First Grade Social Studies

Jamilyn Keele
4/9/20

LESSON RATIONALE
It is important for students to understand the different seasons as a point of reference for how a
year goes by. It is also crucial for students to understand the different effects that seasons have
on humans so they are better prepared for the different weather and so they are aware of when
certain events occur, such as Christmas, Sporting events, and other important dates that will help
them to keep track of and understand the concept of a year.

READINESS
I. Goals/Objectives/Standard(s)
A. Goals
1. Students will understand the influence that different seasons have on
people and human lives
B. Objective
1. After the whole group discussion and individual activity, students will be
able to explain the effect that different seasons have on people.
C. Standards
1. 1.3.6 Explain the effect of seasonal change on plants, animals, and people
2. NCSS: People, Places, and Environments
3. ISTE: 6a - Foster a culture where students take ownership of their learning
goals and outcomes in both independent and group settings
II. Management Plan
A. Time - 40 minutes
1. Anticipatory set - 6 minutes
2. Lesson presentation - 12 minutes
3. Independent work - 15 minutes
4. Closing - 7 minutes
B. Space
1. Students will spend the entire instruction and collaboration portion of the
lesson on the carpet in their assigned sports. If a student cannot handle
being on the carpet, they will simply be asked to move back to their desk
and they will have to participate from further back.
2. For the independent activity, students will be at their desks working on
their activity. If students finish ahead of time, they will move to the back
corner to read or they will be asked to draw and color a tree based on what
they believe a tree would look like in that season.
3. Students will move back to the carpet for the closing remarks.
C. Materials
 1. Whiteboard
2. Expo marker
3. Activity sheets for students (both sides)
4. Glue
5. Scissors
6. Crayons
7. Timer
D. Behavior
1. Students are expected to be respectful to the person speaking and to listen
well to others. If students are not behaving on the carpet, they will be
moved back to their desks. During the independent activity, students can
talk and converse with their table, but it should not distract from their
completion of the activity. Students will move to the back table if they
become too distracted.
III. Anticipatory Set
A. “My favorite season of all time is summer! I love that the weather is warmer and
that I can wear shorts and t-shirts. One of my favorite activities to do in the
summer is to take my dog on a walk. I would love for you to turn to your partner
and share what your favorite season is and one reason why that season is your
favorite.”
B. Give 3 minutes for students to share with their partners
IV. Purpose Statement
A. “We are going to discuss the effects that different seasons have on the way that
people live so that we can be prepared for the different seasons.”

PLAN FOR INSTRUCTION

V. Adaptations
A. For students who need to be provided more challenges, if they complete the
activity ahead of time, they will be asked to draw what the trees would look like
in the different seasons
B. The lists that the class collaborated on will be left on the board for students who
may need more support and guidance while completing the cut and paste activity
C. If students are misbehaving during whole group discussion they will be provided
with a warning and then will be asked to sit at their desk
VI. Lesson Presentation
A. “Now we are going to work together to create a list of activities, events, or needs
that each season brings for people. For example, in my favorite season, summer,
there is warmer weather, which means that I can go swimming.” Separate the
whiteboard into four different sections (Summer, Fall, Winter, Spring). Add
swimming to the list under Summer.
B. “Alright, so I would love for you all to raise your hands to share an idea about an
event, activity, or effect that summer has on people.” Allow time for several
 students to share ideas and record their responses under the SUMMER section of
the board
C. Continue taking answers and recording what students share in the corresponding
section for the season. EXAMPLES: (write on index cards to remember)
1. Summer – Do we go to school? Warmer weather, swimming, longer days
(the sun stays out longer), green plants, more bugs
2. Fall – School starts, everything turns orange (leaves), trees lose their
leaves, football season, cooler weather, thanksgiving
3. Winter – Colder weather, Holidays (Christmas, new year’s), snow, shovel
driveways, snowplows, the school canceled for weather, Basketball season
NBA, hats, gloves, heavy coats, snow boots
4. Spring – March madness, blooming flowers, muddy, rainy, wear rain
boots and jackets, school is ending soon
D. “Thank you, everyone, for the brilliant ideas that were shared. I think that we
have created some excellent lists for the different seasons. The next thing that we
are going to do is to complete this cut and paste worksheet. It has two different
papers, MAKE SURE YOU KEEP TRACK OF BOTH WHEN YOU ARE
WORKING. First, you will color in the different pictures using crayons. Once
you are ALL DONE with your coloring, you will cut out the pictures and glue
them under the season that the picture goes with. I will set the timer for 15
minutes. If you finish before the timer goes off, you can go read in the back
corner.”
E. “When I call your table number, please come grab your two papers, your school
box, and then go sit at your table.” Call tables one through five. Walk around the
room as they begin their independent work to make sure everyone is on task and
understanding the concepts being reviewed.
VII. Check for Understanding
A. The teacher will walk around the room during their independent activity and
answer any questions they may have and clear up any confusion about the activity
B. When they are asked to come back to the carpet, they share their artwork with
their turn and talk partner. The teacher will listen to the conversations that happen
during this time.
C. The teacher will collect their worksheet and evaluate what students understand
and what material may need further review/instruction
VIII. Review Learning Outcomes/ Closure
A. “All right, time is up! Please return to your seats and put your scissors away,
clean up any scraps at your table or on the floor around you.”
B. “Girls, please turn your worksheet into the basket and then find your spot on the
carpet.” Allow girls to clean up and find a seat on the carpet. “Now boys please
turn your worksheet into the basket and join us on the carpet.”
C. “Alright, I want you to turn to your partner and share one thing that you didn’t
know about a season that you learned today. Or maybe something that you found
interesting about a certain season. You have two minutes, go ahead.” Provide
time for students to share
 D. “Alright, boys and girls please turn back and face the front. I am so proud of all of
your hard work and your ideas about the ways that the different seasons influence
how people live. It is important to be prepared and to understand how the
different seasons affect us. Thank you for your attention and I cannot wait to look
at your worksheets and see your beautiful coloring!”

PLAN FOR ASSESSMENT

● Formative
○ Walk around the room during independent work to check that students understand
the concept and are completing the activity correctly.
○ Collaborative board work is a formative assessment so I can guide students’
thought processes and encourage their ideas.
● Summative
○ I will collect the cut and paste activity to grade and to check for understanding on
the topic.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did students understand the influence that seasons have on people?
8. What could I include in my instruction to provide more support for students who struggle
to grasp the concept?
9. What other challenges could I include for students who are quick to learn the lesson?