Tarleton State University’s Expected Lesson Cycle

Clinical Teacher’s Name: Jatzmin Estrada

Subject/Grade: Science/Kindergarten

TEKS Addressed:

§112.11. Science, Kindergarten, Beginning with school year 2010-2011.

(b) Knowledge and skills. (8) Earth and space. The student knows that there
are recognizable patterns in the natural world and among objects in the sky. The
student is expected to: (A) observe and describe weather changes from day to
day and over seasons; (B) identify events that have repeating patterns,
including seasons of the year and day and night;

CCRS Addressed:

Earth Science: Earth systems, structures and processes. K.E.1.1 Understand

change and observable patterns of weather that occur from day to day and
throughout the year, Compare weather patterns that occur from season to
season.

ELPS Addressed:

(c) (4) Cross-curricular second language acquisition/reading…(I) demonstrate

English comprehension and expand reading skills by employing basic reading
skills such as demonstrating understanding of supporting ideas and details in
text and graphic sources, summarizing text, and distinguishing main ideas from
details commensurate with content area needs;

Technology Application (taken from TEKS):

§126.6. Technology Applications, Kindergarten-Grade 2, Beginning with

School Year 2012-2013. (b) Knowledge and skills. (6) Technology operations
and concepts. The student demonstrates knowledge and appropriate use of
technology systems, concepts, and operations. The student is expected to:
(A) use appropriate terminology regarding basic hardware, software
applications, programs, networking, virtual environments, and emerging
technologies; (G) use the help feature online and in applications.
Objective:

Students will accurately demonstrate verbally, the different aspects of autumn

and on their booklet the different physical features of a tree during class.

Material and Resources Needed:

o Leaf Booklet
o Crayons/ pencil
o Small pieces of tissue paper
 Dark green, red, yellow, orange, brown, and light green.
o “Signs of Autumn” book by Colleen Dolphin
o Projector and document cam (technology)
o Big tree poster
o Leaf templates
 Green, red, yellow, and orange.

Lesson Cycle Component

 Focus:
Students will be shown a YouTube video over the 4 seasons. Students
will watch and teacher will watch along while checking to make sure
students is observing the short video.
https://youtu.be/NavWWM2iTEw
 Estimated Time:
1-2 minutes
 Checks for understanding, questioning, monitoring, adjusting,
and assessing:
How many seasons are there in the whole year?
Who can tell me the name of all 4 seasons?
 Explanation and Check for Understanding:
Teacher will read the book “Signs of Autumn” by Colleen Dolphin.
Students will follow along and comment throughout the book. Questions
and thoughts are encouraged throughout the book reading.
 Estimated Time:
3-4 minutes
 Checks for understanding, questioning, monitoring, adjusting,
and assessing:
What other types of clothes can you wear to keep you warm in
autumn?
What colors are the leaves in autumn?
 What do you do in autumn?
 Guided Practice and Checking for Mastery:
The teacher will present a big tree poster and hand the students different
colored leaves. The teacher will then ask what an autumn tree would
look like and they will come up and place the appropriate leaves on the
tree and discuss what we see. They will then be asked what a summer
tree would look like and they will model it by putting the corresponding
leave colors on there.
 Estimated Time:
4-5 minutes
 Checks for understanding, questioning, monitoring, adjusting,
and assessing:
How would an autumn tree look like? What color would the
leaves be?
How would a summer tree look like? What color would the leaves
be?
 Independent Practice and Monitor:
Students will be given a leaf booklet and the teacher will get one as well
that will be shown in the document cam. The teacher would read the
directions that are on the booklet while she does the work at the same time
that the students add their colorful leaves (tissue paper) on their leaf
booklet. Finally the students can color their cover page or glue their extra
pieces of tissue paper on the cover as well.
 Estimated Time:
7-8 minutes
 Checks for understanding, questioning, monitoring, adjusting,
and assessing:
“Green leaves are on the tree,” so what color tissue should we
glue on the tree?
“The leaves turn colors,” so what color tissue should we put on
the tree?
“The leaves fall off the tree,” sow hat color leaves should use for
this one? We should put some on the tree and some on the ground
because they are falling.
“The dead leaves help the soil,” so if the dead leaves help the soil
where should we put the leaves, on the tree or on the soil?
“New leaves grow on the tree, so if these are new leaves that are
growing on the tree then we should use the light green tissue
paper for the leaves.
 Extension (as needed) Aligned with objective:
 You can extend this lesson by going more in depth into the other seasons
like summer, winter, and spring.
 Estimated Time:
8-9 minutes
 Checks for understanding, questioning, monitoring, adjusting,
and assessing:
How would it look outside in the summer/spring/winter?
What kind of clothes would you wear in the
summer/spring/winter?
What kind of activities can you do in the summer/spring/winter?
What’s your favorite season and why?
 Intervention (as needed) Based on Mastery:
Helping the students fold their booklets together because some of them
might have a hard time with folding.
 Estimated Time:
2-3 minutes
 Checks for understanding, questioning, monitoring, adjusting,
and assessing:
Model, do together, and let them try on their own.
I’ll fold the first one for you, now lets fold this paper in half
together, okay now you try and do the last paper on your own.

 Closure:
Students can flip through their booklet and know that they showed the
different stages of a tree throughout the year.
 Estimated Time:
1-2 minutes
 Checks for understanding, questioning, monitoring, adjusting,
and assessing:
What is happening in the first picture… and then?