First Grade Social Studies

Jamilyn Keele
4/9/20

LESSON RATIONALE
Students should know the seasonal habits of animals so they are knowledgeable about their
environment. They can watch animals in the environment and understand their habits.

READINESS
I. Goals/Objectives/Standard(s)
A. Goals
1. Students will understand the effect that seasons have on animals
B. Objective
1. After the group projects, students will be able to explain to their
classmates the specific habits for an animal-based on the different seasons.
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: 3c -Mentor students in safe, legal and ethical practices with digital
tools and the protection of intellectual rights and property.
II. Management Plan
A. Time - 45 minutes
1. Anticipatory - 2 minutes
2. Instruction - 5 minutes
3. Group work - 15 minutes
4. Performance - 20 minutes
5. Review/closure - 3 minutes
B. Space
1. Students will start on the carpet for the Anticipatory set
2. When they are assigned their groups and move to work together, students
will spread out into four different groups around the room. They can work
at different table groups, in the reading area, or the art table. One group
can stay in the front of the room at the carpet
C. Materials
1. iPads
2. Writing Paper
3. Timer
D. Behavior
1. Students should work together to create a play/skit after the video that they
will watch together.
 2. Students will work together and be respectful of one another’s ideas.
Group collaboration is an important part of this activity.
3. If students are not working together nicely, they will be asked to listen to
the video alone and draw a picture of their animal in four different
seasons. (Alternate Activity Sheet below)
III. Anticipatory Set
A. “One of my favorite animals is my dog, Amber. She is a big dog and she is goofy.
She likes to take walks and play ‘find-it’ with her toys. This is my dog, Amber.”
Put up a picture of Amber. “She loves to go outside and play ball during the
summer, but one thing that she does not like is the snow in winter. Whenever it
snows she will not go outside. She hates the cold on her feet.”
IV. Purpose Statement
A. “Sometimes animals prefer different seasons over the others. It is important to
know the habits that animals have during different seasons so that we can
understand the environment around us.”

PLAN FOR INSTRUCTION

V. Adaptations
A. If students are struggling with the reading/writing aspect of their skit, they can
play the video out loud for narration and then act out the skit together.
B. If a student is not working together appropriately with their group, they will be
asked to sit at their desk and listen to their video alone and then draw a picture of
the animal in four different seasons instead of doing the play.
C. For students who need more of a challenge, they will write down the important
part from their videos and then create a skit around their main ideas.
VI. Lesson Presentation
A. “Today, I am going to split you guys into four different groups. You are going to
be assigned one animal to learn about. Your group should become an expert on
that animal and the specific habits that the animal shows in the different seasons.
Each group will receive a video to watch on the iPads about your animal. When
you have gathered enough information, you will need to work together to create a
skit. The skit should take the class through the four different seasons that the
animal goes through and the important points that were described in the book. If
you need to listen to the video more than once, that is fine but make sure you are
working together to complete the activity. What are your questions?” Allow time
for all questions and answer them accordingly. Write the expectations on the
board so students can refer back to the directions. (1. Read group book, 2.
Identify main points, 3. Create a sketch to illustrate the animal behavior in all
four seasons)
B. “Your sketch should involve everyone in the group. If you want to make notes on
a piece of paper and have one narrator (someone who reads the story) and the rest
 of the group can be the actors, that would be a good idea. If you are finding it
difficult to read the notes that your group comes up with, we will discuss another
way that you guys can perform the material, okay? Before we leave for our
groups, I want to teach you two words that are going to appear in your videos.
The first is MIGRATE.” Write the words on the board with the definition.
“Migration means the seasonal movement of animals. The second word is
HIBERNATION or HIBERNATE. This word means to remain inactive and
indoors for a long time. If you need to remember these words, either ask me or
refer back to the board. If your group has two videos, half of the group can watch
one video and half of the group can watch the other. You can also choose just one
and all watch together, it is up to your group. Please make sure you are working
together and being kind to one another. I am going to set the timer for 15 minutes.
When the timer goes off we will see how everyone is doing and decide whether
you need more time. If your group finishes early, continue to practice your skit.”
Break the students off into their groups and allow them to get started on their
work. Set the timer for 15 minutes.
1. Bears -
a) https://www.youtube.com/watch?v=h5LkN1OruUg
b) https://www.youtube.com/watch?v=03cXAZjgo8k
2. Birds -
a) https://www.youtube.com/watch?v=wUohmDU_tLI
b) https://www.youtube.com/watch?v=Q-mMMpl_T80
3. Insects -
a) https://www.youtube.com/watch?v=SXoJ2pRtolg
4. Fish -
a) https://www.youtube.com/watch?v=KzlBtMFc43s
C. If students are struggling with reading/writing aspects of the activity, students
can play the video out loud and create their skit/play from the video directly.
D. Allow students time to listen to the videos and to create their sketch/skit. Walk
around the room and offer help where you see fit.
E. PERFORMANCE: “Alright guys and gals, the timer went off. Raise your hand if
your group would benefit from two more minutes of work time.” Wait to see if
groups need more time. When all groups are satisfied with the time, continue with
the script:
F. “Alright boys and girls, please join me at the carpet. If you need an iPad for your
performance to bring ONE from your group. Only one person needs their iPad
from your group. Everyone find their seat at the carpet. During the performances,
voices should be off and focus should be on the actors and actresses. When you
go to a theater performance, you do not talk or goof around because that is rude.
We are not going to be rude to our performers today so make sure you are doing
your best listening and enjoy the show!” Call the groups up one by one for their
 performance. Assess what they learned and chose to put in their skit. Watch how
they act out the different parts to see if they truly understand what the animal
does in the different seasons. Lead the students in applause after their
performance is done and call the next group. Continue this process until all four
groups have gone.
VII. Check for Understanding
A. Students will be observed as they work in their groups. I will walk around the
room and assess their progress while also encouraging their understanding of the
topic. If they need assistance with their skit, I will guide them in the right
direction.
B. Students will be graded on their performance based on their actions in the skit.
The way that the students display the main ideas chosen will show their
understanding and knowledge of the topic.
VIII. Review Learning Outcomes/Closure
A. “Alright, everyone find your seat on the carpet. Thank you for all of the lovely
performances that we were able to enjoy. Before we finish for today, I want you
to turn to your turn and talk partner and share one thing that you learned from a
DIFFERENT group. So you should not be talking about your animal. You need to
share something about a different group’s animal that you learned from their skit.
You have two minutes to share.” Allow them time to share with their partner.
Listen to their conversations to see if they were/are paying attention and what
they learned.
B. “Alright let’s give another round of applause for our performances today. Thank
you for all of your hard work today!”

PLAN FOR ASSESSMENT

● Formative
○ Walk around the room and join group conversations as they work to create their
skit. Encourage their ideas and guide them on the right path if they fall off track
or are confused about an idea.
● Summative
○ Watch the performance of the students and assess their knowledge based on the
information they include in their skit. Watch how students act out the different
habits or events in an animal’s life and assess their understanding based on their
actions.

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. Were students able to pull the main points from the video or was it too difficult?
8. What is another activity students could do that would teach them about animals in
different seasons?
9. Did students enjoy creating their own skit?