Unit Title:
Change in Our Environment
DAY #1
Objective - After reading the book,
students will identify
the four different
seasons in a year
- After group discussion
and the individual
worksheet craft
activity, students will
be able to describe and
answer questions
about the four different
seasons
Standards IAS: 1.RL.4.2, 1.RL.2.1
ISTE: 6c
Materials - Four Seasons Make a
Year by Anne Rockwall
- Worksheet
- Pink, white, green, and
orange tissue paper
- Glue
- Crayons
- Pencil
Management Students will work
independently after the read
aloud and board work. They will
complete their work and have
an opportunity to share what
they made with the class at the
end of the lesson.
Anticipatory Students will listen to a story
Set about the time I moved into a
different house.
Purpose Our world changes everyday
and it is important to identify
and understand those changes,
so we are better prepared when
things change.
Lesson INPUT: Group read aloud
Presentation followed by a group discussion
to review the material learned
from the main idea
OUTPUT: Independent
worksheet to be completed by
the students and then to share
with their classmates
Closure or Students will share their work
Conclusion with their turn and talk partner.
They will share one thing that
they learned from the lesson.
Formative - Walk around the room
Assessment to watch as they work
independently
- Group collaboration
when the students help
decorate the trees on
the board
Adaptations See Lesson Plan:
Remediation: Pictures of the
decorated trees will be left on
the board.
ELL: The seasons can be written
in their first language on their
worksheet.
Enrich: Draw a picture that
matches the season
Summative Collect the worksheet that
Assessment students completed
(as needed) independently.
DAY #2
After the whole group discussion
and individual activity, students
will be able to explain the effect
that different seasons have on
people.
IAS: 1.3.6
NCSS: People, Places, and
Environments
ISTE: 6a
- Whiteboard
- Expo marker
- Activity sheets for
students (both sides)
- Glue
- Scissors
- Crayons
- Timer
Students will complete their
individual work after the whole
group discussion and will place
their worksheet to dry after they
have finished.
Students will listen to a story
about my favorite season and will
share their favorite season with
their turn and talk partner.
It is important to understand how
the change of season affects our
everyday life and activities.
INPUT: Students will collaborate
with the teacher to create a list on
the board for what each season
brings for humans.
OUTPUT: Students will complete a
cut and paste activity by
themselves that they will turn in
for a grade.
Students will share with their
partner something that they did
not know humans did in a season.
- Walk around the room to
watch as students
complete their
independent work
- The collaboration with
the students and teacher
at the board
See Lesson Plan:
Remediation: The class
collaboration lists will be left on
the board for extra support
ELL: The cut and paste are
pictures. Their first language can
be written for the seasons.
Enrich: Draw what the trees look
like in the different seasons.
The cut and past activity will be
collected for a grade and assessed
for understanding and
comprehension.
Name:
Jamilyn Keele
DAY #3
After the group projects, students
will be able to explain to their
classmates the specific habits for an
animal-based on the different
seasons.
IAS: 1.3.6
NCSS: People, Places, and
Environments
ISTE: 3c
- iPads
- writing paper
- timer
Students will work together to
gather information from a video and
then create a reflection of the
knowledge that they gained.
Students will collaborate to create a
play for their classmates on their
specific topic.
Students will listen to a story about
my dog and how she reacts to the
different seasons.
The environment that we live in is
not our own. We should take time to
learn and understand how animals
are affected by seasons as well.
INPUT: Students watch a video to
gather information and knowledge
about their specific animal that they
are researching.
OUTPUT: Students will create and
perform a play with their group
demonstrating the key points that
they learned from their video.
Students share with their turn and
talk partner one thing that they
learned from a different groups play.
- Walk around the room
while students watch their
videos and create their
plays (gather an idea of
what they understand and
need more support with)
See Lesson Plan:
Remediation: Groups can use the
video as narration if they cannot
create a script
ELL: Can use their first language
subtitles underneath the video
Enrich: Write out their script to
perform
Grade the performance and look for
certain details that students should
have included in their plays.
DAY #4
Upon recording information on the
caterpillar/butterflies, students will
understand and be able to explain the
change that a butterfly goes through.
IAS: 1.LS.3
ISTE: 1c
- Board pictures
- Expo marker
- From Caterpillar to Butterfly
by Deborah Heiligman
- iPads
- Paper
- Crayons and markers
Students will work in small groups to
learn about Monarch butterflies and
prepare our class for the caterpillars
we will be getting soon.
Students will hear a story about how
my mom would have me and my
siblings raise Monarch Butterflies in
our backyard.
Observing and understanding the life
cycle of an animal or insect is critical
to understanding how our world shifts
and changes throughout the years.
INPUT: Teacher reads a book to the
students and they review the stages
of a life cycle for a butterfly using
pictures on the board.
OUTPUT: Students create instructions
for how to care for a butterfly using
illustrations.
Every group shares their directions
with the class and explains what they
learned.
- Work with students at the
board to identify the life
stages of a butterfly
- Walk around the room while
students watch their videos
See Lesson plan:
Remediation: The pictures on the
board will be left up for extra support.
Students may replay the video.
ELL: Pictures on the board go with
vocabulary words above them.
Enrich: Students write instructions
verbally
Take a grade on their illustrated
directions and how they explain the
care that a butterfly needs.