Social Studies Lesson Plan

Group Members/Group Name: __Kristen Logel, Cassandra Chehab, Jennifer McFadden, Chandini Khemlan_______________________________
Thematic Unit Theme/Title/Grade Level: ___The World Around Us_____________
Group Wiki/Weebly space address: ____http://theworldaroundusunitplan.weebly.com/ ________________________________________________
Daily Lesson Plan Day/Title: __ Seasons___________
Lesson Length: __45 minutes__________________

Rationale for Instruction

Kindergarten students should understand how the year is divided by the four seasons and that with those seasons, there are
specific weather patterns and marked differences between them. Students will be able to build onto this concept to include
the holidays celebrated within these seasons. Students must master the months of the year prior to this lesson.

This lesson will allow students to learn about time, places, and environments, aligning with the standards expected to be
mastered at the kindergarten level.

NCSS Theme/Next
Generation Sunshine State NCSS Theme: PEOPLE, PLACES, AND ENVIRONMENTS
Social studies programs should include experiences that provide for the study of people, places, and environments.
Standards/Common Core
Standards (LAFS/MAFS) The study of people, places, and environments enables us to understand the relationship between human populations and
the physical world.
Students learn where people and places are located and why they are there. They examine the influence of physical
systems, such as climate, weather and seasons, and natural resources, such as land and water, on human
populations. They study the causes, patterns and effects of human settlement and migration, learn of the roles of
different kinds of population centers in a society, and investigate the impact of human activities on the environment.
This enables them to acquire a useful basis of knowledge for informed decision-making on issues arising from
human-environmental relationships.

SS.K.G.3.3 - Describe and give examples of seasonal weather changes, and illustrate how weather affects people and the
environment.

LAFS.K.L.3.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
LAFS.K.RI.2.5 - Identify the front cover, back cover, and title page of a book.
LAFS.K.RL.1.1-With prompting and support, ask and answer questions about key details in a text.

Learning Objectives
After this lesson,
I cantell the weather expected in each season.
I cansay what happens to trees during each season.
I canidentify the parts of a book.

Student Activities &

Procedures Anticipatory Set:
As students enter classroom: Students will have a seasonal coloring sheet at their desk to work on until all students have

Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.
Social Studies Lesson Plan
arrived and eaten breakfast. After the pledge and schools morning announcement, I will then call students to the carpet for
our calendar. We will review todays date and the months of the year. We will also discuss todays weather.
Instructional Input and Procedures:
1. Students will first review months of the year. Next, the instructor will put up a blank KWL chart on the document camera
or write it on the board. They will then discuss in small groups/shoulder partners about what they believe the
seasons are prior to filling in the K and W.*
* see pre-assessment for instructions.
2. The instructor will then read the book What makes the Seasons? The teacher will call on students to say what each part
of the book is called. (front cover, back cover, title page) Also the instructor can review what an author and
illustrator does. (The book will need to be checked out by the school library prior to lesson)
3. Student will then answer comprehension questions based on the text. It will be up to the instructors judgement as they
discuss the answers as to how much assistance is needed to be provided to students.
4. While still on the carpet, the students will watch a five minute YouTube video of vocabulary words and characteristics
associated with each season. The students are invited to discuss what they may have learned, what their favorite part
was, etc. (https://www.youtube.com/watch?v=owppK-GHPTU)
5. Students will then move back to their seat (you can call students by birthday months, favorite seasons, etc. to tie in the
lesson). Teacher will hand out their first season concept sort. The teacher will put the worksheet on the document
camera for students to follow along; everyone will complete the first worksheet together to give assistance to
anyone who may need it.
6. Next, students will watch the video read aloud A book of Seasons while they are creating their seasons flipbooks. All
students are encouraged to use their creativity to color and create their season environments.
(https://www.youtube.com/watch?v=WhDJDIviAOg)
7. The teacher will allow students who want to share a favorite time they may have had with their friends or family and what
season it was in. For example, the instructor can begin by telling a story about raking leaves and jumping in the
piles of leaves with their family in fall. Participation is not mandatory; the goal is to have students to make real-life
connections to each of the seasons.
8. After every student that wants to share does so, the instructor will bring out another seasons worksheet. ESOL and
Exceptional students are invited to participate in the mainstream instruction. Spanish worksheets are also available.
Exceptional students could work with their shoulder partner or be given one-on-one instruction with the teacher, if
available.
9. The instructor will go over what the students have learned that day and fill out the L portion of the KWL chart.
10. Next, to assess students knowledge a last sentence frame handout will be given (or writing journals will be brought out)
and students will be asked what their favorite season is and why and to draw a picture to accompany it.

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes
Resources/Materials
Books/Digital Resources:
Cash, M. M. (2003). What makes the seasons?. Scholastic Publishing
Chimienti, R . (2013). A Book Of Seasons, (https://www.youtube.com/watch?v=WhDJDIviAOg)
Social Studies Lesson Plan
Unit Plan Pre-Assessment: KWL Chart
Instructor will create a "KWL" chart onto a word document and project it on the board. Teacher will be able to save
the document and refer back to it for the post-assessment.
Teacher will ask students: (K)
"What do you know about the world?"
"What do you know about the seasons?"
"Tell me about what you know about maps?"
"Have you heard of a compass? What do you know about it?"
"Do you know what a landform is?"
Teacher will then ask: (W)
"What do you want to know about the world?"
"What do you want to know about the seasons?"
"What do you want to learn about maps?"
"What do you want to learn about compasses?"
"What do you want to learn about landforms?"
Lesson Pre-Assessment: KWL Chart
Have you heard the word season?
What do you know about the seasons?
What do you want to learn about the seasons?
ESOL and Exceptional Students can be integrated into table groups/shoulder partners to discuss their
thoughts before discussing as a whole class.
Lesson Post-Assessment: Writing Assignment
Fill out the W portion of the KWL chart as part of a whole class discussion
Students will then be given a blank sheet of paper to write a sentence about their favorite season and why, students
can also draw a picture to accompany their sentence.
ESOL and Exceptional Students may be given sentence frames.
Students could also only draw a picture if necessary.
 Social Studies Lesson Plan
English SingSing. (2016). Kids vocabulary - Four Seasons - 4 seasons in a year - English educational video for kids,
(https://www.youtube.com/watch?v=owppK-GHPTU)

Treehouse Direct. (2016). Franklin and Friends - Franklin and the Four Seasons - Ep. 52 (https://www.youtube.com/watch?
v=GrGpw4ra5HE)

Materials:
Paper / Writing Journals
Pencil
Crayons
Document Camera
Seasons Worksheets:
 Social Studies Lesson Plan

Seasons Flipbook:

Seasons Song Handout: (Optional)

 Social Studies Lesson Plan

Spanish-speaking ELL Worksheets:

Exceptionalities
ESOL Students: Students will begin with mainstream classroom work and given individualized attention and afforded
group work opportunities. Students will be allowed additional time to complete tasks, and to work with an aid, if available. If
beginning Spanish-speaking ELL students are still struggling, they will be provided with optional Spanish worksheets from
teacher. Teacher will use hand gestures to show temperatures of each seasons, i.e. shivering during winter, fanning
themselves during summer. They will also provide many real picture examples of seasons. There is an optional song the
instructor can use to help teach about the seasons. The instructor can also use simplified, leveled questions in order to assess
students knowledge.

Students with Learning Exceptions: Students will begin with mainstream classroom work and given individualized
attention and afforded group work opportunities. Students will be allowed additional time to complete tasks, and to work
with an aid, if available. Instructor can use hand gestures to show temperatures of each seasons, i.e. shivering during winter,
fanning themselves during summer. The instructor will provide many real picture examples of the seasons and provide multi-
media facets of learning.

Gifted/Talented Students: Have multiple books about the seasons that students can read to themselves. Also, encourage
students to write a few sentences about what their favorite season is and why; they can also accompany a photo with their
passage. The teacher could also provide a puzzle of a specific seasons scenery for them to complete.

*Other concept sorts can be created or found for students who finish their work early to further challenge their
comprehension. Examples: what clothes you wear in each season, American holidays during those seasons, etc.

Additional Comments and

Notes Reinforcement (Homework) encourage students to talk to their parents about their favorite season and why