Our Natural Surroundings

Kindergarten

March 17th, 2011

Scope:

LESSON OUTCOME INDICATOR DESCRIPTION/T MATERIALS

HEME OF &
LESSON EQUIPMENT
LESSON NSK.1 Explore C: Describe and Introduction to *Med.-sized
#1: features of their illustrate features of looking at nature. branch(for each
their local
NATURE natural surroundings, surroundings such Students will student
MOBILE including changes to as soil type and collect items from *collection of
those surroundings texture, weather school yard after natural items.
over time. conditions. (e.g., going on a “nature *Glue or tape
temperature, wind walk”. Students
direction and speed,
and humidity),
will make a “nature
presence of water in mobile.”
various forms and
states, and landform
types (e.g., grassy,
rocky, forested, and
cultivated).
LESSON NSK.1 Explore B: Gather and Students will *3 mason jars
#2: SNOW, features of their record information examine the *water
about
WATER, natural surroundings, characteristics of
presence of water *crushed ice
ICE including changes to their natural in various forms. *snow
those surroundings surroundings Students will *plastic cups
over time. C: Describe and conduct an *marker
illustrate features of experiment to make
their local
surroundings such
predictions.
as soil type and
texture, weather
conditions. (e.g.,
temperature, wind
direction and speed,
and humidity),
presence of water
in various forms
and states, and
landform types
(e.g., grassy, rocky,
forested, and
cultivated).
LESSON NSK.1 Explore A: Pose questions Students will *3 jars with lids
#3:WHAT features of their related to features examine the posed *measuring
of their local
HAPPENE natural surroundings, surroundings such
question about the cups
D TO THE including changes to as ``Where did the concept of * 3 small potted
RAIN those surroundings rain water go?" pollution and its plants
over time. "Why is some snow environmental *vinegar or
harder than others?" consequences. lemon juice
and "Is a grain of
sand a rock?"
(Specifically *Labels
D: Identify , with focused on the *pen or marker
 guidance, changes effects of acid rain. *notebooks
in one or more *pencil
aspects of their
natural
*crayons
surroundings over
a given time
interval (e.g.,
changes in
temperature over a
day or a week,
changes to a tree
over a year,
changes in soil in a
garden or flower
bed over two
seasons.

LESSON NSK.1 Explore A: Pose questions Students will *30 plates

#4: features of their related to features examine, make *30 paper
of their local
SPEEDY natural surroundings, surroundings (do
predictions and towels
SHOOTS including changes to we need soil to monitor the *pastry cutter
those surroundings sprout roots?) progress of *water
over time. C: Describe and growing a plant *cress seeds
illustrate features of (sprouting seeds)
their local
surroundings such
without soil.
as soil type and
texture, weather
conditions and
speed, and
humidity), presence
of water in various
forms and states,
and landform types
LESSON NSK.1 Explore C: Describe and Students will learn *plastic pails
#5: features of their illustrate features of different types of and shovels
their local
LEARNING natural surroundings, surroundings such
soil and how it *sand
THE including changes to as soil type and settles. *gravel
LAYERS those surroundings texture, weather *topsoil
over time. conditions and *large glass jars
speed, and *water
humidity), presence
of water in various
forms and states,
and landform types
LESSON NSK.1 Explore C: Describe and Students will *Book:
#6: features of their illustrate features of identify changes “Maisy’s
their local
WEATHER natural surroundings, surroundings such
over a given time Wonderful
OBSERVA including changes to as soil type and interval. They will Weather Book”
TION those surroundings texture and weather keep track and – Lucy Cousins
over time. conditions. record the weather *Prediction
D: Identify, with conditions over a chart
 guidance, changes week’s time.
in one or more
aspects of their
natural
surroundings over a
given time interval.
G: Communicate
ideas, actions,
experiences and
understandings of
patterns and cycles
in the natural world
with others using
charts, displays,
videos, stories or
other artistic
representations.
LESSON NSK.1 Explore D: Identify, with Students will look *4 pieces of
#7:CHANIN features of their guidance, at the effects of the poster board per
G natural surroundings, changes in one seasons on plants student
SEASONS including changes to or more aspects and climate by *glue sticks
TREE those surroundings of their natural demonstrating the *permanent
marker
over time. surroundings way a tree changes
*Brown, green,
over a given over a year’s time. red, yellow and
time interval. pink construction
paper
LESSON NSK.1 Explore F: Respond to and Students will learn
#8: features of their acknowledge the how conservation *None needed
ideas of classmates
CONSERV natural surroundings, and others such as
officers are and
ATION including changes to traditional how they keep the
OFFICER those surroundings knowledge keepers environment.
over time. and conservation
officers who
provide information
about our natural
surroundings.
LESSON NSK.1 Explore E: Suggest ways in Students will learn *Recycling bin
#9:WHY features of their which human about the importance of *Book: “Why
activity recycling and will also
SHOULD I natural surroundings, intentionally or discuss the effects
should I
RECYCLE including changes to unintentionally landfills have on our recycle” – Jen
those surroundings cause changes to natural surroundings. Green S
over time. natural
surroundings (e.g.
building houses,
mowing lawns,
cutting down trees,
planting gardens,
damming streams
and digging
ditches)
Safety Issues:

 Ensure that students know the boundaries to which they must stay in while in the school
yard to find their items (Lesson one).
 While students are attaching their items to their branches they may need assistance
(especially if a glue gun is required for securing objects) (Lesson one).
 Ensure students that it is important to be careful around their glasses so we don’t spill or
know of anything (Lesson two).
 Make sure to keep in might students allergies to the materials that may be used in the
experiments.

Classroom Management Ideas:

 Remind students that if they have any questions they can put their hands up and they will
be called upon. (With the exception of working in groups in experiments).
 Remind students that if they have any questions or comments to wait until the end of the
story unless I ask them specifically.
 Remind students that only those quiet with their hands up nicely will be chosen.
 Check for understanding by having students repeat back the directions.

Additional Resources:

 Picture books
 Photos
 Videos
 Human resources: outdoor educators, Royal Saskatchwan Museum
 Lesson Plan #1: Nature Mobile

Teacher: Kaitlin Basler Date:

Activity: Nature Mobile Grade: Kindergarten

Activity Purpose:
 Engage students in a fun activity where they will investigate aspects/items in “nature” as
they go on a nature walk. Following the walk, students will create a “nature mobile” from
the items they have collected.
 Students will have an understanding of the word nature.
 Students will actively participate in the nature walk as they gather their items.
Learning’s/Outcomes:
 Students will practice their listening skills as they listen to the story read to them.
 Outcome: NSK.1 Explore features of their natural surroundings (e.g., soil, water,
landform, and weather conditions), including changes to those surroundings over time.
 Indicator: C: Describe and illustrate features of their local surroundings such as soil type
and texture, weather conditions. (e.g., temperature, wind direction and speed, and
humidity), presence of water in various forms and states, and landform types (e.g.,
grassy, rocky, forested, and cultivated).
Cross Curricular Competencies:
 Developing Thinking: Building on what they already know, engaged in creative thinking.
 Developing Social Responsibility: How we contribute to the group, awareness of our gifts
and also challenges we might face but coming to terms with learning from that.
Equipment:
 Medium-sized branch with smaller branches coming off of it
 Ribbon, strong string or yarn
 Collection of natural items (to collect on nature walk)
 May need glue or tape (depending on items)

Advanced Preparation:
 Collect branches (one for each student in the class)
 Prepare information to share about nature
 Create a sample mobile
 Gather white paper for students who finish early to create own “nature picture”.

Assessment:
 Observations and checklists:
 Were the students able to create their own mobile?
 Did students pay attention to instruction?
 Did students participate in discussion?

Adaptive Dimension:
 Showing students an example creation will give many of the students a clearer picture of
what you are looking for.
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. Make sure to walk around and assist students having
questions or difficulty.
 For students that finish quickly, have a white piece of paper ready for them to create their
own picture.
 Procedure: Student Engagement/Classroom
 SET: Management Strategies
 Have students gather together on floor  Remind students that if they have any
in reading area. questions they can put their hand up
 Tell students that we are going to be and I will call upon them.
looking at nature and our environment.
(Refer to previous “K-W-L Chart”
about nature.)  Remind students that if they have any
 Ask students if they remember what questions or comments to wait until the
nature means and what things are in end of the story unless I ask them
nature. Have students brainstorm some specifically.
ideas.
 DEVELOPMENT:  Remind students that only those quiet
 PART 1 with their hands up nicely will be
 Tell students that now “we are going to chose.
go on a nature walk around the school
yard” (explain boundaries). Tell
students that they are to “gather 5 items
that they find in nature” (give students
a few examples from brainstorm list ex.  Check for understanding by having
leaves, grass etc.) students repeat back the directions.
 Take students outside on the nature
walk so they can explore.
 PART 2
 After students have gathered items (can
be same day or different day) show the
students a sample mobile that they will
be making.
 Demonstrate to students how to
attached items to their string/ribbon.
 Help students tie the ribbon/string unto
the branches. Tie the other end of each
strong around one of the nature items.
 CLOSURE:
 Have students go on a walking parade
with their mobiles. Students can share
their mobiles by talking about the items
they picked and why they chose them.
 Items may fade quickly so enjoy the
mobiles right away! You may want to
 take a picture of the students with their
mobiles.
Safety Considerations:
 Ensure that students know the boundaries to which they must stay in while in the school yard to
find their items.
 While students are attaching their items to their branches they may need assistance (especially
if a glue gun is required for securing objects.
Background Information:
http://www.ehow.com/list_6561976_nature-walk-school-activities.html
 Provides basic ideas and understandings about help students look for things like what to
observe, ways to be the most effective etc.
Lesson Adapted from: http://www.education.com/activity/article/nature-mobile/

Sample Assessment Template:

Lesson #1: Observation and Checklist:

STUDENT Were the students Did the students Did students Comments
able to create pay attention to participate in
their own mobile? instruction? discussion?
Student #1
Students #2
Students #3
Student #4
Student #5
 Lesson Plan #2: Snow, Water and Ice

Teacher: Kaitlin Basler Date:

Activity: Snow, Water and Ice Grade: Kindergarten

Activity Purpose:
 Engage students in an experiment to predict, investigate and describe the characteristics
and changes in the three states of water.
Learning’s/Outcomes:
 Students will practice their listening skills
 Outcome: NSK.1 Explore features of their natural surroundings (e.g., soil, water,
landform, and weather conditions), including changes to those surroundings over time.
 Indicator:
 B: Gather and record information about characteristics of their natural surroundings
 C: Describe and illustrate features of their local surroundings such as soil type and
texture, weather conditions. (e.g., temperature, wind direction and speed, and humidity),
presence of water in various forms and states, and landform types (e.g., grassy, rocky,
forested, and cultivated).
Cross Curricula Competencies:
 Developing Thinking: Building on what they already know, engaged in creative thinking.
 Developing Social Responsibility: How we contribute to the group, awareness of our gifts
and also challenges we might face but coming to terms with learning from that.
Equipment:
 3 Mason jars:
 Water to fill one jar
 Crushed ice to fill one jar
 Snow to fill one jar
 3 see through plastic cups for every student in the class
 Enough water, crushed ice and snow to fill the students’ cups.
 Permanent mark
Advanced Preparation:
 Collect supplies needed

Assessment:
 Conversation with students:
 Did students participate in discussion/experiment?
 Did students understand concept? (Talking to each student independently about their
predictions and why they made them, so create assurance that they understood).

Adaptive Dimension:
 Doing the experiment first as a class and then individually gives students a chance to
physically see what you want them to do and take from the activity.
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. Make sure to walk around and assist students having
 questions or difficulty.

 Procedure: Student Engagement/Classroom

 SET: Management Strategies
 Have students gather together in area of  Remind students that if they have any
room (ex. science center or a table questions they can put their hand up
everyone can crowd around.) and I will call upon them.
 Explain to students that we are going to
be “investigating” water. Explain to
students that water can come in three
forms. Ask students if they know any  Remind students that only those quiet
of these forms. After replies, tell with their hands up nicely will be
students that we are going to be looking chose.
at water in the form of crushed ice,
snow and also just a regular glass of
water.
 If you have a picture book about water
in different forms read it to students.
 DEVELOPMENT:
 PART 1
 Start by filling 3 mason jars (one with
water, one with crushed ice and one
with snow). Make sure to have even
amounts of each to start with.
 Mark on the glass where the level
started.
 Inform students that we are going to
observe our jars throughout the day and
see what happens to the levels. Students
can either predict where the levels will
be by marking it on the jars, or else for
this first part after both the crushed ice
and snow have melted, mark where the
level is now.
 PART 2
 After conducting the experiment as a  Check for understanding by having
glass, have students conduct the students repeat back the directions.
experiment on their own.
 Provide students with 3 cups and have
the filled with the correct substances
and repeat the same procedure.
 CLOSURE:
 After the experiments, conclude by
having a discussion with the students.
 Example questions:
  Why do you think this happened?
 What were your predictions and why?
Safety Considerations:
 Ensure students that it is important to be careful around their glasses so we don’t spill or know off
any thing.
Background Information:
 http://www.elytradesign.com/ali/html/changes.htm
 This website provides basic important about states of water and ideas of things such as going
from a solid state to a liquid state, which is what occurs in the experiment.

Lesson Adapted from:

 http://ssrsbstaff.ednt.ns.ca/jcroft2/snow_water.htm
Sample Assessment Template:

Lesson #2: Conversation with Students:

STUDENT Talking to each student independently about their predictions and why they
made them, so create assurance that they understood. Did students
understand what was happening? Record their thoughts and explanations.
Student #1

Students #2

Students #3

Student #4

Student #5
 Lesson Plan #3: What Happened to the Rain

Teacher: Kaitlin Basler Date:

Activity: Grade: Kindergarten

Activity Purpose:
 Engage students in a fun activity where they will be able to ask questions and become
aware of environmental issues such as acid rain. Students will become aware of what
happens when pollution enters our air, and reinforces her love of the environment, which
we all should share.
 Pose questions: concept of pollution and its environmental consequences (acid rain).
 Students will make observation and predictions while they keep a records journal.
Learning’s/Outcomes:
 Students will practice their listening skills
 Outcome: NSK.1 Explore features of their natural surroundings (e.g., soil, water,
landform, and weather conditions), including changes to those surroundings over time.
 Indicators: A: Pose questions related to features of their local surroundings such as
``Where did the rain water go?" "Why is some snow harder than others?" and "Is a grain
of sand a rock?"
 D: Identify , with guidance, changes in one or more aspects of their natural
surroundings over a given time interval (e.g., changes in temperature over a day or a
week, changes to a tree over a year, changes in soil in a garden or flower bed over two
seasons.

Cross Curricula Competencies:

 Developing Thinking
 Developing Social Responsibility
 Developing Literacies
Equipment:
 3 1-quart jars with lids
 Measuring cup
 3 small potted green plants
 Vinegar or lemon juice
 6 labels or strips of masking tape
 Pen or marker
 Spiral or composition notebook
 Pencil
 crayons
Advanced Preparation:
 Use pen and labels to label each jar and each plant
 Label 1st plant and jar: “ A little Acid”
 Label 2nd plant and jar: “A lot of Acid”
 Label 3rd plant and jar: “Plain Water”
Assessment:
 Teachers are able to keep track of students’ progress as they monitor the journal the
students are asked to keep. Students can draw pictures recording their results or as
teacher for assistance in spelling words to make documentation.
Adaptive Dimension:
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. Make sure to walk around and assist students having
questions or difficulty.
 Procedure: Student Engagement/Classroom
 SET: Management Strategies
 Have students gather together on floor  Remind students that if they have any
in reading area. questions they can put their hand up
 Ask/discuss with students what some of and I will call upon them.
the different uses of water are. Ask why
we need clean water. (“We all need
clean water not only for drinking and
bathing but for growing the crops we
use to feed ourselves and the animals
that live on earth with us”).
 Ask students if they know what
pollution is and talk about ways in
which our air can be polluted. (Gives
students some examples of pollution
ex. Exhaust from car).
 Explain how pollution in the air travels
up into the raindrops in the clouds in
the sky. This means that our rain can
become polluted too which can
sometimes lead to what is known as
“acid rain”.
 Read the book: What causes acid rain?
By Issac Asimov.
 DEVELOPMENT:
 PART 1
 Explain to students that now we are
going to do an experiment that will
show what acid rain does to plants
(show how important it is to have clean
water for plants and animals.
 Explain that we are going to mix the
water for the plants.
 Explain that vinegar or lemon juice are
acids (just like acid that gets in the rain
drops from the pollution in the air
 caused by factories, cars etc.
 Mix for "A little Acid ": Measure 1 /4
cup vinegar or lemon juice and place it
in jar labels "A little Acid ", fill the rest
of the jar with tap water.
 Mix for "A lot of Acid ": Measure 1  Check for understanding by having
cup vinegar or lemon juice and place it students repeat back the directions.
in jar labels "A lot of Acid ", fill the
rest of the jar with tap water.
 "Plain Water": use tap water.
 PART 2
 The class will create an observation
journal. Explain to students that they
will label the page with the date; draw a
picture of each plant with the
corresponding labels. (May want to
write for the student what they drew,
what they see and describing the
appearance (all should be green and
healthy to start with).
 Explain to students that we will water
each plant (using about a quarter of the
jar each time) with the corresponding
mixture.
 Every 2 or 3 days, as a class, water the
three plants. Be sure to make notes and
discuss (which one looks worst? How
do the colors differ?) Have students
observe and record in their journals.
 CLOSURE:
 At the end of the experiment, talk about
which plant is the least healthy, making
conclusions as to why.
 Assist in making connections between
this experiment and own environment
and the effects of acid rain in our
world.
Safety Considerations:
 Ensure that students have no allergies to plants/ vinegar/lemon juice/ and other materials in the
experiment.
Background Information:
 http://www.cleanairtrust.org/acidrain.html
 This website provides basic information in regards to acid rain and air pollution.
Lesson Adapted from: http://www.education.com/activity/article/what_happened_the_rain/
 Lesson Plan #4 : Speedy Shoots

Teacher: Kaitlin Basler Date:

Activity: Speedy Shoots Grade: Kindergarten

Activity Purpose:
 Engage students in a fun activity where they will discover what seeds need to grow into
healthy, leafy plants.
 Students will learn that seeds need water to sprout, but once they’ve sprouted, they eed
light to make food, so the plants in the dark cupboard are yellow. The wet plate, by the
window, grows successfully as it has both water and light.
Learning’s/Outcomes:
 Students will practice their listening skills
 Outcome: NSK.1 Explore features of their natural surroundings (e.g., soil, water,
landform, and weather conditions), including changes to those surroundings over time.
 Indicator: A: Pose questions related to features of their local surroundings (do we need
soil to sprout roots?)
 C: Describe and illustrate features of their local surroundings such as soil type and
texture, weather conditions and speed, and humidity), presence of water in various forms
and states, and landform types (e.g., grassy, rocky, forested and cultivated).
Cross Curricula Competencies:
 Developing Thinking
 Developing Social Responsibility
 Developing Literacies
Equipment:
 3 Plates
 30 kitchen paper towels (10 for each plate)
 Pastry cutter
 Water
 Cress seeds
Advanced Preparation:
 Collect materials

Assessment:
 Effort and Participation Rubric:
 Do students show interest and engage in the activity (see rubric)
Adaptive Dimension:
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. Make sure to walk around and assist students having
questions or difficulty.

 Procedure: Student Engagement/Classroom

  SET: Management Strategies
 Have students gather together on floor  Remind students that if they have any
in reading area. questions they can put their hand up
 Tell students that we are going to be and I will call upon them.
looking at sprouting seeds.  Remind students that if they have any
 Ask students what they think seeds questions or comments to wait until the
need so that they will sprout. end of the story unless I ask them
 Generate a list based on what students specifically.
say.
 Inform students that we are going to
conduct an experiment to see if we can
get seeds to sprout without using soil.
 DEVELOPMENT:
 Tell students that now we are going to
conduct an experiment using the
following steps:
 Take three plates and make a pile of ten
kitchen towels on each one. Lay a
pastry cutter on each pile.
 Spoon water onto two of the plates to
soak the towels. Write “dry” along one
side of the pile without water.
 Carefully remove the cutters. Put one
watered plate in a cupboard and the
other two plates near a window.
 Everyday add water around the seeds
on the “wet” plates, but don’t pour
water over the seeds.
 CLOSURE
 What did we learn?
 After about a week, some of the seeds
will have grown into plants. Which
plates look the healthiest?
 Students may have a discussion and
talk about what happened and whether
we thought that would happen or not.
Safety Considerations:

Background Information:
 http://en.wikipedia.org/wiki/Sprouting
 This source provides information about sprouting and how it works.
Lesson Adapted from:
Sample Assessment Template:

Lesson #4: Effort and Participation:

Lesson Plan#5: Learn the Layers: Becoming a Dirt Expert

Teacher: Kaitlin Basler Date:
Activity: Learn the Layers: Becoming a Dirt Grade: Kindergarten
Expert

Activity Purpose:
 Engage students in a fun activity where they will learn different types of soils and how it
settles.
Learning’s/Outcomes:
 Students will practice their listening skills
 Outcome: NSK.1 Explore features of their natural surroundings (e.g., soil, water,
landform, and weather conditions), including changes to those surroundings over time.
 Indicator: C: Describe and illustrate features of their local surroundings such as soil
type and texture, weather conditions and speed, and humidity), presence of water in
various forms and states, and landform types (e.g., grassy, rocky, forested and cultivated).

Cross Curricula Competencies:
 Developing Thinking
 Developing Social Responsibility
 Developing Literacies
Equipment:
 Plastic pails and shovels
 Sand
 Gravel
 Topsoil
 Large glass jar with lid
 Water
Advanced Preparation:
 Collect material
Assessment:
 Observation/Anecdotal Notes: Teacher can make observations and record anecdotal notes
about how the students are doing, what they see and the connections they are starting to
see.
Adaptive Dimension:
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. Make sure to walk around and assist students having
questions or difficulty.
 Procedure: Student Engagement/Classroom
 SET: Management Strategies
 Tell students that we are going to  Remind students that if they have any
become dirt experts. questions they can put their hand up
 Students will head outside in the school and I will call upon them.
yard with the plastic pails and shovels.  Remind students that if they have any
 DEVELOPMENT: questions or comments to wait until the
 Look for different types and textures of end of the story unless I ask them
specifically.
 soil: collect some sand, clay, gravel and
topsoil. If all types are not available in
your area, you could go on a field trip
to an area that these different types of
soil are more accessible, such as a park
or nature trail. If all else fails, you can
also visit a nursery and buy it.
 Fill a large glass jar halfway with the
different types of soil, arranging them
in layers. Be sure to have students
observe each one carefully. What`s the
same? Different? Which one is light?
Which is heavy?
 Next fill the jars with water and screw
the lid on tightly.  Remind students that only those quiet
 Ask your child to predict or with their hands up nicely will be
`hypothesize what will happen when chose.
the jar is shaken. (The soil will get
mixed up).
 After discussing why he thinks this
might happen and what will happen to
the layers, pass the jar to him and allow
him to shake the jar and observe the
murky content.
 Next let the soil settle for about an  Check for understanding by having
hour. students repeat back the directions.
 After the time has passed, observe the
jar and discuss what has happened to
the soil. (It has settled back into layers).
Ask why this may have happened
(some of the different types of soil are
heavier than others, and sink to the
bottom of the jar faster).  Ask students to quiet go to their seats
 CLOSURE and begin.
 What did we learn today?
 Students can discuss how the
experiment worked.
Safety Considerations:

Background Information:
 http://en.wikipedia.org/wiki/Consolidation_(soil)
 This site provides information about the settlement or soil and key aspects about soil.

Lesson Adapted From: http://www.education.com/activity/article/dirt_expert_kindergarten/

 Lesson Plan #6: Weather Observations

Teacher: Kaitlin Basler Date:

Activity: Grade: Kindergarten

Activity Purpose:
 Engage students in a fun activity where they will observe weather condition over the
period of a week.
Learning’s/Outcomes:
 Students will practice their listening skills
 Outcome: NSK.1 Explore features of their natural surroundings (e.g., soil, water,
landform, and weather conditions), including changes to those surroundings over time.
 Indicators: C: Describe and illustrate features of their local surroundings such as soil type
and texture, weather conditions (e.g., grassy, rocky, forested, and cultivated).
 D: Identify, with guidance, changes in one or more aspects of their natural surroundings
over a given time interval (e.g., changes in temperature over a day and a week, changes to
a tree over a year, changes in soil in a garden or flower bed over two seasons.)
 G: Communicate ideas, actions, experiences, and understandings of patterns and cycles in
the natural world with others using charts, displays, videos, stories, or other artistic
representations.
Cross Curricula Competencies:
 Developing Thinking
 Developing Social Responsibility
Equipment:
 Book: “Maisy's Wonderful Weather Book" by Lucy Cousins
 Predictions chart
Advanced Preparation:
 Collect pattern book
 Create list of patterns for students to make in person
 Create handout for students to work on

Assessment:
 Students will complete the weather chart each day and at the end teachers will collect
them and see how the students have progressed and gathered the idea of weather changes
and predictions.
Adaptive Dimension:
 Showing students an example creation will give many of the students a clearer picture of
what you are looking for.
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. Make sure to walk around and assist students having
questions or difficulty.
 For students that finish quickly, have a white piece of paper ready for them to create their
own patterns do while other classmates finish.
 Procedure: Student Engagement/Classroom
 SET:
 Have students gather together on floor
in reading area.
 Tell students that we are going to be
looking at weather.
 Read students the story: Maisy's
Wonderful Weather Book" by Lucy
Cousins to introduce different weather
conditions. (Ask questions as you go
along)
Management Strategies
 Remind students that if they have any
questions they can put their hand up
and I will call upon them.
 Remind students that if they have any
questions or comments to wait until the
end of the story unless I ask them
specifically.

 Introduce students to new Weather

Words by Using A Predictable
Chart 

 Using a predictable chart is a good

introduction to using weather words.
This would be used to model the
reading process.

 The chart could use the following

predictable text line:  What's the
weather like?  Remind students that only those quiet
It is hot.    It is cold.    It is cloudy.   It with their hands up nicely will be
is windy.     It is raining.    It is chose.
snowing.   It is stormy.   It is a
blizzard.  We like it when it is sunny.
 Discuss with students what the current
weather seems to be like and explain to
students that each day for the next week
we are going to record what the
weather is like.
 DEVELOPMENT:  Check for understanding by having
students repeat back the directions.
 After showing students the large chart
we will use every day, also show
students the sheet that they will
complete everyday in order to record
what we find out.
 Demonstrate to students how they will
complete it. Students will color the
 Ask students to quiet go to their seats
picture of the weather it seems to be
and begin.
that day, cut the picture out and glue it
into the correct day that is on there
“weather chart”.
 CLOSURE
  Each day after the students complete
the right portion of the chart they may
discuss with others what they put and
can also make predictions on what they
thing it might be like the next day.

Safety Considerations:

Background Information:
 http://www.first-school.ws/theme/climate.htm
 This website provides a number of different activities and background information for
teaching about weather and climates
Lesson adapted from:
 My Weather Chart

Monday

Tuesday

Wednesday

Thursday

Friday
 Lesson Plan #7: Changing Seasons Tree

Teacher: Kaitlin Basler Date:

Activity: Changing Seasons Tree Grade: Kindergarten

Activity Purpose:
 Engage students in a fun activity where they will become aware and create the scene of a
tree and how it changes over time (over the seasons).
Learning’s/Outcomes:
 Students will practice their listening skills
 Outcome: NSK.1 Explore features of their natural surroundings (e.g., soil, water,
landform, and weather conditions), including changes to those surroundings over time.
 Indicator: D: Identify, with guidance, changes in one or more aspects of their natural
surroundings over a given time interval (e.g., changes in temperature over a day and a
week, changes to a tree over a year, changes in soil in a garden or flower bed over two
seasons.)

Cross Curricula Competencies:
 Developing Thinking
 Developing Social Responsibility
Equipment:
 4 Pieces of poster board of the same size – about 8” x 10”
 Brown, green, red, yellow and pink construction paper
 Glue sticks
 Permanent marker
Advanced Preparation:
 Collect materials
 Prepare a sample to show students
 Can have trunk outline pre-drawn for students
Assessment:
 Checklist:
 Were the students able to complete the activity?
 Did students pay attention to instruction?
 Did students participate in discussion?
 Did students understand concept of changing with the seasons(could explain reasoning of
why the tree looks different ex. from summer to fall, to winter to spring)?
Adaptive Dimension:
 Showing students an example creation will give many of the students a clearer picture of
what you are looking for.
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. Make sure to walk around and assist students having
questions or difficulty.
 For students that finish quickly, have a white piece of paper ready for them to create their
own patterns do while other classmates finish.
 Procedure: Student Engagement/Classroom
 SET: Management Strategies
 Have students gather together on floor  Remind students that if they have any
in reading area. questions they can put their hand up
 Tell students that we are going to be and I will call upon them.
looking at how a tree changes over the  Remind students that if they have any
different seasons. questions or comments to wait until the
 Have a discussion with students about end of the story unless I ask them
the different season and what happens specifically.
in each. (Teacher can read students a
season story if they are having trouble).  Remind students that only those quiet
 DEVELOPMENT: with their hands up nicely will be
 Tell students that now we are going to chose.
make our own poster to demonstrate a
tree and how it looks over a year.
 Show students the sample creation so
they have an idea of what you are
looking for.
 Steps:
 If not already done, help students cut
out 4 tree trunks. These need to have  Check for understanding by having
branches on them. students repeat back the directions.
 Help students cut enough green leaves
for two trees. Then cut enough yellow
leaves for one tree.
 Next cut out some pink flowers. These
should be small and round, but students
can make them how they like.
 Cut enough apples for one tree and
more to be pasted on the ground during
another season.
 Now have students glue the 4 trunks
onto the four plagues of poster board
(one for each season). Explain that each
piece of poster board represents what
the tree will look like at different rimes
of the year.
 CLOSURE
 What did we learn today?
 As students how they think the apple
will look in the summer-this season
will probably be the easier. This tree
will have green leaves and apples on it.
For each season discuss what they think
the apple tree will look like and why.
Safety Considerations:
 Students need to be careful when using scissors
Background information:
 Video: YouTube: Four Seasons, Tree changing
Lesson Adapted from:
 Lesson Plan #8: Conservation Officer

Teacher: Kaitlin Basler Date:

Activity: Conservation Officer Grade: Kindergarten

Activity Purpose:
 Engage students with a visit from someone in this field ex. conservation officer.
Learning’s/Outcomes:
 Students will practice their listening skills
 Outcome: NSK.1 Explore features of their natural surroundings (e.g., soil, water,
landform, and weather conditions), including changes to those surroundings over time.
 F: Respond to and acknowledge the ideas of classmates and others such as traditional
knowledge keepers and conservations officers who provide information about our natural
surroundings.

Cross Curricula Competencies:

 Developing Thinking
 Developing Social Responsibility
Equipment:
 None needed
Advanced Preparation:
 Make arrangements to have a speaker come and talk to our class (ex. Conservation
officer)
Assessment:
 Observations/Anecdotal Notes:
 Did students pay attention to guest speaker?
 Did students participate in discussion?
 Were the students engaged
Adaptive Dimension:
 Having Brain boosters or stretches every once in a while so students aren’t left sitting so
long and get a quick break to avoid restlessness.
 Procedure: Student Engagement/Classroom
 SET: Management Strategies
 Have students gather together on floor  Remind students that if they have any
in reading area. questions they can put their hand up
 Tell students that we are going to be and I will call upon them.
having a very special guest come to our  Remind students that if they have any
classroom and talk to us about our questions or comments to wait until the
natural surrounding which we have be end of the story unless I ask them
learning about. specifically.
 DEVELOPMENT:
 At this point students get time to work
with the guest, listening to them, asking
questions and possible participation in
 the speaker’s presentation.
 CLOSURE
 What did we learn today?
 Students will get the opportunity to
discuss what they learned. They can
talk about what they liked and some
things they might want to look at more.
 Students can work on making a thank
you card to thank the speaker.

Safety Considerations:
Background Information:
 http://www.saco.ca/
 Saskatchewan Association of Conservation Officers web page
 Generates information about conservation officers within the province of Saskatchewan
Lesson Adapted from:
 Lesson Plan #9: Why Should I Recycle

Teacher: Kaitlin Basler Date:

Activity: Why Should I Recycle Grade: Kindergarten

Activity Purpose:
 Students will learn about the different materials in our natural surroundings that are
turned into products we use.
 Students will discuss the importance of recycling
o a) how we use more resources when we don’t recycle
o b) how we can save resources when we do recycle
 Students will discuss the effects landfills have on our natural surroundings

Learning’s/Outcomes:
 Students will practice their listening skills
 Outcome: NSK.1 Explore features of their natural surroundings (e.g., soil, water,
landform, and weather conditions), including changes to those surroundings over time.
 E: Suggest ways in which human activity intentionally or unintentionally cause changes
to natural surroundings (e.g. building houses, mowing lawns, cutting down trees, planting
gardens, damming streams, and digging ditches.)

Cross Curricula Competencies:

 Developing Thinking
 Developing Social Responsibility
Equipment:

 Recycling bin
 Story book: “Why Should I Recycle” by Jen Green

Advanced Preparation:
 Collect items
Assessment:
 Self Assessment:
 Find out how students enjoyed the activity
Adaptive Dimension:
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. Make sure to walk around and assist students having
questions or difficulty.
 Procedure: Student Engagement/Classroom
 SET: Management Strategies
1. Show the students a recycling bin.  Ask  Remind students that if they have any
what it is used for and what they know questions they can put their hand up
and I will call upon them.
about recycling at home and at school.
 Remind students that if they have any
2. Read the story “Why Should I Recycle”
 by Jen Green. questions or comments to wait until the
3. Discuss the different types of items end of the story unless I ask them
recycled in this book specifically.
4. List the common categories for
recycling bins (beverage containers,
paper, glass, metal, cardboard, plastic). 
You may choose to have a category for
giving to charity, as many items are
still useful, but are unwanted.
5. There are many recyclable items in our
homes that we may not see recycle bins
for (tires, used motor oil, electronics,
unused paints)
6. Have students search the room for
items that could be recycled and pile
them in the front of the room.
 DEVELOPMENT:
7. Gather the students together and sort
the items the students collected, as a
group.  This will involve deciding what
material the item is made of, where the
material came from in our natural
surroundings, and deciding which
recycling group it belongs in. See the
attached Teacher Reference Sheet.
8. Why is it important for people to
recycle un-needed items?  Open
discussion.
9. What would happen to all these items
if, when they were not useful anymore,
they were not recycled? 
Allow for open discussion, but guide
the discussion to the idea of the
harmfulness of waste to the
environment. Discuss the difference
between the effects of garbage on the
environment versus the effects of
recycling on the environment. You may
choose to collect your classroom
garbage and recyclables for a couple of
days to demonstrate the types of waste
 created.
10. You may also show pictures of landfills
or visit a local facility to help get the
point across.
 CLOSURE
11.  If your classroom does not recycle, this
would be a good time to start.  Set up
one or two recycling bins in the
classroom.  It is easy to start with
beverage containers that can be taken to
SARCAN and possibly paper that can
be dropped off in local recycling bins.
These items are easily identified by
young students and most communities
have recycling facilities for them.
12. Teach the students a short recycling
song.  Many songs can be found on the
internet.  Here is one from 
http://www.dltk-
kids.com/crafts/earth/rrr.htm
(Sung to the tune of “Twinkle, Twinkle
Little Star”)
We Recycle what we use,
Separate things and you should too! 
Glass and paper, plastic, tin
Go in your recycling bin!
We must start now, we can’t wait,
Quick, or it will be too late!

 What did we learn today?


Safety Considerations:

Background Information:
 http://www.recyclesaskatchewan.ca/images/stories/Kindergarten/K-Our-natural-
surroundings.pdf

Lesson Adapted from: http://www.recyclesaskatchewan.ca/images/stories/Kindergarten/K-
Our-natural-surroundings.pdf