LESSON INFORMATION
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Main Subject
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Weather
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Integrated Subjects
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Science
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Topic/
Unit of Study
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Spring
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Grade/Level
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1st Grade
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Time
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45 minutes
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STANDARDS & OBJECTIVES
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Standards
(AZ/NAEYC)
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-NGSS-2013 : Science standard.
-ESS2.D : weather and climate. Weather is a combination of sunlight, winds, snow or rain and temperature in a particular region at a particular time. People measure this conditions to describe and record the weather and notice patterns.
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Objectives
(TSWBAT)
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1)Memorize : The first day of spring.
2)Classify : Pictures and images that relate to spring.
3)List : The months of spring( including March and June as “partial months”).
4)Arrange : Images and drawings of spring.
5)Discuss : How spring affects you and the things you do.
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Simple Student Objectives
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Observe the weather and be able to identify spring time.
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DEVELOPMENTAL APPROPRIATE PRACTICES
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Domains of Development
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Physical, Cognitive, Social, Emotional
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Developmentally Appropriate
(principles)
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1)Understand the students.
2)Know individual students.
3)Have good planning and teaching practice.
4)Use effective teaching methods.
5)Use various teaching methods.
6)Have knowledge on the cultural and social expectations of the community the students live in.
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Play
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Have the students sing and dance to a song on the months of spring that they have come up with.
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INSTRUCTIONAL INPUT & METHODS
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Key Vocabulary:
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1)Seasonal identifier words related to spring : Rain, Wind, Warm, Flowers, Birds and Bees.
2)Related vocabulary : Global warming.
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Inquiry Questions:
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Ask the students to state the months of spring to help them engage in active learning.
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Processing & Critical Thinking Skills
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Ask the students to find out ways to reduce the effects of global warming on spring season.
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Grouping Strategies:
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Allow the students to group together to discuss on the topic (spring).
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Instructional Strategies:
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-Warm up.
-Introduction.
-Practice.
-Closure.
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Input methods:
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1)Visual aid.
2)Lead a discussion.
3)Use kinesthetic learning method.
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ELEMENTS OF INSTRUCTION (procedures)
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Connection to Prior Knowledge and Students’ Backgrounds
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Not applicable : All students have a common knowledge understanding of spring. The purpose of this lesson is to give them addition ways to express it via class discussion and activities.
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Anticipatory Set
(intro)
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Discussion of the present weather, and how it differs from the weather they expect in spring.
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Teach Lesson / Model
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1)TTWS : I have a collection of books up hear. Today we are going to look at books related to spring.
2)TTWS : We know that different seasons have different types of weather can any one give me an example.
3)TTWS : If I said snow was a weather that happens in spring what would you say?
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Guided Practice
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1)TTWS : I’m going to pick a book and hold it up. I want you to tell me if the books looks like its related to spring, based on the title and the pictures on the cover.
2)Here’s a picture ( hold it up ) of a flower. Is a flower something you would see in spring?
3)Here’s a picture ( hold it up ) of people at the beach. Is this something you would see in the spring?
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Independent Practice
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1)The students will then select books and participate in small groups.
2)They will then have a book study where they will look through and read about spring.
3)They will write down words that they find in their books used to describe spring. They will present some ideas from their group to the large group that we will have for discussion.
4)I will record these answers on the board. The students will use their group lists to create a picture about spring.
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Closure
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One of the students from each group will be selected to show the pictures produced by their groups , and describe the picture and why the picture relates to the weather in spring.
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Evaluation/
Assessment
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1) Ask the students questions on their selection of images.
2) Ask students if the selection of images is distinctive to spring or whether it applies to other seasons.
3) Ask students to select the single image that is strongly associated with spring.
4) Ask students to determine whether a particular seasonal aspect written on the board is or is not associated with spring.
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Alternative Assessments
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Ask the students to compose a song on the months of spring ,first and last day of spring.
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Teacher Notes/ Obstacles
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1)Anticipate to have low level students and plan on how to assist them.
2)Anticipate to have above level students and plan on how to enrich them
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DIFFERENTIATED INSTRUCTION & ACCOMMODATIONS
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Learning Styles
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1)Visual learning.
2)Musical learning.
3)Interpersonal learning.
4)Auditory learning.
5)Kinesthetic learning.
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Levels of Learning (task difficulty)
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1)Non-mastery.
2)Emerging.
3)Mastery.
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English Language Learners (SEI)
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Using visual aids such as pictures and drawings to help them understand the topic on spring.
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Special Needs/ Exceptional Learners
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-Allow any students with physical impairment to select a set of books more easily accessible in the classroom.
-Students who are performing below level-Assist in selecting picture. Ask by trial and error if a particular image is related to spring.
-Enrich students who are performing above level by having books on global warming available and have those students discuss how global warming might affect spring. Have them focus their selection of images to support the theme of global warming.
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Technology
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Use devices such as computers to help and engage students on this topic.
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MATERIALS AND RESOURCES
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Instructional Materials
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-Books about spring.
-Large poster board.
-Markers
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Student Materials
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-Squared ( 4 sections ) white paper.
-Markers.
-Pencil
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Homework/ Supplemental Learning Activity
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Ask the students to draw a picture of themselves playing outside during the spring.
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Resources
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Books on spring from the school library/ public library.
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