribute to the learning of
E. Research and Information Fluency
F. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan
and conduct research, manage projects, solve problems, and make informed decisions using appropriate
digital tools and resources.

(8 events)

Anticipatory Set/Hook/Daily Review: At the beginning of the Earth Science lesson students will be shown
a music video Four Seasons in a Year using the LCD projector. After the video the instructor will ask the
students what their favorite seasons are.
Input/Modeling/Present Information: The instructor will teach the class about the four different seasons.
Information will include; the visual characteristics of each season, the weather, different activities in each
season, and the holidays celebrated within the seasons, etc. Using the Smart Board and
students will match images to each of the different seasons. For example using the Scatter game the
student will match different images such as a snowman or a pile of leaves to the correct season.
Check for Understanding/Provide Learner Guidance: Call on random students individually to make sure

that there is a general understanding of the topic. Students will be asked different questions such as, What
holidays are celebrated in the winter? and What season is known for its rain and flowers? Instructor will
also answer any questions that the students might have.

Guided Practice with coaching /Elicit Performance: Students will work in heterogeneous small groups
and have an open discussion about the seasons, with a few questions to keep in mind. For example, what
colors are the leaves in the fall, and can you list the season in order from coldest to warmest? Instructor will
circulate the room while the students are in small groups. After a few minutes of discussion the class will
rejoin as a whole and the students will be asked to answer some of the questions that were provided to them.

Independent Practice/Provide informative feedback: Students will work individually to think about
some of the activities that they participate in during the different seasons. The students will be provided
with pre-recorded samples using Vocaroo ( then they will write their answers on a sheet
of paper. Some examples of the questions being asked are, It is snowing and I am going to go sledding.
What season is it?, and School is out, and it is hot so I am going swimming. What season is it? Instructor
will go around the room to check for correctness, and ask or answer any questions that may occur during the
independent practice.
Closure: Review discussion to ensure that students have an understanding of the seasons and the different
characteristics that go with them. Instructor will ask questions such as, What are the four seasons? What
type of weather is typical for each season? and What are some fun activities for each season?

Assessment: Given a season wheel template and crayons first grade science students will conduct how
weather changes from season to season by creating a season wheel with 70% accuracy.

Enhance/Transfer: As an Exit Pass the class will discuss why it is important to learn about the different

seasons. Learning about the four seasons will help the students understand change and the passage of time.
Not only will the students learn that the weather changes from season to season but they will also
understand that there are other changes such as the food that is available.


Student Feedback:
Did you have fun?
Was the class too hard or too easy?
Do you feel like you learned a lot about the different seasons?
Teacher Feedback:
Did the use of technology increase the students learning?
What could have been done differently?
Did the instructor experience any problems during the lesson?
Was the necessary assistive technology provided?
Did the instructor create a fun learning environment?