Beruflich Dokumente
Kultur Dokumente
November 2017
Standards:
ILO-Objective 1 Generating Evidence: Using the processes of scientific investigation (i.e. framing
Objective: Students will be able to describe the characteristics of seasons and weather using their five senses.
Lesson purpose: This lesson is to help students see and understand that the changes in weather over the
Engage (5 minutes):
As the lesson begins I try to engage the class and assess their prior knowledge when they are seated in the
lounge. First I assess their knowledge and I say, "Please tell your partner everything you know about the
seasons." Now, I am predicting my students tell each other details about specific seasons like it snows in the
winter, and I am sure they know the names of all four seasons. But, it is important to allow them to share their
current knowledge with their peers, because it lets me know what they know. When I know what the students
know I can determine how much extra explanations I am going to need to provide throughout the lesson. In
addition, if I do have a student that knows a lot about the seasons I want to allow them to share, and I am
going to be sure to recognize them throughout the lesson. Students find it more meaningful when they learn
Teacher Role Asks questions, assesses prior knowledge, provide information and instructions for the explore phase.
Tell the students we get to be scientists and explore our natural world outside today. Tell the students we will
be going on a weather walk as a class today. Set up the expectations that we are being scientists and not
playing outside. Review the five senses and have them and have them try to use all five senses minus taste
while we are outside on our weather walk as a class. While outside ask question like how does it feel outside
(temperature) or what do we see (leaves, people, birds, etc.)? While outside ask the students to think how
We will take a pencil, a graphic organizer, and a clipboard (white boards will work) to write on. We will sit on
the grass on the field and use our five senses and that we are only filling out the first half of the graphic
organizer that says fall. Tell the students to remember to use what they see, feel, hear, and smell while we
are outside sitting observing and to use those senses in their writing and coloring what they observed about
Next, once most of the students are done with the fall side of their graphic organizer have all the students
stop and freeze. Explain that the other side says summer. Tell the students once they finish the fall side they
move to the summer side and use what they remember/ prior knowledge about summer bring up the five
senses so they can think how it feels in the summer what it looks like etc. At this point give the students 5
Teacher role Asks questions, makes open suggestions, questions and probe, provides feedback, assess
understanding
Student role Explores resources/ materials, records observations
Explain (15):
This is the time in the lesson when I make sure all my students understand the ideas of what season we are in
and they can compare it to the season summer. I do this by engaging the students in partner sharing, and
they tell their partner what they recorded on their graphic organizer. After they share with their table/partner
we are going to share as a class and have students share what they found outside on our weather walk.
Teacher role Asks for clarification and evidence from students, Enhance and clarify, uses students experiences, provides
vocabulary
Students role Clarifies understanding and discoveries, shares for understanding, feedback,
Extend (5 minutes):
Have students check the weather at different times of day and in different seasons like winter and spring and
then compare it to the other seasons they have observed. Ask students how the weather changes and how
Student role Applies new knowledge by preforming related task, asks questions
Evaluate (5 minutes):
I will be assessing and evaluating the whole lesson. From the question, I ask to the group discussion and think
pair shares. These are all tools that I am using to gage my students understanding. Lastly, I will use the
completed graphic organizer to assess if the students understood the content and objective. At the end of the
lesson the students will have the opportunity to share their findings with the class and have a class discussion
on what they found while being scientist outside observing the seasons and weather.
Student role Demonstrate understanding of a skill or process, evaluates their own progress and knowledge, answers
questions.
Accommodations:
ELL- Word bank with visuals so students can see a visual and connect it with the word form. Have
students work with a partner to help each other. Think pair shares so students can talk in a smaller
group setting. Students can draw instead of writing if they have a hard time writing.
SPED- Word bank with visuals so students can see a visual and connect it with the word form. Have
students work with a partner to help each other. Students can draw instead of writing if they have a
Fall Summer
Fall looks like______________________________
Summer looks like__________________________
_______________________________________
Summer feels like________________________
________________________________________