Grade: 1 Subject Area: Science / Art Duration: 1 hr

Date: November 26th, 2020 Time: 1:15pm

Lesson Plan
General Learner Outcomes (GLO) SCIENCE Specific Learner Outcomes (SLO) ART
GLO 1–6 Describe seasonal changes, and interpret the Depiction - development of imagery based on
effects of seasonal changes on living things. observations of the visual world.
Specific Learner Outcomes (SLO) SCIENCE Specific Learner Outcomes (SLO) ART
B. Seasonal Changes – 2. Identify and describe examples of 4. d) Animals and plants can be represented in terms of
plant and animal changes that occur on a seasonal basis their proportions.
Learning Objectives
Students will be able to…
- Identify local birds by sight
- Visually represent local birds
- Understand seasonal changes to local environment
Materials and Resources
Bird PowerPoint (See attached) Students need: free journals, pencil, eraser, scissors
Thick paper cut into half and quarter sizes
Oil pastels in varying colours

Procedure
Hook Time
- Tell students: “Today we are going to be adding BIRDS to our fall mural!” 2 min
- Ask students: “What are some birds you already know? What birds have you seen in
Calgary? In your yard?”
Transition to body: Ask students: “Who wants to play a little game?”
Body Time
- Explain: “I’m going to show you pictures of a bird that lives in Calgary. If you know what 8min
that bird is called, put your hand up! I’m going to play the SOUND they make too, so when
you go home you can listen in your yard to see if you hear any.”
- When showing each bird ask:
o Who knows what this bird is CALLED?
o Who has seen this bird before?
o Who can tell me what colours they see on this bird?
- With each bird, play the sound and ask: “Does anyone think they’ve heard this sound
before?”
- Explain: “Magpies and chickadees are here in Calgary all year. Robins mostly leave, but
some stay. Cedar waxwings go away.
o Magpies eat seeds and bugs and sometimes dead animals (they can find some of
these in Calgary all year)
o Chickadees mostly eat bugs in summer, but seeds in winter.
o Robins like to eat bugs, so they will leave in winter. BUT some robins will stay and eat
those dried berries that they can still find.
o Cedar waxwings leave for the winter because they like to eat fresh berries. They like
 to spend time in BIG flocks, so if you see one, you see a lot of them.
- Explain: “Today we are finishing up our fall mural. Can you believe it’s almost done?”
o “You are going to make TWO birds today 5min
o First, you are going to PRACTICE in your free journal. I want you to notice that I have
shown you pictures of each bird sitting AND flying. You can draw them either way but
remember there is LOTS of sky for us to fill on our mural.
o When you are practicing, if you make a magpie or robin, it should take up A WHOLE
PAGE in your free journal. A chickadee or waxwing should take up HALF A PAGE.
o When your practice is finished, put your hand up and I will bring you your paper. You
are going to use oil pastels to draw your birds FIRST and then you will cut them out.
o We are adding these to our mural – so we want to do our very best work!”
- Ask students:
o How many birds is each student making?
o What should I do first?
o How big should each bird be?
o What should I do first when I get my paper?
- Tell students: “Everyone get out their free journals and get started!”
- Students work, I circulate to make sure everyone is on task, understands what to do and 35min
has to appropriate materials when needed. Leave last slide up for reference.
Transition to closure: Tell students: “Okay, friends, eyes up here! (I see X is ready to listen)”
Closure Time
- Ask students: “Who can tell me one thing they LEARNED today?” 10min
- Tell students: “Please put your extra paper in the recycling, your pastels in the box they
came from, clean up your desk, and if you need to you can go wash your hands.”
Assessment
Formative Assessment Summative Assessment
Questioning and PowerPoint help develop and check for prior N/A
knowledge. Questioning ensures students understand instructions.
Circulation checks for comprehension – if students are confused, I can
call for their attention again and clarify.
Differentiation Extensions
Frequent check-ins with K,B,M,F to make sure they’re on task. Can Students can create another
try “Let’s have X done by the next time I come to check in” leaf, bug or butterfly for the
If students not on track to finish during class time, reassure them we mural if they finish early
will have “catch-up” time on Friday

Reflection