Molloy College

Division of Education

Student: Amanda Minogue Professor Esposito

Course EDU 527 Date 04/20/2017

Grade: 2nd Grade Topic: Weather and Seasons Content Area: Science and ELA

INSTRUCTIONAL OBJECTIVES (s)

Following a YouTube video and a class discussion on the four seasons, the students will be

able to identify, and name four characteristics of each season, in oral and written format. This

will be done with 100% accuracy all identified.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

ELA Standard: The students will listen, speak, read, and write for information and

understanding. As listeners and readers, students will collect data, facts, and ideas; discover

relationships, concepts, and generalization; and use knowledge generated from oral, written,

and electronically produced texts. As speakers and writers, they will use oral and written

language that follows the accepted conversations of the English language to acquire, interpret,

apply, and transmit information.

Indicator: This will be evident when the students identify each season by name in written and

oral formats.
Science Standard: The students will understand and apply scientific concepts, principals, and

theories pertaining to the physical setting and living environment and recognize the historical

development of ideas in science.

Indicator: This evident when the students differentiate with four characteristics of each season

in oral and written format.

INSTRUCTIONAL RESOURCES

- YouTube video on the four seasons:

https://www.youtube.com/watch?v=NavWWM2iTEw

- Computer

- Pencils/Pens

- Construction Paper

- Markers

MOTIVATION

The teacher will show the students the YouTube song Four Seasons about the weather. Then

they will sing that song together.

DEVELOPMENTAL PROCEDURES

1. The students will review the names of the four seasons. The teacher will ask the

students questions about the seasons. (What is the name of the season that comes in

September? What is the name of the season that begins in December? Which one is

your favorite season? Why? What is your favorite thing to do in that season? Why?

Whats your least favorite season? Why?)

 2. The students will follow the teacher outside to observe the season and weather.

(What does it feel like outside? Is it hot? Cold? Is it sunny? Snowy? Rainy? Windy?)

3. After coming back into the classroom, the students will, in a whole class

discussion, differentiate the seasons by naming four characteristics of each season.

(What are the names of the four seasons? What characteristic describe summer? Fall?

Winter? Spring? What is your favorite season? Why? What is your least favorite season?

Why?)

4. The students will be separated into groups and each group will be given a season.

They will work in those groups to find pictures on the computer to create a collage of

their assigned season. The entire class will answer questions about the season they

picked for their poster. The students will present their collage to the class. (What season

do you have? What do the trees look like in your season? Do you like the season you

have? Why/why not? What are the characteristics? What colors? Why did you use those

pictures? What do you like the most about the season you created a collage on?)

INSTRUCTIONAL STRATEGIES

Whole class discussion: The students will differentiate the seasons by naming four

characteristics of each season.

Group Work: The students will create a collage of their assigned season using pictures they find

on the computer.

Direct instruction: The students will watch the YouTube song Four Seasons about the

weather.

Oral presentation: The students will present their collage to the class.
 ADAPTATIONS

For the student that has a hearing disability, a sample of a collage will be provided with different

season possibilities on the overhead projector.

DIFFERENTIATION OF INSTRUCTION

The teacher realizes all students do not learn the same way. They will be separated by interest

groups.

Those interested in making a mobile of trees in a season will do that.

Those interested in poetry will create an acrostic poem with the word SEASON.

Those interested in dance will make a role-play of their favorite seasonal activity.

ASSESSMENT

The teacher will observe to see that each collage looks like the season that was assigned.

INDEPENDENT PRACTICE

The students will bring in a picture from the internet representing each season. They will share

their pictures with the class.

FOLLOW-UP ACTIVITIES

Intervention:

For the students that did not meet the objective of the lesson, the teacher will provide a

matching game stating the seasons and the characteristics for the students to identify.
Enrichment:

For the students that met the objective, the teacher will give them further instruction to create a

seasonal story about a season and tell it to the class. The story will need to have a sequence of

events with a minimum of two paragraphs.

DIRECT TEACHER INTERVENTION

For the students who did not meet the objective, the teacher will provide one-on-one instruction

time. This review will be accompanied by a worksheet that has examples of the seasons and

space for filling in season characteristics and/or fun seasonal activities.

ACADEMIC ENRICHMENT

The students who exceeded the objectives of the lesson will be given the opportunity to write a

story about a season using the characteristics talked about in class. This story will need to have

a sequence of events with a minimum of two paragraphs.

 REFERENCES

Schiering, M. S., Bogner, D., & Buli-Holmberg, J. (2011). Teaching and learning: a model for

academic and social cognition. Lanham, MD: Rowman & Littlefield Education.

S. (2013, August 20). Time: "Four Seasons," The Seasons of the Year by StoryBots. Retrieved

March 16, 2017, from https://www.youtube.com/watch?v=NavWWM2iTEw