Science Unit Kindergarten and Grade One

Rationale
By observing their environment, students become aware of changes that occur within it, such as changes in temperature, wind, and light, and in plant and animal life. Through observations and investigations, students learn that changes occur in cycles, including the relatively short cycle of day and night and the longer cycle of the seasons. Recognizing these cyclical patterns prepares students to deal with daily and seasonal changes. Particular attention is given to studying ways in which humans are able to live comfortably throughout the seasons.
Lets Get Moving! (Unit Opener Lesson)

Before I start the lessons for this unit, I will do several things. These will include: Engaging the class in a KWL exercise. For this exercise, a piece of chart paper will be divided into three columns and placed at the head of the classroom. These columns will be labelled: What I Know, What I Want to Know and What I Learned. Students will then receive two different coloured sticky notes. Students will write down what they know about the unit on one colour and what they want to know on another colour. At the end of the unit, they will record what they learned on a third colour. When students have answered the first two questions on the accompanying sticky notes, they will then place each note in the correct column individually. I will then read these comments out loud to the class to increase engagement and excitement about the unit! Displaying multiple books about the unit at the front of the classroom. Students will have a chance to look through these different books for a period of time. Placing an empty word wall in the shape of a sun in the classroom. I will explain that throughout the unit, we will be adding to the word wall whenever we learn a new vocabulary word. We will do several activities regarding this word wall including a flashlight game, a telephone game and making a sun game (hangman).
Colouring title pages for our new unit. This will be placed at the beginning of their Science duo-tangs. Discussing the weather outside. We will talk about what the weather will be like in one month as well as what it will be like on the last day of school. The question, "Why is it different?" will be evoked if it is not asked. After discussing the differences through seasons, we will then talk about the differences between night and day. Weather graph print outs for several weeks will be printed. A student will colour in one rectangle each day. Later in the unit, we will compare the different graphs and make observations about the changes in the weather.
**Many of These Lessons Will Be Taught Over A Few Days**
Science Lesson #1
Grade: Kindergarten/Grade One Science Cluster: Cluster 4: Daily and Seasonal Changes Subject: Sequences and Cycles Length of Lesson: One class period (Depending on Kindergarten/Grade One attention
span, this lesson may have to be continued over the course of two class periods).
Title/Author of Book/ ISBN Number : The Snow Tree by Caroline Repchuk, ISBN:
978-0525459033
Learning Outcomes:
1-4-01: Use appropriate vocabulary related to changes over time. 1-4-04: Sequence and record events and activities that occur over the course of a day, week, or a year.
Anticipated Vocabulary: Sequence, Events, Cycles, Days of the Week, Months of the
Year
Flexible Groupings: Students will work as a class when putting the events of the story in
order (sequencing). They will then work individually when working on their sequences and cycles worksheets. Some adaptations in the amount of work may have to be made for some students (some students may need assistance throughout the activity).
Connection to Prior Lesson: Students have been introduced to the unit. However, this
is the first formal lesson for the new unit. Students will be learning about sequences and cycles.
Activating Strategies:
The teacher will begin the lesson by gathering the students onto the learning carpet. Pre-reading questions will then be asked to engage and develop active student thinking. The teacher will ask the students if they know what the terms sequence and cycle mean. When students become familiar with these words and many examples are shown, the teacher will explain that storybooks follow a sequence of events. The teacher will then read aloud The Snow Tree by Caroline Repchuk. She will discuss how this is a book about a bear who wakes up to a world of white winter snow, but then his forest friends find objects from nature that add colour to their forest tree. The illustrations are beautiful and lifelike. The pages are embossed, which add a sensory component to the story. Furthermore, each animal in the text contributes something to the snow
tree that characterizes each of the four seasons (orange leaves to remember the warm glow of fall, blue feathers to remind them of the summer sky and rolling waters of the river, etc.). All of the seasons are discussed. The teacher will show the cover of the book to the students. Once the teacher has introduced the book, the teacher will then put pictures of the different events in the story but not in the correct order. The teacher will explain that the students are to listen closely throughout the story in order to know what order the pictures should go in (sequence) and that they will need to help the teacher put them in order once the teacher is finished reading the story. Once the story is finished, she will then discuss the events that occurred in the story. Ask: What is the story about? Do you remember what happens first in the story? What happens next? How does the story end?
Acquiring Strategies:
The teacher then displays in random, one set of mounted pictures (photocopies of pictures from the storybook) for students to observe and then discuss. Ask: What happened in these pictures? Are the pictures in the same order that things happened in the story? Can you put them in correct order so that they can tell the story? As a class, students will order pictures and describe the events out loud. The teacher will then define more clearly the terms sequence and cycle. Students will be encouraged to provide examples of each. After sequencing examples have been discussed, to aid in the next discussion, the teacher will hand out the sheet What is a CYCLE? She will tell students that they are going to investigate what cycle means. Students will find and point to the word Time and read words in the cycle. Next, the class will look at the Seasons cycle and talk about how they repeat in a pattern. Ask: Does it ever stop? What do you notice about the shape? What could cycle mean?
Applying Strategies:
Students will then take part in several activities. For each worksheet, students will look at the accompanying pictures, cut them out and glue them in the order that they would have happened. Depending on time, students may also be instructed to color the pictures. These worksheets include the definition of sequence and cycle. Students will put together a snowman in the sequence that it would take place in order to gain more knowledge of a sequence. For more practice with cycles, students will then work on the Life Cycle of a Pumpkin as well as Days of The Week and Months of the Year worksheets. New terms will be added to word wall.
Assessment Procedures:
The teacher will look at each student's sequence and cycle worksheets to see if they understand the concepts posed. The teacher will also observe the students during the storybook sequencing class activity. The students will be assessed mainly through observation while the discussions and worksheets are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties, as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activities, working cooperatively, making educated guesses as well as completing the tasks to the best of the students ability. Evidence of learning will also be found in the students daily journal. These journals will also be assessed along with the worksheet activities.
Learning Resources:
The materials used in this lesson will include the Book: The Snow Tree (with obvious chronological sequences), laminated picture cards from the story (photocopy), scissors, glue, ordering sequence and cycle activity sheets.
Different Ways of Learning:

Word Smart: Students will be reading, sharing ideas, writing down particular responses and discussing with classmates during this lesson.
Logic/Math Smart: Students will be sequencing and putting different pictures and objects in order.
Art/Space Smart: Students will observe pictures of different events from the storybook and create their own sequence and cycles using the worksheets provided. Students will be cutting, coloring and gluing.
Body Smart: This lesson involves many hands on activities including completing worksheets that require cutting, colouring and gluing.
Nature Smart: Students will be classifying content dealing with the natural world and phenomena. The activities in this lesson plan are related to the natural world (sequences, life cycles, day and month cycles, etc.).
People Smart: Students will be interacting with other classmates when discussing the events of the storybook and putting these pictures in order.
Self Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning in their Personal Picture Journals. They will also be working individually on worksheets.
Extensions: As an extension, I would engage the class in multiple sequence and cycle
activities using the SmartBoard. These games and activities can be found at this link: http://exchange.smarttech.com/search.html?q=sequences+and+cycles+game&subject=All+subje cts&grade=Grade+1&region=en_US
Cross-Curricular Connections:
Science: Natural Science, Life Science Math: Sequencing (putting pictures and objects in order) English Language Arts: listening, speaking, reading, writing, viewing and representing Art: gluing, colouring, cutting
Sources:
Kindergarten to Grade 4 Science Curriculum: Foundations for Implementation Hands on Science: Kindergarten Teachers Pay Teachers Smart Exchange: http://exchange.smarttech.com/search.html?q=sequences+and+cycles+game&subject=All+subje cts&grade=Grade+1&region=en_US
Science Lesson #2
Grade: Kindergarten/Grade One Science Cluster: Cluster 4: Daily and Seasonal Changes Subject: Daily Activities: Our Daily Cycle Length of Lesson: Two Class Periods (Depending on Kindergarten/Grade One attention
span, this lesson may have to be continued over the course of three class periods).
Learning Outcomes:
1-4-01: Use appropriate vocabulary related to changes over time. 1-4-04: Sequence and record events and activities that occur over the course of a day, week, or a year.
Anticipated Vocabulary: Activities Flexible Groupings: Students will work as a class during the Before, At and After School
sequencing discussions. They will then work individually when drawing pictures of the different activities and school events, as well as during the A Weekend Day activity sheet. Some adaptations in the amount of work may have to be made for some students (some students may need assistance throughout the activity).
Connection to Prior Lesson: Students have been introduced to the terms sequence and
cycle. This lesson allows students to receive more practice with both.
The teacher will begin the lesson by gathering the students onto the learning carpet. As a class, the teacher will discuss with students what they do before they come to school. Ask: What time do you wake up? What is the first thing you do in the morning? What do you do next? Students activities will be recorded on chart paper titled Before School. The teacher will then lead a discussion about what happens during the school day. Ask: When does school start? What do we do first at school? What do we do next?
Students daily school activities will then be recorded on a piece of chart paper titled At School. The teacher will then discuss what activities students do after school. Ask: What do you do when you leave school? What do you do before supper? What do you do after supper? What do you do before going to bed? These responses will then be recorded on a chart titled After School. The teacher will then ask the students to recall the terms sequence and cycle.
When the lists are compiled, students will then be instructed to create pictures of activities that they do before school, at school and after school. Each section will be completed on a single piece of paper. Students will then work on an activity sheet called A Weekend Day. Using this worksheet, students will draw pictures and print words to show the activities that they do on a Saturday or a Sunday.
Using the At School list compiled, the teacher will make a note to the class that it was just a list, it was not a sequence. Suggestions as to why will be asked (not in order). Working with the class, the teacher will then make the list into one big sequence. On the paper, the teacher will assign each member of the class one event (chosen alphabetically), assigning their names beside a corresponding event. The teacher will then tell each student the event for which they are responsible. The teacher will ensure that there will be at least one event for each student. Next, students will each receive a blank piece of paper on which they will draw a picture to represent the task they are assigned. Students will then write a sentence at the bottom of their pictures to explain what event they were representing. After the pictures are completed, they will be put into a booklet titled Our Daily Cycle. New terms will be added to the word wall.
The teacher will look at each students pictures that they drew for activities Before School, At School and After School, the A Weekend Day activity as well as observing the At School event pictures that were assigned to them to see if they understand the concepts posed. The teacher will also observe the students during the beginning class activity. The students will be assessed mainly through observation while the discussions and worksheets are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activities, working cooperatively, making educated guesses as well as completing the tasks to the best of the students ability. Evidence of learning will also be found in the students daily journal. These journals will also be assessed along with the worksheet activities.
Learning Resources:
The materials used in this lesson will include chart paper, markers, 8.5 x 11 paper, and A Weekend Day activity sheet.

Logic/Math Smart: Students will be sequencing and putting different pictures and events in order. Students will also be graphing during the extension exercises.
Art/Space Smart: Students will be drawing the different activities that they do Before School, At School and After school as well as activities they do on the weekend. These pictures will be coloured.
Body Smart: This lesson involves many hands on activities including completing worksheets that require drawing and colouring.
Nature Smart: Students will be classifying content dealing with the natural world and phenomena. The activities in this lesson plan are related to the natural world (sequences, life cycles, day and month cycles, etc.).
People Smart: Students will be interacting with other classmates when discussing the events of Our Daily Cycle as well as during the extension activities.
Extensions: As an extension, I would engage the class in several activities:

By The Week: Make an accordion book for each student. The booklet should have seven pages. Have students keep track of the things they do and the things that happen throughout the week. Have them share their books with the class. Math link: Use the information for graphing. By The Month: Divide students into pairs. Have each pair take a month of the year and create a word splash of events, typical activities, words, etc. for that month. For example, October: Halloween, Thanksgiving, first snowfall, leaves change colours, pumpkins, jackets, harvest, etc. Have students create posters that illustrate their word splash. The posters can be used to sequence the months of the year. Discuss with the class the activities that occur each month. Months of The Year: Wipe Out: This game will be played in partners. Make a chart with the months of the year and their numeric equivalents (1-12). Using two dice, students take turns rolling the dice with their partner. If a 6 is rolled, June is crossed out; if a 2 is rolled, February is crossed out, and so on. Students may switch to using one die, as necessary (for the months January to June). The first player to wipe out the 12 months wins the game. Use 12-sided die if available. Students may also play Wipe Out with the days of the week and the numbers 1-7.
Science: Natural Science, Life Science Math: Sequencing, putting pictures and objects in order, graphing English Language Arts: listening, speaking, reading, writing, viewing and representing Art: drawing and colouring
Sources:
Kindergarten to Grade 4 Science Curriculum: Foundations for Implementation Hands on Science: Kindergarten Teachers Pay Teachers
Science Lesson #3
Grade: Kindergarten/Grade One Science Cluster: Cluster 4: Daily and Seasonal Changes Subject: Day and Night Length of Lesson: One class period (Depending on Kindergarten/Grade One attention
Title/Author of Book/ ISBN Number : Day and Night by Teddy Newton, ISBN:
978-0761356790
Learning Outcomes:
1-4-01: Use appropriate vocabulary related to changes over time. 1-4-03: Recognize that a day is divided into day time and night time based on the presence or absence of sunlight.
Anticipated Vocabulary: Daytime, Nighttime, Night and Day Flexible Groupings: Students will work as a class when completing the Anchor Chart and
sorting activities. They will also work in groups when interacting with the globe and flashlight. They will then work individually when working on their day and night worksheets. Some adaptations in the amount of work may have to be made for some students (some students may need assistance throughout the activity).
Connection to Prior Lesson: Students have experience with sequences and cycles. This
is the first lesson introducing the importance of the presence and absence of sunlight to make daytime and nighttime.
The teacher will begin the lesson by gathering the students onto the learning carpet. The teacher will display an Anchor Chart. She will tape or glue a paper moon and sun to a piece of chart paper (in landscape orientation). Pre-reading questions will then be asked to engage and develop active student thinking. Ask: What do you think these two circles could be symbols for? Accept all answers. If the sun and moon are not offered, say, Today, these circles are symbols for the sun and the moon. Have students think about what they know about day. List ideas in the sun circle.
Make a list for Night inside the moon. If students give responses that could apply to both day and night, write them in the middle and discuss this at the end.
When students become familiar with these words and many examples are shown, the teacher will then read aloud Day and Night by Teddy Newton. Day meets Night and Night meets Day in this delightful picture book. Students will delight in the way these two characters explore their differences and eventually realize how much they like and enjoy each other. The teacher will show the cover of the book to the students. She will get the class to notice the activities that are occurring inside each of the characters, comparing these with the list that was made at the beginning of class.
Next, the teacher will get the students to sit in a circle on the learning carpet. The teacher will then place a yellow and black hula hoop in the middle of the circle. While the students watch, she will place a picture of an activity associated with daytime in the yellow section of the sorting circle. Then, she will place a picture associated with nighttime in the black section of the sorting circle. The students will then be challenged to think about the sorting rule. In the meantime, add another picture to each of the circles. When there are three pictures in each sorting circle, ask: What are the pictures representing? When do we do these activities? (Day or night) Why do we do these activities then? Why do you think these pictures are grouped together in the yellow circle? How are they the same? Why do you think these pictures are all grouped in the black circle? How are they the same? What is the sorting rule? What makes it daytime and nighttime? (Presence and Absence of Sunlight Our Earth spins on its axis and is tilted) When students have accurately stated the answers, the teacher will complete sorting the remaining pictures with suggestions from the students. For the next demonstration, the teacher will shine a flashlight or lamp at a globe, explaining that the light represents the sun. She will discuss how some parts of the sphere are lit up, while others are dark. A piece of plasticine or tape will be put on the globe to represent where the school is located. She will then slowly spin the globe. The teacher will pause and note where the sun would be rising and setting. Students will then be encouraged to try it themselves in small groups. Next, the teacher will display a website on the SmartBoard that shows a picture of the parts of the world that are in daytime and nighttime right at that moment. This wonderful website can be found at this link: http://www.timeanddate.com/worldclock/sunearth.html. The teacher will ensure that students are aware of the fact that day activities rely on light or heat and night activities are due to lack of light and heat.
Students will then take part in two activities individually. Students will first receive a Day and Night worksheet. They will be instructed to draw pictures and add colour to make each scene either a daytime scene or a nighttime scene. When this is completed, students will then work on the What Time of Day? Activity sheet. An assortment of pictures will be given to each student which they will then have to colour, cut out and glue onto the corresponding time that that picture would take place, either daytime or nighttime. Students can colour the background of each Day and Night template. New terms will be added to the word wall.
The teacher will get the students to hand in their Day and Night and What Time of Day activity sheets to see if they understand the concepts posed. The teacher will also observe the students during the Anchor Chart discussions as well as during the story reading and the daytime and nighttime demonstrations using the globe and SmartBoard. The students will be assessed mainly through observation while the discussions and worksheets are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activities, working cooperatively, making educated guesses as well as completing the tasks to the best of the students ability. Evidence of learning will also be found in the students daily journal. These journals will also be assessed along with the worksheet activities.
Learning Resources:
The materials used in this lesson will include the Book: Day and Night, Anchor Chart, markers, one yellow hula hoop, one black hula hoop, laminated pictures of different daytime and nighttime scenes, flashlight/lamp, globe, plasticine, SmartBoard, scissors, glue, Day and Night and What Time of Day? Activity sheets.

Logic/Math Smart: Students will be sorting pictures based on daytime and nighttime activities and stating the sorting rule.
Art/Space Smart: Students will be observing pictures of different daytime and nighttime activities. They will also be drawing, cutting, colouring and gluing.
Body Smart: This lesson involves many hands on activities including interacting with globes using flashlights and completing worksheets that require cutting, colouring and gluing.
Nature Smart: Students will be classifying content dealing with the natural world and phenomena. The activities in this lesson plan are related to the natural world (presence and absence of the sun, daytime and nighttime, etc.).
People Smart: Students will be interacting with other classmates when discussing daytime and nighttime as well as during the sorting activity and globe demonstration.
Extensions: As an extension, I would engage the class in several Day and Night activities on
the SmartBoard. These activities can be found at this link: http://exchange.smarttech.com/search.html?q=day+and+night+grade+1. Day and Night Sky: Learning the differences between what can be seen during the day and night sky. Day or Night T-Chart: Students decide whether the pictures should be placed in the daytime or nighttime category of a T-chart. Pictures are from Hands-on Science resource.
Science: Natural Science, Life Science Social Studies: Working cooperatively in groups Math: Sorting
English Language Arts: listening, speaking, reading, writing, viewing and representing Art: drawing, gluing, colouring, cutting
Sources:
Kindergarten to Grade 4 Science Curriculum: Foundations for Implementation Hands on Science: Kindergarten Teachers Pay Teachers Day and Night World Map: http://www.timeanddate.com/worldclock/sunearth.html
Science Lesson #4
Grade: Kindergarten/Grade One Science Cluster: Cluster 4: Daily and Seasonal Changes Subject: Sun as a Source of Heat and Light Length of Lesson: One class period (Depending on Kindergarten/Grade One attention
Title/Author of Book/ ISBN Number : The Day Sun Was Stolen by Jamie Oliviero,
ISBN: 978-0786800315
Learning Outcomes:
1-4-01: Use appropriate vocabulary related to changes over time. 1-4-02: Recognize that the Sun is a source of light and heat. 1-4-07: Record, describe, and compare changes in temperature at different times of the day.
Anticipated Vocabulary: Source, Sun, Light, Heat, Energy, Temperature Flexible Groupings: Students will work as a class during the Walk in the Sun and What
We Know About the Sun activities. They will then work individually when drawing their sun pictures and when working on their The Sun Changes Throughout The Day activity sheets. Some adaptations in the amount of work may have to be made for some students (some students may need assistance throughout the activity).
Connection to Prior Lesson: Students have learned that it is the presence and absence
of sunlight that gives us daytime and nighttime. In this lesson, students will recognize that the Sun provides us with heat and light.
The teacher will engage the class in a Walk in the Sun exercise. This will be an introduction to concepts about the Sun. The teacher will take the class for a walk on a warm, sunny day. She will stop in the Sun and have the children describe how the Sun feels on their skin. Students will be cautioned not to look directly at the Sun because it can damage their eyes. Ask: Where is the Sun? Can you touch the Sun? What does the Sun look like from where you are?
How do you feel after a few minutes in the Sun? Does your skin feel cool, warm or hot? Why does your skin feel warm in the Sun? When you stay in the Sun for a long period of time on a hot summer day, what happens to your body? Why? Will it feel the same if you go into the shade? Why or why not? Once the students have predicted what will happen when they go into the shade, the teacher will have them move into a shaded area and spend a few minutes there.
When students become familiar with the concept that it is the Sun that provides us with light and heat, the teacher will then read aloud The Day Sun Was Stolen by Jamie Oliviero. The teacher will show the cover of the book to the students. As she reads the story, she will get the class to notice the main events, concentrating on the characteristic of the Sun.
Next, the teacher will get the students to sit on the learning carpet. The teacher will then discuss the following information with the students and write it on chart paper. The sun is our closest star. It keeps the Earth warm. The suns rays shining on the Earth, travelling through the air and warming Earth. The suns rays are made of heat and light energy.
The teacher will then title another piece of chart paper What We Know About the Sun and record students ideas about how the sun looks and what the sun does. The teacher will look for the following: The Sun is in the sky. The Sun looks round. The Sun is hot. The Sun gives us light. The Sun keeps us warm. You can get sunburn if you are in the Sun for too long. Students will then be instructed to draw a picture of the Sun on a piece of paper. The teacher will then ask the students: How does the Sun help us? Students will be instructed to give at least two different ways and write these in their Sun picture. They will also have to draw a picture of the ways the sun helps us. They will be told to label their pictures. The teacher will look for provides heat and provides light. Next, the teacher will review some of the activities discussed from the previous lesson. In doing so, the concept that the daytime is lighter and (normally) warmer than the nighttime will be reinforced. Students will colour in pictures of what the sky would look like in the morning, afternoon, evening and night on a worksheet titled: The Sun Changes Throughout The Day. The
next task will be determining how to interpret a thermometer. The teacher will discuss that the height of the red line indicates the temperature, the higher the line, the hotter it is. The teacher will brainstorm with the class a list of words to describe temperature. For example, hot, warm, cold, freezing, mild, etc. For the next activity, heat from the sun will be represented with a thermometer and the light from the sun with a light bulb. Students will complete a worksheet to show the light and heat through the day. Ask: When does the warmest temperature of a day usually occur? Why? When are the coldest temperatures of a day recorded? Why? Why is it important to know when the warmest and coldest temperatures in a day usually occur? At the end of the lesson the teacher will add new words to the word wall and engage the class in a quick chant. Chant: The Sun (make a circle with arms above head) gives us heat (hug yourself) and light! (shoot arms out with twinkling fingers). New terms will be added the word wall.
The teacher will get the students to hand in their labelled Sun pictures to see if they understand the concepts posed. The teacher will also observe the students during the Walk in the Sun, What We Know About the Sun, and The Sun Changes Throughout The Day activities as well as during the story reading and quick chant. The students will be assessed mainly through observation while the discussions and worksheets are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activities, working cooperatively, making educated guesses as well as completing the tasks to the best of the students ability. Evidence of learning will also be found in the students daily journal. These journals will also be assessed along with the Sun picture activity.
Learning Resources:
The materials used in this lesson will include the Book: The Day Sun Was Stolen, a sunny day, markers, chart paper, 8.5 by 11 paper, lightbulb and thermometer cut-outs, and The Sun Changes Throughout The Day activity sheets.

Art/Space Smart: Students will be drawing, colouring and labelling their sun pictures.
Music Smart: Students will be singing a quick chant about the Sun.
Body Smart: This lesson involves many hands on activities including walking around outside and engaging in fun body actions during the quick chant.
Nature Smart: Students will be classifying content dealing with the natural world and phenomena. The activities in this lesson plan are related to the natural world (sun, light and heat energy, etc.).
People Smart: Students will be interacting with other classmates when during the Walk in the Sun and What we Know About The Sun activities.
Self Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning in their Personal Picture Journals. They will also be working individually when drawing and labelling their sun pictures.
Extensions: As an extension, I would engage the class in several different Sun activities.
Students will create a poem, finger paint a sun on a piece of paper and write their poem on the outside of the sun (concrete poetry). These activities can be found at this link: http://firstgradewow.blogspot.ca/2012/10/sunny-sunny-day-objects-in-sky.html.
Science: Natural Science, Life Science Music: Quick chant English Language Arts: listening, speaking, reading, writing, viewing and representing Art: drawing, colouring, labelling
Sources:
Science Lesson #5
Grade: Kindergarten/Grade One Science Cluster: Cluster 4: Daily and Seasonal Changes Subject: Shadows and Position of the Sun (Sunny Day Required) Length of Lesson: One class period (Depending on Kindergarten/Grade One attention
Learning Outcomes:
1-4-01: Use appropriate vocabulary related to changes over time. 1-4-05: Recognize that shadows are caused by blocking light. 1-4-06: Observe and describe how the Sun appears to change position throughout the day.
Anticipated Vocabulary: Shadows Flexible Groupings: Students will work as a class during the Shadow Walk. They will then
work individually when drawing their sun pictures. Some adaptations in the amount of work may have to be made for some students (some students may need assistance throughout the activity).
Connection to Prior Lesson: Students have an understanding that the Sun is

responsible for providing us with light and heat. In this lesson, shadows and the reason for their occurrence will be explained as well as the fact that the sun appears to change position throughout the day.
The teacher will take the students outside to the playground for a Shadow Walk. Students will be asked to observe the shadows cast by posts, flagpoles, buildings, and classmates. Students will then look at their own shadows. Ask: Does your shadow move when you move? Can you jump on your shadow? What are the biggest and smallest shadows you can make with your body? Can you make your shadow touch a friends shadow without touching each other? Next, the teacher will focus students attention on shadows cast by still objects. Ask: What is the shape of the shadow? What causes a shadow? Where is the light coming from that makes the shadow? Do you think the shadow will change during the day?
The teacher will ensure that the students realize that shadows are caused by an object blocking light.
Next, the teacher will get students to trace the shape of one anothers shadow with chalk. The students feet will be marked. Yarn will be provided for them to use when measuring the length of their shadows. Ask: Do you think that your shadow will change if we come back to look at it later in the day? Students will then go back to the classroom and note the time of day. This can be recorded using standard time intervals. For example, at the beginning of the day, before recess, before lunch, after lunch, etc. Students will then go back to their shadow at a different time and note any changes in measurement.
Students will then work in small groups of three to four to record shadows throughout the day. Each group will need a piece of white poster board and a stick or dowelling. Students will then make a hole in the middle of a piece of white poster paper and place the paper on the ground outside where the sun will shine on it. A stick or dowel is placed through the hole in the poster paper. Throughout the day, students should colour the shadow cast by the stick, making sure to record the time beside the mark. They should also observe where the Sun is in relation to each shadow. Students can compare the marks on their poster board with those of other groups. The teacher will then ask: Do all groups posters look the same? Why or why not? What made the shadows? What shape was the shadow? Why did the lengths of the shadow change? When did the longest shadow occur? The shortest? What other observations did you discover about the shadows made by the sticks? Do you think the same shadows will occur at the same time tomorrow? Why or why not?
New terms will be added to the word wall.
The teacher will get the students to hand in their labelled Sun shadows experiment to see if they understand the concepts posed. The teacher will also observe the students during the Shadow
Walk. The students will be assessed mainly through observation while the discussions and worksheets are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activities, working cooperatively, making educated guesses as well as completing the tasks to the best of the students ability. Evidence of learning will also be found in the students daily journal. These journals will also be assessed along with the Sun picture activity. Students will also assess their own work:
Learning Resources:
The materials used in this lesson will include a sunny day, chart paper, chalk, yarn, meter sticks, poster paper, sticks/dowelling and markers.

Logic/Math Smart: Students will be measuring the length of their shadows at different time intervals throughout the day.
Art/Space Smart: Students will be drawing and colouring their Sun Shadows poster paper.
Body Smart: This lesson involves many hands on activities including a Shadow Walk outside as well as a Sun Shadow experiment outside.
Nature Smart: Students will be classifying content dealing with the natural world and phenomena. The activities in this lesson plan are related to the natural world (sun, shadows, etc.).
People Smart: Students will be interacting with other classmates during the Shadow Walk and working in groups during their Sun Shadows experiment.
Self Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning in their Personal Picture Journals.
Extensions: As an extension, I would engage the students in several SmartBoard activities to

consolidate learning about shadows and the positions of the sun. These activities can be found at this link: http://exchange.smarttech.com/details.html?id=3dd1504a-0a13-403a-840fb63e9e438f3f. Shadows: Shadow poem, pictures and lessons for online. Light and Shadow: Define, explore and apply knowledge about light and shadows.
Science: Natural Science, Life Science Math: Measuring English Language Arts: listening, speaking, reading, writing, viewing and representing
Art: drawing, colouring, labelling
Sources:
Science Lesson #6
Grade: Kindergarten/Grade One Science Cluster: Cluster 4: Daily and Seasonal Changes Subject: Seasonal Cycles Length of Lesson: Four Class Periods (Depending on Kindergarten/Grade One attention
span, this lesson may have to be continued over more periods).
Title/Author of Book/ ISBN Number: Natures Paintbox: A Seasonal Gallery of

Art and Verse by Patricia Thomas, ISBN: 978-0822568070
Learning Outcomes:
1-4-01: Use appropriate vocabulary related to changes over time. 1-4-09: Compare characteristics of the four seasons.
Anticipated Vocabulary: Seasonal, Seasons Flexible Groupings: Students will work as a class during the beginning discussions and
sorting activities. They will then work individually when working on their Through the Year and Seasons worksheets. Some adaptations in the amount of work may have to be made for some students (some students may need assistance throughout the activities).

responsible for providing us with light, heat and shadows. In this lesson, the seasonal cycle and the reason for the seasons will be explained.
The teacher will begin by reviewing sequences, cycles and the cycle of day and night, including the changes in heat and light. The teacher will then ask students for other examples of cycles, eventually leading to the four seasons. Pre-reading questions will then be asked to engage and develop active student thinking. Students will be questioned on their knowledge of seasons. Ask: What do you know about seasons? What season is it now? What are the names of the four seasons? What is the order of the four seasons? What happens in spring? What happens in summer? What happens in fall?
What happens in winter? Why do you think the seasons change? How does the weather change during the seasons? Why do you think the weather changes during the seasons?
Once these topics are discussed, the teacher will then read aloud Natures Paintbox by Patricia Thomas. She will discuss how this is a book about the four different seasons. The teacher will show the cover of the book to the students. Once the teacher has introduced the book, the teacher will explain that the students are to listen closely throughout the story in order to know what sequence the seasons follow.
The teacher will then engage the students in a video about how the Earth revolves around the sun, making the four different seasons. This informational video can be found at this link: http://youtu.be/vDgUmTq4a2Q. Next, the teacher will title four pages of chart paper with the names of the seasons. Students will then brainstorm words that can be associated with each season. These will be recorded on the appropriate chart. The teacher will ensure that the students are aware that seasons are a cycle over the course of one year. The teacher will then give each student four different fill in the blank worksheets for each of the four different seasons. The teacher will display each worksheet, one at a time, on the SmartBoard. When working on one activity sheet, the teacher will go through the word-bank and ask the student to raise their hands if they can fill in a blank with one of the words in the word-bank. The teacher will do this for each worksheet, helping students when needed. Next, the teacher will give each student a handout called Temperature Talk. The teacher will go through the handout with the students, noting the differences in temperature throughout the four seasons. Students can then colour this page.
Students will then take part in three different activities. The first is called All Through the Seasons. Students will be required to cut out different squares containing pictures of what the sun looks like, what to wear and what trees look like during each season. These pictures are mixed up and students will need to cut these out and put them into the correct columns. The second activity is called Seasons. Students will trace the correct arrows to show the cycle of the seasons. They then will cross out the pictures that do not match the season. Students will then write the name of the season shown in each picture and then match the thermometer with the correct picture by writing the letter in the corresponding circle. At the end of this lesson, students will fill out the My Favorite Season sheet and present it to the class. The teacher will keep track of student favorites in the Our Favorite Seasons sheet. She will later graph the results on a large piece of chart paper. In their journals, students will start each page with the following phrases. Instead of writing their answers they will draw several pictures on each page. Each picture will be labelled. In the winter, I In the spring, I In the summer, I
In the fall, I
New terms will be added to the word wall.
The teacher will get the students to hand in their All Through the Seasons, Seasons and My Favorite Season to see if they understand the concepts posed. The teacher will also observe the students during the seasons discussion and chart paper activity as well as during the story reading. The students will be assessed mainly through observation while the discussions and worksheets are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activities, working cooperatively, making educated guesses as well as completing the tasks to the best of the students ability. Evidence of learning will also be found in the students daily journal. These journals will also be assessed.
Learning Resources:
The materials used in this lesson will include the book: Natures Paintbox, chart paper, markers, SmartBoard, fill in the blank activity sheets, All Through the Seasons, Activities Through the Year, Seasons and My Favorite Season worksheets.

Logic/Math Smart: Students will be sorting different seasonal pictures and activities into their correct category.
Art/Space Smart: Students will be colouring, cutting and gluing cut outs onto different worksheets.
Body Smart: This lesson involves many hands on activities including interactive SmartBoard activities as well as several activities involving colouring, cutting and gluing.
Nature Smart: Students will be classifying content dealing with the natural world and phenomena. The activities in this lesson plan are related to the natural world (seasonal cycle, etc.).
People Smart: Students will be interacting with other classmates during the beginning discussions as well as during the Season Sorting exercises.
Extensions: As an extension, I will engage the students in two different SmartBoard sorting
activities called Seasons Sort and Sort. These activities can be found at this link: http://exchange.smarttech.com/search.html?q=%22sort%22. For each activity, students will take turns dragging the correct pictures and activities into the boxes that go with each season. The teacher will pick those students who are actively listening to take part in these activities.
Science: Natural Science, Life Science Math: Sorting pictures and activities English Language Arts: listening, speaking, reading, writing, viewing and representing Art: drawing, colouring, cutting and gluing
Sources:
Kindergarten to Grade 4 Science Curriculum: Foundations for Implementation
Hands on Science: Kindergarten Teachers Pay Teachers Earth Video: http://youtu.be/vDgUmTq4a2Q Seasons Sort: http://exchange.smarttech.com/search.html?q=%22sort%22
Science Lesson #7
Grade: Kindergarten/Grade One Science Cluster: Cluster 4: Daily and Seasonal Changes Subject: Weather and Activities Throughout The Seasons Length of Lesson: Four Class Periods (Depending on Kindergarten/Grade One attention
Title/Author of Book/ ISBN Number: Cloudy With a Chance of Meatballs by Judi

Barrett, ISBN: 978-0689707490
Learning Outcomes:
1-4-01: Use appropriate vocabulary related to changes over time. 1-4-10: Describe how humans prepare for seasonal changes. 1-4-11: Identify people who help us prepare for and deal with seasonal changes. 1-4-13: Sort clothing to suit each season, and justify their decisions. 1-4-15: Describe how humans are able to participate in non-seasonal and seasonal activities.
Anticipated Vocabulary: Weather Flexible Groupings: Students will work as a class during the beginning discussions and
sorting activities. They will then work individually when working on their Activities Through the Year worksheet. Some adaptations in the amount of work may have to be made for some students (some students may need assistance throughout the activities).
Connection to Prior Lesson: Students have a thorough understanding of the four

different seasons. This lesson will focus on the weather that occurs during each season and how and who helps us prepare for these seasonal weather changes.
The teacher will begin the lesson by bringing students attention to Our Weather Graph, a graph of the daily weather that the teacher and students have been adding to each week. The teacher will ask the students to observe the graph and note any changes in weather that has occurred over the weeks. The teacher will then lead a discussion about how weather changes throughout the seasons. Ask: What is the weather like in summer/spring/fall/winter? What do humans do when it is windy/snowy/rainy/hot/cold?
What do they wear when it is windy/snowy/rainy/hot/cold? How can knowing about the weather help you figure out what to wear for the day? What activities do humans do in different seasons? How do humans get ready for the next season? (Some examples are: they get out seasonal clothes, prepare their yards, put on/take off storm windows, put on winter and summer tires, shovels, rakes, tune up snowblowers and lawnmowers.)
Once these topics are discussed, the teacher will then read aloud Cloudy with a Chance of Meatballs by Judi Barrett. She will discuss how this is a book about weather but this town gets unique weather that we have never seen before! The teacher will show the cover of the book to the students. Once the teacher has introduced the book, the teacher will explain that the students are to listen closely throughout the story in order to know which type of food represents what kind of weather.
The teacher will then engage the students in a craft activity called Weather Word Umbrellas. The teacher will give each student half a piece of construction paper and pass around a circular tracer. Students will be shown how to put a circular tracer on a piece of construction paper and trace around it with a pencil. Students then cut out their semi-circles (Math Link: geometry terminology). Next, the students will help students make a handle for their umbrellas by taping popsicle sticks to the back of the umbrella tops. As a class, the teacher and students will brainstorm a list of weather words and each student will be assigned one. They will write their weather word on their umbrella top. These weather words will also be assigned to a season in which it most likely occurs. Using a piece of chart paper, the teacher will create a mind map of people who help us prepare for or deal with seasonal changes, taking suggestions from students. As a class, the teacher and students will discuss each of the helpers introduced.
The teacher will then focus on how humans can do certain activities out of season. Ask: What would you do if you wanted to go swimming in the middle of the winter? Would you go to the beach? Where else could you go? What if you wanted to skate during the summer? Would there be ice outside? Where else could you go?
In a student lead discussion, students will talk about the different things people could do out of season. Students will then watch a short video about Ski Dubai, an indoor ski park in the desert town of Dubai. This video can be found at this link: http://videos.howstuffworks.com/discovery/30007-really-big-things-indoor-ski-resort-video.htm
Students will then take part in several activities. The teacher will first title four sheets of chart paper: Humans in Spring, Humans in Summer, Humans in Fall, and Humans in Winter. The teacher will then discuss and record the activities in which students and their families participate during the four seasons. Students will then complete an activity sheet called Activities Through the Year. In this activity, students will be required to cut out different pictures of activities that happen during the four seasons and put them in the correct seasonal column. As a wind up activity for this lesson, students will take part in a Seasonal Clothing race! Prior to the lesson, the teacher will gather articles of clothing related to the different seasons. She will put these articles of clothing in a heap at the head of the classroom. Then she will get the students to line up in pairs. The teacher will then assign each student a different season to which they are to find articles of clothing that would be appropriate for this season and put them on. On the count of three, the two students will race and put on the appropriate clothing that they think would fit with the season they are assigned and race back to the line. They will then have to explain why they chose the articles of clothing. The teacher will be paying attention to whether each student sorts the clothing into appropriate seasons and justifies the placement of clothing. New terms will be added to the word wall.
The teacher will get the students to hand in their Activities Through the Year activity sheet to see if they understand the concepts posed. The teacher will also observe the students during the discussions and chart paper activities as well as during the story reading, Weather Word Umbrellas and Seasonal Clothing race. The students will be assessed mainly through observation while the discussions, activities and worksheet are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activities, working cooperatively, making educated guesses as well as completing the tasks to the best of the students ability. Evidence of learning will also be found in the students daily journal. These journals will also be assessed.
Learning Resources:
The materials used in this lesson will include the book: Cloudy With a Chance of Meatballs, Our Weather Graph, chart paper, markers, construction paper, circular tracers, pencils, popsicle sticks, tape, scissors, SmartBoard, Activities Through the Year activity sheet and articles of clothing related to each season.

Logic/Math Smart: Students will be using geometric terminology (semicircle) as well as sorting different articles of clothing related to the four different seasons.
Art/Space Smart: Students will be taking part in the Weather Word Umbrella craft as well as colouring, cutting, and gluing in their activity sheet.
Body Smart: This lesson involves many hands on activities including activities involving colouring, cutting and gluing and a Seasonal Clothing race!
Nature Smart: Students will be classifying content dealing with the natural world and phenomena. The activities in this lesson plan are related to the natural world (weather, seasons, etc.).
People Smart: Students will be interacting with other classmates during class discussions, story reading, craft activity and during the Seasonal Clothing race.
Self Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning in their Personal Picture Journals. Students will be working individually in their Activities Though the Year worksheet.
Extensions: As an extension, I would engage the students in SmartBoard activities regarding

weather and different activities carried out throughout the different seasons.
Daily and Seasonal Changes Canada: A collection of slides focusing on daily and seasonal changes for the environment of Canada (specifically interior regions). This presentation includes many hands-on activities, sorts, and brainstorming questions.
Science: Natural Science, Life Science Math: Geometric terminology, sorting articles of clothing based on the four different seasons English Language Arts: listening, speaking, reading, writing, viewing and representing Art: drawing, colouring, cutting and gluing
Sources:
Kindergarten to Grade 4 Science Curriculum: Foundations for Implementation Hands on Science: Kindergarten Teachers Pay Teachers Dubai Video: http://videos.howstuffworks.com/discovery/30007-really-big-things-indoor-skiresort-video.htm
Science Lesson #8
Grade: Kindergarten/Grade One Science Cluster: Cluster 4: Daily and Seasonal Changes Subject: Shelter Throughout the Seasons Length of Lesson: One Class Period (Depending on Kindergarten/Grade One attention
Title/Author of Book/ ISBN Number: The Three Snow Bears by Jan Brett, ISBN:
9780399247927
Learning Outcomes:
1-4-01: Use appropriate vocabulary related to changes over time. 1-4-12: Identify features of buildings that help keep humans sheltered and comfortable throughout daily and seasonal changes. 1-4-14: Describe safety precautions related to daily weather, the changing of the seasons, and weather extremes.
Anticipated Vocabulary: Features, Shelter, Protection, Safety Precautions Flexible Groupings: Students will work as a class during the discussions. Students will be
working in pairs when they complete their Safety Poster. Some adaptations in the amount of work may have to be made for some students (some students may need assistance throughout the activities).
Connection to Prior Lesson: Students have an understanding of weather and the kind
of weather that occurs during the four seasons. In this lesson, students will discuss how humans keep sheltered and comfortable throughout these weather changes.
The teacher will begin by leading a discussion about the importance and features of houses (furnace, lights, air conditioners, fans, windows, blinds, walls, roof, etc.). Ask: What features of a house keep you warm? What features of a house keep you safe? What features of a house allow you to see? What features of a house allow you to see day and night? What features of a house protect you from the wind, rain, or snow? What features of a house allow you to keep and cook food to eat all year?
Once these topics are discussed, the teacher will then read aloud The Three Snow Bears by Jan Brett. She will discuss how this is a book is a twist of the famous tale, Goldilocks and The Three Bears. The teacher will show the cover of the book to the students. Once the teacher has introduced the book, the teacher will explain that the students are to listen closely throughout the story in order to pay attention to the kind of shelter and clothing that people in the North build and wear to protect themselves from windy and snowy conditions. In the story, Aloo-ki glances up from fishing and sees her sled dogs floating off on an ice floe. She races after them and comes upon an igloo. Being a curious girl, she goes inside only to find no one home. Thats because the polar bear family who lives there is out walking while their breakfast cools off. Aloo-ki eats some soup, tries on their boots, and finally crawls into the smallest bed for a nap. Meanwhile, Papa, Mama, and Baby Bear see her dogs adrift, swim out to rescue them and return home to find Aloo-ki fast asleep in Baby Bears bed. These features of a North shelter and clothing (igloo) will be recorded on chart paper.
The teacher will brainstorm a list of features or aspects of technology in buildings that keep people comfortable throughout daily and seasonal changes. The teacher will record student suggestions on chart paper. As a class, the teacher will then lead a discussion and mind map exercise about safety precautions related to the weather or changing season that students should practice. The teacher will ensure that students are aware that being inside houses is not the only protection measure that people can take during negative seasonal conditions. The teacher will create categories such as the following to direct student thinking. For example, wearing a raincoat if rain is expected, staying indoors during a blizzard, staying off thin ice in the Spring and Fall, etc.
Students will then take part in an Art extension exercise. By using a variety of magazines, newspapers, and other print and visual media, the teacher will get the students to make a collage of these building features on the worksheet Keeping Us Comfortable. Students will also gather into pairs and create a safety poster to encourage other children to be safe during daily and seasonal weather changes. These posters will be put up in the hallways of the school to promote personal safety. New terms will be added to the word wall.
The teacher will get the students to hand in their collages and safety posters to see if they understand the concepts posed. The teacher will also observe the students during the discussions, story reading, chart paper discussions and mind-map exercise. The students will be assessed mainly through observation while the discussions, pictures, collages and posters are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activities, working cooperatively, making educated guesses as well as completing the tasks to the best of the students ability. Evidence of learning will also be found in the students daily journal. These journals will also be assessed.
Learning Resources:
The materials used in this lesson will include the book: The Three Snow Bears, chart paper, markers, 8.5 by 11 paper, legal size paper, magazines, newspapers and journals.

Art/Space Smart: Students will be taking part in a collage activity, drawing, colouring, cutting and gluing.
Body Smart: This lesson involves many hands on activities including several activities involving collaging, drawing, colouring, cutting and gluing.
Nature Smart: Students will be classifying content dealing with the natural world and phenomena. The activities in this lesson plan are related to the natural world (weather, seasonal conditions, etc.).
People Smart: Students will be interacting with other classmates during the discussions and class exercises, as well as working in pairs when creating their safety posters.
Self Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning in their Personal Picture Journals. Students will be working individually when completing their Building Technology paragraphs/pictures and collages.
Extensions: As an extension, I will get students to use the words from the building
technology list to write a paragraph or draw a picture about: being comfortable, life without a furnace, left in the dark, etc. They will fill out the Life Without A Furnace worksheet.
Science: Natural Science, Life Science Social Studies: Working Cooperatively in Pairs English Language Arts: listening, speaking, reading, writing, viewing and representing Art: Collaging, drawing, colouring, cutting and gluing
Sources:
Science Lesson #9
Grade: Kindergarten/Grade One Science Cluster: Cluster 4: Daily and Seasonal Changes Subject: Animals and Plants Throughout A Day Length of Lesson: One Class Period (Depending on Kindergarten/Grade One attention
Title/Author of Book/ ISBN Number: Whoo Goes There? By Jennifer A.

Ericsson, ISBN: 159643371X
Learning Outcomes:
1-4-01: Use appropriate vocabulary related to changes over time. 1-4-08: Investigate and describe changes that occur in characteristics and behaviours of living things throughout a day (some flowers open in the morning, some animals are active at night).
Anticipated Vocabulary: Changes, Diurnal, Nocturnal, Adaptations Flexible Groupings: Students will work as a class during the Night and Day Animals
discussion as well as during the plant discussions. They will then work individually recording the night and day animal responses discussed as well as in their labelled picture drawings. Some adaptations in the amount of work may have to be made for some students (some students may need assistance throughout the activities).
Connection to Prior Lesson: Students have an understanding of the characteristics of

daytime and nighttime. In this lesson, students will be introduced to two new concepts: diurnal and nocturnal. They will be observing and studying animals for each of these concepts. They will also be learning about plant changes throughout the day.
The teacher will begin the lesson by reading aloud Whoo Goes There? By Jennifer Ericsson. She will discuss how this is a book is about an owl who listens for little creatures scurrying far below. Mouse? Squirrel? Rabbit? Or something else entirely? The teacher will show the cover of the book to the students. Once the teacher has introduced the book, the teacher will explain that the students are to listen closely throughout the story to observe what time of day owls and other creatures in the book are active and to observe the different nature scenes within the story.
Students will also receive time to look through different books that describe animals as well as plants (sunflowers, morning glories, etc.) in order to find out more about the activities of plants and animals throughout the course of a day.
The teacher will then title a piece of chart paper: Night and Day Animals. The teacher will lead in a discussion about animals that come out during the day (diurnal) and animals that come out during the night (nocturnal). The teacher will draw a recording chart on the paper and will hand out a smaller version of this chart to each student to record information discovered. The students will then listen to a video called: Night Animals. This great video for kids can be found at this link: http://www.youtube.com/watch?v=yfNiIF3NWCM . Upon watching the video, the teacher, with suggestions from the students, will record information in the recording charts of the different animals discussed. Students will record these observations in their own recording sheets. Students will then discuss animals that they see during the day. Information regarding these day animals will also be recorded on the recording charts. The teacher will then title a piece of chart paper: Changes in Plants Throughout The Day. The teacher will lead in a discussion about how some plants open their flowers in the morning to catch the sun as well as follow the sun throughout the day, turning to catch the suns rays. The teacher will then show two videos. The first is a video of a time lapse of sunflowers catching and following the sun from morning to night. This video can be found at this link: http://www.youtube.com/watch?v=g8mr0R3ibPU. The next video is of a Morning Glory opening its flowers in the morning and closing them at night. This video can be found at this link: http://www.youtube.com/watch?v=g6iSwNfCf3U. Information discovered will be recorded on the chart paper.
The teacher will then hand out a Night and Day worksheet. Students will be required to use words/pictures to answer the following questions: What do animals do during a day? Label your drawings. What do plants do during a day? Label your drawings. What do animals do during a night? Label your drawings. What do plants do during a night? Label your drawings. As a class, the teacher and students will select one animal that they have learned about that is active at night and one that is active during the day. As a group, the teacher and students will write a short story that follows the activities of each animal over a 24-hour period. The teacher will record student ideas on chart paper. Once the story is complete, the teacher will then type out this story and each student will receive a copy. New terms will then be added to the word wall.
The teacher will get the students to hand in their Night and Day Animals recording sheet as well as their Night and Day picture worksheet. The teacher will also observe the students during the story reading discussions chart paper activities as well as during the shared short story writing in order to see whether students understand the concepts introduced. The students will be assessed mainly through observation while the discussions, recordings and short story suggestions are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activities, working cooperatively, making educated guesses as well as completing the tasks to the best of the students ability. Evidence of learning will also be found in the students daily journal. These journals will also be assessed.
Learning Resources:
The materials used in this lesson will include the book: Whoo Goes There?, chart paper, markers, SmartBoard, several books about animal and plant changes throughout the day, Day and Night Animals recording sheets and Day and Night picture worksheets.

Art/Space Smart: Students will be looking at many different pictures of plants and animals as well as observing two different videos. Students will also be drawing, colouring and labelling pictures of animals and plants.
Body Smart: This lesson involves many hands on activities including recording information discovered on recording sheets.
Nature Smart: Students will be classifying content dealing with the natural world and phenomena. The activities in this lesson plan are related to the natural world (Night and Day Animals, Plants, etc.).
People Smart: Students will be interacting with other classmates during discussions as well as during the shared short story writing exercise.
Extensions: As an extension, the teacher will read the book Night Animals by Bobbie
Kalman. Owls, raccoons, bats, and fireflies are featured in this intriguing book about nocturnal animals. Simple text introduces children to these nighttime hunters and the special senses they possess that help them find food in the dark.
Science: Natural Science, Life Science English Language Arts: listening, speaking, reading, writing, viewing and representing Art: looking at pictures, drawing, colouring, labelling
Sources:
Kindergarten to Grade 4 Science Curriculum: Foundations for Implementation Hands on Science: Kindergarten Teachers Pay Teachers Night Animals Video: http://www.youtube.com/watch?v=yfNiIF3NWCM Sunflower Video: http://www.youtube.com/watch?v=g8mr0R3ibPU Morning Glory Video: http://www.youtube.com/watch?v=g6iSwNfCf3U
Science Lesson #10

Grade: Kindergarten/Grade One Science Cluster: Cluster 4: Daily and Seasonal Changes Subject: Animals and Plants During the Four Seasons: Adaptations Length of Lesson: Four Class Periods (Depending on Kindergarten/Grade One attention
Title/Author of Book/ ISBN Number:

Spring by Ron Hirschi, ISBN: 978-0525650379 Summer by Ron Hirschi, ISBN: 978-0525650546 Fall by Ron Hirschi, ISBN: 978-0525650539 Winter by Ron Hirschi, ISBN: 978-0525650263
Learning Outcomes:
1-4-01: Use appropriate vocabulary related to changes over time. 1-4-16: Identify physical and behavioural changes that seasonally occur among Manitoba plants and animals, discuss the possible reasons for these changes (thicker fur, migration, etc.)
Anticipated Vocabulary: Changes, Hibernation, Migration, Adaptations Flexible Groupings: Students will work as a class during the discussion and chart paper
activities as well as during SmartBoard activity sheets. Students will work on two different worksheets individually. Some adaptations in the amount of work may have to be made for some students (some students may need assistance throughout the activities).

responsible for providing us with light, heat and shadows. In this lesson, the seasonal cycle and the reason for the seasons will be explained.
Activating and Acquiring Strategies:

The teacher will begin this lesson by titling four sheets of chart paper with the headings: Animals and Plants in Winter, Animals and Plants in Spring, Animals and Plants in Summer, and Animals and Plants in Fall. The teacher will then begin reading several books about animal changes and behaviours as well as plant changes during each of the four seasons. Each book will have an accompanying chart paper activity. The teacher will first read aloud Winter by Ron Hirschi. She
will discuss how this is a book about the Winter season and the changes that animals go through as well as their behaviours during this season. The teacher will show the cover of the book to the students. Once the teacher has introduced the book, the teacher will explain that the students are to listen closely to discover the different ways that animals adapt (change) during the Winter season as well as how they behave. Students will also be told to watch for any plant changes as well. When the book is finished, the teacher will write down several student responses about animal and plant behaviours and adaptations on the chart paper titled: Animals and Plants in Winter. Next, the teacher will read aloud Spring by Ron Hirschi. She will discuss how this is a book about the Spring season and the changes that plants and animals go through as well as their behaviours during this season. The teacher will show the cover of the book to the students. Once the teacher has introduced the book, the teacher will explain that the students are to listen closely to discover the different ways that plants and animals adapt (change) during the Spring season as well as how they behave. When the book is finished, the teacher will write down student responses about plant and animal behaviours and adaptations on the chart paper titled: Animals and Plants in Spring. The teacher will then read aloud Summer by Ron Hirschi. She will discuss how this is a book about the Winter season and the changes that plants and animals go through as well as their behaviours during this season. The teacher will show the cover of the book to the students. Once the teacher has introduced the book, the teacher will explain that the students are to listen closely to discover the different ways that plants and animals adapt (change) during the Summer season as well as how they behave. When the book is finished, the teacher will write down student responses about plant and animal behaviours and adaptations on the chart paper titled: Animals and Plants in Summer. The teacher will then read aloud Fall by Ron Hirschi. She will discuss how this is a book about the Fall season and the changes that plants and animals go through as well as their behaviours during this season. The teacher will show the cover of the book to the students. Once the teacher has introduced the book, the teacher will explain that the students are to listen closely to discover the different ways that plants and animals adapt (change) during the Fall season as well as how they behave. When the book is finished, the teacher will write down student responses about plant and animal behaviours and adaptations on the chart paper titled: Animals and Plants in Fall. When all of the books are read and the responses are written, the teacher will read aloud student discoveries.
Students will then work on several activities. First, students will receive an Animal Adaptations worksheet. This worksheet will be displayed on the SmartBoard for everyone to see. As a group, the teacher will call on different students to share their ideas about what adaptation they believe belongs in each of the boxes. The teacher will then fill in the correct adaptation in each of the boxes on the SmartBoard as students fill in their worksheets. Next, as a class, students will work on the How Plants Change worksheet. After each student receives a handout, the teacher will display the worksheet on the SmartBoard. The teacher will read the introduction sentence. She then will ask the students, based on the different books read during the lesson and prior knowledge that they have, what happens to plants during each of the four seasons. The teacher will then fill in the correct answers, with children copying the notes into their own worksheets. The second part of this activity focuses on how many of the plants we use for food grow at different times of the year based on the seasons. The students will work with the teacher in filling in the different vegetables that grow during the seasons. Students will colour, cut and glue the cut
outs into their labelled spots. Students will then work on an activity called Adaptations. Students will draw pictures of the adaptations given. The teacher will ensure that students are aware that adaptations are how people, plants and animals adjust to changes. Students will be encouraged to discuss the Think question at the bottom of the page. Students can write or draw a response at the bottom or on the back, or they can think, pair, and share their ideas think by themselves, talk about their ideas with a partner, and then share their ideas with the class. New terms will be added to the word wall.
The teacher will get the students to hand in their Animal Adaptations, How Plants Change, and Adaptations activity sheets to see if they understand the concepts posed. The teacher will also observe the students during the story readings and following adaptation discussions and chart paper activities. The students will be assessed mainly through observation while the discussions and worksheets are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activities, working cooperatively, making educated guesses as well as completing the tasks to the best of the students ability. Evidence of learning will also be found in the students daily journal. These journals will also be assessed. Students should be able to answer the following questions: Why do animals migrate or hibernate in the fall or winter? What happens to most plants during the winter? Why is spring a good time of year for plants to bud? Baby animals to be born?
Learning Resources:
The materials used in this lesson will include the books: Summer, Fall, Winter and Spring by Jon Hirschi, chart paper, markers, SmartBoard, Animal Adaptations, How Plants Change, Adaptations, and The Seasons of Trees activity sheets, glue, scissors, glitter and tissue paper.

Art/Space Smart: Students will be colouring, cutting and gluing cut outs onto different worksheets as well as using different materials to decorate trees.
Body Smart: This lesson involves many hands on activities including several activities involving colouring, cutting and gluing.
Nature Smart: Students will be classifying content dealing with the natural world and phenomena. The activities in this lesson plan are related to the natural world (seasonal cycle, etc.).
People Smart: Students will be interacting with other classmates during the discussions and chart paper activites. Students will also be working as a class during several worksheet activities.
Self Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning in their Personal Picture Journals. Students will be working on two worksheets individually.
Extensions: As an extension, students will decorate trees (tissue paper, glitter, etc.) to match
the season labelled. This activity is called The Seasons of Trees.
Science: Natural Science, Life Science English Language Arts: listening, speaking, reading, writing, viewing and representing Art: drawing, colouring, cutting, gluing and decorating
Sources:
Science Lesson #11

Grade: Kindergarten/Grade One Science Cluster: Cluster 4: Daily and Seasonal Changes Subject: Designing Winter Birdfeeders Length of Lesson: Two Class Periods (Depending on Kindergarten/Grade One attention
Title/Author of Book/ ISBN Number: Lewis Cardinals First Winter by Amy

Johnson, ISBN: 9781934960608
Learning Outcomes:
1-4-01: Use appropriate vocabulary related to changes over time. 1-4-17: Use the design process to construct a device or structure that helps a Manitoba animal adjust to the seasonal changes.
Anticipated Vocabulary: Changes Flexible Groupings: Students will work as a class during the discussions. Students will
then work in pairs when building the project as well as individually when self-assessing their work. Some adaptations in the amount of work may have to be made for some students (some students may need assistance throughout the activities).
Connection to Prior Lesson: Students have an understanding of how humans, animals

and plants prepare for different seasons. In this lesson, it will be brought to students attention that animals cannot change their surroundings in the same way humans can and therefore need help to survive.
The teacher will begin this lesson by saying to students: We studied the seasons and the ways in which humans, animals, and plants prepare We discovered that people have used technology in order to be more comfortable throughout the seasons Unfortunately, animals cannot change their surroundings in the same way humans can. We need to help them to survive. We are ready to design a device or structure that can help a Manitoba animal adjust to the seasonal changes. The following questions will then be asked to help students identify a specific problem to address:
How do humans help wild animals in the winter? In the summer? How do we help our pets stay warm in the winter?
The teacher will then read aloud Lewis Cardinals First Winter by Amy Johnson. This book is also available on Tumblebooks at this link: http://www.tumblebooks.com/library/asp/full_book.asp?ProductID=2224. The teacher will explain that Lewis is a type of bird who does not fly south for the winter. This story is about a little bird named Lewis Cardinal who notices all his friends getting ready for the coming winter. Some of his friends like Cinnamon Bear and Polly frog are getting ready to hibernate and robins are flying south for the winter. He does not know what to do for the winter so asks the advice from wise Solomon Raven, who helped him understand how different animals react differently to winter. This is a perfect book to fit in with this lesson. Students will be told that they need to build a birdfeeder to help feed birds like Lewis Cardinal who stay in Manitoba during the winter season. This is a perfect book to read for this lesson.
For this activity, students will be challenged to design and construct a bird feeder. The teacher will start by focusing on birds that stay in the area during the winter. The teacher will ask the students: What types of birds have you seen here in winter? What do they look like? What do birds eat in the winter? How do you think they get their food? Do you think there is enough food for them in the winter? Why not? How can you help birds stay healthy in the winter months? The teacher will then tell the students that they will be building winter birdfeeders for birds that stay in Manitoba over the winter season. Students will be told that they need to build a birdfeeder to help feed birds like Lewis Cardinal who stay in Manitoba during the winter season. Ask: What materials could you use to make a bird feeder? Where would you put your bird feeder? What else would you need for your birdfeeder? (bird seed) These responses will be recorded on chart paper.
Students will then work in pairs to make a birdfeeder that will help birds survive the winter. Each pair of students will be given plenty of time to plan and design a bird feeder. The teacher will encourage students to use their own ideas, but she will provide support at the same time. The teacher will bring in a variety of recyclable items, such as milk cartons, large plastic pop bottles, pieces of wood, or plastic containers for students to use. The teacher will post many different pictures of birdfeeders made out of these recyclable items for students to observe and copy if
they wish. Students will be reminded that they need to plan a way of attaching the birdfeeder to a tree, fence, or other structure. They should ensure that the food is sheltered with a roof of some sort so it does not get buried in the snow. Students will then construct their feeders. New terms will be added to the word wall.
The teacher will observe students as they work in pairs during their design project. The students will be assessed mainly through observation while the projects are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activities, working cooperatively, making educated guesses as well as completing the tasks to the best of the students ability. The following criteria will be assessed:
Learning Resources:
The materials used in this lesson will include the book: Lewis Cardinals First Winter, chart paper, markers, SmartBoard, pictures of birdfeeders and materials to build bird feeders pop bottles, milk cartons, recycled containers, etc., bird seed.

Art/Space Smart: Students will be designing and creating birdfeeders from various recyclable items.
Body Smart: This lesson involves many hands on activities including building birdfeeders.
Nature Smart: Students will be classifying content dealing with the natural world and phenomena. The activities in this lesson plan are related to the natural world (survival, birds, etc.).
People Smart: Students will be interacting with other classmates during the beginning discussions as well working in pairs when building their projects.
Self Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning in their Personal Picture Journals. Students will also self-assess their pair work.
Extensions: As an extension, I will read the book Tacky and The Winter Games by Helen
Lester. This funny book depicts other birds that stay around all Winter and do not migrate South.
Science: Natural Science, Life Science English Language Arts: listening, speaking, reading, writing, viewing and representing Art: Designing and building a Winter birdfeeder
Sources:
Kindergarten to Grade 4 Science Curriculum: Foundations for Implementation Hands on Science: Kindergarten Teachers Pay Teachers TumbleBooks: http://www.tumblebooks.com/library/asp/full_book.asp?ProductID=2224
Science Lesson #12: Culminating Event

Grade: Kindergarten/Grade One Science Cluster: Cluster 4: Daily and Seasonal Changes Subject: Science Learning Centres: Seasonal Flap Books Length of Lesson: Two Class Periods (Depending on Kindergarten/Grade One attention
Learning Outcomes:
1-4-01: Use appropriate vocabulary related to changes over time. 1-4-02: Recognize that the Sun is a source of light and heat. 1-4-03: Recognize that a day is divided into day time and night time based on the presence or absence of sunlight. 1-4-04: Sequence and record events and activities that occur over the course of a day, week, or a year. 1-4-05: Recognize that shadows are caused by blocking light. 1-4-06: Observe and describe how the Sun appears to change position throughout the day. 1-4-07: Record, describe, and compare changes in temperature at different times of the day. 1-4-08: Investigate and describe changes that occur in characteristics and behaviours of living things throughout a day (some flowers open in the morning, some animals are active at night). 1-4-09: Compare characteristics of the four seasons. 1-4-10: Describe how humans prepare for seasonal changes. 1-4-11: Identify people who help us prepare for and deal with seasonal changes. 1-4-12: Identify features of buildings that help keep humans sheltered and comfortable throughout daily and seasonal changes. 1-4-13: Sort clothing to suit each season, and justify their decisions. 1-4-14: Describe safety precautions related to daily weather, the changing of the seasons, and weather extremes. 1-4-15: Describe how humans are able to participate in non-seasonal and seasonal activities. 1-4-16: Identify physical and behavioural changes that seasonally occur among Manitoba plants and animals, discuss the possible reasons for these changes (thicker fur, migration, etc.) 1-4-17: Use the design process to construct a device or structure that helps a Manitoba animal adjust to the seasonal changes.
Flexible Groupings: Students will work in small groups at each of the Season Stations.
Some adaptations in the amount of work may have to be made for some students (some students may need assistance throughout the activities).
Connection to Prior Lesson: This is the last lesson in the unit. Students will review and
complete activities revolving around many of the things that they have learned throughout the unit.
Seasonal Learning Centres

Students will be told that for todays lesson they will be taking part in four different learning centres, one for each season. Students will be in groups of four to five. Students will rotate to each station in the same cycle that the seasons change (Spring, Summer, Fall, Winter).
Station #1: Spring

In this station, students will be making Oobleck and working on a Spring booklet. The Oobleck will be used to represent the muddy and rainy Spring weather. Half the students in the group will be making Oobleck and the other half will create their very own Spring flap book. They will then switch. Materials for Oobleck: Cornstarch Pitcher of water Aluminum pie pans Measuring cups Mixing spoon Newspaper for covering tables Food coloring or tempera paint (for fun) Materials for Spring Flap Book: Stapler Scissors Spring Title Page Things You Need For Spring Cut Outs Dress Me and Dress Me Cut Outs Spring Scene Animals in Spring
Station #2: Summer

In this station, students will be going on a sand dig to search for items they would find at the beach as well as working on a Summer booklet. The sand will represent the dryness of summer as well as the beach. Half the students in the group will be digging through the sand and the other half will be creating their very own Summer flap book. They will then switch. Materials for Sand Dig: Tub Sand Sand Pails Sand Shovels Items that You Would Find At The Beach Buried In The Sand (toys, sunblock, flip flops, etc.) Materials for Summer Flap Book: Stapler Scissors Summer Title Page Things You Need For Summer Cut Outs Dress Me and Dress Me Cut Outs Summer Scene Animals in Summer
Station #3: Fall

In this station, students will be engaging in many different Fall activities on the SmartBoard as well as working on a Fall booklet. Students will be able to describe the weather, activities, clothing, and foods that relate to the Fall season. Half the students in the group will be interacting with the SmartBoard and the other half will be creating their very own Fall flap book. They will then switch. Materials: SmartBoard Materials for Fall Flap Book: Stapler Scissors Fall Title Page
Things You Need For Fall Cut Outs Dress Me and Dress Me Cut Outs Fall Scene Animals in Fall
Station #4: Winter

In this station, students will be creating a winter scene on a piece of construction paper, adding a finger painted polar bear at the end. Half the students in the group will be creating their winter scenes (drawing the winter scene first, and then finger painting) and the other half will be creating their very own Winter flap book. They will then switch. Materials for Polar Bear Finger Painting: Blue Construction Paper White Crayons Glitter Cotton Balls Q-Tips Sticks White Tempera Paint Painting Smocks Materials for Winter Flap Book: Stapler Scissors Winter Title Page Things You Need For Winter Cut Outs Dress Me and Dress Me Cut Outs Winter Scene Animals in Winter
The teacher will get the students to hand in their activities from each station, including their seasonal flap books. The teacher will observe students as they work in their groups at each of the stations. The students will be assessed mainly through observation while the projects are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activities, working cooperatively, making educated
guesses as well as completing the tasks to the best of the students ability. Students will complete a self-assessment of their performance in their groups.

Art/Space Smart: Students will be colouring, cutting, drawing, gluing, finger painting and decorating.
Body Smart: This lesson involves many hands on activities including moving from station to station, colouring, cutting and gluing in Flap Books, playing with homemade Oobleck, digging through sand, decorating pictures and interactive SmartBoard activities,
Nature Smart: Students will be classifying content dealing with the natural world and phenomena. The activities in this lesson plan are related to the natural world (seasonal activities, changes, etc.).
People Smart: Students will be interacting and working in groups during the learning centres.
Self Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning in their Personal Picture Journals. Students will also self-assess their group work. Students will also individually create their seasonal flap books.
Extensions: As an extension, I would play a review Jeopardy game with the class regarding
important ideas from the unit. I will also practice True and False questions with my students to prepare them for an oral testing of their knowledge.
Science: Natural Science, Life Science English Language Arts: listening, speaking, reading, writing, viewing and representing Art: colouring, cutting, drawing, gluing, finger painting and decorating
Sources:
Kindergarten to Grade 4 Science Curriculum: Foundations for Implementation Hands on Science: Kindergarten Teachers Pay Teachers Fall SmartBoard Activities: http://exchange.smarttech.com/details.html?id=e2e6443c-c48f-4682a6e1-955b765f79aa
Cross-Curricular Connections
Science: Life Science (humans, animals, plants, etc.) Natural Science (weather, days, months, years, seasons, etc.) Math:
Shape and Space Number Patterns and Relations Measurement Sequencing (Putting pictures and objects in order) Sorting Graphing Estimating Measuring Lengths Geometric Terminology (Semi-circles)
English Language Arts: Listening Viewing Speaking Representing Writing Reading Music: Songs and Rhymes Quick Chants Art:
Gluing Cutting Colouring Drawing Collage Activities Decorating Pictures using Various Materials Seasonal Crafts Designing and Creating Birdfeeders Experiments
Social Studies: Working cooperatively in groups and pairs Actively Listening
Physical Education: Interactive SmartBoard Games and Activities Many hands on and active activities throughout each lesson (interactive globe and flashlight activities, etc.) Season Clothing Sort Race! Shadow Walk Around The Playground Walk in the Sun Around The School Grounds Body actions during songs and chants
English Language Arts:

2.1.1 Prior Knowledge: Make connections between texts, prior knowledge and personal experiences. 2.2.1 Experience Various Texts: Participate in shared listening, reading, and viewing experiences using texts from a variety of forms and genres (such as picture books, fairy tales, rhymes, stories, photographs, illustrations, video programs) and cultural traditions. 2.3.2 Techniques and Elements: Develop a sense of story through listening, reading, viewing and retelling experiences. 2.3.3 Vocabulary: Demonstrate curiosity about and experiment with letters, sounds, words, and word patterns. 2.3.4 Experiment with Language: Appreciate the sounds and rhythms of language (such as nursery rhymes, personal songs, finger plays).
Social Studies:
0-S-100: Cooperate and collaborate with others. Examples: take turns, share space and classroom resources... 0-S-201: Sort information using selected criteria. 0-S-400: Listen actively to others.
Daily and Seasonal Changes
Art:
Creative Expressions in Art (A-C2): Students develop orginial artworks, creatively integrating ideas and art elements, principles, and media.
Math:
K.N.1: Say the number sequence by 1s, starting anywhere from 1 to 30 and from 10 to 1. K.N.2: Subitize and name familiar arrangements of 1 to 6 dots (or objects). 1.N.1: Say the number sequence by 1s forward and backward between any two given numbers (0 to 100), 2s to 30, forward starting at 0, 5s and 10s to 100, forward starting at 0. 1.N.2: Subitize and name familiar arrangements of 1 to 10 dots (or objects).
Science:
1-4-01: Use appropriate vocabulary related to changes over time. 1-4-02: Recognize that the Sun is a source of light and heat. 1-4-03: Recognize that a day is divided into day time and night time based on the presence or absence of sunlight. 1-4-04: Sequence and record events and activities that occur over the course of a day, week, or a year. 1-4-05: Recognize that shadows are caused by blocking light. 1-4-06: Observe and describe how the Sun appears to change position throughout the day. 1-4-07: Record, describe, and compare changes in temperature at different times of the day. 1-4-08: Investigate and describe changes that occur in characteristics and behaviours of living things throughout a day (some flowers open in the morning, some animals are active at night). 1-4-09: Compare characteristics of the four seasons. 1-4-10: Describe how humans prepare for seasonal changes. 1-4-11: Identify people who help us prepare for and deal with seasonal changes. 1-4-12: Identify features of buildings that help keep humans sheltered and comfortable throughout daily and seasonal changes. 1-4-13: Sort clothing to suit each season, and justify their decisions. 1-4-14: Describe safety precautions related to daily weather, the changing of the seasons, and weather extremes. 1-4-15: Describe how humans are able to participate in non-seasonal and seasonal activities. 1-4-16: Identify physical and behavioural changes that seasonally occur among Manitoba plants and animals, discuss the possible reasons for these changes (thicker fur, migration, etc.) 1-4-17: Use the design process to construct a device or structure that helps a Manitoba animal adjust to the seasonal changes.
Daily and Seasonal Changes Detailed Schedule

1-4-01: Use appropriate vocabulary related to changes over time. 1-4-01: Use appropriate vocabulary related to changes over time. 1-4-04: Sequence and record events and activities that occur over the course of a day, week, or a year. 1-4-01: Use appropriate vocabulary related to changes over time. 1-4-04: Sequence and record events and activities that occur over the course of a day, week, or a year. 1-4-01: Use appropriate vocabulary related to changes over time. 1-4-03: Recognize that a day is divided into day time and night time based on the presence or absence of sunlight. 1-4-01: Use appropriate vocabulary related to changes over time. 1-4-02: Recognize that the Sun is a source of light and heat. 1-4-07: Record, describe, and compare changes in temperature at different times of the day. 1-4-01: Use appropriate vocabulary related to changes
Unit Opener
Lets Get Moving!
Lesson 1
Sequences and Cycles
Lesson 2
Our Daily Cycle
Lesson 3
Day and Night
Lesson 4
Sun as a Source of Heat and Light
Lesson 5
over time. 1-4-05: Recognize that shadows are caused by blocking light. 1-4-06: Observe and describe how the Sun appears to change position throughout the day. 1-4-01: Use appropriate vocabulary related to changes over time. 1-4-09: Compare characteristics of the four seasons. 1-4-01: Use appropriate vocabulary related to changes over time. 1-4-10: Describe how humans prepare for seasonal changes. 1-4-11: Identify people who help us prepare for and deal with seasonal changes. 1-4-13: Sort clothing to suit each season, and justify their decisions. 1-4-15: Describe how humans are able to participate in nonseasonal and seasonal activities. 1-4-01: Use appropriate vocabulary related to changes over time. 1-4-12: Identify features of buildings that help keep humans sheltered and comfortable throughout daily and seasonal changes. 1-4-14: Describe safety precautions related to daily weather, the changing of the seasons, and weather extremes.
Shadows and Position of the Sun
Lesson 6
Seasonal Cycles
Lesson 7
Weather and Activities Throughout The Seasons
Lesson 8
Shelter Throughout The Seasons
Lesson 9
1-4-01: Use appropriate vocabulary related to changes over time. 1-4-08: Investigate and describe changes that occur in characteristics and behaviours of living things throughout a day (some flowers open in the morning, some animals are active at night). 1-4-01: Use appropriate vocabulary related to changes over time. 1-4-16: Identify physical and behavioural changes that seasonally occur among Manitoba plants and animals, discuss the possible reasons for these changes (thicker fur, migration, etc.) 1-4-01: Use appropriate vocabulary related to changes over time. 1-4-17: Use the design process to construct a device or structure that helps a Manitoba animal adjust to the seasonal changes. K.N.1: Say the number sequence by 1s, starting anywhere from 1 to 30 and from 10 to 1. 1.N.1: Say the number sequence by 1s forward and backward between any two given numbers (0 to 100), 2s to 30, forward starting at 0, 5s and 10s to 100, forward starting at 0. K.N.2: Subitize and name familiar arrangements of 1 to 6 dots (or objects).
Animals and Plants Throughout A Day
Lesson 10
Animals and Plants Throughout The Four Seasons: Adaptations
Lesson 11
Designing Winter Birdfeeders
Lesson 12
Fall Counting!
Lesson 13
Fall Ten Frames!
Culminating Activity: Lesson 14
1.N.2: Subitize and name familiar arrangements of 1 to 10 dots (or objects). 1-4-01: Use appropriate vocabulary related to changes over time. 1-4-02: Recognize that the Sun is a source of light and heat. 1-4-03: Recognize that a day is divided into day time and night time based on the presence or absence of sunlight. 1-4-04: Sequence and record events and activities that occur over the course of a day, week, or a year. 1-4-05: Recognize that shadows are caused by blocking light. 1-4-06: Observe and describe how the Sun appears to change position throughout the day. 1-4-07: Record, describe, and compare changes in temperature at different times of the day. 1-4-08: Investigate and describe changes that occur in characteristics and behaviours of living things throughout a day (some flowers open in the morning, some animals are active at night). 1-4-09: Compare characteristics of the four seasons. 1-4-10: Describe how humans prepare for seasonal changes. 1-4-11: Identify people who help us prepare for and deal with seasonal changes. 1-4-12: Identify features of buildings that help keep
Science Learning Centres: Seasonal Flap Books
humans sheltered and comfortable throughout daily and seasonal changes. 1-4-13: Sort clothing to suit each season, and justify their decisions. 1-4-14: Describe safety precautions related to daily weather, the changing of the seasons, and weather extremes. 1-4-15: Describe how humans are able to participate in nonseasonal and seasonal activities. 1-4-16: Identify physical and behavioural changes that seasonally occur among Manitoba plants and animals, discuss the possible reasons for these changes (thicker fur, migration, etc.) 1-4-17: Use the design process to construct a device or structure that helps a Manitoba animal adjust to the seasonal changes.

Science Unit Kindergarten and Grade One

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Science Unit Kindergarten and Grade One

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Rationale

Lets Get Moving! (Unit Opener Lesson)

**Many of These Lessons Will Be Taught Over A Few Days**

Different Ways of Learning:

Different Ways of Learning:

Extensions: As an extension, I would engage the class in several activities:

Different Ways of Learning:

Different Ways of Learning:

Connection to Prior Lesson: Students have an understanding that the Sun is

New terms will be added to the word wall.

Different Ways of Learning:

Extensions: As an extension, I would engage the students in several SmartBoard activities to

Art: drawing, colouring, labelling

Title/Author of Book/ ISBN Number: Natures Paintbox: A Seasonal Gallery of

Connection to Prior Lesson: Students have an understanding that the Sun is

New terms will be added to the word wall.

Different Ways of Learning:

Title/Author of Book/ ISBN Number: Cloudy With a Chance of Meatballs by Judi

Connection to Prior Lesson: Students have a thorough understanding of the four

Different Ways of Learning:

Extensions: As an extension, I would engage the students in SmartBoard activities regarding

Different Ways of Learning:

Title/Author of Book/ ISBN Number: Whoo Goes There? By Jennifer A.

Connection to Prior Lesson: Students have an understanding of the characteristics of

Different Ways of Learning:

Science Lesson #10

Title/Author of Book/ ISBN Number:

Connection to Prior Lesson: Students have an understanding that the Sun is

Activating and Acquiring Strategies:

Different Ways of Learning:

Science Lesson #11

Title/Author of Book/ ISBN Number: Lewis Cardinals First Winter by Amy

Connection to Prior Lesson: Students have an understanding of how humans, animals

Different Ways of Learning:

Science Lesson #12: Culminating Event

Seasonal Learning Centres

Station #1: Spring

Station #2: Summer

Station #3: Fall

Station #4: Winter

Different Ways of Learning:

Social Studies: Working cooperatively in groups and pairs Actively Listening

English Language Arts:

Daily and Seasonal Changes

Daily and Seasonal Changes Detailed Schedule

Lets Get Moving!

Sequences and Cycles

Our Daily Cycle

Day and Night

Sun as a Source of Heat and Light

Shadows and Position of the Sun

Weather and Activities Throughout The Seasons

Shelter Throughout The Seasons

Animals and Plants Throughout A Day

Animals and Plants Throughout The Four Seasons: Adaptations

Designing Winter Birdfeeders

Fall Ten Frames!

Culminating Activity: Lesson 14

Science Learning Centres: Seasonal Flap Books

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Many of These Lessons Will Be Taught Over A Few Days