UDL Lesson Plan Assignment

Lesson Plan

Title: Let’s Discover The Four Seasons!

Lesson Description: In this lesson, students will be able to discover and identify the
characteristics of each season. They will have access to visuals and videos to support their
understanding. To build upon this, students will use the characteristics of each season to explore
the weather types. To extend upon this, students will write opinion pieces about their favorite
season, using the keys words from the lesson.

Subject: Science

Grade level: 2nd

Time Frame: 60 minutes

NYS Common Core Learning Standards:

CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text.

CCSS.ELA-LITERACY.RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text.

CCSS.ELA-LITERACY.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an
opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to
connect opinion and reasons, and provide a concluding statement or section.

Lesson Objective(s):

1. Students will be able to use key words when identifying each season.
2. Students will be able to participate in cooperative learning groups to explore and discuss
the characteristics of each season by creating a booklet as a visual.
3. Students will be able to use technology for gathering information and understanding the
differences of each season.
4. Students will be able to use write short opinion pieces on their favorite seasons using
specific key terms and characteristics of the chosen season.

Lesson Assessment:
Formative: Informally assessing the students by:

 Teacher observations
 Student participation on TedEd and Glogster
 Student creation of season booklets

Summative: Formally assessing the students by:

 “My Favorite Season” writing pieces

Lesson Description of the Day:

Students will discover the characteristics of each season: summer, spring, fall, and winter.
Students will work in cooperative learning groups to create booklets that provide a visual for
each season. Students will be able to identify the characteristics of each season with technology
tools. Then, students will individually write their opinion pieces.

Differentiated Goals for Diverse Learners:

1. Broad Goals for All Students: All students will identify the characteristics of each
season and write a short opinion piece on their favorite season, using specific key terms.

2. Goal Extensions for Advanced Learning (MODIFIED): A few students who need a
greater challenge will explain the reasons for the wind, precipitation, and temperature for
each season.

3. Adapted Goals for Students Needing More Challenge: Some students who need more
of a challenge will create a chart of each season, listing examples of wind, precipitation,
and temperature.

4. Adapted Goals for Students Needing More Support: Some students who need more of
a support will identify the characteristics of each season and write a short opinion piece
on their favorite season with visualization supports and identifying key terms one season
at a time.

5. Modified Goals for Students Needing Greater Support: (Learning Disabilities) A few
students for greater support will play on an interactive technological device to match and
recognize visuals of seasons with given key terms (e.g. winter with snow).

Procedure/Methods

Anticipatory Set: 10 minutes

In this point of the lesson, the teacher will begin by activating students prior knowledge and
having students look out the window to describe the surroundings outside. Brainstorming
questions will be asked to guide student thinking. Students will watch a video on YouTube to
discover the different seasons. The students will gather on the rug to watch the video. The
students will use this new knowledge to match items to each correct season and create a chart as
a class with the characteristics discussed with their turn and talk partners.

YouTube Video: https://www.youtube.com/watch?v=8ZjpI6fgYSY

The following class discussion, think aloud and prompts are recommended:

Teacher: How does the sun look?

Teacher: What is the weather like today?

Teacher: Are there any flowers growing?

Teacher: Are there leaves on the tree?

After watching the YouTube video:

Teacher: After watching the video, who can tell me what season are we in?

Teacher: How can we identify the seasons? What characteristics did you learn about each
season?

Teacher: What is one thing you learned about seasons that you didn’t know before?

Teacher: Turn and talk with your partner and try to think of two characteristics for each season.

Teacher: After turning and talking with your partner, let’s make a chart with all of the
characteristics you discussed. This chart displays all of the characteristics that we can use to
compare and identify each season.

UDL Extensions/Multiple Means of UDL: Using the YouTube video will increase student
engagement because of the use of multi media tools. This will benefit visual and auditory
learners as well. Since the video is a song, students will listen to the phrases and beat to help
them remember the characteristics as well. Using technology is a part of the multiple means of
representation and engagement because increases student participation and understanding.

Introduction (Introduce and Model Knowledge): 10 minutes

The teacher will begin the lesson by getting student’s attention to look at the Smart Board. In
order to improve perception and comprehension, as a whole class, they will create a K-W-L chart
on the seasons. Then, the teacher will display the Glogster website for the students. As a whole
class, they will discuss each image to recognize and identify the characteristics of the seasons
and key words. Students will think of each month and describe what they recall about the
surroundings outside each month. To further discuss the seasons during the year, the teacher will
use a visual on the Glogster (see image below) so students have a visual understanding of when
each season occurs. Next, the teacher will explain to the students that today they are going to
explore each season and use different websites and games to learn more about the characteristics
of each. Students will then create a seasons’ booklet to use as a visual model. After, students will
write an opinion piece.

The following class discussion, think aloud and prompts are recommended:

The teacher will start by guiding the students through creating a K-W-L chart.

The teacher will ask the following questions:

Teacher: What do we know about the seasons?

Teacher: What do we wonder about the seasons?

Teacher: What do we want to learn about the seasons?

After creating this chart, the teacher will keep the chart displayed in the classroom, serving as a
framework for the lesson. The teacher will then display the Glogster website on the Smart Board.

Teacher: Let’s take a look at the bottom of this site. Who can read for me, what seasons mean?

Student reads: Seasons are four different times during the year with different types of weather.
They are summer, spring, fall, and winter and are caused by Earth’s orbit around the sun, its
rotation on its axis, and its tilt.

Teacher: Now let’s take a look at each image on this website. Who can read for me, the
characteristics of summer?

Student reads: Summer – June, July, August

Lots of green leaves,
The bright sun is glowing,
The weather is hot!

Teacher repeats this for each season. Students will read the following:

Spring – March, April, May

Leaves begin growing,
Flowers are blooming,
The weather is warm and rainy!

Fall – September, October, November

Leaves are falling,
Colorful leaves – red, orange, yellow, brown,
The weather is cool!

Winter – December, January, February

No leaves on the tree,
White snow falling,
The weather is cold!

Teacher: Now, let’s take a look at the Seasons of the Year image. Looking at this, we can see that
each season occurs at specific times during the year.

The teacher and students will discuss the time of each season.

The teacher will then show the image of each season with mini pictures that relate to them.

Teacher: Looking at the images, who can tell the class what we see during summer?

Student: The beach, the sun, ice cream, and sports

The teacher continues this for each season – allowing students the opportunity to recognize and
identify specific images that relate to each season.

The teacher will display a word wall. The word wall will contain the key words relating to each
season.

Key words: weather, hot, cloudy, rainy, cool, windy, warm, snowy, stormy, foggy, cold, and
sunny, flowers, leaves

The teacher will say the following: “We are going to use different materials to explore each
season. You all will work in groups to create a seasons booklet. Using that as a visual, you will
write 5 sentences of your favorite season in your science journals, using the word wall as a
guide.

UDL Extensions/Multiple Means of UDL:

Visual learners will benefit from this part of the lesson because of the chart and images being
displayed on the SmartBoard. Student engagement continues to increase because students are
actively responding to question prompts. Multiple means of UDL is through representation,
engagement, and expression because students are performing and discussing as a whole class and
interacting by creating charts and exploring images together.
Provide Guided Practice: 25 minutes

After introducing the lesson, the teacher will read the book, All Around the Seasons by. Barney
Saltzberg. The teacher will pause throughout the book to give students the opportunity to reflect
and answer questions. The teacher will then look at the Seasons of the Year Poem. The teacher
will have a brief discussion the book and the poem. The teacher will ask students to discuss the
similar characteristics shown in both the book and poem. Next, the teacher will explain to
students that they will work in groups to create a four seasons booklet. Booklets will be
previously made and given to the students. The booklet has 8 pages, 2 pages for each season.
The teacher will assign students into six groups. (4 students per group). Students will be
reminded to use positive self-talk and listen to their peers to work well in the groups. Students
will create a cover for their booklet. Then, students will go through each season. For the two
pages of each season, one page must contain words and facts that describe it and the other page
must show a picture that describes the season. Students will be provided the TedEd and Glogster
website, as well as books on the seasons as a resource.

The following class discussion, think aloud and prompts are recommended:

Teacher: Class, now we will read a book called, All Around the Seasons. After, we will read the
Seasons of the Year Poem. I want you all to pay close attention to the key words on the word
wall and listen to the similarities from the book and the poem.

The teacher will read the story. Questions throughout the story:

Teacher: What key words did you hear in the story?

Teacher: How did the key words help you figure out what season they were talking about?

Teacher: What images reflected specific seasons? Give an example.

Teacher: What are some activities that can be done in each season?

The teacher will now read the poem as well as display it on the SmartBoard. Questions following
the poem:

Teacher: What key words did you see in the poem?

Teacher: What does both the book and poem show about the seasons?

Students will respond to all questions above with examples from the book and the poem. Students
will pose questions if necessary.

During Group Work:

Teacher: Now I will assign you all to a group. Once in your groups, you will create a seasons
booklet. The booklet has 8 pages, 2 pages for each season. You must create a cover for your
booklet. For the two pages of each season, one page must contain key words that describe it and
the other page must show a picture that describes the season. You will be able to use the
Glogster website, books, the word wall, poem, and images as resources. I will be walking around
if you need help. Please raise your hand quietly and I will come over to your group.

Once finished, one-two groups will briefly share their booklets to the class.
UDL Extensions/Multiple Means of UDL:

Using the book and poem increases perception and extension of the information. In the group
activity, the students are hands-on and have the ability to work with their peers to illustrate their
understanding of the seasons. Multiple means of engagement and expression is shown because
students are performing a hands-on activity while communicating with their peers.

Provide Independent Practice: 10 minutes

Students will be given a checklist to use as a guide when writing their opinion pieces in their
science journals. Students will have 10 minutes to write a short opinion piece of “What is your
favorite season?” They will write 5 sentences. After students complete this, they will explore the
TedEd website in order to reinforce their understanding of each season. The teacher will provide
support to struggled or confused students.

The following class discussion, think aloud and prompts are recommended:

The teacher gives the students the checklist for their writing piece.

Teacher: Class, you will now open up your science journals and answer this prompt: “What is
your favorite season?” I have given each of you a copy of the checklist. Use this checklist as a
guide to make sure you have all the required parts. Your response must include 5 sentences with
key words discussed and shown on the word wall. After you finished, you will go on the TedEd
website to further answer questions based on a seasons video. If you would like my help, please
raise your hand quietly.

UDL Extensions/Multiple Means of UDL:

Intrapersonal learners benefit from this activity because they are working independently.
Students are actively working, using the checklist and their booklets as a visual to support their
writing. Multiple means of representation, action, expression and engagement is shown in this
activity. Representation is included for students to write in their science journals. Action,
expression, and engagement is shown with students using their booklets as a visual to support
their writing.

Wrap up/Closure: 5 minutes

At this stage of the lesson, the teacher will ask the students to bring their journals to the rug to
review their work and wrap up the lesson. During this time, the class will have a whole
discussion to review and discuss their new knowledge. The teacher will ask the students to share
their opinion pieces. Students will be reminded to be mindful of others while they are sharing in
order to support their peers. This period of debrief will allow students to have a full
understanding of each season.

The following class discussion, think aloud and prompts are recommended:
Teacher: What seasons did you learn about today?

Teacher: What are key terms that relate to summer?

Teacher: What are key terms that relate to spring?

Teacher: What are key terms that relate to fall?

Teacher: What are key terms that relate to winter?

Teacher: What are the time periods for each season?

Teacher: Who would like to come up and share their opinion piece?

Teacher: What did we think of today’s lesson? Why should we know about the seasons?

Teacher: By a show of hands, who enjoyed the lesson, who thought the lesson was hard, who is
confused, who understands seasons?

UDL Extensions/Multiple Means of UDL:

Students are given the opportunity to share their work and demonstrate their understanding of the
lesson. Students have a whole class discussion to reinforce the characteristics of each season,
discussed during the lesson. Students also verbalize and share their writing, allowing students to
be engaged. Multiple means of action, expression, and engagement is part of the wrap up of the
lesson because students are reviewing their work and having a conversation with the whole class.

Instructional Strategies:

 Verbal Prompting: This auditory prompting is used in the beginning of the lesson to
activate prior knowledge and guide student thinking. This can be used for behavior
management if a student becomes frustrated with the work. For example, for reassurance,
if a student is getting frustrated while making the seasons booklet, the teacher can
respond by saying, “Let’s try our best, I am here to help you, we can review the seasons
together.”

 Visual Cueing: This cue is a nonverbal communication tool where the teacher can use
body movements, hand gestures, facial expressions, eye contact, and posture to send a
message to the students. For example, if the students are talking and calling out at
inappropriate times, the teacher can make eye contact with those students and simply
place a finger by her lips to model silence.

 Teamwork: During group work, students work together to create their booklets. Students
use positive self-talk, feedback, and questions with their peers to guide thinking. Students
respect each other and are mindful of each other’s opinions and ideas.
  Opinion Piece Checklist: This checklist can be used by the students to make sure they
have all the correct steps to successfully their writing. The student can refer to the
checklist throughout the activity.

 Word Wall: The word wall serves as a support for the students throughout the lesson.
Key words are a main part of understanding the seasons. All key terms are listed on the
word wall.

 Season Booklets: The creation of the booklets provides students with an individual
visual of their own. The booklet requires students to use key words and images to
describe each season. Students refer to this booklet during their writing in order support
themselves with examples.

Assessment (tie to different goals)

Goal Instructional Activity Assessment: Minimum
Requirement
1. Broad Goals for All Students will be able to Students must be able to
Students: All students identify each characteristic explain two characteristics
will identify the of spring, summer, fall, and for each season to create
characteristics of winter and will create their their booklets. Their
each season and write own opinion pieces using key opinion pieces must be at
a short opinion piece terms in relation to the least 5 sentences.
on their favorite weather.
season, using specific
key terms.
2. Goal Extensions for Students will explain the Students must be able to
Advanced Learning: reasons for the wind, research facts on the
A few students who precipitation, and computer to gain facts
need a greater temperature for each season. about the weather types for
challenge will explain Students will use the spring, summer, fall, and
the reasons for the computer to find details winter. (e.g. summer:
wind, precipitation, supporting their reasons. temperature is usually in
and temperature for the high 90s, wind is mild,
each season. and precipitation is mostly
sunny).
3. Adapted Goals for Students will be able to Students must have at least
Students Needing create a chart about the 3 examples for each season
More Challenge: wind, precipitation, and in the chart. Students must
Some students who temperature for each season. include the following
need more of a Students will use The Four vocabulary in their charts:
challenge will create Seasons Glogster for ideas. wind, precipitation, and
a chart of each Students will use books for temperature. Students must
season, listing research as well. use resources to support
examples of wind, their writing.
precipitation, and
temperature.
 4. Adapted Goals for Students will be given visuals Students will use the
Students Needing that are labeled with key labeled visuals to identify
More Support: terms to reinforce the the key terms for each
Some students who characteristics of each season. Students will be
need more of a season. This will allow able to clearly see the
support will identify students to visualize the characteristics of each
the characteristics of word with the corresponding season. Students will also
each season and write image. use the labeled visuals to
a short opinion piece create the booklets.
on their favorite Students will work in pairs
season with to support encouragement
visualization supports and collaboration with
and identifying key peers.
terms one season at a
time.
5. Modified Goals for Students will play an Students will use the
Students Needing interactive computer game, computer game to guide
Greater Support: Kahoot!, that allows students their thinking and assess
(Learning to test their understanding of their knowledge with the
Disabilities) A few the seasons. They will play use of images and key
students for greater on kahoot.it to practice and terms in the game to
support will play on retain information of each correctly match the seasons
an interactive season. with the key terms.
technological device
to match and
recognize visuals of
seasons with given
key terms (e.g. winter
with snow).

Materials/Resources:
 Smart Board
 Seasons Booklet
 Checklist
 Seasons Matching sheet
o http://s7.leapfrog.com/is/image/LeapFrog/Printable-Preview_Sensational-
Seasons?$lp-content-img$
 YouTube Video
o https://www.youtube.com/watch?v=8ZjpI6fgYSY
 Let’s Discover the Seasons!
o https://ed.ted.com/on/gSz7MzOD
 The Four Seasons Glogster
o https://edu.glogster.com/glog/tolisa-khelawan/2fms1hx2741
 Visual Chart of the Seasons
 o https://k-3teacherresources.com/wp-
content/uploads/2015/03/TeachingResources_4SeasonsPosters_1.jpg
 Technological devices
 Computer electronic game – Kahoot!
o https://play.kahoot.it/#/?quizId=d4a4e64e-4cee-44ae-8a9a-856c8d7ed17a
 Markers, crayons, pencils
 Science Notebook – Journal
 Seasons Poem
o https://i.pinimg.com/736x/5f/0a/85/5f0a8521e7818963de994d0feb2e6d62--
seasons-poem-seasons-songs.jpg
 Seasons books
o The Reasons for Seasons
By: Gail Gibbons

o All Around the Seasons

By: Barney Saltzberg
Glogster:

Seasons of the Year Image:

Seasons Matching Sheet:

Visual Chart of the Seasons:

Seasons Poem: