Ep002

Foundations of Lesson Plan

Content Areas and Developmental Domains

State/District/Professional Standards

Identify one early learning standard that informed you’re planning of this learning experience.

The children used the THREE-YEAR-OLD CHILDREN SCIENCE Standards of the

Mississippi Early Learning Standards INFANTS THROUGH FOUR-YEAR-OLD CHILDREN. The children will learn science where he/she will be taught the four seasons. With guidance and support, recognize that weather changes (e.g., rainy, windy, sunny, cloudy). a. Observe daily display about weather and seasonal activity.

Learning Goals

Briefly describe your goal(s) or desired outcome(s) of the learning experience.

The goals of this learning experience is that, the child should be able to count 1-10 effectively without forgetting any number. Secondly the child will be able sort different seeds in different categories. Third, the child is able to create a project for instance drawing a garden and decorating it with different types of plants. Hence be able also to hypothesize it efficiently.

Materials/Technology/Equipment/Resources

The children will learn about the various types of the 4 seasons. They will then choose which season is their favorite.

Materials used:

1. Four Seasons Interactive Reader Spring Worksheet

2. Summer worksheet Fall worksheet Winter worksheet (What Should I Wear worksheet)

3. Season Sleuths worksheet

4. The Four Seasons worksheet

5. Silly Sciences worksheet

6. GAME: Seasons Suitcase Sort

7. Colored pencils

8. Stapler

9. White paper

10. Notebook paper

Introduction/Anticipatory Set

Describe initial teacher-and-child activities that establish a warm connection and capture children’s attention. Answer the following:

· How will you build a sense of relationship and connection with children during the introduction?

First thing as a teacher I will ask the children what are the four seasons? I will then give them time to respond. We will then discuss the type of weather we have in each season. Next, we will listen to the interactive reader Four Seasons and see if children can come up with more details about the four seasons. Secondly, we will list the names of the seasons on the board. I will ask them the name of the current season. I will ask the children to describe the current season in partners.

· How will you relate the lesson to children’s interests, prior knowledge, and families/communities?

Prompt them to elaborate on what the weather is like, what people wear, what people do, what places look like, and what events happen in each season. Remind students to stay on topic when they are discussing the topic of seasons or the Four Seasons text.

Building/Applying Knowledge and Skills

I will start by drawing 4 columns on the board and title them summer, fall, winter, and spring. Next, I would explain the rules for partner discussions by creating a chart titled "Turn and Talk." First the student would……

1.Sit knee to knee.

2. Take turns.

3. Listen to your partner talk/discuss about the topic or season chosed.

4. Ask children to give you a thumbs up if they can agree to follow the rules for talking to their partner.

If children are not familiar with the procedure, model participating in a collaborative conversation with a student volunteer. Model maintaining eye contact, active listening, taking turns and speaking about the topic under discussion. Make sure each child knows who their partner is. Tell children to follow the steps and turn and talk to their partner to share words to describe summer (such as hot, warm or muggy). Call the children back together as a class. Choose a few volunteers to present words to add to the summer column. Repeat with fall, winter and spring. They can use information from the text or their own knowledge.

Instruct the children to complete the Spring, Summer, Fall, and Winter worksheets with a partner. Go over the worksheets as a class. When you are reviewing the worksheets with the children, ask the children questions about the items worn in each season. For example: "Why do we wear a jacket in the winter?" "Why do we wear shorts in the summer?" "Why do we wear dresses in the spring?" "What do we do in the spring? What things do we do in the winter?"

Assessment

Allow the children to play the game :”Seasons Suitcase Sort” to evaluate if they understand or know details about the 4 seasons and what is the appropriate wardrobe we wear in each season. Ask the children to complete The Four Seasons worksheet. Ask questions about what they see in each picture. For example: What activities are the children doing in this picture of this season? This worksheet will enable children to visualize each season in their minds.

Instruct children to complete the Silly Sciences worksheet. After they finish the worksheet, ask them to write 2 sentences about each holiday on notebook paper. This worksheet will enable students to make the connection between seasons and their respective holidays.

Ask your children to complete the Season Sleuths worksheet. Tell children to share their assessments with their elbow partner. Have children describe to their elbow partner a season of their choice, using their drawing and three words as support. Prompt them to mention things they would wear, events people would attend, or places they would go during each season.

Closure

Learning Activities:

Pass out 3 sheets of stapled paper to each child. Instruct the children to title the first page Seasons. Write the word seasons on the board. Ask the children to title the second page Fall, the back of the second page Spring, the third page Winter, and the back of the third page Summer. Instruct your students to create pictures for each season on the season's page. Direct them to write at least 3 words that describe the season on each season's page.

Foundations of Lesson Plan

Content Areas and Developmental Domains

Identify the content area(s) and developmental domain(s) you will address in this learning experience.

State/District/Professional Standards

Identify one early learning standard that informed you’re planning of this learning experience.

Learning Goals

Briefly describe your goal(s) or desired outcome(s) of the learning experience.

Materials/Technology/Equipment/Resources

1.

Introduction/Anticipatory Set

Building/Applying Knowledge and Skills

Assessment

Closure

Learning Activities:

Foundations of Lesson Plan

Content Areas and Developmental Domains

Identify the content area(s) and developmental domain(s) you will address in this learning experience.

State/District/Professional Standards

Identify one early learning standard that informed you’re planning of this learning experience.

Learning Goals

Briefly describe your goal(s) or desired outcome(s) of the learning experience.

Materials/Technology/Equipment/Resources

2.

Introduction/Anticipatory Set

Building/Applying Knowledge and Skills

Assessment

Closure

Learning Activities: