UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Mary Long PSMT Name: Amanda Willner

Lesson Plan Seasons Lesson Plan Topic: Science
Title:
Date: October 13, 2017 Estimated Time: 15-20 Minutes
Grade Level: Kindergarten School Site: Martinez ES

1. State Standard(s): K-ESS2-1 Use and share observations of local weather conditions to
describe patterns over time.
SL.K.1- Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups.

2. Teaching Model(s):
 Normalize Errors- Demonstrate to students that it is okay to make an error and what
matters that they are trying their best and learning. Do not discourage mistakes.
Encourage them to try again.
 Cold Call- Randomly calling on students to answer questions.
 One at a Time- Only answer one question at a time.

3. Objective(s): Students will be able to identify and describe characteristics of the four seasons.
Students will be able to use at least three examples to describe each season.

4. Materials and Technology Resources

 YouTube Video (https://www.youtube.com/watch?v=_0zKV6j1MDg)
 Seasons Coloring Worksheet (attached)
 Crayons
 Large Easel pad paper with each season written on it
 Seasons cut outs

5. Instructional Procedures:
a. Motivation/Engagement:
 Students will be directed to sit at the carpet in front of the Smart Board.
 I will play the YouTube video for the students.
 After the video I will ask the students what they know about fall? Spring?
Summer? Winter?
 I will ask the students what season we are in currently.
  When I ask these questions, I will only choose a random student even if their hand
is not raised.
b. Developmental Activities or Learning Experiences:
 I will put the easel pad paper with seasons written on it on the Smart Board.
 I will tell the students which box represents each season.
 I will take out the season cut outs and show the class the first picture. I will ask
them what it is a picture of and have one student come on to the stage and tape it
into the correct seasons section.
 I will continue doing this for each cut out (8).
 After each cut out is taped on to the easel pad, as a class, we will go over each
picture and agree or disagree if it is in the correct section of the paper.
c. Closure:
 The students will be directed to sit at their desk and pull out their color crayons.
 I will handout each student a Seasons coloring worksheet and they will color.
 The students must use at least five colors on the worksheet and use colors that
make sense.
d. Extension:
 If a student finishes early they may turn their paper over and draw a picture of
their favorite season.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

 ELL- Students that are limited in English will receive extra guidance from me
while at the Smart Board guiding the picture. They will not be chosen to put the
first picture in each square because they may be able to use clues of what is
already in the box.
 Behavior IEP- Students with behavior IEPs will sit at the front of the carpet
during the video and activity. They will sit next to students that are known to be
quiet and not easily influenced.

7. Assessment and Evaluation of Learning:

a. Formative: The formative assessment will be based off of participation on the carpet
and coloring their seasons paper. Were they on task and trying on the carpet? With their
hand out are they using correct colors?
b. Summative: For the summative assessment I will have a print out of each student’s
name. I will go to each student while they are coloring and point to a box on their paper.
They will be required to tell me what season I am pointing to and give me 2 details about
that season.

8. Homework Assignment: Students will receive a matching seasons game in their homework
folder. They will be required to bring this back the following Friday.

9. Reflection:
a. Strengths: The students enjoyed going up to the board and taping the pictures onto the
anchor chart. The video was fun and had similar examples of what picture belongs in
each season as my printed pictures. The students stayed engaged during the entire lesson
and enjoyed being able to color at the end.

b. Concerns: Make sure to have each quadrant of my anchor chart match the quadrants on
the coloring sheet. The older students that can read would have an easier time
understanding which quadrant was each season, but younger students still need that
scaffold. I’m still learning how much scaffolding is needed for kindergarten.

c. Insights: Teaching two classes at the same time was extremely difficult. I did record
this lesson as my second video and as I replayed it I learned that I handled the stress very
well. My students behaved and listened, and a great majority of Ms. Scott’s class was
respectful. I did teach this lesson three times and each time I did better. Mastering a
lesson will take time and practice.