Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Mackenzie Areheart Subject/Grade: Science/ Kindergarten Learning Objective:

Lesson # 1 Date and Time of Lesson: Thursday, October 3, 2013

Students will be able to correctly identify 3 examples of evidence of fall through drawings.

Alignment with Standards:

SC Science Standard K-4.2 Compare the weather patterns that occur from season to season. SC Science Standard K-4.3 Summarize the ways that the seasons affect plants and animals. SC Science Standard K-1.1 Identify observed objects or events by using the senses. CC Reading Standard for Literature K-5.10 Actively engage in group reading activities with purpose and understanding. CC Speaking and Listening Standard K-5. 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). CC.K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

VAK-1.1 Use his or her own ideas in the creation of works of visual art. Relating to EEDA, in this lesson students will work together in hands-on activities to understand evidence of fall and specifically understand that leaves change with the seasons. Developmental Appropriateness or Cross-curricular connections: This lesson includes content relating to math, ELA, and science. Throughout this lesson students will participate in whole-group and individual learning activities that involve visual, kinesthetic, and auditory learning. In order to complete this lesson, students have to be able to follow directions and verbally communicate what they use their senses to experience. They also have to have a basic understanding that fall is one of the four seasons. Assessment(s) of the Objectives:
Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: I will conduct a survey where I put pictures of a tree representative of each of the seasons up on the Smart board. I will question students whether they think each tree represents Spring, Summer, Fall, or Winter. I will record the results. This will be done to see if they have knowledge of what a tree looks like in fall. During Assessment: Students will discuss evidence of fall that we will be seeing outside soon. I will record which students are Use of Formative Assessment The data collected from the post-assessment will be used as a basis to determine the students overall understanding of the aspects of fall. From here, students will go on to learn information more specific to how seasons affect plants.

Students will be able to correctly identify 3 examples of evidence of fall through drawings.

Lander University Teacher Education Lesson Plan Template able to participate in this conversation, offering up evidence that they understand changes that are about to take place since fall is here. Post-Assessment: Students will draw on the back of their leaf reports 3 pictures that show changes that take place whenever the seasons change from summer to fall.

Rev. 2013

Accommodations:
Teacher will read the students the sizes and colors to walk them through the leaf reports as they complete them to accommodate learners that cannot yet read. For drawings that may be difficult to interpret, teacher will have students verbally explain their drawings.

Materials:
Visuals of trees in different seasons When Autumn Comes by Robert Maass Fall Scavenger Hunt List Different color leaves (collected by children) Leaf Reports Pencils and crayons Smart board Seasons rap http://www.youtube.com/watch?v=CWF8Su78xik Song: Oh, When the Leaves Song: Autumn Leaves

Procedures: 1. In order to pre-assess my students I will put up a picture of a tree with blossoms to represent spring, a tree with green leaves for summer, a tree with leaves that are changing colors for fall, and a bare tree for winter. I will take a survey of the students by asking students if they think the picture represents spring, summer, fall, or winter. I will record the number of student votes for each picture. (3 minutes) 2. After the pre-assessment activity we will do an interactive read-aloud entitled When Autumn Comes by Robert Maass. (7 minutes) *Probing Questions: Why do you think that the people were cutting and gathering wood? Why do you think that lambs grow more fur in fall? What changes do we make in what we wear whenever its fall? What are some signs that fall is here? 3. Following the read-aloud I will take the students outside on a fall scavenger hunt, and we will look for evidence of fall around our school. (10 minutes) *Before going outside I will discuss rules for the scavenger hunt to ensure the students safety. (SSCA) 4. Students will be instructed to find a leaf while we are outside to bring back in the classroom.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

5. When we come back inside we will talk about what we saw and use a checklist on the Smart board to check off evidence of fall that we saw or experienced. (5 minutes) (***if there is time) 6. I will instruct the students to observe their leaves using their sense of sight, sense of touch, and a magnifying glass. 7. Students will work as individuals to complete a leaf report based on their leaves. (10 minutes) 8. After students complete their leaf reports we will make a people graph of our leaves. Students will be grouped with other students that have a leaf that is the same color as theirs. (***only if there is time) 9. We will then use our people graph to answer the questions- What color leaf does our class have the most of? What color leaf does our class have the least of? How do these leaves show evidence of fall? (5 minutes) (***only if there is time) 10. After the students have finished their leaf reports/people graph I will ask them to flip their papers over and draw 3 examples of things that happen when fall arrives that we talked about. 11. If time permits will we end the lesson by singing songs relating to fall. Activity Analysis:
The initial activity after the pre-assessment will be an interactive read-aloud called When Autumn Comes. The purpose of this read-aloud is to give students the understanding that many changes occur when fall arrives, and the book identifies many of the changes. This read-aloud will get them thinking about all the changes they can begin to notice that are occurring around them. One of the activities we will complete is a fall scavenger hunt. The purpose of this activity is for the students to be able to make connections to their environment and be able to observe evidence of fall using their five senses. Several of my students said that they enjoyed doing activities outside whenever I did my student interest survey, and therefore this activity relates to my students interests. This activity can also easily be completed by all students due to the fact that it is simple observations by sight. This activity supports the lesson objective by providing an opportunity for students to experience fall in a surrounding they are familiar with. In this lesson, technology will be used to complete the pre-assessment and when we review a checklist of the things we saw on the scavenger hunt. During the pre-assessment pictures of trees in different seasons will be displayed on the Smart board. Students will look at these pictures and determine what the season is based on the picture. After the fall scavenger hunt I will pull a list of items you may see in fall on the Smart board, and we will go through the items to see how many we found.

References:
Maass, R. (1990) When Autumn Comes. New York: Scholastic Inc. http://www.youtube.com/watch?v=CWF8Su78xik (seasons rap)