GRADE LEVEL AND CONTENT AREA:

K/Science                                                                  Seasons

 

J   This unit is about the four seasons.  You will be exploring how trees change over the season.  You will also observe how weather changes over the seasons and how that influences how we live our lives in what we wear.

 

 

STANDARDS AND INDICATORS (LISTED BY NUMBER):

A.8. Relate seasonal weather patterns to appropriate choices of clothing and activities.

 

GRADE-LEVEL CONCEPT: u Daily and seasonal weather conditions affect what we do, what we wear and how we feel.

GRADE-LEVEL EXPECTATIONS:

1.   Changes in weather conditions can be recorded during different times of day, from day to day, and over longer periods of time (seasonal cycle).  Repeated observations can show patterns that can be used to predict general weather conditions.  For example, temperatures are generally cooler at night than during the day and colder in winter than in spring, summer or fall. 

2.   Weather influences how we dress, how we feel, and what we do outside.

3.   Weather affects the land, animals and plants, and bodies of water.

GRADE-LEVEL CONCEPT: u Daily and seasonal weather conditions affect what we do, what we wear and how we feel.

GRADE-LEVEL EXPECTATIONS:

  1. The sun is the source of heat and light that warms the land, air and water.  Variations in the amount of sunlight that reaches the earth cause the weather.
  2. Weather conditions can be observed and described as sunny, cloudy, rainy, foggy, snowy, stormy, windy, hot or cold.  Weather observations can be made based on how we feel, what we see or hear, or by using weather measurement instruments such as thermometers.
  3. Changes in weather conditions can be recorded during different times of day, from day to day, and over longer periods of time (seasonal cycle).  Repeated observations can show patterns that can be used to predict general weather conditions.  For example, temperatures are generally cooler at night than during the day and colder in winter than in spring, summer or fall. 
  4. Weather influences how we dress, how we feel, and what we do outside.
  5. Weather affects the land, animals and plants, and bodies of water.
  6. When the temperature is below “freezing,” water outside freezes to ice and precipitation falls as snow or ice; when the temperature is above freezing, ice and snow melt and precipitation falls as rain.
  7. Clouds and fog are made of tiny drops of water.  Clouds have different shapes, sizes and colors that can be observed and compared.  Some cloud types are associated with precipitation and some with fair weather.
  8. Wind is moving air.  Sometimes air moves fast and sometimes it hardly moves at all.  Wind speed can be estimated by observing the things that it moves, such as flags, tree branches or sailboats.

KEY SCIENCE VOCABULARY:  weather, season (winter, spring, summer, fall), thermometer, precipitation, freezing, melt

CONCEPTS: Need To know about …

v   Seasons and how they relate to appropriate choices in life and how they relate to animals.

v   There are 4 seasons (season occur both on land and in water)

v   Each season has it own weather.

v   Weather in each season affects choices we make.

v   Weather can vary in each season.

v   Animals can have different behaviors patterns in different seasons.

 

SKILLS: Be able to do:

 

Ø    Relate seasonal weather to choices in clothing and activity.

Ø    Identify the four seasons and recognize the seasonal weather patterns.

Ø    Predict what clothes or activities will be appropriate for a specific season. 

Ø    Record observations of weather related to clothing, sports, animals (activities).

 

MISCONCEPTIONS:

Ø    The seasons are caused by how far the earth is from the sun. (The seasons are caused by the tilt of the earth on its axis)

Ø    Seasons only occur on land.

Ø    Seasons only influence people.

 

 

 

KEY SCIENCE VOCABULARY:  weather, season (winter, spring, summer, fall), thermometer, precipitation, freezing, melt

 

TOPICS OR CONTEXT: (WHAT YOU WILL USE TO TEACH CONCEPTS AND SKILL-PARTICULAR UNIT, LESSONS, ACTIVITIES)

Literature- (fiction and non-fiction)

Websites

Significant task

Observation of weather patterns (graphs- professional and class produced.)

Foss Tree Kit: Module: Trees Through the Seasons

 

 

SUGGESTED BIG IDEAS FROM “UNWRAPPED” STANDARD AND INDICATORS/Cumulative questions:

1.  Seasons have patterns (weather and calendar).

2.  Season influences choices.

3.  Seasons influences animal behavior.

4.  Seasons are related to weather.

 

 

ESSENTIAL QUESTIONS TO GUIDE INSTRUCTION AND ASSESSMENT:

 

1.  How do seasons affect human choices and animals lives?

2. What makes the seasons different from each other?

3.  Why are seasons important to know about?

4.  What are seasons?

 

 


 

 

Lesson Plan Outline for Seasons Unit

Lesson

Objective/Purpose

Goal

 

Done

1

 

 

 

Introduction to the 4 Seasons

Students will be able to recite the four seasons and understand that each has different characteristics that make the season unique.

 

 

2

 

Choose clothes appropriate to the season.

Students will recognize that different seasons will require different clothes.

 

 

3

Chart the weather

Students will learn how to chart the daily weather on graph.  This can become part of the Saxon meeting.

 

 

4

Foss Kit: Trees: Through the Seasons

Fall part 1 What Comes From a Tree

Students observe what falls from trees and study tree fruits and nuts.

 

 

5

Foss Kit: Trees: Through the Seasons

Fall part 2 Food from Trees

Students will recognize that fruit comes from trees and that fruit has a structure.

 

 

6

Foss Kit: Trees: Through the Seasons

Fall part 3 Visiting Adopted Trees in Fall

Students will visit the tree(s) and recognize its fall characteristics it has in the fall

 

 

7

Foss Kit: Trees: Through the Seasons

Winter part 4 Evergreen Hunt

Students will recognize that all evergreens can have different types of leaves, needles, and scales.

 

 

8

Foss Kit: Trees: Through the Seasons

Winter part 5 Winter Twigs

Students will recognize the structure of a branch in the winter

 

 

9

Foss Kit: Trees: Through the Seasons

Winter part 6 Visiting Adopted Trees in Winter

Students will visit the tree(s) and recognize its fall characteristics it has in the winter

 

 

10

Foss Kit: Trees: Through the Seasons

Spring part 7 Forcing Twigs

Students will recognize what happens to a bud in spring

 

 

 

11

Foss Kit: Trees: Through the Seasons

Spring part 8 Bark Hunt

Students will recognize that all bark has similarities and differences.

 

 

12

Foss Kit: Trees: Through the Seasons

Spring  part 9 Visiting Adopted Trees in Spring

Students will visit the tree(s) and recognize its fall characteristics it has in the spring

 

 

13

Culminating Activity

Students will make a book about the seasons that they have generated throughout the school year.

 

 

 


 

Please use this rubric throughout the unit.

 

Rubric:

 

Star or Sticker (2)

Smiley Face (1)

Blah Face (0)

Was able to complete worksheet on own.  Can verbalize using correct vocabulary.  Work or answers are correct.

Needs some support to answer questions or complete worksheets.  Not using vocabulary correctly, but using appropriate vocabulary.

Needs help completing worksheets, unable to answer questions.  Does not use appropriate vocabulary. Unable to differentiate between seasons or make choices that are appropriate for the season.

 

 

 

 

 

 

 

 

 

 

 

 

 

**This unit is taught throughout the year so when you get the Foss Tree Kit (if you are on the rotation ), you might want to make a copy of the entire Tree Module-Trees Through The Seasons pages 1-16 and all the center and worksheets and keep it in a file.  It would also be a good idea to keep the kids work in folders marked fall, winter, spring so at the end it can all be pulled together to make a book of seasons; each season could be a chapter and the kids could help create a table of contents and create a graph of the favorite season. (Great end of year project, that last week!!!-also shows their growth in learning, reading, illustrating and graphing).

 

 

 

 

 

 

 

 

Lesson 1:  Introduction to the Four Seasons

 

Objective:  Students will be able to recite the four seasons and understand that each season has different characteristics that make the season unique.

 

Target:  Students will be able to tell and identify the four seasons

 

Supplies: 

o     Chart paper: make a four square so you can place information about each season in a square.

o     Markers

o     Book on seasons/See if library has one of the following: if not try to find a book about all four season or a video on united streaming. Gibbons, Gail. The Seasons of Arnold’s Apple Tree or Rockwell, Anne. Four Seasons make a Year or McKay, Sindy. About the Season (We Both Read)

 

Procedure:

                       I.     Teacher will ask students if they know the four seasons and what they know. Teacher should correct any misconceptions and place correct information in the appropriate square.

                     II.     Teacher will read the students a story about the season (preferably non-fiction) or show a video.

                   III.     After reading teacher will ask the students what they now know about season and record correct information on chart paper.

                   IV.     Teacher and students should practice reciting the four seasons together.

 

Wrap up or closure:  Save for end of day

         Have a variety of kids recite the four season and 1 fact or piece of information for each.

 

Extension or Center Activities:

J   Have kids draw pictures of each season (worksheet in resources)

J   Have kids write poems using 1st letter to describe the season (worksheet in resources)

J   Have kids draw or write about their favorite season.

J   Set up a season library center.

J   SAVE ALL WORK FOR LESSON   13 BOOK.

 

 

 

 

 

 

 

Lesson 2:  Dressing for the Season

 

This lesson can be introduced and then done daily at math calendar meeting time.  *It can also be set up as a center, or each child could have their own set.  If each child is going to have their own I suggest sending home the patterns to be colored at home, maybe even cut out if you are doing one for every student.  The contents could be stored in envelopes or baggies.  I would also suggest laminating the class bear(s) and all the clothes and you could use it year to year.  (Great job for the PTO helper or volunteer parent)

 

Objective:  Students will recognize that different clothes are appropriate for different seasons.

 

Target:  Students will be able to appropriate dress the bear for the weather/season

 

Supplies: 

Bear (s) at least one or the set for the class*

Velcro dots to attach the clothes

 

Procedure:

          I.     Teacher will review the seasons by asking the students what they know.

        II.     Teacher may chose to re-read a seasons book or read a new one, a video would also do.

      III.     Teacher and students will discuss how they dress for each season.

     IV.     Teacher will show bear(s) and showcase clothes

       V.     Teacher can dress the bear and ask the students what season do you think it is?

     VI.     Teacher could reverse and say season and then have student pick out clothes.

   VII.     Teacher and students should move through all four seasons.

 

Wrap up or closure:

         Have a few students dress the bear and then tell the season.

 

Extra: 

         During daily math calendar meeting choose a child to dress the bear(s) for the weather of the day.

 

Extension or Center Activities:

J   Have multiple kits available at centers, put out calendars so they can lay the bear clothed on the appropriate month.

J   Change the pattern to be a kid.

 

They sell a pre-made bear with clothes for under $10 (punch and go)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Lesson 3:  Charting the Weather

 

Objective:  Students will be able to graph the basic daily weather conditions.

 

Target: Students will first as whole class, and then individually be able to properly graph the weather and then analyze the data to see a simple weather pattern in each season.

 

Supplies: 

o     Weather graph (1 per month, in the beginning one for class, as time goes on 1 per child).  Each child should receive a copy of each months graph for the Lesson 13 project book.

 

Procedure:  This lesson can be done during math calendar meeting and is also done as part of the weather unit.

                       I.     Class will look out the window and determine what type of weather they can observe with their senses.

                     II.     Class will decided with picture best represents the weather outside.

                   III.     Teacher will model (as time goes on students should be able to complete task on their own) coloring in the appropriate box.

                   IV.     Teacher could have kids predict tomorrow’s weather or recall yesterday’s or ask about most, least, the same math questions about data on the bar graph.

 

Wrap up or closure:  Teacher or student will review the graph

 

Extra:  You could have graph with words instead of pictures

          You could purchase a pre-fabricated weather graph for whole group.

 

 

Extension or Center Activities:

J   Have kids complete their own graphs

J   Have kids make up weather graphs and ask questions to each other

J   Have prefabricated graphs and have the kids determine the season

J   Let the kids visit www.weatherbug and check the local weather

J   Let the kids create their own weather graphs for different areas.

 

 

 

 

 

 

 

 

Month _______________________                    Season _____________________

 

Keep the chart daily for each month.  In the beginning of the year it could be done whole group at calendar meeting. As year progresses could be completed independently as morning/arrival task by each student.  Copies of whole group graphs can be placed in their seasons book in the appropriate season.

 

Weather graph by:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Remaining Lessons are from Foss Tree Kit: Trees Module: Trees Through the Season.

Lesson 4:  Fall-What Comes from Trees (part 1)

 

Objective:  Students will identify things that fall from trees and learn vocabulary Seeds, leaves, and twigs.

 

Target:  Students will sort materials under trees to decide what came from tree and what did not

 

Supplies:  See page 4

 

Procedure: See page 4 try doing as whole group or see if gym teacher might be interested in the lesson.

 

Wrap up or closure:  Let kids share their findings.

 

Extension or Center Activities:

J   Take students to a variety of trees.

J   Send the lesson to a teacher in a different state and have them do the same experiment and then exchange data and pictures (Florida or down south with palms and evergreens)

J   Have kids do this lesson during the different seasons

J   Have kids guess how each (seed, leave, or twig ) might travel or what animals or humans might use them for

J   Let the kids take their findings and create a collage or work of art.

 

 

Rubric:

 

Star or Sticker (2)

Smiley Face (1)

Blah Face (0)

Was able to complete worksheet on own.  Can verbalize using correct vocabulary.  Work or answers are correct.

Needs some support to answer questions or complete worksheets.  Not using vocabulary correctly, but using appropriate vocabulary.

Needs help completing worksheets, unable to answer questions.  Does not use appropriate vocabulary. Unable to differentiate between seasons or make choices that are appropriate for the season.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 5:  Fall-Food from Trees (part 2)

 

Objective:  Students will make a connection between trees, fruit, and nuts.  Students will understand that trees can provide food for us.

 

Target:  Students will draw a cross section of a piece of fruit and label it, along with placing the seed from the fruit next to their illustration.

 

Supplies:  see page 5

 

Procedure: see page 5

 

Wrap up or closure:  Have a few kids share what they learned today.

 

Extension or Center Activities:

J   Take sheets and combine to make a food from trees book that can be read in centers or during free time.

J   Have a kid illustrate the seasons of a fruit tree

J   Have kids match fruit to trees (use catalogs from nurseries, easy to get off line or ask local nurseries for old catalogs. Use school address so you don’t end up on some mass mailing list)

 

 

 

Rubric:

 

Star or Sticker (2)

Smiley Face (1)

Blah Face (0)

Was able to complete worksheet on own.  Can verbalize using correct vocabulary.  Work or answers are correct.

Needs some support to answer questions or complete worksheets.  Not using vocabulary correctly, but using appropriate vocabulary.

Needs help completing worksheets, unable to answer questions.  Does not use appropriate vocabulary. Unable to differentiate between seasons or make choices that are appropriate for the season.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 6:  Fall-Visiting Adopted Trees in Fall (part 3)

 

Objective:  Students will observations and record data about the chosen tree(s) in fall.

 

Target:  Students will observe and record data about the tree(s) in fall and later compare to other seasons.

 

Supplies:  see page 6

 

Procedure: see page 6

 

Wrap up or closure:  A few kids will share their work

 

Extension/ Center Activities:

J   Take a picture of the tree(s)

J   Photocopy the picture and have the kids label the parts of the tree

J   Photocopy the picture and have the kids write about their tree and trip to visit it

J   Have kids write predictions about what they think the tree will look like in the next season (save to see if they are correct)

J   Keep in touch with a classroom in a different part of the country and compare their trees in different seasons.

J   Have the kids write to tell the tree what they like best about the present season

 

Rubric:

 

Star or Sticker (2)

Smiley Face (1)

Blah Face (0)

Was able to complete worksheet on own.  Can verbalize using correct vocabulary.  Work or answers are correct.

Needs some support to answer questions or complete worksheets.  Not using vocabulary correctly, but using appropriate vocabulary.

Needs help completing worksheets, unable to answer questions.  Does not use appropriate vocabulary. Unable to differentiate between seasons or make choices that are appropriate for the season.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 7:  Winter-Evergreen Hunt

 

Objective:  Students will learn about a variety of evergreen trees and explore their needles, leaves and scales.

 

Target:  Students will get explore a variety of needles, leaves, and scales from evergreens and get to make a reference card

 

Supplies:  see page 7

 

Procedure: see pages 7 and 8

 

Wrap up or closure:  Have a few kids share their needles, leaves or scales and then explain why they chose it as their favorite.

 

Extension or Center Activities: (sorting, classifying, graphing/charting, fine motor, writing, reading)

J   Let kids sort the needles, leaves, and scales at a center

J   Put leaves, scales and needles at a center with a microscope and magnify glasses and let them explore and create illustrations

J   Make a matching game with pictures or rubbings from the leaves, needles, and scales.

J   Make a matching game of matching tree to needles, leaves, and scales.

J   Create a book center about evergreens. The FACTs document with the kit lists plenty of references for creating a great tree/season library.

 

Rubric:

 

Star or Sticker (2)

Smiley Face (1)

Blah Face (0)

Was able to complete worksheet on own.  Can verbalize using correct vocabulary.  Work or answers are correct.

Needs some support to answer questions or complete worksheets.  Not using vocabulary correctly, but using appropriate vocabulary.

Needs help completing worksheets, unable to answer questions.  Does not use appropriate vocabulary. Unable to differentiate between seasons or make choices that are appropriate for the season.

 

 

 

 

 

 

Lesson 8:  Winter: Winter Twigs (part 5)

 

Objective:  Students will learn about winter twigs and make a reference page for their season book.

 

Target:  Students will observe and learn about winter twig parts

 

Supplies:  see page 9

 

Procedure: see pages 9 and 10

 

Wrap up or closure:  Have students illustrate and label their own winter twig

 

Extension /Center Activities: (sorting, classifying, graphing/charting, fine motor, writing, reading)

J   Have kids illustrate vocabulary words at a center (twig, branch, leave, needle, seed, etc)

J   Let kids use twigs to create a 3-d collage.

J   Ask the art teacher to create works of art or detailed illustrations with the kids.

J   Have kids create a Venn diagram or t chart about evergreen twigs and leaf twigs, they could use pictures or words.

 

Rubric:

 

Star or Sticker (2)

Smiley Face (1)

Blah Face (0)

Was able to complete worksheet on own.  Can verbalize using correct vocabulary.  Work or answers are correct.

Needs some support to answer questions or complete worksheets.  Not using vocabulary correctly, but using appropriate vocabulary.

Needs help completing worksheets, unable to answer questions.  Does not use appropriate vocabulary. Unable to differentiate between seasons or make choices that are appropriate for the season.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 9:  Winter-Visiting Adopted Trees in Winter

 

Objective:  Students will recognize the difference between the tree(s) in fall and winter

 

Target:  Students will draw their winter tree and compare them to their drawing of their fall tree

 

Supplies:  see page 11

 

Procedure: see page 11

 

Wrap up or closure:  Have a few students share and compare their fall and winter drawings (REMEMBER to save for lesson 13)

 

Extension or Center Activities :

J   Compare winter trees from different areas (south, tropics)

J   Have kids illustrate a fruit tree in the winter and then an evergreen

J   Make a sorting center: evergreens and deciduous (shed there leaves) trees and leaves.  You could use real photos or pictures from the internet or nursery catalog.

 

 

Rubric:

 

Star or Sticker (2)

Smiley Face (1)

Blah Face (0)

Was able to complete worksheet on own.  Can verbalize using correct vocabulary.  Work or answers are correct.

Needs some support to answer questions or complete worksheets.  Not using vocabulary correctly, but using appropriate vocabulary.

Needs help completing worksheets, unable to answer questions.  Does not use appropriate vocabulary. Unable to differentiate between seasons or make choices that are appropriate for the season.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 10:  Spring-Forcing Twigs

 

Objective:  Students will learn about forcing buds

 

Target:  Students will help in the process and observe as a bud is forced from a twig

 

Supplies:  see page 12

 

Procedure: see page 12

 

Wrap up or closure:  Have kids predict what will happen and how long

 

Extension or Center activities:

J   Have kids write and/ or illustrate their predictions at a center

J   Have kids keep a daily journal written or illustrated of the buds progress at a center or every am

J   Have the kids try forcing a variety of twigs and compare the results (Venn or t chart or verbally)

 

Rubric:

 

Star or Sticker (2)

Smiley Face (1)

Blah Face (0)

Was able to complete worksheet on own.  Can verbalize using correct vocabulary.  Work or answers are correct.

Needs some support to answer questions or complete worksheets.  Not using vocabulary correctly, but using appropriate vocabulary.

Needs help completing worksheets, unable to answer questions.  Does not use appropriate vocabulary. Unable to differentiate between seasons or make choices that are appropriate for the season.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 11:  Spring-Bark Hunt (part 8)

 

Objective:  Students will explore the similarities and differences in tree bark in spring.

 

Target:  Students will make a variety of bark rubbings for either their lesson 13 book or a class tree book as suggested by Foss.

 

Supplies:  see page 13

 

Procedure: see page 13

 

Wrap up or closure:  Chose a few kids to compare bark rubbings

 

Extension or Center Activities:

 

J   Have kids make rubbings in different colors and then make a collage out of them. (Might even want to get the art teacher involved)

J   Find bark (that has already fallen from a tree and let the kids make rubbings at center.

 

Rubric:

 

Star or Sticker (2)

Smiley Face (1)

Blah Face (0)

Was able to complete worksheet on own.  Can verbalize using correct vocabulary.  Work or answers are correct.

Needs some support to answer questions or complete worksheets.  Not using vocabulary correctly, but using appropriate vocabulary.

Needs help completing worksheets, unable to answer questions.  Does not use appropriate vocabulary. Unable to differentiate between seasons or make choices that are appropriate for the season.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 12:  Spring-Visiting Adopted Trees in Spring (part 9)

 

Objective:  Students will observe their tree(s) in spring and then compare them to the exact same trees in fall and winter.

 

Target:  Students will illustrate their tree(s) in spring and compare them to the tree in other seasons. (Keep for lesson 13)

 

Supplies:  see page 14

 

Procedure: see page 14

 

Wrap up or closure:  Have a few kids share their tree in their favorite season and why.

 

Extension or Center Activities:

J   Have them draw their tree on a four grid and label by season

J   Have them write about their favorite tree in their favorite season and why

J   Make a memory game with tree in all seasons (you need four to win)

J   Make a sorting center with trees from all seasons (sort by seasons)

 

Rubric:

 

Star or Sticker (2)

Smiley Face (1)

Blah Face (0)

Was able to complete worksheet on own.  Can verbalize using correct vocabulary.  Work or answers are correct.

Needs some support to answer questions or complete worksheets.  Not using vocabulary correctly, but using appropriate vocabulary.

Needs help completing worksheets, unable to answer questions.  Does not use appropriate vocabulary. Unable to differentiate between seasons or make choices that are appropriate for the season.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 13: Significant task/Culminating Activity:

 

Each child creates a book of their own of seasons including: weather, animals, tree cycle, clothing choice, sports, and child’s representation of season.  Book should be on a going project and done during each marking period.

 

This project can also serve a tool for tracking each child’s progress throughout the year.  The book serves as a reference tool/record of child’s progress in coloring, writing, reading, penmanship and development during the year.  The book can be sent home at the end of the year as a keepsake.

 

You can use manila folders for the cover and then insert worksheets, drawings, and materials as completed.  At completion of unit all materials can be stapled to make a book. The front cover could be a picture of themselves playing outside with details of fall (i.e. colorful leaves on the trees, wind blowing, clouds, playing football, soccer, or raking leaves).  The back cover could be done at the end of the year; students draw themselves playing outside with details of summer (i.e. green leaves, sunshine, swimming, at the beach.)

 

Sample of materials to be included in book:

o     Copies of monthly weather graphs (use class generated one)

o     Illustration of each season done by student (You could ask Art teacher to create pictures using different mediums for the books)

o     Worksheets on sequencing (animal and trees)

o     Student generated/copied poems about each season.

o     A season bear for each season that is dressed appropriately.

o     A student generated fact sheet about each season.

 

Rubric:

 

Star or Sticker (2)

Smiley Face (1)

Blah Face (0)

Was able to complete worksheet on own.  Can verbalize using correct vocabulary.  Work or answers are correct.

Needs some support to answer questions or complete worksheets.  Not using vocabulary correctly, but using appropriate vocabulary.

Needs help completing worksheets, unable to answer questions.  Does not use appropriate vocabulary. Unable to differentiate between seasons or make choices that are appropriate for the season.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Child’s name _______________Date ______________________

Seasons Assessment Sheet

 

 

 

Goal/Big Ideas for unit

Shows understanding

Needs support

Does not grasp concept

There are four seasons.

 

 

 

That certain clothes are need for certain seasons. Can pick out appropriate clothes for the season.

 

 

 

 

That tree, animals, and other living organisms have cycles that coincide with the seasons.

 

 

 

Seasons have similar weather patterns.

 

 

 

 

 

 

 

 

 

 

NOTES/COMMENTS:  ­­­­­­­­­­­­­

 

 

 

 

 

 

 

 


Final assessment/Cumulative project grade and comments:

 

 

 

 

 

 

 

 

 

 

 

Extension found on last pages of all Foss modules.

 

Extension worksheets below:

 

This is my picture of … worksheets:

 

Have kids illustrate a picture of each season.  Have students include:

Trees

Ground cover

Animals

Weather

People (dressed appropriately)

 

Acoustic poems worksheet

 

Have students make poems using the beginning letters of each season, (use season words).  Try supply words either on a word bank or file folder word saver and have them match beginning letters or sounds.  Have students complete worksheets as whole class or individually or at a center with or without help.

 

This is what I know about…worksheet

 

Have students complete worksheet for each season writing or illustration (and labeling) what they have learned.

 

Weather wheel

Have students create a weather wheel for home or even to give to shut ins, veterans, kids in the hospital, retirement homes

 

Sequencing worksheet

 

Have students complete the worksheets either in centers or as whole group, great sub project. (Save for lesson 13)

 

 

 

 

 

 

 

 

 

 

 

Name _________________________________  Date _________________

 

This is my picture of summer:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name _________________________________  Date _________________

 

This is my picture of fall:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name _________________________________  Date _________________

 

This is my picture of winter:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name _________________________________  Date _________________

 

This is my picture of spring:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                My Fall poem   

Written and Illustrated by:

 

 

 

F

A

L

L

 

 

 

 

 

 

 

 

 

 

 

 

 

 

             My Winter poem

Written and Illustrated by:

 

 

 

W

I

N

T

E

R

                          

My Spring poem

Written and Illustrated by:

 

 

 

S

P

R

I

N

G

                          

My Summer poem

Written and Illustrated by:

 

 

 

S

U

M

M

E

R

 

 

 

 

 

Name ________________________________   Date _____________________

 

 

This is what I know about the season called:  ____________________________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Weather Wheel

 

Make your own weather wheel. Color the pictures and then cut out the wheel and the pointer. Attach the pointer to the wheel with a  brad.

 

 

 

 

 

 

 

 

 

 

 

 

Use this poem at a copying center or use for fluency. Have students illustrate. It is also great for punctuation and letter hunts.

 

 

Isn’t It Raining Yet?!

We’re all prepared for rain this year . . .

Our mothers bought us all the gear

To keep us dry from head to toe,

Even though they really know

We like to get ourselves all wet.

Isn’t it raining yet?!

 

Other resources:

 

Websites/general science and this unit:

 

www.k12science.org/

http://abcteach.com/docs/12382.html

http://www.readinga-z.com/newfiles/levels/lesson_plans/a/springweather/springweather_print.html  *great lesson plan excellent connections to literature

http://carlscorner.us/calendar_court1.htm *this is what I used for weather bear, all pattern and lessons are FREE worth a visit!!!

http://www.sitesforteachers.com/perl/rankem.pcgi?id=ccarl

 

 

 

 

 

Supporting Literature :

Gibbons, Gail. The Seasons of Arnold’s Apple Tree

Gibbons, Gail. The Reasons for Seasons

Tang, Greg. Math for All Seasons

Hirschi, Ron Ocean Seasons

Rockwell, Anne. Four Seasons make a Year

Lin, Grace. Our Season

Branley, Franklyn M. Sunshine Make the Season.

Stringer, Lauren. Winter is the Warmest Season

McKay, Sindy. About the Season (We Both Read)

Rogers, P. What Will the Weather Be Like Today?


Barrett, J. Cloudy With a Chance of Meatballs.


Branley, F. It’s Raining Cats and Dogs
.


Gibbons, G. Weather Words and What They Mean

Videos:

Unitedstreaming: type in either trees or seasons you will get a lot

Check with librarian and gateway

 

Cross curricular ideas and extensions are dispersed throughout the lessons.