Developmental Lesson Plan

Teacher Candidate: Amber Daub Date: February 28, 2018

Group Size: 19 Allotted Time 9:30-10 Grade Level 1st grade

Subject or Topic: Weather – Seasons

Common Core/PA Standard(s):

 4.1.K.E – Identify how the changes of seasons affect their local environment.
 4.1.1.E – Describe the seasons and describe how the change of the season affects living
things.

Learning Targets/Objectives:
 Students will be able to match seasonal attire with the appropriate season by cutting,
pasting, and coloring the clothes into the appropriate box marked by a season.
 Students will be able to assist in creating snow by listening to directions given and
working together to mix ingredients together.

Assessment Approaches: Evidence:

1. Asking students what they learned about 1. Asking students what they learned about
temperature temperature – students will raise their hands
2. Making snow and share with the class some of the facts that
3. Asking students what they learned about they learned about temperature
seasons 2. Making snow – students will work together
within an experiment to make snow, using a
check sheet
3. Asking students what they learned about
seasons – students will raise their hands and
share with the class some of the facts that they
learned about seasons
Assessment Scale:
 Students will be assessed on whether or not they work together when making the snow,
with the use of a check sheet (pass/fail)
 Students will cut and paste different types of attire into the correct season’s box
(spring, summer, fall, winter). (See attached performance assessment)
o Matching ten articles of clothing (9 points total)
o Pasting (3 points)
o Coloring (3 points)
o Organization (3 points)
o 3/9 = needs improvement
o 6/9 = average
o 9/9 = excellent
 Disclaimer: students may fall between these scores
Subject Matter/Content:
Prerequisites:
 How to write
 How to cut, color, and paste
 The rules of an experiment
 How to follow directions
Key Vocabulary:
 Season – part of the year that has the same kind of weather patterns
 Spring – the weather begins to warm up
 Summer – the hottest season
 Fall – the weather can get pretty chilly
 Winter – the coldest season
Content/Facts:
 A season is a part of the year that has the same kind of weather patterns
 There are other places to split the year into seasons
o Some places have a rainy season and a dry season
o Other places divide the year into four seasons: winter, spring, summer, and fall
 It snows a lot where in the winter where we live, that’s why we wear heavy coats, hats,
scarves, and mittens
o Many plants stop growing in the winter
 Some animals hibernate, or go into a deep sleep, in the winter because food is hard to
find
 The weather begins to warm up in the spring, and it rains a lot, so we wear raincoats
and boots to stay dry
 Plants begin to grow in the spring and many baby animals are born
 Summer is the hottest season where we live, so we wear shorts, t-shirts, and plenty of
sunscreen
 You can go on vacations in the summer
 In fall, or autumn, the weather can get pretty chilly, so we wear sweaters or light coats
o The leaves of some trees change colors and fall off
o Some animals eat a lot and store food so that they can last through the winter
 As the temperatures get lower, it becomes winter all over again
 What makes the seasons change?
o Each year has the same cycle of seasons
o Our planet goes around, or orbits, the Sun once a year
o Earth is tilted at an angle
 During different times of the year, when out part of the Earth is tilted
toward the Sun, the weather is warmer, like in the summer
o As the Earth moves around the sun, the seasons change
Introduction/Activating/Launch Strategies:
 Students will be told that we are going to review temperature, talk about seasons
(spring, summer, fall, winter), how the change in seasons affects living things, and that
we are going to make snow.
 Ask students what they remember learning about temperature
o Allow time for a Think, Pair, Share and a small class discussion
  Teacher will play the BrainPop Jr. video about the seasons.
Development/Teaching Approaches
 After the video is over, teacher will call students over to the black carpet and read
Sunshine Makes the Seasons
 Students will be asked to talk with their partners about what they saw in the video and
heard from the book before sharing with the class
o Allow time for students to talk to partners and sharing with the class
 After students share what they remember from the video and the book, share with them
some information about seasons and how the change in seasons affects living things
o A season is a part of the year that has the same kind of weather patterns
o There are other places to split the year into seasons
 Some places have a rainy season and a dry season
 Other places divide the year into four seasons: winter, spring, summer,
and fall
o It snows a lot where in the winter where we live, that’s why we wear heavy
coats, hats, scarves, and mittens
 Many plants stop growing in the winter
o Some animals hibernate, or go into a deep sleep, in the winter because food is
hard to find
o The weather begins to warm up in the spring, and it rains a lot, so we wear
raincoats and boots to stay dry
o Plants begin to grow in the spring and many baby animals are born
o Summer is the hottest season where we live, so we wear shorts, t-shirts, and
plenty of sunscreen
o You can go on vacations in the summer
o In fall, or autumn, the weather can get pretty chilly, so we wear sweaters or
light coats
 The leaves of some trees change colors and fall off
 Some animals eat a lot and store food so that they can last through the
winter
o As the temperatures get lower, it becomes winter all over again
o What makes the seasons change?
 Each year has the same cycle of seasons
 Our planet goes around, or orbits, the Sun once a year
 Earth is tilted at an angle
 During different times of the year, when out part of the Earth is
tilted toward the Sun, the weather is warmer, like in the summer
 As the Earth moves around the sun, the seasons change
 Point out the anchor chart to students and share with them what is on it
o Share with students the difference between each of the seasons by pointing out
what the trees look like
o Point out the different tree characteristics
o Point out the colors that go along with the seasons
o Point out what else occurs during each of the seasons
 Call quiet students to go over to the other carpet (where we do calendar math and go
over the focus wall) because we are going to make snow
 o Explain to students that they are going to be able that they will be able to help
add some of the ingredients and to help mix the ingredients together
o Gather in a circle so that everyone can see and add the ingredients as you go
 Baking soda
 Shaving cream
o Tell students that they will each be able to take some snow home with them at
the end of the day, but it needs to stay in their back packs until they get home
 Cut and Paste
o Teacher will pass out the sheet that has the four seasons on it and ten articles of
clothing that go with the seasons
o Students will be told to write their names on papers before they do anything
else
o Students are told color each of the articles at the bottom before cutting them out
o Students are told that after coloring the clothes, they need to cut the ten articles
out
o Students are told that they need to make sure they pay attention to the clothes
they have and wear they glue them
o Students will be told that they need to make sure they color nicely and that they
need to make sure that they don’t rush through the gluing, and do that nicely as
well
Closure/Summarizing Strategies:
 Teacher will be around to collect each students cut and paste
o Students will be reminded to write their names on their papers as the teacher
goes around
 After the cut and pastes are collected, ask what they learned about seasons and give
time for student responses
 Call students to line up for a bathroom break by teams after hearing what they learned
about temperature
Accommodations/Differentiation:
 Student A will work with his aide and his device to assist him in participating in class
discussions and in completing the cut and paste sheet.
 Student A will work with his aide to assist him in participating the Snow Making
experiment.

Materials/Resources:
 Sunshine Makes the Seasons
o Branley, F.M. & Rex, M. (2016). Sunshine makes the seasons. New York, NY:
Harper, An Imprint of HarperCollins
 BrainPop Jr. video
o https://jr.brainpop.com/science/weather/seasons/
 Anchor chart
 Making Snow experiment
o Bucket
o Baking soda
o Shaving cream
o Baggies for students to take snow home
  Clothes Sorting by Seasons
o Matching articles of clothing to the correct season
o Weather and Seasons Unit (60 pages with Assessments!). Retrieved February
25, 2018, from https://www.teacherspayteachers.com/Product/Weather-and-
Seasons-Unit-60-pages-with-Assessments-1040775
 Pencils
 Crayons
 Glue
 Scissors
 Harcourt Science Textbook (Earth Science)
o Jones, R.M. (2002). Harcourt Science. Orlando: Harcourt School.
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts
 Working Together Not Working Together
Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Student L
Student M
Student N
Student O
Student P
Student Q
Student R
Student S
Performance Assessment (Lesson 4)

Students will cut and paste attire into the proper seasons (spring, summer, fall, winter)
 Each student will be given a paper with different clothes on and be told to get out their
scissors, glue, a pencil, and crayons
 Students will be told to color and cut out the different clothes on their papers (underneath
the dotted line)
 Students will paste the clothes into the season’s box (spring, summer, fall, winter). By
doing this, students will show their knowledge of the seasons by correctly placing the
articles of clothing into the correct boxes

 Pasting – students will paste the correct article of clothing into the correct box (3 points)
 Coloring – students color their clothing to make the page ‘pop’ (3 points)
 Organization – students take their time and do not make their paper look messy (3 points)

 3/9 = needs improvement

 6/9 = average
 9/9 = excellent

Disclaimer: Students may fall between these scores

 Excellent Average Needs Improvement
 All articles of  Half of the  Less than half of
clothing are articles are placed the articles of
Pasting pasted correctly correctly clothing are
pasted correctly
 All articles of  Most articles are  Less than half of
clothing are colored the articles are
colored  Articles are colored
Coloring  Articles are colored with  Articles are
colored nicely some scribble colored with all
scribbles

 Articles of  Articles of  Articles of

clothing are glued clothing are glued clothing are
inside of the within the boxes glued all over the
boxes nicely with little care paper
 Articles of  Articles of  Articles of
Organization clothing are glued clothing are glued clothing are
in the correct in sideways glued upside
direction down or with the
picture side glued
to the paper