Spring Changes: Day 1
Student Outcomes : Students will be able to identify specific
changes that occur in plants during the season of spring.
Standards : 9.) Identify seasons of the year.
• Describing seasonal changes in the weather
1.
Materials/Media/Technology: It’s
Spring by Linda Glasser, real flowers, chart paper, construction paper,
markers, pencils
2.
Teaching/Learning
Procedure:
a). Launch of Lesson – I will call students to make a circle
on the rug. I will read to students It’s
Spring by Linda Glasser. Before I read, I will ask the students if they
know about anything that happens outside as the seasons change from winter to
spring. If the students do not say something about plants, I will offer the
idea and then ask if they notice how the plants change. Then, I will ask the
students to pay close attention to the flowers that bloom/appear in the book.
b). Investigation/Presentation –
After reading It’s Spring by Linda
Glasser, I will have a researched
list of flowers that bloom in spring to extend the students knowledge of spring
flowers. Also, I will have one of each of the listed flowers for the students
to touch and personally examine. Flowers will include: lilac, daffodil, tulip, and
peonies. We will compare the flowers and look at what they all have in common. I
will ask the students:
“Do you notice any thing that the flowers
all have in common?”
“Why do you think that?”
“Why do you think these flowers only bloom
in the spring?”
“What would happen if you tried to grow
these flowers in the winter?”
“Does the Spring weather affect these
flowers?”
I will then tell the students about the
project that they will do. They will select a their favorite spring time plant.
I will give them a round paper to fill in their favorite flower, they will then
use construction paper cut into strips to surround the round piece and create
“petals”. The students will write sentences/words to describe their favorite
spring time flower. These can be words that we discussed as a group or what
they noticed on their own as they observed the flower. The students will then
turn and tell their partner what their flower is and what they will say to
describe it.
c).
Accommodations/Modifications – Students can choose to either write
sentences or just a word to describe the flower. Also, I will leave the list of Spring time
flowers on the board.
d). Extensions/Challenges – Students
can use what we learned about Spring and Spring time flowers to create their
own flowers.
e). Closure– I will have
students turn to their neighbor and share their flower and what they wrote
about them. I will then ask about key vocabulary discussed and have a few
students share their flowers with the class.
3.
Assessment
–Students will be assessed using a rubric.
4.
Personal
Reflections – To be done after lesson.
d
Example:
Spring Changes: Day 2
Student Outcomes : Students will be able to identify specific
changes that occur in animals during the season of spring.
Standards : 9.) Identify seasons of the year.
• Describing seasonal changes in the weather
1.
Materials/Media/Technology: It’s
Spring by Linda Glasser, paper, markers, deer hids
2.
Teaching/Learning
Procedure:
a). Launch of Lesson – I will call students to make a circle
on the rug. I will use It’s Spring by
Linda Glasser to reinforce what we learned about spring the previous day. Discuss
how we talked about how flowers change and how they look. I will then ask the
students if anything else changes in the Spring. I will ask if they knew of any
animals that changed from Winter to Spring. The class will then discuss how
some animal’s fur changes from Winter to Spring and now this is called
“adapting”.
b). Investigation/Presentation –I
will then show the students a slide show of all the different animals that
change color in the Spring. These animals will include: caribou, arctic hare,
collard lemming, ermine, and arctic fox. I will show the students what the
animal looks like in the winter and then how it looks in the spring. I will ask
the class:
“Why do you think that animals change
color?”
“Does it have anything to do with the
weather?”
“Why do you think this?”
“Does it change anything else about the
animal?”
The students will then choose one of the
animals that were discussed to write about. They will show how the animal
changes and tell me why it changes. I will have the students turn and talk
about which animal they will write about with their partner. The students will
then return to their seats to complete their writing. As they return to their seats,
I will have real deer fur for them to touch so that they can experience what
the fur feels like.
c).
Accommodations/Modifications – Students can choose to write their own beginning sentence or use my
sentence. I will be circling the room to help as needed.
d). Extensions/Challenges – We
learned about animals today that really do change their color, students can
then show me what other, non-color changing animals, would look like if they
also changed the color of their fur. They can tell why this would benefit the
animal or why not.
e). Closure – Students will share their writing with
the class. I will reemphasize the word “adapt” and also any other key points in
the lesson.
3.
Assessment
–I will use a rubric to assess the student’s work.
4.
Personal
Reflections – To be done after lesson.
Student writing page:
Example:
Spring Changes: Day 3
Student Outcomes : Students will be able to identify specific
changes that occur in the weather during the season of spring.
Standards : 9.) Identify seasons of the year.
• Describing seasonal changes in the weather
1.
Materials/Media/Technology: Who
Likes Rain? by Linda Glasser, real flowers, chart paper
2.
Teaching/Learning
Procedure:
a). Launch of Lesson – I will read Who Likes Rain? by Wong Herbert. I will have the students listen to
why it is raining.
b). Investigation/Presentation –
After the reading, the class will make a web of why if would rain so much in
spring. I will remind them of past lessons on spring involving animals and
flowers. I will ask:
“Why does it rain so much in Spring?”
“Does it have anything to do with the
flowers?”
“What about the weather?”
“Is the heat factor?”
After we complete our chart, the students
will then write about April Showers. They will have a prompt that reads “During
an April Shower….” and they will then describe what they would do during an
April shower or what they would see.
c). Accommodations/Modifications
– Students will have the option of how much they write. The teacher will be
available to assist as needed.
d). Extensions/Challenges –
Students can get in groups and use a large paper to illustrate what would
happen if they were caught in an April Shower.
e). Closure – I will have
students share their writing with the class. We will then create a class book
with our pages.
3.
Assessment
–I will use a rubric to assess the students work.
4.
Personal
Reflections – To be done after lesson.
