Megan Jo Weimer

October 10,2016
Red Oak ISD

Goals and Objectives

TTWS Standard
The teacher sets significant, challenging, varied and appropriate learning goals and objectives.
Teks:
112.12. Science, Grade 1, Beginning with School Year 2010-2011.
(8) Earth and space. The student knows that the natural world includes the air around us and
objects in the sky. The student is expected to:
(C) identify characteristics of the seasons of the year and day and night;
ELPS:
(c) Cross-curricular second language acquisition essential knowledge and skills.
(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of
speakers including teachers, peers, and electronic media to gain an increasing level of
comprehension of newly acquired language in all content areas. ELLs may be at the beginning,
intermediate, advanced, or advanced high stage of English language acquisition in listening. In
order for the ELL to meet grade-level learning expectations across the foundation and
enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of English
language proficiency. The student is expected to:
(H) understand implicit ideas and information in increasingly complex spoken language
commensurate with grade-level learning expectations; and

Megan Jo Weimer
October 10,2016
Red Oak ISD

(I) demonstrate listening comprehension of increasingly complex spoken English by following

directions, retelling or summarizing spoken messages, responding to questions and requests,
collaborating with peers, and taking notes commensurate with content and grade-level needs.
CCRS
Science Strand
IX. Earth and Space Sciences
B. Sun, Earth, and moon system
1. Understand interactions among the sun, Earth, and moon
a. Describe solar system processes that produce phases of the moon, solar
and lunar eclipses, seasons, and tides

Tasks: Goals and Objectives listed below

Goal:
The student will understand the seasons of the year.
Objectives:
1. Students will identify characteristics of seasons of the year including changes in temperature,
precipitation, and winds.
2. Discuss the differences in weather change and the different seasons. Students will observe the
ways that animals adapt in the seasons.
3. The students will demonstrate the change in organisms, objects and events observed in the
natural world during each season.

Activity:

Megan Jo Weimer
October 10,2016
Red Oak ISD

The students will understand and identify the seasons by visualizing while demonstrating
what the four seasons are and show how the seasons appearance. The students will review as a
class every day before working on an assignment. The review will have a brainpop, myon book,
or whole group discussion. One of the activities will include drawing the seasons on a manilla
piece of paper. This activity allows the students to be able to express their prior knowledge over
seasons. This activity allows the teacher to observe and see what the students know and
understand about the seasons.
Another activity the students will participate in is the winter animals worksheet. This
activity allows the students to gain understanding over the animals during the seasons and how
they adapt. This is an assessment that allows the teacher to know if the students are
comprehending the materials being taught. The students will be able to pick an animal in small
groups and work as a team to discuss how the animal adapts to the seasons. This activity expands
the student's knowledge by making them think what type of animal they picked and find
information over that animal. This activity was my favorite to observe because the students were
so intrigued in how animals adapt to every season. The students get so excited and want to
always learn more about animals.
The students have science journals that they use at least once a week but this week we
were able to use them four times for the four seasons. The journals have journal page inserts that
have questions about that season. The questions consist of what does day and night look like
during this season? What activities do you participate during this season? What is the
temperature like? What do the trees and plants look like? The journals could be used as an

Megan Jo Weimer
October 10,2016
Red Oak ISD

independent assessment. This science unit included many activities and most of them were
regarding how seasons make organisms adapt to that season.
Justification
As the teacher, I will make sure to have background checks throughout the lesson. There
are many ESL students that will need background knowledge of the topic of seasons before
beginning on this unit. The teacher will read aloud all instructions and goals for that day to be
able to insure that the students know the expectations for this unit over seasons.
I have chosen these activities, goals, and objectives due to the knowledge of the students.
The first grade students are visual and kinesthetic learners who love to love around the classroom
and work together. The activities I have chosen worked very well with this group of students,
they enjoyed coloring and being able to express the seasons in their manner.