LESSON THREE: SCIENCE CHANGING OF SEASONS

NOV. 26/19
GRADE ONE
HANNAH LANDRY
Stage 1: Desired Results
General
 Describe seasonal changes and interpret the effects of seasonal changes on living
Learning
things.
Outcome(s)
Science Outcomes
1. Describe regular predictable cycles of seasonal changes in weather and in sunlight.
2. Identify and describe examples of plants changes that occur on a seasonal basis:
 changes in form and appearance.
Specific
Learning  Changes in location of living things- migration.
Outcome(s)  Changes in activity- students should recognize that many living things go into a
dormant period during winter and survive under a blanket of snow as a
hibernating animal.
3. Record observable seasonal changes over a period of time.

1. Students will show their knowledge that seasons change regularly.

2. Students will show and apply their knowledge of what animals do during Winter and Fall-
Learning migration.
Objective(s) 3. Students will understand that certain animals survive during Winter and Fall.
4. Students will record what they know about animals in Winter and Fall.

Stage 2: Assessment Evidence

 Will assess that students have understood that
seasons are a cycle and change yearly.
 Will assess that students understand what
Summative Formative animals do during Fall and Winter.
 N/A
Assessment Assessment  Will assess that students know what migration
means, and specific animals that hibernate.
 Students will understand that geese travel in a
v-formation when migrating.

Stage 3: Learning Experience

 Book- Amazing Animal Journeys
Tech to Resources to  Science scribblers

Do Bring  Worksheet with colored geese
 Worksheet with v-formation
Time Content/Description Notes
Introduction to Lesson
 Have students come to the carpet and sit quietly.
 To begin the lesson, I will read the book “Amazing Animal
`15 minutes
Journeys” about migration.
 Make sure to make frequent stops during the book to ask
questions, have small explanations, and discussions.
  After finishing the book, have students raise their hand and tell
you what animal they noticed in the book migrates. Write these
animals on a large sheet of white paper with migration printed
in the middle.
 Have a discussion about migration with the class. Ask the class if
they have ever heard of migration before reading the book. Use
a big piece of paper to write ideas on about migration. Also
provide own ideas about migration.
o Migration is a response to the change in weather,
temperature, food supply, and daylight.
o More favorable living conditions.
o Birds go to give birth to offspring- easier for them to
survive in nicer weather.
o Not just birds migrate, insects and fish do too. Ask
students to provide examples of what other animals
migrate beside what were in the book- birds, geese,
etc. Also, fish and some insects.
o Migration is moving from one place, to another.
o Animals migrate in Fall to prepare for Winter.
o Canadian geese migrate- who has seen geese flying
over their heads before? We discussed how they fly in
a v-formation. They do this to keep each other from
getting tired- blocking the wind, easier to fly, and to
keep track of everyone in the group.
 After the discussion, have students move quietly from the
carpet to their desks.

Main Activity
 Students will need to use their science books. Have H pick out 3
Make sure to give A
students to hand out the books.
the whiteboard with
 Students will be writing another sentence in their books. “Geese
the first words
migrate in Fall”.
written on it, and is
 Write the sentence on the board for the students. Go over
big book supporting
25 minutes certain words- like migrate- which may be more difficult for
device. Ensure he is
students.
understanding what
 Have students begin writing in their scribblers. Make sure they
needs to be done.
have started a new page.
Help if needed.
 Go around checking on student’s sentences in case they need
assistance.

Sponge Activity
 After students have written their sentences, they can draw a
picture of geese migrating- try to encourage the idea of drawing
the v-formation. Ensure students are making correct drawings.
Make sure to assist
After drawing, they can color these in. Ensure students are
A with cutting-
coloring in the lines and are considering the colors they are
show him where
using.
the pieces need to
 If students have finished all of this, they can catch up from the
be cut.
last activity with coloring the geese, their trees, and their
science book sentences.
 If they have finished both sentences, drawing, and coloring, stop
the class and quickly announce the next task. Students will be
 cutting out their geese and gluing them onto a worksheet that
has the outline of the geese in the v-formation. Show the
students the sheet with the formation and explain that they will
be taking the cut-out geese pieces and matching them to the
spaces on the sheet.
 I will show them how I want them cut- just a circle around the
goose. Make sure to be clear with how I want the geese cut. Do
a quick demonstration. Also, ensure students write their names
on the back of the page they are gluing the geese to- top right-
hand corner.
 After this in finished, have students glue the worksheet into
their science books. Do a quick demonstration of how to fold
the page (show on the board- press book to board), and where
to glue it into the book. Ask students if they understand how to
fold and glue. Make sure students understand.
 If students finish this early, they can read a Fall book.

Closure
 Tell students to stop what they are doing and look at me. Use
the small xylophone in the classroom to get students attention.
 Let students know that it is time to clean up. Tell students they
will have more time to finish their geese and sentences next
3 minutes class.
 Have students return their science books into the box- choose 3
students to do this.
 Next, have H line up and get ready for recess, then have
everyone else follow.

This lesson went quite well. I had notes with me to help me through talking about migration
and helped me follow along to what was needing to be taught which really helped. I only
chose certain pages to read from the migration book since it contained a lot of info. I made
sure to read the book multiple times before reading it to the class to ensure I knew what to
read, and I tabbed the pages I read to guide me. The book seemed to really help get the
students understanding of migration, so I am glad that I chose it.
My discussion went quite well with the students. They understand what animals from the
book migrated, and they also came up with animals on their own. They also took specific
concepts from the book about migration that I was able to write on the paper. The paper
seemed to help a lot to show students all the ideas about migration. I would like to come up
Reflections and
with a different way to write ideas on a large piece of paper, rather than a word web or a
Follow Up
list.
The first activity with the sentences went well. Students were able to clearly see the
sentence written on the board, and they copied it down easily. Many students finished quite
quickly and moved onto their drawing. The drawing of the geese was something I was quite
worried about since a goose is not an easy thing to draw. I had the geese worksheet stuck to
the board for students to see what a goose looked like, and then I decided to also hand out
their own geese worksheets so that they can see the colors they used and how a goose
looks. One student, G, came up with the idea of tracing her goose as her drawing, and the
rest of the students caught on. They ended up tracing the geese super well and I was very
impressed. If it had been messy and not useful, I would not have let them trace, but since it
went well, I allowed it. I was very impressed with all of the drawings the students made and
the coloring they did for them; it was neat and, in the lines, and they colored the whole
page.
The cutting of the geese worksheet went not bad, but it was hard to get the instructions
across. I did not want students to follow the black lines of the geese since I knew it would be
a little too complicated for them and they may cut off important parts. So instead, I had
them cut a little bit away from the black line around the geese. I did a quick demonstration
to show the students what I wanted, but many were still confused. Luckily, I had them to the
thumbs up thumbs down assessment to see if they understood so I could know who to
assist. Once I showed individual students, they caught on quick. Many students finished
cutting quickly and started gluing which was great. There will be little catch-up for next class.
I did require help at one-point from my TA to have the students label each little piece they
had with their name. I was collecting them and keeping them in my desk, and if any pieces
feel out, I would be able to determine who’s they were. I am glad she assisted me with this
idea.