Developmental Lesson Plan

(ALL EQUAL)

Teacher Candidate: Paige Miller, Megan Bauter, Jaclyn Pillinger Date: 9/28/18

Group Size: 21 Allotted Time 40 minutes Grade Level First-Grade

Subject or Topic: Lesson 2 – The Seasons

Common Core/PA Standard(s):

4.1 Ecology
4.1.1E Describe the seasons and describe how the change of seasons affects living things.

Learning Targets/Objectives:
The first-grade students will be able to identify the four seasons and how those changes affect
the living things in PA forests by filling in a tree template (only having the trunk and
branches) using the materials provided to create what a tree is depicted as in each season.

Assessment Approaches: Evidence:

1. Thumbs up/down 1. Number of thumbs
2. Interactive assessment in PowerPoint 2. Checklist
3. Tree Template (Inquiry Sheet) 3. Creation of each tree as the correct season
4. Exit sheet 4. Answers on the sheet
Assessment Scale: (3) 4 – Proficient 3-2 – Basic 1 – Below Basic

Subject Matter/Content:
Prerequisites: Students need to be able to tell clear differences in their environment throughout
the year.

Key Vocabulary:
Summer: The season of the year between spring and fall, the children spend time at the pool
during this season.
Winter: The season of the year between fall and spring, the season when it snows.
Spring: The season of the year between winter and summer, when flowers begin to bloom.
Fall: The season of the year between summer and winter, when all the leaves fall off the trees.
Season: One of the four parts of the year, the seasons are spring, summer, fall, and winter.
Weather: The conditions outside, like temperate, rain, snow, wind, etc.
Temperature: The degree of heat or cold in an object or an environment.
Ex: The temperature is higher in the afternoon than the evening.
Plants: A living thing that has leaves, makes its own food, and has roots that usually grow in
the Earth.
.
Content/Facts: How the elements of weather connect with each season.
How plants and animals react to the changing of the seasons.

Introduction/Activating/Launch Strategies: (3-5 minutes)

Ask the students if they know how many seasons there are and their names. (Thumbs
up/down) Then ask the students if anyone can name a season for the class.
 Today we are going to be learning about the different seasons and what changes occur
in the environment around us.

Development/Teaching Approaches (25-30 minutes)

 Gather the students of the carpet of a read aloud.
 Read aloud – Changing Season By: Rose Greydanus
 What changes do you notice in the environment from page to page?
 Looking at the first page, what type of animals do you think we will see on the
following pages.
 Pg. 10-11: In Spring, why do you think it begins to get warmer and warmer?
 Pg. 20-21: What happens to the trees in the fall?
 After the conclusion of the book, ask the students to turn to a partner or small
group and tell them their favorite season and why.
 A few students will get the chance to share their answers with the class.
 Students will then go back to their seats.
 Present an interactive PowerPoint with video correlates with the read-aloud book.
 Slide 1 – Present “The Seasons Song” video.
 Slide 2 – Interactive assessment of activities performed in each season. The
students will be taking turns going up to the smartboard and dragging pictures
of different activities into the correct season it is associated with.
 Slide 3 – Review of weather concepts that were gone over in lesson one.
 Slide 4 – How the discussed weather concepts relate to each season.
 Slide 5 – Definition of plants and the cycle they follow throughout the seasons.
 Slide 6 – Introduction to tree template activity.
 Hand out Tree Template Activity.
 Hand out materials to each table group.
 Students will complete the activity using the materials to create how a tree looks during
each season in their environment.
 (paint, crayons, markers, cotton balls, tissue paper, scissors, glue, tape, ect.)
 When the students are finished they will place their trees on the drying racks to dry.
 They will then clean up their work areas: throwing away any scrapes while saving all
reusable materials and washing their hands before returning to their seats.
 An exit ticket would be a piece of paper with a given season and pictures that go with
that season and that do not. Students will be coloring in the pictures associated with the
season provided and handing it in at the end of class.
Closure/Summarizing Strategies: (5 minutes)
After learning what occurs in each season, we will ask the students to think about Winter,
when it is cold and there is snow on the ground and discuss with a partner if you notice
anything changing with the animals that live outside.
Tomorrow we will be talking about some of your answers, so come ready to share!
Accommodations/Differentiation:
Student has severe difficulty with fine motor skills and we would accommodate by providing
alternative arts materials such as thicker crayons or markers, pre-cut materials and/or stickers,
in addition to liquid glue or tape instead of just stick glue.

Materials/Resources:
 Changing Seasons book.
o Greydanus, R., & Hall, S. (1983). Changing Seasons (Now I Know). Mahwah,
N.J.: Troll Associates.
 The Seasons song - https://www.youtube.com/watch?v=8ZjpI6fgYSY
 Seasons PowerPoint.
 Tree template.
 Arts and crafts materials (paint, crayons, markers, cotton balls, tissue paper, scissors,
glue, tape, stickers)
 Exit tickets.
 Online Beginners Dictionary - https://www.wordsmyth.net/

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts