Grade Level: First Grade

Name of Teacher Candidate: LESSON PLAN TEMPLATE FOR

Curriculum Area: Curriculum Area: MATHEMATICS AND SCIENCE
(Mathematics Strand or Science Disciplinary Core Content) TEACHER CANDIDATES
Erika Rodenbeck Earth Science
Lesson Title or Topic: Time Required: (for example: 30 minutes, 60 minutes, 90 minutes;
Trade Book: The Seasons two 55-minute sessions) In this section below, identify which
60 minutes  Science and Engineering Practices
Instructional Groupings: Are you using whole group, small group, partners,  Standards of Mathematical
quads, homogeneous, heterogeneous? Practice and
Whole Group  Cross Cutting Concepts
Standards: List the GSE that are the target of student learning and are key to this lesson. Include the number and the text of each of the GPS/GSE
that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant. are applicable in this lesson.

S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns. SEP: Develop and us Models

d. Analyze data to identify seasonal patterns of change. (Clarification statement: Examples could include CCC: Stability and Change
temperature, rainfall/snowfall, and changes to the environment.)

As a result of this lesson students will…

Learning Objectives: (Objectives are aligned with the standards and are stated in measurable/observable terms. These should reflect the
thinking and skills appropriate to the specific content (The Standards of Mathematical Practice and/or the Science and Engineering Practices and
Crosscutting Concepts. These objectives are what you will assess.)
The students will learn that there are four seasons. They will also learn the names of the four seasons and their
characteristics.
Essential Question(s) As a result of this lesson, students will build understanding that leads to developing an answer for this question.
What are some fun activities to do in each season?
Support for Academic Language Demands and Vocabulary: What Academic Language will be taught or developed? Identify the key
vocabulary and/or symbols specific to the content area. These may be derived from the standards) How will you provide support for using this
academic language and vocabulary?

 Cycle
 Harvest
 Hibernate
 Migrate
 Seasons
Assessment Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning objective
should be assessed. (DO NOT restate the learning objective.) How will students demonstrate the targeted skill and/or understanding of the lesson’s
objective es? What type of assessment will be used? Think in terms of balanced assessment-.
Pre-assessment, formative and summative, employing multiple means of assessment. How will you provide feedback for the students?
Assessment Strategy/Strategies:
Pre-assessment: The students will the students will tell me the characteristics (hot/cold, snowing/raining,
cloudy/sunny, color of leaves on trees/ no leaves at all on the tree, animals, flowers, pinecones, berries, grass color,
etc.) of the day. I will then ask them what season is occurring. This will allow me to see if the students know anything
about seasons.
Feed Back: I will not tell students if they said the right season right away. I will tell them what season it is outside after
our lesson is over.
Formative Assessment: The students will turn in their four seasons twigs arts and craft activity. I will then look at the
characteristics (leave colors, animals, pinecones, flowers, berries, etc.) that they put with each season to see if the
students understood the lesson.
Feed Back: After I look at the students four seasons twigs arts and craft activity, I will show the class some good
examples. I will ask them to point out the different parts of the season they see on each twig. If one of my students is
struggling, I will pull them in morning meeting time, and we will discuss the seasons in a different way. I believe this
will help them understand the seasons better.
Steps in the Lesson Complete the following sections to Include the activating strategy or the hook for the lesson; the introduction; the lesson Identify the inquiry components: Not all
procedures including strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities. of the Es will be in every lesson, but
engage, explore, and explain form the
backbone of the science lesson. These can
also apply to mathematics lessons. Only
enter the components applicable to this
lesson.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals and Engage: The teacher will ask the students
objectives of the lesson, tap into prior knowledge/experiences, and develop student interest Attention should be given to students’ academic, social, “What are seasons?”
and cultural characteristics to promote connections and engagement.)
Activate learning (Hook): (State how you will begin the lesson to engage the students.
Introduction: (13 minutes Total) Explore: After reading the book the
 The teacher will tell the class “I would like all my scientists to turn on their science brains because today we teacher will ask the students “What are
are going on a nature walk outside. While we are outside I want you all to play attention and see the some differences between the four
characteristics (hot/cold, snowing/raining, cloudy/sunny, color of leaves on trees/ no leaves at all on the tree, seasons (specifically temperature,
animals, flowers, pinecones, berries, grass color, etc.) of the day. When we get back into the classroom, I want precipitation, tree leaves, and animals)?”
you to tell me some of the thing you saw or heard on our walk”.
 The teacher will take the students outside for 10-minute walk round the building and playground. The
teacher will them spend 3 minutes asking the students what they observed on the nature walk.
Activate Learning (Hook) (5 minutes Total)
  The teacher will take the students on a Picture Walk of the book The Seasons by William B. Rice.
 While flipping through the pages ask the students some quick question to get them excited about the book.
An example is “what changes are helping in these pictures”?
Work Session (Body of Lesson) Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the For example: Explore, Explain (Extend, E-
lesson – what the teacher will do as well as what the student will do. Describe the strategies that will be used to support students’ learning. learning, Elaborate, Evaluate if
Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)
appropriate)
(35 minutes Total)
1. The teacher will read The Seasons by William B. Rice (The teacher will use the document camera to show the
pictures to the whole class).
2. While reading the teacher will stop at the important vocabulary words and provide the definitions for the
words. The vocabulary words are cycle, harvest, hibernate, migrate, and seasons. The teacher can find the
definitions to the vocabulary word in the back of the book on page 22 (Glossary).
3. The teacher will pass out 4 twigs for each student, assorted colored crayons for each student, glue for each
student, apiece of white construction paper for each student, safety scissors for each student.
4. The teacher will show the four seasons twigs arts and craft activity.
5. The teacher will explain the directions to the students on how to build the twigs arts and craft activity.
6. Step one of directions: Glue each twig to the middle of a sheet of paper. Each twig will be a tree trunk.
7. Step two of directions: Write a season at the top of each paper.
8. Step three of directions: Use crayons to show the differences in the four seasons. Add branches, leaves,
pinecones, or animals to show the seasons.
9. The students will then build their own four seasons arts and crafts activity.
Closure/Summarizing/Wrap up: (Describe how the students will process and show what they know and /or can to as a result of the For example: Explain, Evaluate
standards addressed in the lesson. What process or strategy will be used? (7 minutes Total)
The teacher will look at the students four seasons arts and craft activity, which is being used for a formative
assessment. Then the teacher will ask the students with good work to come up to the front of the classroom and
explain the characteristics of the four seasons. After some of the students (1 or 2) share their work the teacher will
collect all the activities from all the students, so the teacher can see what the students have learned. Finally, the
teacher will ask the students what seasons it is based on the characteristics of the weather that they saw on the nature
walk. The teacher will then tell the students if they said the correct season.
Modifications/Differentiation: Describe how the lesson is modified or differentiated to meet the needs of individual students.
The teacher could have the four twigs glued on to the piece of paper for the students. The teacher could also have
written the four seasons on the piece of paper. This allows the students that may need some extra help to focus on
drawing the differences between the four seasons.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create. Attach key
instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and interactive
white board images.)
 4 twigs for each student
  Assorted colored crayons for each student
 Glue for each student
 A piece of white construction paper for each student
 Safety scissors for each student
 The book: The Seasons By: William B. Rice
 Document camera and projector (this allows all students to be able to see the pictures in the book at once)
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
https://www.livescience.com/25202-seasons.html
https://www.dkfindout.com/us/earth/seasons/four-seasons/
https://www.timeanddate.com/calendar/seasons.html
https://spaceplace.nasa.gov/seasons/en/

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
 Essential Questions: https://www.learningpersonalized.com/using-essential-questions-
engage-student-inquiry/
 Essential Questions: https://www.scholastic.com/teachers/articles/teaching-content/essential-
questions/
Connections to Technology and/or the Arts:
The students will draw the leaves, flowers, pinecones, and or animals. They will draw these around the twig that they
glue on the piece of paper for each season. The student will be able to use paints, crayons, pens, colored pencils, etc.