Pre-service Teacher: Grade(s): School/Mentor Teacher (if

applicable):
Alex Novak 2nd
Lakeview Elementary/ Kim Scott

Subject area(s): Unit Topic/Theme: Lesson Title:

Science
Earth Science Weather and Seasons

Relevant TEKS: Relevant ELPS: Relevant TX CCRS:

(2.8) Earth and space. (4) Cross-curricular Science Standards
The student knows that second language
VI. Biology
there are recognizable acquisition/reading. The
patterns in the natural student is expected to: G. Ecology
world and among
(F) use visual and -Identify Earths major
objects in the sky. The
contextual support and biomes, giving their locations,
student is expected to:
support from peers and typical climate conditions,
(B) Identify the teacher to read grade- and characteristic organisms.
importance of weather appropriate content
and seasonal area test, enhance and
information to make confirm understanding,
choices in clothing, and develop
activities, and vocabulary, grasp of
transportation. language structures,
and background
knowledge needed to
comprehend
increasingly challenging
language
Lesson Objective(s)/Performance Outcomes
Today we will learn how temperature and rain affect the actions of living things from
season to season. I know I have it when I can determine which season certain activities
and events are more likely to take place in, so that I can better understand the
importance of the weather when making decisions.
Assessment (Description/Criteria)
Students will be assessed throughout the lesson with informal assessments including:

Checking students responses to questions

 Looking over student work (post-it note definitions)
Taking note of where students walk to during the What Season Am I? activity
Students will be formally assessed through:
The accuracy of their responses on the Lesson 5 Quiz

Materials and Resources

Pencils
Privacy folders
Post-it notes
Science Fusion workbooks
Overhead projector
Computer
Seasons PowerPoint

Management of the Instructional Environment

Students will be placed strategically on the green carpet for whole group instruction
in order to maintain focus and attention.
Students will be provided with clear instructions and expectations for group work and
activities.
To gain students attention the following dialogue will be used:
Teacher: Time *holds up time-out sign*
Students: Out *stops what they are doing, holds up the time-out sign and gives full
attention to the teacher, awaiting for instruction*
Technology Integration
The lesson will incorporate the overhead projector and a PowerPoint as a visual aid for
students during the explanation of important details.

Diversity and Equity (Accommodations, Modifications, Adaptations)

Students will be able to work with partners to gain insight from each others
perspectives and receive academic support from one another.
Some students will receive pre-labeled post-it notes with sentence starters.
The season labels for the What Season Am I? activity will include pictures to help
students identify the seasonal traits.
 Extra support will be given during the partner reading to the students who need it.
Some students will be only be required to define the first three terms on a post-it
note and will be asked to only discuss the characteristics of each season.
Two friends will be given repeated instructions and reminders to stay on task.

Activities/Procedures

Engage (5 minutes):

Ask students the essential question, How do seasons affect living things?
Have students think, pair, share.
Listen to students conversations and take notes of their responses.
Pull a few popsicle sticks to call on students to share their responses, and discuss
them as a class.

Explore (15-20 minutes):

Ask a student to volunteer to read the science goals for the day. Call on another
student to restate the goal in their own words.
Ask students if any of them know what the four seasons are.
Ask students to explain why it might be important for us to understand seasons.
Explain to students that they will be partner reading pages 247-253 of their Science
Fusion. Write the pages on the board for reference. Each group of partners will have
7 sticky notes. While they are reading they will write down explanations, in their own
words, to the following questions:
-What is dormancy?
-What does it mean to hibernate?
-What does it mean to migrate?
-What are the characteristics of Fall, Winter, Spring, and Summer?
Have the questions posted on the science cabinet and instruct students to post their
sticky notes underneath the appropriate labels when they have finished creating
them.
Sticky notes MUST be in THEIR OWN WORDS, and partners must work TOGETHER to
create them. Students must write their names or initials on each post-it note.
When students are done, they can complete the Seasons Around the World activity.

Explain (6 minutes):
Check students post-it note responses and take notes of students who may be
struggling with the concepts. Pick out a few really good examples to share with the
class.
Once each group is finished with their sticky notes, go over each question as a class
 to increase understanding and eliminate any misconceptions they may have had
based on their responses to the questions.

Elaborate (6 minutes):

Activity title: What Season Am I?

Have the seasons written out on separate pieces of paper and post one paper per
wall.
Point out to the students each season and explain to them that you are going to
make a statement and they are going to walk to the season they feel best fits the
statement. They will then talk about their choices as a class.
Provide specific written and verbal instructions that students must:
- take this activity seriously
-use walking feet when getting from one place to another
-walk quietly to the season they have chosen
-be respectful and supportive of the choices their classmates make
Evaluate (7 minutes):

Have students return to their desk with a privacy folder and a pencil. Everything
must be put away except for those items.
Inform students that they are about to take a test. The test will ask them to think
about the information they learned and decide which answer choice best fits the
question. Invite students to think carefully about their answers.
Tell students that once they are done with the test, they can answer the question,
How do seasons affect living things, in their science notebook.
Pass out Lesson 5 Quiz
If time allows, discuss the question as a class and how students answers have
changed based on what they learned.

Reflections and Documentation/Evidence of Lesson Effectiveness

Lesson 5 Quiz:
 Seasons Around the World
Directions: Read the information and look at the pictures given. Use this
information to answer the question at the end.
 Science Fusion Partner
Reading
Read pages 247-253 in your Science
Fusion workbook with your partner.
On 3 sticky notes write what you think
these words mean in your own words:
o Dormancy
o Hibernate
o Migrate
On another 4 sticky notes, write down
the characteristics of each season:
Spring, Summer, Fall, Winter
Rules:
Stay on task
Be respectful of others
Remain in your area
Work with your partner
When you are done, work on Seasons
Around the World worksheet
 Science Fusion Partner
Reading

Read pages 247-253 in your

Science Fusion workbook with your
partner.
On 3 sticky notes write what you
think these words mean in your
own words:
oDormancy
oHibernate
oMigrate
 What Season am I?

Use walking feet when getting to

where you need to be
Respect others and their answers
Go to the choice YOU THINK is
correct
Voices off, unless asked to talk