Stephanie Nalepa

Grade: Kindergarten
Subject: Science
Unit: Weather
Lesson Three: Different Seasons, Different Weather

I. Standard
Next Generation Science Standards
K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.

K-ESS2.1.4.1: Use observations (firsthand or from media) to describe patterns in the natural world in order to answer
scientific questions.

K-ESS2.1.4.1: Use observations (firsthand or from media) to describe patterns in the natural world in order to answer
scientific questions.

Common Core State Standards

RI.K.1: With prompting and support, ask and answer questions about key details in a text.

W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
are writing about and supply some information about the topic.

II. Objective/Target and I Can Statements

The learner will be able to name the seasons in the correct order in which they occur in.
I can name the seasons in order.

The learner will be able to discuss and describe each of the four seasons.
I can describe each of the four seasons.

The learner will be able to create an image of what each season looks like in their local area, by decorating a tree for
each season.
I can decorate a tree to represent each season.

III. Lesson Management: Focus and Organization

Instructional Methods:
Whole group discussion
Watching a video
Partner discussions
Reading passages
Individual work on activity page/writing
Observing and recording weather

Engagement Strategies:
Whole group discussion
Calling on students with a listening body and/or on random students by pulling sticks
Turn and talk
Watching a video
Moving from sitting at the front of the room in a group to sitting at their desks
Hands-on activities: coloring, drawing, recording weather

Materials Needed and Prepared:

White board, dry erase markers, eraser OR anchor chart paper and markers
Computer
Projector
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 Screen
ELMO Projector
Seasons Song Video: https://www.youtube.com/watch?v=8ZjpI6fgYSY
Pencils, erasers, and crayons for students
Weather and Seasons Discovery education reading passages
Blank seasons activity page of tree for each student

IV. Introduction
The teacher will activate prior knowledge and will review something that the students already know by
gathering all of the students to sit at the front of the room to review the terms, weather and seasons. The
students will explain to the teacher what each term means, and the teacher will discuss answers
appropriately.
The teacher will generate interest by having the students watch the video, Seasons Song Video, which
connects the topics weather and seasons together https://www.youtube.com/watch?v=8ZjpI6fgYSY.

V. Input
A. Task Analysis:
TTW begin by referring to the weather anchor chart created the day and lesson before. The teacher will
point out some of students thoughts about weather that were just discussed as well as some that were not
discussed that may be on the anchor chart.
TTW model thinking aloud by pointing out that there are many types of weather, but there are only four
seasons, which occur in the same order every year.
Check for Understanding: Think in your head what the seasons are, list the seasons in the order that they
occur?
o Students will think, pair, share their ideas and will then discuss their thoughts as a class.
TTW display the discovery education Core Interactive Text, How Can the Four Seasons Be Described?,
on the projector and will read it to the class.
TTW display the discovery education core interactive text, How is the Weather Similar and Different in
Different Seasons? on the projector and will read it with the class.
Check for Understanding: How many seasons are there?
Check for Understanding: What season are we in right now?
o Students will think, pair, share.
Check for Understanding: How do you know we are in that season?
o Students will think independently and will then discuss their thoughts as a class.
TTW play a slideshow of each season on the projector for the class to see. Each slide will consist of pictures
representing each season, whether that be the type of clothes you would wear in each season, the type of
weather in each season, and/or activities that can be participated in each season. The teacher and students
will discuss the slides together. After the first slide is shown, the next slide will be the name of the season.
The third slide will consist of the Discovery Education reading passage pertaining to that particular season,
which the teacher will read with the students.
Check for Understanding: What kind of weather do you see in this slide?
Check for Understanding: What season do you think this weather occurs in? Support your answer.
TTW then put a blank anchor chart on the whiteboard and will draw equal sized sections on it, with an arrow
starting at one section and moving on to the next, until it reaches the first section again.
The students will name and describe each season, making sure to focus on the type of weather that each
season brings. The teacher will be sure to address any misconceptions that may arise.
TTW display the 4 Seasons Tree activity page on the screen for the students to see, and will explain the
directions and procedures that students need to follow.
The students will repeat the directions in order back to the teacher.
TTW pass out the activity sheet to the students.
TTW model their thinking as they point at the first empty tree making sure to think aloud about which season
comes first, the type of weather that happens in that season, and what it looks like in that season. The
teacher should also make sure to model their thinking about their explanations for why they decorated the
tree the way in which they did.
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 The students and teacher will together work on the second tree, making sure to note the same thought
processes as the teacher did for the first tree.
Check for Understanding: Which season comes after summer?
o TTW call on a student to answer this question and will discuss it appropriately. The class will then
write that season underneath the next blank tree.
Check for Understanding: Which season comes after fall?
o TTW call on a student to answer this question and will discuss it appropriately. The class will then
write that season underneath the next blank tree.
Students will complete the next two empty trees on their own, unless the teacher feels that it would be best
for the class to continue working on the trees together.
Once the students are done working on their activity pages they may begin to get ready to go outside to
observe the weather.
TTW review procedures and expectations for the weather watchers before passing them out to students.
o TTW model the correct and incorrect way to handle weather watchers and observations.
TTW call tables to go get their hats, gloves, etc. and to then meet the teacher to get their weather watcher,
and to then line up at the door.
Once all of the students are prepared to go outside and are lined up quietly by the door the teacher will lead
them outside, where they must stay near the door.
o After several minutes the teacher will gather the students back into a line to go back inside.
After arriving back inside the classroom the students will return their watchers to the designated area, will
put their coats away, and will return to their seats.
The students and teacher will complete todays weather observation together:
o Check for Understanding: Explain what type of weather you observed through your weather
watchers today.
TTW call on two students who are following directions to explain and discuss what they
saw.
o Check for Understanding: Name the symbol that we can use to represent this type of weather.
The students will complete their observation notes and will turn in their paper to the silver basket in the
designated area.

B. Thinking Levels: Revised Blooms Taxonomy Questions To Engage Students Thinking

Remember:
o How many seasons are there?
o Think in your head what the seasons are?
o Which season comes after summer?
o Which season comes after fall?
o Name the symbol that we can use to represent this type of weather.
Understand:
o List the seasons in the order that they occur?
o What kind of weather do you see in this slide?
Apply:
o What season are we in right now?
o What season do you think this weather occurs in?
o Decorating each tree for each season on the activity page.
Analyze:
o Explain what type of weather you observed through your weather watchers today.
Evaluate:
o How do you know we are in that season?
o Support your answer.

C. Accommodations- Differentiating To Meet Student Needs

Remediation/Intervention: Students who may need additional assistance in understanding and discussing
the topics will benefit from working with partners to discuss questions asked, and will benefit from the
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 teacher working on the first two season trees with the students. Miss Piccard will also be circulating the
room as the students work on the 4 seasons activity pages to gain a better sense of who is grasping the
content, and who is not. Proximity control will be utilized by both teachers throughout the lesson, as well.
Extension/Enrichment: Students who show considerable comprehension will benefit from working with
partners to discuss questions and prompts asked, as they can then share their understanding with their
partner. These students may also choose to not use the visual support from the teacher as the activity page
is completed.

Learning Styles: Students will benefit from a variety of teaching styles used:
o Linguistic: discussion throughout the lesson, completing the 4 seasons activity page, recording
weather observations, and reading the core interactive texts and looking at the slideshow of
pictures.
o Interpersonal: Turn and talk with partners
o Spatial & Musical: Seasons Video
o Intrapersonal: Thinking to self, working on the last season tree independently.
o Logical/Mathematical: Thinking about questions asked, graphing and recording weather.

D. Methods, Materials, and Integrated Technology

Instructional Techniques: Whole group discussion, watching a video, partner discussions, reading
passages individual work on activity page/writing, observing and recording weather

Engagement Strategies: Whole group discussion, calling on students with a listening body and/or on
random students by pulling sticks, turn and talk, watching a video, moving from sitting at the front of the
room in a group to sitting at their desks, hands-on activities: coloring, drawing, recording weather

Materials and Integrated Technology List: White board, dry erase markers, eraser OR anchor chart
paper and markers, computer, projector, screen, ELMO Projector, seasons video:
https://www.youtube.com/watch?v=8ZjpI6fgYSY , pencils, erasers, and crayons for students, Weather and
Seasons Discovery education reading passages , blank seasons activity page of tree for each student

VI. Modeling: I DO
TTW model thinking aloud by pointing out that there are many types of weather, but there are only four
seasons, which occur in the same order every year.
TTW model their thinking as they point at the first empty tree making sure to think aloud about which season
comes first, the type of weather that happens in that season, and what it looks like in that season. The
teacher should also make sure to model their thinking about their explanations for why they decorated the
tree the way in which they did.

VII. Checking for Understanding

Formative Assessment Questions:
How many seasons are there?
Think in your head what the seasons are?
Which season comes after summer?
Which season comes after fall?
Name the symbol that we can use to represent this type of weather.
List the seasons in the order that they occur?
What kind of weather do you see in this slide?
What season are we in right now?
What season do you think this weather occurs in?
Explain what type of weather you observed through your weather watchers today.
How do you know we are in that season?
Support your answer.

Possible questions to ask students throughout the course of the lesson:

Which season would be the best season to play soccer in?
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 What is your favorite season?
Could it rain in the winter, even though that is a type of weather typically seen in the spring?
Do you think that every place in the world has each season?
Do you think that every season is the same everywhere in the world?

VIII. Guided Practice: WE DO

TTW display the discovery education Core Interactive Text, How Can the Four Seasons Be Described?, on the
projector and will read it to the class.
TTW display the discovery education core interactive text, How is the Weather Similar and Different in Different
Seasons? on the projector and will read it with the class.
TTW play a slideshow of each season on the projector for the class to see. Each slide will consist of pictures
representing each season, whether that be the type of clothes you would wear in each season, the type of
weather in each season, and/or activities that can be participated in each season. The teacher and students will
discuss the slides together. After the first slide is shown, the next slide will be the name of the season. The third
slide will consist of the Discovery Education reading passage pertaining to that particular season, which the
teacher will read with the students.
The students and teacher will together work on the second tree, making sure to note the same thought
processes as the teacher did for the first tree.
The teacher and students will discuss the following questions together:
o What kind of weather do you see in this slide?
o What season do you think this weather occurs in? Support your answer.
o Explain what type of weather you observed through your weather watchers today.
o Name the symbol that we can use to represent this type of weather.
The teacher and students will discuss the following questions and answers together after either think, pair, share
about them and/or about thinking about them independently first:
o How many seasons are there?
o How do you know we are in that season?
o Which season comes after summer?
o Which season comes after fall?

IX. Collaborative (YOU DO TOGETHER) and/or Independent Practice (YOU DO)

Collaborative:
Think, Pair, Share:
o Think in your head what the seasons are, list the seasons in the order that they occur?
o What season are we in right now?

Independent Practice:
Students will complete the next two empty trees on their own, unless the teacher feels that it would be best
for the class to continue working on the trees together.
Students will observe the weather independently, but with adult supervision.

X. Closure:
After the students turn in their books the teacher will gather all of the students at the front of the room and will
state the I Can statements with the students.
The teacher will connect todays activities to future learning experiences by explaining to students that tomorrow
they will be learning more about the seasons, to they should be sure to not forget what they have learned today.

XI. Assessment
The teacher will know if the objectives/learning targets were met by observing students throughout the
discussions and as students complete their 4 seasons tree activity sheet, as well their weather observations
recording. If students are not participating throughout the discussion, then it may be wise to be sure to provide
this student with extra support in the following lessons, which are aimed to really teach new concepts to the
students.
The teacher should also record any misconceptions that students may have, so that they can be addressed at
the appropriate time in future lessons.

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 The teacher should also look at the first page of each students activity pages and weather recordings to make
sure that they completed them the correct way. Students who may not have completed the worksheets correctly
should work with one of the teachers independently the following day to correct the sentence and to clear up
any misconceptions.
The students answers to formative assessment questions asked throughout discussions should also be used to
guide further instruction.

Sources
Discovery education. (2012). Sky and weather: Session 2, 3, and 4. Retrieved from:
https://app.discoveryeducation.com/techbook/concept/conceptGuid/2BBB6B60-C746-4FFC-BFFB-
E93DB4A673DC/unitGuid/CBE211C1-E9A0-4E19-AD2E-341EBCEEC572#/tab=model-lesson-
tab&page=1&subTab=sessions23and4

Discovery education. (2012). Sky and weather: Session 6, 7, and 8. Retrieved from:
https://app.discoveryeducation.com/techbook/concept/conceptGuid/2BBB6B60-C746-4FFC-BFFB-
E93DB4A673DC/unitGuid/CBE211C1-E9A0-4E19-AD2E-341EBCEEC572#/tab=model-lesson-
tab&page=1&subTab=sessions67and8

Discovery education. (n.d.) Sky and weather: How is the weather similar and different in different seasons? Retrieved
from: https://app.discoveryeducation.com/techbook/concept/conceptGuid/2BBB6B60-C746-4FFC-BFFB-
E93DB4A673DC/citGuid/99DBA42E-E938-4AF9-AFE3-
3B96EC69A779/languageId/eng/readingLevelId/2/courseGuid/5684C578-C97F-474C-B4D3-
E2DFE729F9E4#/tab=explore-tab&page=&subTab=

Discovery education. (n.d.) Weather and seasons. [Reading Passage]. Available from
http://www.discoveryeducation.com/

Education.com (2008, December 18). Kindergarten building words weather & seasons worksheets: Writing the four
seasons [Pinterest Post]. Retrieved from https://www.pinterest.com/pin/417920040401930461/

Have fun teaching. (2015, May 18). Seasons song video.[Video file]. Retrieved from:
https://www.youtube.com/watch?v=8ZjpI6fgYSY

M. (2011, September 27). Learning About The Seasons [Web log post]. Retrieved from
http://todayinfirstgrade.blogspot.com/2011/09/learning-about-seasons.html

Marlow, J. (n.d.). Four seasons anchor chart [Pinterest post]. Retrieved February 29, 2016, from
https://www.pinterest.com/pin/AewDEuRpwki_CgfzNIlPgHSLlA-7OpSZEYZhH3d2u5t9s2VXuS2ZcJwo/

R. (2012, September 23). Classroom Pictures And An Anchor Chart [Web log post]. Retrieved from
http://gradeonereadingcorner.blogspot.ca/2012/09/classroom-pictures-and-anchor-chart.html

*Pictures on Powerpoint found on Google.

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 Reflection
Lesson Three: Different Seasons, Different Weather

Refer to your objective(s)/target(s): how do you know that the objective(s)/target(s) was met? What is your
evidence?
The learner will be able to name the seasons in the correct order in which they occur in: I can name the
seasons in order.
o I know that some of my students met this objective based off of their verbal responses during our
discussion about the seasons. However, based off of these student responses during discussion, I
also know that some of my students did not meet this particular objective/target. Some of the
students named the seasons out of order when during our discussion.
The learner will be able to discuss and describe each of the four seasons: I can describe each of
the four seasons.
o I know that out of the students who completed the four seasons activity sheet, most of them either
met this objective, or met it with just one or two minor misconceptions. I am also able to tell that
most of my students met the ojective/target based on the discussion held throughout class, as
most of the students were able to describe the seasons, or were able to identify most of the
seasons while looking at pictures of each seasons descriptions on the powerpoint that I made. As
stated above, there were some misconceptions that I am able to see while looking through
students work, which mainly consist of confusion about leaves on the trees. For example, many
students put only a few leaves on the summer tree, which should have been done for summer.
The learner will be able to create an image of what each season looks like in their local area, by decorating
a tree for each season: I can decorate a tree to represent each season.
o Based off of the students who completed the worksheet, I know that most of them met this
particular objective/target with only a few minor misconceptions/errors. As explained above, most
of the students were able to correctly decorate each tree for each season. However, the one
common mistake that I noticed was how the students drew the leaves on the trees. Many of the
students drew only a few tiny leaves on the summer tree, which would have been more appropriate
for the spring tree. However, all in all, I was able to see that most of the students met the
objective/target.

Using your assessment data how will you change the lesson or instruction for the next time?
After looking at the assessment data I would change my directions for the activity sheet next time and would
provide more scaffolding for the students while they work on completing it. I would choose to do more of the activity
page with them, and/or clearly tell them what exactly I wanted them to include on each tree. Then, I might include a
different formative assessment about the seasons for this lesson, which might be something like an exit ticket, having
the students write the order that the seasons come in, or draw a symbol to show each season. In this case, the tree
activity sheet could have been more like a practice, and further instruction for those who needed it. I would have
been sure to tell the students that I wanted to see leaves on the trees (if applicable), grass, rain, snow, clouds, or a
sun too. I believe that if I provided more scaffolding with the activity page then more students would have finished
their activity page, and would have finished it correctly.

How well did the students perform/respond? Were all my students engaged?
I believe that the students performed and responded very well. I could tell that the students loved the seasons video,
as they sang along and were dancing with the song. I also noticed that they were singing the song as they were
working on their seasons activity sheet. The students were engaged as I completed the anchor chart with them, and
when they began to lose focus I did a little rhyme with them, which immediately helped to bring them back to what we
were working on. I could tell that the students also really liked the powerpoint of pictures showing each season, as
they properly discussed each slide with the students around them and remained on task. The students lost focus as I
read them the Discovery Ed. readings, which made me happy that I copy and pasted the second reading into the
powerpoint that I made, because it made the reading more student friendly. Lastly, the students seemed to enjoy
working on their four seasons activity page, but after looking at student work I found that many students did not
complete their activity page. I believe that I lost a lot of the students attention and focus here, as many of them
began to talk to friends instead of working on their activity sheet.
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How was my timing?
My timing was okay. I would have liked to have more time at the end for the students to work on their activity
sheet. Reading the Discovery Ed. reading passage took more time than I would have liked. I also would have spent
less time on the beginning of the lesson, when I called on students to tell the class the order that the seasons go in. I
called on three students and none of them were able to correctly name the seasons in order, which took a lot of time.
Next time, I would have called on two students to name the seasons in order and if they were still not naming them
correctly I would have cut in and explicitly told students the order that they occur in.

How many students struggled? What will I do to help the student(s) who struggled?
In order to best accommodate and differentiate instruction, my CT and I thought ahead and grouped all of
the students together who may have struggled throughout the lesson for any number of reasons. Whether it had
been because of attention, behavior, or lack of understanding. My CT sat with these students at one table, which
worked out very well, because she was able to meet any misconceptions and/or issues head on that these students
may have run into. I could see a major difference in these particular students work, as their work was completed, and
was done so mostly correct. The small group attention really helped these students. This also limited the number of
students who may have struggled throughout the lesson.

What will I do to extend the learning for those students who met target?
In order to extend the learning for the students who met the target I am going to create an exit ticket where they will
have to write down the seasons in the order that they occur in. I will also consider mentioning and discussing how
weather and seasons are different in different areas of the United States and in the world. The only reason why I
have not done this yet is because I am not sure if this concept would be too difficult for the majority of my students to
understand yet, which would make it a great topic and concept to discuss in order to extend students learning.

What did everyone know? What did no one know? Were there any surprises?
I was surprised by the amount of students who still have difficulty distinguishing summer and spring. I noticed this
misconception while looking at the students completed pre-assessments, but I would have thought that by this point
in the unit students would be able to better understand the differences between the two seasons. I am hoping that the
next lesson completely clears this misconception, as the entire class will be participating in a seasons sort. I am
going to make sure to include many pictures of spring and summer weather and environment, so that the class and I
can discuss the differences between the two seasons.

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