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Lesson Plan Template:

Grade: 1/2
Subject: Science
Unit: Seasonal Changes
Lesson Duration: 45 minutes
MO (2013) - Cross-curricular outcomes:
a) Know how to learn: to gain knowledge, understanding or skills through experience, study,
and interaction with others
b) Think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct
knowledge
d) Manage information: access, interpret, evaluate and use information effectively, efficiently,
and ethically
e) Innovate: create, generate and apply new ideas or concepts
h) Demonstrate good communication skills and the ability to work cooperatively with others
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
 1–6 Describe seasonal changes, and interpret the effects of seasonal changes on
living things.

Specific Learning Outcomes:

 3. Identify human preparations for seasonal change and identify activities that are
done on a seasonal basis.
OUTCOMES stated in learner friendly language
Students will:
● Students will be able to identify appropriate winter clothing
● Students will be able to describe the purpose of specific winter clothes
● Students will be able to identify human preparations for winter
ASSESSMENTS
Formative: Summative (if applicable):
 Fist to Five  Not applicable for this lesson
 Think Pair Share
 Observation:
-Watch to ensure that students are on
task
-Check for student engagement
-Move around the room and check in
with tables
-Clarify any questions
-Observe their ability to apply their
learning to the worksheet

LEARNING RESOURCES CONSULTED

Resource #1: Seasonal Changes Work Book (1996 Rodeo Chaps, 1995 SoftKey
International Inc)
Resource #2: PowerPoint Presentation
MATERIALS AND EQUIPMENT
● Seasonal Changes Work Book (1996 Rodeo Chaps, 1995 SoftKey International Inc)
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● Epson Board
● Portable White Board (Word Wall)
● White board markers
PROCEDURE
Introduction (time: )

Hook/Attention Grabber:
 Have the students Think Pair Share with their table groups
 Ask the students to discuss what kind of winter clothes they had to put on this
morning to come to school? (Jacket, Snow pants, Hat, Mitts)
 Have a few students share their responses with the class
 Remind the students that I only pick quiet hands, and look for students who are
sitting quietly and using their attentive listening ears.
 This exercise will activate the students prior knowledge of appropriate winter attire
Assessment of Prior Knowledge:
 This lesson assesses student’s prior knowledge of the previous lessons we have
done throughout our seasonal changes unit. It reviews ideas we have covered such
as the seasons, weather, and temperature. For this lesson, they will be referencing
this past information to make inferences about how seasons and weather affect
clothing choices.

Expectations for Learning and Behavior:

- Be respectful of yourself and others
- Be considerate
- Active Participation
- Attentive Listening
- Raising hands to answer questions

Differentiation:
 Visual learning needs addressed through PowerPoint images and Word Wall
 Auditory needs met through class and group discussion
 Kinesthetic learning needs met through winter clothes demonstration
Transition to Body:
 Ask students the following question to prompt deep thought and exploration
 Inquiry Question: I wonder if people in other countries need mittens too? What do
you think?

Body (time: )

Learning Activity #1: PowerPoint Presentation

 Begin PowerPoint Presentation
 Introduce lesson for the day- Clothes for Winter
 Jacket Slide- Why do we need to wear a jacket in the winter?
 Socks Slide- Why do we need to wear socks in the winter?
 Boots Slide- Why do we need to wear boots in the winter?
 Hat Slide- Why do we need to wear hats in the winter?
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 Mittens Slide- Why do we need to wear mittens in the winter?

 Snow pants Slide- Why do we need to wear snow pants in the winter?
 PAUSE POWERPOINT FOR DEMONSTRATION

Learning Activity #2: Winter Clothes Demonstration

 Have a student come to the front of the room and demonstrate what winter clothes
they wear in the winter for recess
 “Now that we know about a few different types of clothes we wear in the winter, ____
is going to come to the front of the classroom and show us how they gets ready to go
outside in the winter”
 Comment on the various types of winter clothing the student puts on, and why that
clothing is important
 Hat- Keep your ears warm
 Mitts- Keep your hands warm
 Boots- Keep your feet warm and dry
 Jacket- Keep your body warm
 Snow pants- Keep you warm, and keep your pants dry
 CONTINUE POWERPOINT
 Beach Slide- Ask the class that if this student was going on a vacation to visit this
place, would they need to wear these clothes?
 Antarctica Slide- Ask the class if the students would need these clothes if they
decided to go on a vacation to this place instead?
 Desert Slide- Ask the class if the student would need these clothes if they decided to
go on a vacation to this place?
 Mountains Slide- Ask the class if the student would need these clothes if they
decided to go on a vacation to this place instead?
 Have student put their winter clothes away
 Transition to Word Wall

Learning Activity #3: Word Wall

 Ask the students if they know what a word wall is, if not, explain that it is a wall that
we put commonly used words on.
 Point out the word wall displayed on the back wall in the classroom as an example.
 Tell the students that together, we will be creating our very own word wall to help us
remember different winter clothing items
 Place the large poster board in the front of the classroom so it is visible to the
students.
 Have the students raise their hands to offer suggestions for different words that could
be put on our word wall.
 Remind the students that I only pick quiet hands, and look for students who are
sitting quietly and using their attentive listening ears.
 Record the student’s answers on the portable white board as a reference for the
Work Book Activity.

Learning Activity #4: Work Book Activity

 Have the students complete page 58 of their Seasonal Changes workbooks
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 Ask them to draw a picture of themselves dressed up in their winter clothes in the
box
 Ask them to also write down some of the clothes they are wearing in the picture in
the “I have on my” column
 Remind them to reference the word wall we have created for ideas
 Walk around and assist students

Learning Activity #5: Gallery Walk

 Ask the students to participate in a Gallery Walk (3 minutes)
 Have the students walk around the room and observe the drawings their classmates
have created.
 After the 3 minutes is up, have students return to their seats.

Closure (time: )

Feedback From Students:

 Formative Assessment- Fist to Five- Rate your understanding of appropriate winter
clothing on a scale from one to five, with five being you completely understand why
it’s important.
 Have the students turn to an elbow partner and discuss what their favorite piece of
winter clothing is and why? (Sweaters, jackets, scarfs, mitts, hats)

Transition To Next Lesson:

 Close lesson by introducing the next lesson
 “Now that you are experts on clothes for different seasons, in our next lesson we are
going to be learning about different winter activities and holidays”