KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candidate: Cooperating Teacher: Group Size:

Ms. Steinmann

Date: _ Coop. Initials

2.25.14

whole class

Allotted Time _50 minutes

Grade Level 3rd

Subject or Topic:

Seasons

Section

Over view of the four seasons

STANDARDS: 3.A.2.1.2 Make predictions based on observations. S3.B.2.1.1 Identify adaptations of plants and animals that help them to survive I. Performance Objectives (Learning Outcomes): A. The third grade students will predict and tell why a piece of clothing belongs in a season by sharing their groups chart paper with the whole class. B. The third grade students will identify animals adapt from season to season by completing worksheet and turning it in for credit. II. Instructional Materials A. Handouts attached Guided notes Season Item Picture and paragraph Worksheet B. Season props C. A suitcase for the Props

D. Poster paper at least one for each group of the four seasons ( Four total) E. Markers to use to make the chart on the poster paper F. Tape to hang up the charts G. A spinning top for the closure III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) A. Prerequisites How to follow directions of the teacher How to make and fill out a chart on chart paper B. Key Vocab Seasons- there are 4 of them, and they are difference in weather throughout the year. Winter- is the cold season, lasts from mid-December to mid-March Spring starts to warm up and plants start to con back to life, lasts from mid- March to mid-June Summer- the hot season, lasts from mid-June to mid-September Fall- plants start to die and lose their leaves, lasts from mid-Sept to mid-December C. Big Idea The Four Seasons D. Content Differences between the four seasons What you do in each of the four seasons

IV. Implementation A. Introduction Suitcase mystery/ dress up/ four corners: Season clothes and props will be in the suitcase, and students will come pick a prop/ outfit piece to wear and figure out which season it belongs in. The four seasons will be posted in the room, and students will be asked to go to the correct season. Once the students get there, they will talk it out with others in the same group and figure out if they are correct season or not and why. B. Development Bring the class back to the desks and teacher will start to introduce the four senses with a PowerPoint and Guided notes (see attached). Teacher will ask students for answers throughout the PowerPoint and fill in the students answers as the class goes through the slides Students need to fill out the guided notes as the c lass goes through the PowerPoint After finishing the PowerPoint and guided notes, and the teacher answers any unanswered questions anyone has, students will break back up into groups and decide if their item still belongs in the season they originally thought it did or not. 1. If not they move to the correct group Once in the correct group students will make a list on chart paper of the items in that season, and why they think it belongs in that group.

1. 3.a.2.1.2 making predictions based on observations As the students talk it over and create the chart, the teacher will walk around from group to group to help groups that are stuck, and need a little push. When each season group is finished with the chart, all the groups will come back together to present their founding. 1. 1.6.3.a ( speaking standard) Once all the charts have been presented each student will pick an item from a different season and explain why people use it in that season, by filling out the handout (see attachment). (S.3.B.2.1.1) science standard Each student writes and draws a picture for the item chosen and turns it in for credit. (collected for a formal assessment) Key Questions 1. Can anyone name one of the four seasons? 2. What do you know about this season? a. Spring b. Summer c. Fall d. Winter 3. What do you do during each of these seasons? C. Closure

 So tomorrow we are going to talk about a cycle. Who know what a cycle is? (Wait for answers). A cycle is something that continues or repeats itself. ( spin the spinning top on the overhead) For homework tonight I want you to think of five things that are considered cycles write them down and bring them in for tomorrows class. 1. Examples that could work a. Life cycle b. Water cycle c. Bicycle d. Tricycle Drawing and writing a paragraph about how different plants adapt to the changes in seasons. 1. Filling out the worksheet 2. Turn that in for credit. Remind the students that we will need to check on the snowflakes tomorrow and see how they are doing. D. Accommodations/Differentiation For any student having difficulty with the concept of the four seasons I would have a after school review session and go back over the information about, and answer any questions that these students still have if they are still having difficulty I am pair them with a student that really understood the information for a peer teacher.

 If I had a visually impaired student in the class I would make sure that I verbalize everything that the student needs to know from the PowerPoint show, and I could also let the students feel the objects as class mates speak about them. E. Assessment/Evaluation Plan Formative 1. Collecting the worksheet and reading the paragraphs to see if the students understood that why that item belonged in that particular season. Summative 1. No Summative for this lesson V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught)

Remediation Plan

B. Personal Reflection

VI. Resources http://sciencenetlinks.com/lessons/the-four-seasons/ The Sun and Earth demo