Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Anna Achterhoff Lesson # _3___ Subject/Grade: Science/Second Date and Time of Lesson: November 5th, 2013 Learning Objective: Students will be able to correctly identify weather conditions that correspond with each season at the conclusion of the lesson. Alignment with Standards: SC Science Academic Standards: 2-3.3 Illustrate the weather conditions of different seasons CCSS.ELA-Literacy.W.2.8- Recall information from experiences or gather information from provided sources to answer questions.

Developmental Appropriateness or Cross-curricular connections:

Students need to be aware of the idea that we experience different seasons during the course of a year, along with the seasonal change comes weather change. It is developmentally appropriate for students to be able to connect specific weather conditions to each of the four seasons. Grasping the concept of weather conditions and its relation to the time of year will allow for students to dress themselves appropriately according to the different seasons weather.

Assessment(s) of the Objectives:

Lesson Objective(s) Assessment(s) of the Objective(s) Students will be assessed three times during the lesson. Pre assessment- Ask students to name the four seasons record their answers During assessment- Observe students ability to work collaboratively in groups during outdoor activity Post assessment- Students will write 2-3 sentences in their science journals depicting weather conditions that correspond with each of the four seasons. Use of Formative Assessment Observing, recording, and analyzing students responses for the post assessment will indicate whether or not the class comprehends how to correctly illustrate weather conditions for each season.

Students will be able to correctly identify weather conditions that correspond with each season at the conclusion of the lesson.

Accommodations: If students struggle with writing, they can have the teacher write their words for them as they dictate. There are a variety of visual and auditory cues meant to build learning in this lesson. If a student cannot see the board, invite them to move closer. If a student has auditory discrimination problems, invite him or her to sit closer to the front, or have this student work with a partner who can repeat something the student may have missed the first time. Early finishers can use crayons and colored pencils to draw pictures for each of the seasons in their science book under their descriptive weather condition sentences.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Materials: 8 pictures of seasonal scenes (snow covered mountains, field of bright flowers, etc.) White board tape Markers Season signs for outside activity Wooden sticks for signs 28 seasonal items/pictures (mountain snow scene, sandcastle bucket, umbrella, flower seeds, flip-flops, etc.) Bag to carry items in Computer Smart board 4 seasons video song schooltube.com Science journals Pencils

Procedures:
1. Ask students to pick a turn-and-talk partner and to sit together where they can see the board. 2. On the board already have written each of the four seasons (winter, spring, summer, and fall) with enough room to place two pictures depicting weather condition scenes under each category. 3. Hold up one picture at a time, have the students turn-and-talk with their partner about which season they think the picture is depicting. Ask the class to respond as a whole with the correct season for the picture to be placed under when instructed. Continue until all of the eight pictures have been placed (two for each season). 4. Give each student an item/picture that depicts or represents a weather condition, event, or tool used during a specific season. 5. Ask students to study their item/picture and determine what time of year it represents the best. If a student has trouble deciding on a season for their item they can ask a classmate for help. 6. Lead class outside to where the four season signs are already attached to wooden sticks placed in the ground. 7. Ask students to walk to and sit down at the seasonal sign that their item/picture best represents. Students will wait patiently until the rest of the class has found a season group to sit with. 8. For around 7 minutes (one minute for each student in the group; 7 students) have students sit in a circle around their season sign and one at a time show their item/picture and explain why they think it represents the season they chose. 9. Once each member of the group has had a chance to share, ask the students to determine the item/picture in their group that most accurately represents a weather condition that corresponds best to their groups season. 10. With the remaining 8 minutes have students return to the classroom and ask each group to send the member with the best item/picture depicting their season to the front of the room. 11. One at a time have each of the four students tell the class what season their item/picture best represents and why. This will give the rest of the class a visual representation for weather conditions that correspond with each season. 12. Tell students I have a video to share with you that sums up the content learned today. The video is a song that elaborates on the weather conditions that correspond with each specific season. Play the 4

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Seasons Weather song for the class; ask them to listen for weather words used to illustrate each season. 13. Ask students to get out their science journal. 14. Explain to students that they are to write 2-3 sentences describing weather conditions that correspond with each of the four seasons. 15. Students will turn their science journals in to when instructed for me to record their answers.

Higher order thinking questions: What are the seasons? Why is it important to know the weather that goes with each season? How does your item/picture best represent the season you chose? Could your item/picture fall into another seasons category?; If so, which one? What weather conditions happen most often during summer? Fall? Winter? Spring? Which season tends to have the warmest weather conditions? The coldest? What weather condition do we see most often where we live? What other than weather changes with the seasonal change? What weather conditions have you learned relate to each specific season? Activity Analysis: 1. Have students engaged and involved with the placement of each of the 8 scenic landscape pictures under the four seasonal categories. This activity refreshes students prior knowledge of the four seasons, and introduces them to what weather conditions can look like for each of the seasons. It helps the students in the class to see the main idea of the lesson before it is broken down into more detail. The class goes outside once each student has been given an item/picture that corresponds with a season. Students will be motivated to participate in the activity because they will have a physical item/picture to manipulate during the process. Students who learn best by kinesthetic will benefit from this activity. By having the class move from inside to outside students are able to get rid of extra energy they have by involving physical movement to the lesson. To sum up the lesson the class will listen/watch a video on schooltube.com of a song about weather found in each of the four seasons. I implemented this technological resource to make the content more appealing to the students in the class that express their interest in video and song.

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References:
Schooltube, (no date). 4 Seasons Song. Retrieved from: http://www.schooltube.com/search/?term=4+seasons+song

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Anna Your lesson plan is interesting. I think there are 3 distinct parts to your lesson. First having the children move the pictures under the proper season, going outside and then the song. The good thing about the way you have it written is there are distinct stopping points. So if time ran out before the song that would be ok, the song could be used next time.

Points Grades Labels Objective Standard DAP/CCC Pre During Post Accommodations Materials Procedures Activity Analysis Technology References Mechanics Total 2 5 5 5 7 7 7 7 10 15 15 5 5 5 100 2 5 5 5 7 7 7 6 9 14 13 5 5 5 95