Assignment

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

<Name>

Kindergarten

<Date>

Science

Weather Unit

I. Planning

Lesson summary and focus:

Pupils will learn the four seasons using four adjectives matching with the season and picture cards. They will as well use the online thermometer to demonstrate the changes in temperature linking to the adjective word cards.

Classroom and student factors:

All pupils are physically and mentally fit. As such, there will be no use of special programs such as IEPs, 504s, and ELLs. In case we had some cases of physical or mental instability among the pupils, we would consider using the programs because they would help in the learning of these pupils as well as their assessment to ensure, thus, ensuring equity and equality in the lesson for all kids.

National / State Learning Standards:

Pennsylvania Standard - S.K-2.D.2.1.1

Pennsylvania Standard - CC.1.5.K.B

Specific learning target(s) / objectives:

Students should be able name the four seasons. Students should be able to identify and name four adjectives for temperature. That is, cool, cold, warm, and hot.

Students should be able to match adjectives with the matching seasons (hot=summer).

Teaching notes:

Within the unit of study, this lesson falls under people and their environment.

Agenda:

Start with introducing the four seasons using picture cards to illustrate their differences. Initiate the brainstorming process by asking the students the differences they see on the cards (10-15 Minutes).

Then, introduce the four adjectives associates with the seasons (cold, cool, warm, hot). Check the differences on the online thermometer. Let students read flashcards with the adjectives (10 minutes). Afterward, have the pupils match the equivalent word cards with the correct temperature (5 minutes). Finally let them match the equivalent word card with the correct season card (5 minutes).

Formative assessment:

Questioning will be used for assessment. Once the four seasons have been introduced, the first assessment will be having the pupils hold up the coordinating cards to match thermometer changes using the website and projector. . Another assessment will occur at the end of the lesson to collect what the kids would have learned. The students will hold up the matching adjective word card telling what the season is.

Academic Language:

Key vocabulary:

Weather and climate are the main content-specific words in this lesson.

Use simple language (English) as opposed to the supposed environmental language. Thus, simplify the terms in the normal talking language of the students

Function:

With this language, you are able to maximize the understanding and appreciation of the kids of the lesson. The students will demonstrate understanding by correctly identifying features of weather and climate such moon rainy and sunny days and moon phases respectively

Form:

Describe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding?

Instructional Materials, Equipment and Technology:

Computer for putting pictures of fall, spring, winter and summer onto the projector Four adjective word cards (cold, cool, warm and hot) per student. Use the internet website http://www.mathsisfun.com/measure/thermometer.html Have a projector have the website onto the smart board. Utilize the board to move the thermometer up and down so the students can use their word cards to match the temperature.

Grouping:

Identify grouping strategies that will support your students’ learning needs.

II. Instruction

A. Opening

Prior knowledge connection:

Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives.

Anticipatory set:

Identify how this lesson is meaningful to the students and connects to their lives.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

1. Introduce the four seasons. Tell the kids there are four of them in a year. Show them pictures of the seasons like of the “winter” and ask questions like, “What do you see in the photograph?” to initiate the brainstorming process. Then show them the spring word card and have them read and say it loudly. Do the same for the remaining seasons.

2. Present the adjectives cold, cool, warm, and hot. Use the word cards to have the students read and say aloud the adjectives on the card. Open the thermometer website on the smart board. Using the online thermometer at http://www.mathsisfun.com/measure/thermometer.html to show how each adjective relates to the thermometer.

3. He the Paraprofessional distribute cards for each four adjective to every student. Using the four cards, ask students to hold up the correct card that goes with the thermometer change.

4. Paraprofessional will place the spring picture card up on the board. Ask the students “What is the temperature this season?” and have students answer “It is…” and hold up the corresponding adjective word card. Repeat for the next three seasons. Paraprofessional to collect word cards from the students.

1. Look at the picture of spring and describe what they see when asked what they see in the picture. Have them read the spring word card and say it out loud. Repeat for the next three seasons.

2. Look at the cards for the adjectives and read the card and say it out loud.

3. Hold up the correct card that goes with the thermometer change.

4. Answer the teacher out loud by saying “It is…” and holding up the correct word card.

1. The question allows every child to come up with its own answer but does not require a higher-level of thinking. Using pictures will keep students interest and motivated.

2. Allowing children to speak aloud and participate together, as well as using one-syllable words and giving them enough time to give the answer.

3. Using the online thermometer is great for keeping students interest and aids toward visual learners.

4 Giving the students 4 options and a picture to help achieve the right answer. It allows for students to take their time getting the answer and the teacher can visually see if one seasons is harder than others. The use of cards allows for students who may not even be able to say the words, hold up their card and be participating.

The pictures allow the students to visually see what the subject is.

III. ASSESSMENT

Summative Assessment:

N/A

Differentiation:

N/A

Closure:

Students will present presentations of what they have learned in the lesson to the class according to the course outline. The closure questions will include how have are you better now in understanding seasons as compared to how you were before we started the lesson? In practical, they will go out and try to feel if the seasons are hot, warm, cool or cold as they learned or not.

Homework:

Drawing the sun in the four seasons. Describing the sky in the four seasons. Listing the features and characteristics of the four feature and finding out the dressing codes of each season. The tasks are both drill and skill-practice-based as they seek to familiarize students with the four seasons and make them specialists in identifying them and adjusting to them.