Developmental Lesson Plan

Teacher Candidate: Ashley Donegan, Alyssia Velazquez, Kaylin Reuwer, and Mackenzie
Rosenberger

Date: 09-26-2021 Group Size: 24 Allotted Time: 75 Minutes Grade Level: Third

Subject or Topic: The Reason for Seasons

Common Core/PA Standard(s):

3.3.3.B1- Relate the rotation of the Earth and day/night, to the apparent movement of
the sun, moon and stars across the sky.

Describe the changes that occur in the observable shape of the moon over the course
of a month.
Learning Targets/Objectives:
The third grade students will be able to determine the cause and effect of the Earth’s
rotation relating to season change by creating a model that shows the Earth’s location
in relation to the sun during a specific season.
Assessment Approaches: Evidence:
1) Physical Demonstration 1) Observational
2) Paper Plate Model 2) Collecting each students’ model
3) Interactive Journal/ Foldable 3) Collect student journal after the
unit is complete
Assessment Scale:
2.) 5 labels correctly placed, 4 directional arrows counter-clockwise & 4 sunlight (star
stickers) pointed correctly = proficient
3> labels correctly placed, 2> directional arrows counter-clockwise & 2> sunlight (star
stickers) pointed correctly = basic
<2 labels correctly placed, <2 directional arrows counter-clockwise & <2 sunlight (star
stickers) pointed correctly = below basic
Subject Matter/Content: Science/The Four Seasons
Prerequisites:
- A basic understanding there are changes to the weather (seasons) throughout
the year.
- From ELA discussion of weather and calendar during morning meeting.
- An understanding of how to read an anchor chart.
- A basic understanding of what counterclockwise means.
- An understanding of how to use writing utensils.
Key Vocabulary:
- Solstice: The two times during the year when the sun is farthest north or south
of the equator. (Summer and Winter)
 - Equinox: Either of the two times each year (Spring: March 21, Autumn:
September 23) when the sun crosses the equator and day and night are
everywhere on earth of approximately equal length.
- Rotation: A complete turn around a central point.
*The Earth makes one rotation every day.
- Revolution: The action of moving around something in a path that is similar to a
circle.
*The Earth takes 365 days (1 Year) to complete one revolution.
- Earth Tilting: A change in attitude of any portion of the earth's surface whether
temporary or permanent.
- Equator: An imaginary circle around the middle of the Earth that is the same
distance from the North Pole and the South Pole
- Axis: The imaginary straight line that something (such as the Earth) turns
around.
Content/Facts:
- The four seasons are Spring, Summer, Winter, and Autumn.
- There are two solstices (Winter: December 21st & Summer: June 21st)
- There are two equinoxes (Spring: March 21st & Autumn: September 23rd)
- There are four different hemispheres: Northern, Southern, Eastern and
Western.
- It takes the Earth 24 hours to rotate on its axis.
- It takes the Earth one year to orbit completely around the sun.
What makes the seasons change?
- The Earth has an axis, two poles, two equinoxes and two solstices.
- The axis is necessary for revolving and contains a tilt.
- Poles consist of North and South.
- Solstice occurs during Summer and Winter.
- Equinox occurs during Spring and Autumn.
- Earth has two solstices and two equinoxes in one year that last for three
months.
- Solstice and Equinox are necessary for seasons.
Introduction/Activating/Launch Strategies:
1. To get students excited about learning the scientific reasoning of why the
seasons change, the teacher will play a very short video to catch their
attention.
a. One year in 40 seconds
2. Then ask students to determine some qualitative observations they made while
watching the video.
3. After a few students share their responses, explain to them they will be
learning all about what is occurring in this video and why.
Demonstration (10 minutes):
1. To complete this activity students will be chosen based on their birthday closest
to each solstice or equinox.
a. Winter: December 21st
b. Spring: March 21st
c. Summer: June 21st
 d. Autumn: September 23rd
2. There will be a total of four students, they will represent each season's solstice
or equinox.
3. Ask each “solstice” or “equinox” one thing about their birthday and what the
weather is like during that time.
4. Each student should be able to determine whether the weather is warm, hot,
cool or very cold.
a. Have students expand on what kind of clothing they wear on their
birthdays and correlate it with the season.
b. The teacher can then relate why we are learning about the reasons for
seasons so students are more knowledgeable of why the weather is
different for all their birthdays.

Demonstration (10 minutes):

1. Ask the four representatives to come to the front of the classroom.
2. Pick a volunteer to act as the sun and have them join the other representatives.
3. The four students will then be placed in the correct spots according to their
solstice/equinox and the sun prior to the demonstration
a. Winter across from Summer, Autumn across from Spring
Reasoning for the demonstration:
1. Each of the students are representing the Earth at a different time of the year
(Solstices and Equinoxes).
2. The student who is the volunteer will be representing the sun, this student will
always stay in the center of the classroom and not move.
3. Each student representing a season change will move counter-clockwise to
take the place of the person to the right of them (do not explain the reasoning
why).
4. While each student (solstice and equinox) rotates a full circle (1 year or 4
seasons), ask the rest of the class to think quietly about what the reasoning is
behind the movement.
5. Students will then “turn and talk” to their table groups about what they
observed during the demonstration.
6. While the students are discussing, the teacher will walk around and observe
the conversations, listening to the students' predictions.
7. After giving the class several minutes to discuss, the teacher will ask groups to
share what they talked about at their tables.
8. Once several groups have shared their responses, the teacher will then explain
exactly what each student was representing/demonstrating.
a. Each student was representing a solstice and equinox (a season), the
individual student was the sun, each movement the representatives
made was approximately 3 months in the Northern Hemisphere
Development/Teaching Approaches
1. Once an understanding of the Earth and its technicalities that affect the
seasons is developed through the introductory kinesthetic model, the teacher
will prompt a discussion about the Earth, its rotation, and more amongst the
students.
→ Transition: Teacher will talk to the students and explain that they are now going to
go into depth about the Earth, its rotation, and more.
Anchor Chart (10 minutes):
1. Through this discussion the teacher will begin to create an anchor chart in the
front of the classroom using the students' thoughts.
a. For example: round, sun, Earth, rotation
2. The anchor chart will be hung up in front of the class for students to be able to
look back and use as a resource.
3. The anchor chart will consist of the sun, the four seasons, the Earth’s rotation,
and where the sun will hit the Earth during each season.

→Transition: Teacher will let the students know they are about to watch a video titled.
Earth’s Rotation and Revolutions: Why Do We Have Seasons? with a brief description
of it.

Foldable (15 Minutes)

1. Before playing the video, inform students that while they watch the video they
will work on a foldable which will include terminology and questions relating to
the video that they are about to watch.
a. The video will be paused at certain parts to build their knowledge as
they go.
2. Pass out the materials for the interactive foldable and tell students to be ready
to write down terms and answer questions as the video is being played.
a. Again the video will be paused. Students do not need to rush, rewind the
video if needed.
3. Play: Earth’s Rotation and Revolutions: Why Do We Have Seasons?
a. https://youtu.be/6SzjlsuyTdk (approx. 6 mins.)
4. The different questions students will need to answer will be written on the
board.
a. Questions include:
i. Describe the word axis in your own words.
ii. Describe the word revolution in your own words.
iii. How long does it take for the Earth to move one full rotation?
iv. How many hemispheres are there on the Earth and name them?
v. How long does it take the Earth to orbit around the sun?
5. Students will respond to each question in their own words on their foldables.
a. Give enough time for all students to think and finish their questions.
6. If a student needs help answering the question, expand on what the video
discussed or rewind the video if needed.
7. Help make any corrections with students before the next step.
8. Students will then cut the foldable in the correct areas and glue it down into
their science notebook.
Transition: “We are now going to apply the terminology and information we used in
our foldable to create a model or visual (on a smaller scale).”
1. Students will then go to the front of the room to pick up the materials they need
for their individual models.
Model Assessment (15 minutes):
1. Each student will take:
a. 1 paper plate
b. 4 Earth cut outs with pre-drawn equators
c. 4 star stickers
d. 1 marker
e. 1 sun cut out
f. 1 glue stick
2. In order to complete the model students will use their foldable as references,
as well as what was taught in the introductory demonstration.
3. The model will consist of students gluing labels on a paper plate:
a. Summer, Winter, Autumn, Spring, Sun
b. The sun
c. Four earths (each Earth will be a different season)
d. Four star stickers (which will represent where the sun is hitting the Earth
each season)
e. Counter-clockwise arrows showing the direction the Earth is rotating
*All the materials will be prepared for students*
4. Once the students finish creating their models, they will be asked to tape them
to the class bulletin board.
5. Students will engage in a gallery walk, they can then evaluate their peers'
models and see how they may vary. (About 5 minutes)
6. Students will return to their seats and a brief questionnaire/discussion will
occur (5 minutes).
7. The model will be evaluated based on the following guidelines:
a. See rating scale attachment*

Closure/Summarizing Strategies:
1. To close the lesson the teacher will ask 3-5 students to recall at least one fact
about today's lesson (this will act as a comprehension check for understanding)
(Approx. 5 minutes).
2. Now that students have shared what they have learned, connect it to what is to
come.
3. Explain that students will become special season scientists and delve deep into
the four different seasons.
4. For each season they will learn something specific that happens during that
season and become experts at it.
5. However, what they will learn about is top secret so they won’t find out until
they come in ready to learn.
6. The teacher will then read a book titled: Why Do Leaves Change Color to build
excitement and curiosity for the following lesson (Approx. 5 minutes).
a. Read: Why Do Leaves Change Color by Betsy Maestro
7. After reading, ask: “Tonight I want you to think about what you already know
about leaves. Tomorrow when you come into school we are going to learn
more about leaves and why they change color during Autumn.”
a. Next lesson: Autumn
Accommodations/Differentiation:
Follow all IEPs

Due to student X having an IEP which indicates he struggles with reading fluency and
comprehension, I will provide him with a pre-printed/completed foldable. I will also
provide student X with a checklist ensuring he has used all of the materials for the
paper plate model.

Materials/Resources:
- Definitions:
- https://www.learnersdictionary.com
- https://www.merriam-webster.com/dictionary/
- Fours Seasons Video: https://www.youtube.com/watch?v=lmIFXIXQQ_E
- Foldables (24)
- Foldable idea:
https://www.keslerscience.com/seasons-lesson-plan-complete-science-l
esson-using-5e-method-instruction/
- Anchor Chart
- Large paper (1 sheet)
- Anchor chart idea: https://www.pinterest.com/pin/246290673348024008/
- Science Notebooks (24)
- Paper plate model idea:
https://glitterinthird.com/2014/12/reason-for-seasons.html
- Paper plates (24)
- Glue sticks (24)
- Star stickers (96)
- Sun cut out (24)
- Earth cut outs (96)
- Markers (24)
- Computer
- Earth’s Rotation and Revolutions: Why Do We Have Seasons?
https://youtu.be/6SzjlsuyTdk
- Maestro, B., & Krupinski, L. (2015). Why Do Leaves Change Color?
HarperCollins Children's Books.

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

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts
 Resources
Anchor Chart

Foldable
(The students foldable will have
different questions/vocabulary, this is just a reference photo)
 Paper Plate Model

Assessment Rubric*
Criteria/Topic Proficient Basic Below Basic

Model includes five Model includes three Model includes less

labels placed or more labels placed than two labels
Labeling correctly and all four correctly and two or placed correctly and
(sun, each solstice, directional arrows more directional less than two
Earth’s rotation) representing Earth’s arrows representing directional arrows
rotation drawn Earth’s rotations representing Earth’s
correctly. drawn correctly . rotation drawn
correctly.

All four sunlight (star Two or more sunlight Less than two
Sunlight Placement stickers) placements (star stickers) sunlight (star
pointed correctly. placements pointed stickers) placements
correctly pointed correctly.

Model demonstrates Model demonstrates Model demonstrates

full comprehension of some comprehension inadequate
content based on the based on some of the comprehension,
Based on Evidence evidence collected evidence collected evidence based on
through discussion, through discussion, initial observations,
observations, and observations, and preconceptions,
inquiry based inquiry based and/or estimation.
investigations. investigations.