Date (Monday) Student Aysha A

teacher
Time (45 minutes) School The First Academy School
MCT Garnel Desravins Class Grade: 1 F
Lesson Unit7: weather and seasons No of 31
unit/pag Lesson3: What are seasons? students
e - Summer & Winter
Page: 274 - 277.
Context of the lesson
This lesson is about the different season and the characteristic of each one e.g. the kind of
the weather found in each one. It is the third lesson in the weather and seasons unit.
Teaching goal
The aim of this lesson is to teach the students about the differences between the two
seasons (summer and winter) and help them to classify the characteristics of each season.
Learning objectives (Students will be able to)
Identify the different seasons and kinds of weather found in each one
(summer winter)
Classify the characteristic of the two seasons including types of clothes
people could wear, how the trees look in each season, kind of activities
people could do.
Assumptions about prior learning
The learners already know that there are four seasons, but they need to know deeply
about the characteristic of each season (spring and summer).
Anticipated problems and possible solutions
Problem: Students might get confused between the differences between two seasons.
Solutions: Teacher will make a show about the bear in the summer, and the bear in the
winter.
Personal focus for this lesson
My personal focus in this lesson is to make sure that the students able to distinguish
between the two seasons .Also, asking students different questions and monitor them.
Target language Teacher language
Seasons Questions:
What is a season?
Weather pattern
What are the four seasons?
Summer How often do the seasons repeat?
Winter What season come before summer?
In which season we feel cold?
How the weather looks like the
summer?
 What happens to the weather in
winter?
What is the weather look like in the
summer and winter?
Where can we go in each season?
How does the weather change from
summer to winter?
Sentences:
Classify the picture that related to each
season.
Give me some examples of activities we
do in summer?
Raise your hand when you want to
answer or finish your work.

Main tasks or activities: Resources and Materials For whole

teaching aids: class:
Data show to present Envelops
1- Show about two seasons and what a PowerPoint and
song Summer and winter
happen in the environment, ask
questions what we wear or do? charts
2- Differentiation activities for low,
Pictures cards
middle, and high students.
3- Individual activity (mini-book) Pencils
. Glue.
Colors
Small board and
markers.
Summer and winter
mini-book.
Consider these grouping strategies: Consider where the children are
Pair work working:
Individual Working in the classroom(at their desk)
 Planning Stages Within the 5-E Inquiry Model
Engage (5 minutes)
Key Question:
What is a season? A time of year
Opening activity to surface student thinking:
What are the four seasons? Spring, summer, fall and winter
How often do the seasons repeat? Once a year
Opening activity to engage student interest and clarify context of the
investigations:
Lets see the bear story
Then watch video
Questions for whole group discussion:
What the weather is like in each season (summer- winter)?
Describe how the weather looks like in each season (summer winter)?
Teacher (What will the teacher Student (What will the student
do/say etcetera) do/say etcetera)
The teacher will make a show about
bear in summer and winter. The students will respond to the teacher
She will ask them about what he questions while doing the show.
wears, or what the activity he can Also they will watch the video carefully
do in each season. and then respond to the teacher
Then teacher will show students questions.
video about the four seasons and
what happen in each one. (4
minutes)
https://www.youtube.com/watch?
v=8ZjpI6fgYSY
Then she will ask them what the
four seasons are? (spring Summer
Fall Winter) and how often do
the seasons repeat? (Once a year)
The teacher will draw a pattern of
shapes such as square, circle,
square, circle, square and circle
and help them to identify the
pattern and discuss that a pattern
is change that repeat.
Explain for students that the
weather can also repeat and that is
called d a weather pattern.
Explore (15 minutes)
Activities (list) Driving Question
Low-level: students will have a plate Low level question:
and work in pair to classify the pictures In which season the trees have no
the related to each season (summer and leaves? Winter
winter). They will glow the pictures and In which season the weather become
past them in the appropriate place either
hot? Summer
summer or winter.
Middle-level: Students will classify and Middle level question:
past the picture that related to summer How does the weather change from
and winter and then underneath each summer to winter? Summer is usually
picture they have to past the description hotter than winter and may have
(it is already typed for them). more storms
High-level: classify and glue the pictures How do many trees look in winter? No
that related to each season. Then trees, and the snow on the trees.
students will write what each picture High-level question:
describes (students will have a word bank How does winter weather affect what
to help them to spell the words). people wear or do? People dress
jacket. They will enjoy outdoor
activities such as skating on the ice.

Teacher (What will the teacher Student (What will the student
do/say etcetera) do/say etcetera

The teacher will give each student the The students listen to the teachers
activity and tell them the instructions. instruction and then the activities. After
that students will answer teachers
question

Student Communication Product: The teacher will be asking them questions

while they are doing the activities to see how they are going.
Explain (10 minutes)
Content Media: PowerPoint
Teacher (What will the teacher Student (What will the student
do/say etcetera) do/say etcetera)
The teacher will ask students to say
what they learned from the The students listen to the teacher
classification activity then she will explanation and answer teachers
ask them to explain what happen in questions
each one.
She will show them pictures from
the power point and I will ask them
what they see and which season is
it?
Elaborate (10 minutes)
Activities: Teacher: Student:
Draw & color& paste: Student will take out
(individual) The teacher will ask the materials then they
Materials: student them to use the will start to glue the
Mini-book leaves and past it in the leaves then paste it in
Glue trees of summer and the trees.
winter. Then she will Student will draw what
Extending/Application explain how they will do the weather in summer
Questions for the activity. and winter
Whole/Small Group Student will complete
Discourse: how the trees their mini-book.
look in each season?
Draw something related to
each season.
Student Communication
Product (assessment):
mini-book

Ask students to paste

the paper (leaves) in
each tree to make
winter tree and summer
tree.

Then ask them to draw

what the weather in
each season.

After that, ask them to

complete their mini-
book.

Evaluate (5 minutes)
Skill/Reasoning Learning Objectives Assessment Instrument
Classify Using different pictures of each season
and classify them.

Knowledge Learning Objectives Assessment Instrument

The students will understand the Classifying activity, mini-book, show,
differences between summer and winter. presentation and video.

Teacher (What will the teacher Student (What will the student
do/say etcetera) do/say etcetera)

The teacher will move around the The students set in the chairs.
students, ask them questions,
observing and check their work by
using checklist.