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Rachel Birkey

Elementary Education Lesson Plan Template

Social Studies--2007 ACEI Standards


I. Goal(s)/Objective(s)/Standard(s)

A. Goal Students will recognize the differences that come with changing seasons.

B. Objective(s)

Students will demonstrate that they understand the differences that comes
with different seasons by creating a list on the board.

Each individual student will demonstrate his reasoning of what clothing

pertains to winter by selecting and coloring the correct clothing items.

C. Standard(s)

NCSS: 8: Science, Technology, and Society

IAS: K.3.5 Describe and give examples of seasonal weather changes and
illustrate how weather affects people and the environment.

II. Materials & Management:

A. Materials: Mystery Bags- Fall: has a pumpkin, pressed leaf, light scarf, scarecrow
pot Winter: Gloves, Christmas card, and snowflake. Worksheet- Adapted from paper
dolls at

B. Time: Around 30 minutes

C. Space: The carpet and students tables

D. Behavior: Students will need to be listening- I will be watching how students sit on
the carpet, and reward the students who are behaving by allowing them to
participate in my lesson. As students are working on the worksheet they will need to
be at their desks, I will be walking around to see if students are on task.

E. Technology: Prezi power point : and the

smart board

III. Anticipatory Set

This weekend my roommates sort of made a mess Over here I have this bag- it is full of all
of these random items that I found around my dorm room. I need help sorting them, so that
all of the items are organized. This will be like when we had the job stations, but today I
dont have any tools Lets all sit in a circle on the carpet and you can help me. First lets
look at the things and when you see a pattern raise your hand and then we can sort
everything into two bags. I am going to pick some of our quiet friends to help me sort each
item. Do you see any patterns? How did you come up with that pattern? Lets test our
pattern to see if it works. I am going to write winter on this bag, and fall on this bag so that
we know each category. Now that we found a pattern I will call on one of you to tell me
where to put each item. (I will every now and then ask a student to explain why).

IV. Purpose: Each different season comes with change, as winter begins in Indianan it is
important to be ready and know what to expect.


V. Adaptation: (ACEI 3.2)

-For my smart board list I will provide a combination of words and pictures- this way students
can express their ideas and visually see what I write on the board.

VI. Lesson Presentation: (ACEI 2.4)

A. INPUT: Direct instruction and checking for understanding

I will begin by asking students what things remind them of winter. When you think
about winter what are some things you think about? What are some tools that might
be useful in the winter, but you would not be able to use in the summer? (A snow
shovel, or a heavy coat).I will point out that in Indiana winter means that we have
lots of snow. Then I will go through a presentation with pictures of things that
change in winter. As I go through I will bring up questions When it snows we need to
be careful on the roads. There are snow plows and shovels. Sometimes you arent
able to go to school because the snow is so bad- that is called a snow day.

When you want to go outside on a cold day what are some things you might wear?
You want to wear warm clothes so that you dont get so cold. Up on the board I will
write out a list of things that are different in winter than from Fall. (I will point out
things like wearing warmer clothes, snow, the apple trees that the students created
at the beginning of the year, and activities that can be done.) I will then write out a
list and draw a few pictures. As students look at the lists I will ask them to compare
how the tools in seasons change just like the tools we use for different jobs.

Checking Understanding Up on the board I will write out a list of items that are
different in winter than from Fall. (I will point out items like wearing warmer clothes,
snow, the apple trees that the students created at the beginning of the year, and
activities that can be done.) I will then write out a list and draw a few pictures.

Guided Practice I will sit in the rocking chair and put up the worksheet on the whiteboard
so that students can see it. In a few I am going to give each of you this worksheet. What we
are trying to do is get all dressed up for a snowy day. Now when it is cold outside what do
you wear? I would want to make sure I am all warm. You will color in each item of clothing
that you would wear. Over here I have a swimsuit, would you wear this to go outside? No,
you would not wear a swimsuit in Indiana during the winter, so we will not color the
swimsuit. How about these boots? Do you think they would protect your feet from the snow?
How are the boots better than flip flops in the winter? Do we color the boots? (yes) Do we
color the swimsuit? (no). When you are done, you can then color in your person. Mine will
look like me. If I had more time I could cut out my person and the clothes and use a drop of
glue to put them on, but for today I will just draw on what I colored. (color a jacket, and
pants, and boots).


As students work on the worksheet, I will walk around to make sure that students are
following instructions and coloring the clothing that they would wear in the winter.


Winter is starting. It has already been cold and snowed. In each season you can find different
clothing and ways to have fun, so it is important to be prepared for the differences.


Formative: In many ways my anticipatory set will give me some information about how much
students know and recognize from winter. Then as I teach I will ask students questions about
the differences they noticed in both my presentation and from real life. As we write a list on
the board, students will show me what they have learned

Summative: The worksheet will be my way of assessing how students processed what items
belong in a winter season and which do not. As I talk to students I will also gage their
understanding of the whole lesson.



How many students achieved the lesson objective(s)? For those who did not, why not?


What were my strengths and weaknesses?


How should I alter this lesson?


How would I pace it differently?


Were all students actively participating? If not, why not?


What adjustments did I make to reach varied learning styles and ability levels?



Blooms Taxonomy


Gardners Multiple Intelligences

How did the students respond to the list on the board- should I have used more words or
more pictures?

In winter I wear: