Developmental Lesson Plan

Teacher Candidate: Courtney O’Rourke, Rebecca Cariola, Shantell Boyer, Hannah Snyder
Date: 3/4/2020

Group Size: 20 Allotted Time 45 mins Grade Level 2nd Grade

Subject
CommonorCore/PA
Topic: Standard(s):
Seasons
Anchor Descriptor – S4.A.3.3 Identify and make observations about patterns that regular occur and
reoccur in nature
 Eligible Content – S4.A.3.3.1 Identify and describe observable patterns (e.g., growth patterns
in plants, weather, water cycle)

Learning Targets/Objectives:
 After learning about the four seasons, students will be able to identify weather conditions and
patterns that in reoccur in nature by sorting characteristics in the correct season three out of
four times for each season.

Assessment Approaches: Evidence:

1. Paint Card Check 1. Student chooses dark color signifying that
2. Sorting activity they are confused, light color signifying
3. Note taking Guide that they understand the concept
4. Sorting worksheet 2. Student participates with group in helping
to sort each item
3. Student completely fills out and hands in
guided notes
4. Student sorts each characteristic into the
correct season on the worksheet

Assessment Scale:
Assessment Scale:
Sorting Activity
 Group sorts 2 or less items in the incorrect season- proficient
 Group sorts 4 or less items in the incorrect season- basic
 Group sorts 6 or les items in the incorrect season- below basic
Note taking Guide
 Student fills out 16 sections of all seasons- proficient
 Student fills out less then 3 of each season - basic
 Student fills out less then 2 of each season- below basic
Sorting Worksheet
 Student correctly sorts 7 or more characteristics correctly- proficient
 Student correctly sorts 5 or more characteristics correctly- basic
 Student correctly sorts 4 or less characteristics correctly- below basic

Subject Matter/Content:
Prerequisites:
  Basic understanding of the four seasons
 Basic understanding of weather
 Basic understanding of patterns
 Basic understanding of how to identify and describe
Key Vocabulary:
 Summer- hottest season occurring between June, July, and August (high temperatures, heat
waves, thunderstorms)
 Winter- Coldest season occurring between December, January, February (snowstorms, freezing
temperatures)
 Fall- transition season between summer and winter through the months of September, October,
November (Leaves falling/changing color, changing temperatures)
 Spring- transition season between winter and summer through the months of March, April,
May (temperatures grow warmer, plants blossom, pollen)
 Seasons- “each of the four divisions of the year (spring, summer, autumn, and winter) marked
by particular weather patterns and daylight hours, resulting from the earth’s changing position
with regard to the sun.”
Content/Facts:
 Summer- definition, average temperature for Pennsylvania (75-95 degrees), clothing,
activities done in summer
 Fall- definition, average temperature for Pennsylvania (45-55 degrees), clothing, activities
done in fall
 Winter- definition, average temperature for Pennsylvania (28 degrees), snowfall in
Pennsylvania, clothing, activities done in winter
 Spring- definition, average temperature for Pennsylvania (55-65 degrees), clothing,
activities done in spring
 Sun- understanding of the reason to seasons, how the seasons depend on the position of the
sun (tilt, and rotation)
 Revolution- the movement of one object around a center or another object (sum)
 Rotation- the action of rotating around an axis or center (earth)

Introduction/Activating/Launch Strategies
 “Hello, my super scientists, today we will be learning and studying the four seasons!” “Do you
think that as a class you can name all of the four seasons?”
*Allow for students to come up with the four seasons and write them on the board
 “Very good job at identifying all of the four seasons my super scientists!”
 “Now we are going to listen to a story A Book of Seasons by Alice and Martin Provensen”
 “While you are listening to this story, I would like you to listen and keep note of the different
components to each season!” “When the story is over, we will do a turn and talk about what we
heard in the story.”
 Begin audio of story
 After reading the story, give students sorting items activity baskets
 “Alright students in your desk groups, I have given you items that I would like you to sort into
each of the four seasons. Since you have four friends in a group you can assign each desk a
season!”
 Give the students 5-8 minutes to sort the objects
 “When you are done sorting, point to the light grey color on your paint swatch!”
Development/Teaching Approaches
 “Okay now that you have sorted your items into each season, I would like us to work together
as a class to determine where the items should be.”
  Teacher goes around to each group and they share with the class the items that they put in each
season, and together the class determines where each item belongs. Prompt students to answer
why they put items in each season.
 “Now that we have talked and sorted the seasons, I am going to share a fun video that explains
why we have seasons. I will be looking for each group to act out this question after the video!”
 “That was a very informative video, now I would like to show you a simulator. This simulator
shows where the earth and sun are, including the tilt of the earth, for each season.”
 “To go along with the simulation, you can take notes and look at this handout for a better
understanding.”
 “So here we are in December, as you can see at the bottom like in New York, it is wintertime.
Then we can rotate the earth to springtime, again at the bottom we can see New York in
spring.”
 “Our next rotation is summer, here we can see that the earth is tilted towards the sun,
explaining why it gets so hot!”
 “Lastly, we move our earth to the fall spot, and we see that we are beginning to rotate and tilt
back to where we began.”
 “Alright students now that we know why there are seasons, turn and talk to your group about
how you will act out, the sun and the earth. We will be using the props in order to show the sun
and the earth.”
 “Wow! You all did a great job acting out the seasons using the sun and earth, now let’s more
about each season.”
 “Now we are going to use the note taking sheet, while we quickly go through each season in
the PowerPoint. You may choose to write or draw your notes, which ever works best for you.”
 “Alright my super scientists now that we know about each season, I would like you to turn and
talk to your partner about your favorite season and things you do during that season!”
 “Great job sharing, now in front of you is a sorting activity, I would like you to individually cut
and glue each item into the season that they each belong in!”

Closure/Summarizing Strategies:
 “When you are all finished please put them in the hand in bin along with your season notes.
Then come join me at the back table to make a fortune teller of the seasons!”

Accommodations/Differentiation:
 If student X is not able to cut and glue for the activity, they will be given Velcro worksheet in
order to place each item in the correct season. The worksheet including the Velcro will be
prepared ahead of time for the student.

Materials/Resources:
 https://www.youtube.com/watch?v=WhDJDIviAOg- A Book of Seasons
 Computer
 Projector
 Screen
 Sorting activity items- sunglasses, pool toy, leaf, pumpkin, winter hat, plastic bag of fake
snow, flower, and rainboot
 youtube video
 http://d3tt741pwxqwm0.cloudfront.net/WGBH/npls13/npls13_int_seasons/index.html

 Fortune teller foldable
  Sorting worksheet
 Glue
 Scissors
 Note taking worksheets
 Pencils
 earth and sun prop

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

 Were the assessments appropriate and reliable?
 Did the students learn something new?
 Was the student intrigued in this topic and the information given?
 Did the students enjoy and engage in activities and assessments?

Additional reflection/thoughts