Primary / Junior Lesson Plan Template

Date: March 22, 2016

Subject (s):

Lesson & Unit: Going

Science and Technology

on vacation: Dressing for

the weather
Understanding Earth and
Space System: Daily and
Seasonal Changes

Intended Student
Outcomes

Grade: 1

Understanding Earth and Space System: Daily and Seasonal Changes

Overall Expectations:
1. assess the impact of daily and seasonal changes in living things, including
humans;
2. investigate daily and seasonal changes;
3. demonstrate an understanding of what daily and seasonal changes are and of
how these changes affect living things
Specific Expectations:
Relating Science and Technology to Society and the Environment
1.1: assess the impact of daily and seasonal changes on human outdoor
activities
Developing Investigations and Communication Skills
2.6: use a variety of forms to communicate with different audiences and for a
variety of purposes
Understanding Basic Concepts
3.4: describe and compare the four seasons

3.6: describe how humans prepare for and/or respond to daily and seasonal
changes

Student Learning Goal(s):

Collaboration: I can work with my peers in the class to learn the difference between
right clothing to wear when the seasons change (ex. Summer and winter).
Initiative: I will be confident to raise my hand in class to answer a question, even if it
might be wrong.
Self-regulation: I will ask the teacher a question if I am confused on what he or she is
talking about. This will help me reflect on a need I have to become a better learner.
Assessment

Success Criteria will be used for this following lesson and unit (attached
within the email to Professor Macdonald).

The success criteria are called Two Stars and a Wish. This type of success
criteria targets the level of primary students because it largely focuses on
what they liked from the lessonwhich is categorized as the star, and then a
concept from the lesson they would like to learn more about (in case they did
not grasp it in the end)this is considered the wish portion.

The assessment for this lesson is going to be observed through for and as

learning.

Rationale

Motivation/Anticipatory
Set
(Minds On)

Assessment for learning will be determined through the instruction of the

teacher at the beginning of the lesson. This will occur through the
background knowledge the students have regarding the seasons (ex. Do you
know how many seasons we have? What are the four seasons? In which
season does snow start to fall from the sky?). Moving forward, the
assessment for learning will continue throughout the lesson, the teacher will
observe the engagement of the students in the classroom to see if they are
attaining the knowledge, understanding and making connections to the
concepts surrounding the seasonal and daily changes.

Assessment as learning will be a continuation but through a deeper

understanding for the students through modelling procedures (ex. The
volunteers changing to fit the appropriate weather conditions of the two
destinations). With guidance from the teacher, teacher-prompts will be
offered to the students to help further their understanding regarding the
importance of why should we layer up in the winter and/or Why is it
better to wear less material in the summer? As a self-assessment
opportunity, potentially this can give students to make connections to self
through their own experiences. Also through connections from a book they
have read in the class, or at home with a parent. And lastly, connections to
the worldhow do their experiences as humans affect the changes of the
seasons?

This lesson relates to what I am teaching to the students because, it is

introducing how seasonal changes affect daily changes around the earth that
we live in, and also in outer space.

Change and Continuity is a fundamental concept that is learned through the

lesson of daily and seasonal changes. Students will have a clear definition of
the meaning of change, therefore resulting in them to make realistic
connections to how humans change just as the seasons do periodically.

This lesson connects with two previous lessons that have been taught in the
class and the students have been exposed too. They are able to reach inside
their Schema knowledge and reflect on how the topics of Understanding Life
Systems: Needs and Characteristics of Living Things and Understanding
Matter and Energy: Energy in Our Lives have an interrelationship
connection with one another. From the students previous knowledge, they
will be able to make the connection how living things adapt to seasonal
changes in our world with regards to the amount of energy that is used more
in one specific season rather than another.

Two strategies that will be used by the teacher to activate the students prior
knowledge of the lesson are the following: 3-2-1 and the KWL chart.
Although, these two types of strategies are specifically used in the
curriculum of Language because of the written components that are
involvedyou are able to change the development of these strategies and
use the written portion as a verbal/communication approach.

Teacher: T
Student: S
T: Looking at the window this morning coming to school, did you notice
something different?

S: It was sunny!

S: The sky was blue!

S: It was windy, but not too cold.

T: Great observations! You looked at the conditions/weather outside to

create your answers.

T: Having said that, do you know how many seasons we have/go through?

S: Um, I think 2?

S: No! We have four! Winter, spring, summer, fall.

T: Now, Giancarlo you said 2. I get what you are saying. There are a few of
the seasons that might look and feel the same, but they are different.

T: Jessica, you are correct there are four and you named them all.

T: Listen carefully so we do not get confused, do you know what the season
is called where snow falls from the sky?

S: I think its winter?

T: Why do you think its winter?

S: Wellbecause when the snow comes that means it almost Christmas

time.

T: Alexa, what a great job! You were able to make a connection with
Christmas and snow. We all know that, snow resembles winter and in the
winter Christmas is coming. And who comes at Christmas?

S: SANTA!!!

T: You got it! Santa! Santa Clause comes at Christmas time to bring every
single one of you boys and girls presents!

Moving forward, after getting a solid background knowledge of the seasons

from the students, the teacher will then incorporate how each season changes
and which that our clothing does as well. Students will be able to understand
the word change through the different seasons, but importantly through
their own clothing. They will be to make note of their home life and see how
their parents, siblings, and relatives dress according to the seasons as well.
Offering a clearer understanding to the development how the earth reacts and
how we humans respond those specific changes.

Introducing the teachers vacation stops, the teacher will incorporate the
purpose of the luggage she has brought into the classroom. Inside the
luggage there will be various types of clothes for a boy and a girl. Two
volunteers will have the opportunity to dress themselves according to the
weather conditions of the two vacation destinations the teacher has told them
about where she will be going. But, rather than the volunteers changing on

their own, the entire class of students will assist the volunteers through the
process. Giving clues, predications, having inferences, using their own
schemas and experiences, and also asking questions to help determine the
proper use of that specific piece of clothing (even if a piece of clothing has
multiple purposes, that will be acknowledged as well).
A reminder: the dynamic change of teacher strategy will be altered to the
teachers way of introducing the lesson and unit to the group of students.
Above is a positive approach to the concept, rather the teacher will be taking
on a negative teaching strategy to change the atmosphere of the room and
see how the students will react to it.
Positive/Effective Teaching Strategies:
Calm, soft spoken voice
Engage the students in the lesson (ex. Teacher-student approach, rather than
teacher-centered)
Monitor the class (ex. Walking around the whole class, making yourself
visible and available for all students)

Action On
*Still need to work on this

Provide questions used for instruction:

Do you have a favourite season?
Which season is your favourite?
Which season is your birthday in?
Which season do you think we are in right now?
Why is it so important to dress with a lot of layers in the winter, instead of
the summer time?
When we are playing outside in the season of summer, why do we have to
keep ourselves hydrated? (Student-friendly: why is drinking water good for
us?)
Applying the new knowledge the students have gained about the different
seasons, they can be active participants in a classroom discussion
surrounding the seasons, the changes they have, how they affect us, and how
we as humans relate to them. By doing so, students will be able to make reallife examples that they have experienced in order to have a strong and
balanced understanding of the material their teaching is covering.
Higher-order Thinking Skills:
Creating: You are going on a vacation. Pick a vacation spot, and plan what
you will be taking with you in your luggage.

Evaluating: Explain why flowers cannot survive in the winter time?

Analyzing: Compare the season of spring and the season of summer. What
are two major differences between them?

Applying: Make a chart to show what you would wear if it was raining
outside.

Understanding: Explain what the weather would look and feel like during the
season of fall?

Remembering: List the four different seasons?

As an overview of the material that has been discussed within the lesson, the
teachers will review with the students regarding the seasons and the different

Closure (consolidation)

changes each one has and how it reflects our living conditions.
Making Connections Examples:
Connection to self: Students will be able to make personal connections
whether it is through reading a book, and/or communicating with a friend
about something that they went through. Which offers students the
opportunity of reflecting on their own experiences. (ex: This reminds me of a
time when my mommy told me we have to dress warm because it is very
cold outside, and she didnt want me to get sick).

Accommodations/
Modifications

Connection to text: Students are able to retain the information they have
learned and relate it to something they might have read in a book before. (ex:
The princess in the book the Paper Bag Princess, was only wearing a bag in
the story. She would not be able to go play in the snow because her skin will
freeze).

Connection to world: Teachers are able to give students realistic examples

that allow them to make connections to our world, our community, inside
our school as well. (ex: I remember hearing that on the TV one day. It was
saying to drink lots of water today because the sun was very, very hot).

To accommodate and modify the lesson for learners in the classroom, there
will be two individual signs that will have the name of the vacation
destinations the teacher will be discussing about. Below the signs, there will
also be photographs that correspond with the vacation stops. This will
benefit the visual learners to have a better understanding of what the teacher
is explaining, and make connections to the seasonal changes between
summer (ex. Walt Disney World) and winter (ex. The North Pole).

As another accommodation/modification for the learners in the classroom, a

luggage full of boys and girls clothing will be used for the volunteers to
dress themselves according to the vacation destination in which the teacher
will be attending. Again, by doing this it offers a deeper connection and
understanding to the learners to physically see the difference between a Tshirt and a winter parka, and how one piece of clothing is more appropriate
over the other one.

Materials/Equipment/
Technology

As a side note, depending on the demographics of some areas, some children

might not have the means of owning multiple pieces of clothing; therefore it
might be difficult for them to understand the use of the pieces of clothing. As
the volunteers are placing the clothes on themselves, they will be able to go
through each piece of clothing and give a brief explanation as to WHY that
specific piece of clothing is suitable for a summer vacation at Walt Disney
World and/or suitable for a winter vacation at the North Pole (ex. Wearing a
T-shirt is light material and it helps you to breathe when the sun is shining
down on us).
Luggage/Suitcase
Girl and boys clothing
Signs with destination descriptions
Photographs of destinations

Reflection (complete after

lesson is taught)

N/A