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UNIT PLAN Jessica Tornatore 2013/2014

Unit Unit Objective Earth and Space Science SEASONS OF THE EARTH

Students will explore the four seasons, including weather conditions and clothing necessary for these conditions, foods, holidays and activities that are associated with each season. Students will explore the relationship between the Earth and Sun and learn that the Earth revolves around the Sun.

Common Core Anchor Learning Standards Reading Informational Text:

RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI.10 – Read and comprehend complex literary and informational texts independently and proficiently.

Writing W.4– Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

Speaking and Listening SL.1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively.

Language L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.6 – Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening.

DOK Level 1: Identify, Recognize, Recall, Label Level 2: Make Observations, Summarize, Show, Categorize, Relate Level 3: Compare, Construct Level 4: Connect, Analyze

Essential Questions Big Ideas 1. What are the four seasons? 2. Why do we have seasons?

1. What are the four seasons? • Winter, spring, summer and fall

are the four seasons. • Each season occurs at different

times/months.


• Each season is different and ways of life change (seasonal changes) based on:

• weather, activities, holidays, clothing and food.

2. Why do we have seasons? • The Earth revolves around the

Sun; the Earth is always spinning and is tilted.

• The position of the Earth to the sun make’s the Earth’s seasons.

• Seasons are different on different parts of the Earth.

Key Terms/Vocabulary

season, winter, spring, summer, fall, Earth, Sun, spin, rotate, tilt, holiday, weather, change

Common Core Learning Activities Reading - Listen to stories in a group.

- Comprehension worksheets to demonstrate listening comprehension using Unique lesson activities.

- Read stories on independent reading level with guided reading – answer comprehension questions.

Writing - Copy/Draw/Write to demonstrate understanding of

content on teacher created sheets answering questions representing each season.

- Match pictures and words to each season. Language - Answer questions and share ideas based on knowledge

during group to acquire new language and understand vocabulary words.

- Watch and listen to content specified videos and songs.

Science - Identify different types of weather related to each season.

- Recognize changing seasons. - Match and observe Sun to the global positioning of

the Earth and relate this to the seasons... Social Studies

- Construct Sun and Earth models. - Identify the months related to each season. - Identify the holidays related to each season. - Identify the food related to each season. - Identify clothing related to each season.


Social Studies

- Identify the months related to each season. - Identify the holidays related to each season. - Identify the food related to each season. - Identify clothing related to each season.

Art - Holiday crafts – Thanksgiving and Christmas

- Snowflake craft - “The Season Tree” – As a group, students will

decorate the season tree corresponding to each season learned.

- Color wheel – painting using cool and warm colors based on each season.

Math

- Cooking (pumpkin pie), (Blue Jell-o, whip cream) - Sort and categorize months, clothing, weather, food,

and activities to seasons. - Survey, collect & organize data on bar graphs

(favorite holiday)

Activities embedded in Morning Meeting Receptively and expressively identify the moths of the year - (12 months in a year song – Schooltube.com). Receptively and expressively identify the four seasons – (seasons song – schooltube.com). Recognize the clothing worn for the weather ”today”. Construct weather man by placing appropriate clothing items on the weather guy. Review the “season tree” students label the current season by looking at the tree and identifying its features.

Text Selection and Read Aloud Books Bear Has a Story To Tell, by: Phillip C. Stead Tell Me What You See?, by: Shannon Hale Little Cloud, by: Eric Carle The Seasons: Winter by: Nuria Roca Froggy Gets Dressed by: Jonathon London Winter is, by: Ann Dixon The Polar Express, by: Chris Van Allsburg Snowmen at Work, by: Caralyn Buehner Unique: Foods for All Seasons, by: Amy Bihn Unique: It’s a Holiday!, by: Sarah Moore Unique: Leaves Change Color, by: Travis Schaeffer


Bear Has a Story To Tell, by: Phillip C. Stead Tell Me What You See?, by: Shannon Hale Little Cloud, by: Eric Carle The Seasons: Winter by: Nuria Roca Froggy Gets Dressed by: Jonathon London Winter is, by: Ann Dixon The Polar Express, by: Chris Van Allsburg Snowmen at Work, by: Caralyn Buehner Unique: Foods for All Seasons, by: Amy Bihn Unique: It’s a Holiday!, by: Sarah Moore Unique: Leaves Change Color, by: Travis Schaeffer Unique: Seasons are Changing, by: Travis Schaeffer N2Y Article: What Are the Seasons? N2Y Article: Why Do We Have Seasons? Reading A – Z: - Fido Gets Dressed Level aa - The Four Seasons Level E - How Is The Weather Today? Level F - Changing Seasons Level E

Technology – Computer, Ipad - Websites Brainpopjr.com – o Seasons o Fall o Spring o Winter o Holiday (each

season) o Summer o The Sun

Schooltube.com o Seasons song

Kidsgeo.com Brainpopjr.com

Ipad apps o Seasons!

(Interactive)

Resources - Enchantedlearning.com - Education.com - Unique Learning Curriculum - N2Y - Equals Math Curriculum - Boardmaker

Jessica Tornatore Class Y28 -‐ PS 255 Lesson Plan 2013/2014

LESSON Objective Essential Question Unit: Seasons of the Earth Lesson 1: All About the Seasons – FALL Subject: ELA, Social Studies Duration: 4 days

Students will demonstrate their understanding of the season fall by identifying different characteristics and copying/writing/drawing their response to questions posed.

What are the four seasons?

Common Core Anchor Standards Writing: W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. Speaking and Listening: SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively.

DOK Vocabulary Level 1: Identify, Recognize, Label Level 2: Show, Categorize Level 3: Compare Level 4: Connect

Season, fall, months, food, holiday, weather, chilly, leaves, pumpkin, hayride, apple, pumpkin pie, Halloween, Thanksgiving, clothes, September, October, November, December

Materials Motivation • Brainpopjr.com – video – “FALL” • Book: Foods for All Seasons, by: Amy Bihn • Book: It’s a Holiday, by: Amy Bihn • Laminated question strips relating to lesson and video • Laminated picture symbols to answer questions • Laminated symbols of each month • Laminated symbols of each season • Laminated tree • Laminated leaves • Velcro • Extra large blow-up globe • Laminated sun • Teacher created writing/drawing worksheets • Pencils, crayons, markers

• Brainpop jr. video • Interactive season tree • Pictures • Large globe • First/then board


Common Core Activity/Performance Task Feedback • Students will ask and answer questions to formulate discussion and share ideas

using visual supports such as sentence strips and picture symbols relating to the content.

DAY 1 • Students will copy/draw/write their responses to question relating to the topic of

fall, on teacher created materials to demonstrate knowledge and understanding of the MONTHS of fall – What are the months of fall?


fall, on teacher created materials to demonstrate knowledge and understanding of the clothing we wear in fall – What do people wear in the fall?


fall, on teacher created materials to demonstrate knowledge and understanding of activities people take part in – in the fall – What do people do in the fall?


fall, on teacher created materials to demonstrate knowledge and understanding of the food we eat in fall – What do people eat in the fall?

Day 5 • Students will copy/draw/write their response to question relating to the topic of

fall, on teacher created materials to demonstrate knowledge and understanding of the holidays we celebrate in the fall – What holidays do we celebrate in the fall?

• Sticker reward chart • Token boards • Smiley faces • Check marks • Good choice/poor choice

symbols

Differentiation/Grouping Level 1 Level 2 Level 3

Rafaan Jael Kevin Adrian Lorena Edwin - Answer

questions by pointing to symbols with NO distracters.

- Paste picture symbols and scribble on paper

- Answer questions by pointing to symbols with distracters.

- Paste picture symbols and scribble on paper.


- Copy/Write words to answer questions.

- Draw picture

- Answer questions verbally with picture supports.

- Write words to answer questions.

- Draw picture by copying

- Answer questions verbally.


- Draw picture by copying picture.




•


pointing to symbols with NO distracters.


pointing to symbols with distracters.


pointing to symbols with distracters.



verbally with picture supports.



verbally. - Write words

to answer questions.


verbally. - Write words



Procedure/Lesson Steps Higher order questioning

• Students will change schedule for group work. • Students will sit in their seats. • Students will listen as teacher reads good listening rules.

DAY 1 • Teacher will introduce the “Season Tree.” • Teacher will pose questions relating to what a tree looks like in fall. • One by one, students will Velcro falling leaves to the season tree. • Students will engage in video on Brainpopjr.com – Fall • Teacher will discuss the months of fall using picture supports. • Teacher will pose questions using picture supports for different levels:

What month is it? What do we see in fall? How many months are in fall? What are the months of fall?

• Students will work in groups to begin activity. • CONLCUSION - Teacher will regroup students to review the months of

fall and what they see in the fall. Teacher will show globe and laminated sun to students. Teacher will tilt globe and student will walk around the globe with the leader holding the sun.

DAY 2 • Teacher will review the months of fall • Students will engage in video on Brainpopjr.com – Fall

• What are the seasons? • How can you recognize what season it

is? • Can you recall the month of the fall

season? • What do you notice about the trees? • Can you predict what happens to the

leaves on the trees? • How would you describe what the

weather feels like? • How is the weather related to the

season fall? • Can you identify the holidays in fall? • How are the holidays different?

Alike? • Can you recall what people do in the

fall? • How would you describe a pumpkin? • How would you compare apple picking

to pumpkin picking?


• Teacher will discuss what we wear in the fall using picture symbols. • Students will engage in weatherman activity by choosing the appropriate

clothing for fall weather and attaching the clothing to the man. • Teacher will pose questions using picture supports for different levels:

What season is it? When do you wear a sweater? When do you wear a jacket? What did you wear to school today?

• Students will work in groups to begin activity. • CONCLUSION – Teacher will regroup students to review the types of

clothing worn in fall and what they see in fall. Teacher will show globe and laminated sun to students. Teacher will tilt globe and students will walk around the globe with the leader holding the sun.

DAY 3 • Teacher will review what people wear in the fall. • Teacher will show pictures and question students about field trip to the

farm – students will relate fall activities to the field trip. • Students will engage in video on Brainpopjr.com - FALL • Teacher will facilitate a discussion using pictures and questioning. What

do you think people do in the fall? What can I do at the farm? What do you see at the farm? What are on the trees in the fall? What do I do to the apples? What do you like to do in the fall? What happens to the leaves in the fall? Who picks up the leaves? Where do the leaves go?

• Students will work in groups to begin activity. • CONCLUSION: Teacher will regroup students to review what people do in

the fall. Teacher will show globe and laminated sun to students. Teacher will tilt globe and students will walk around the globe with the leader holding the sun.

DAY 4 • Teacher will review what people do in the fall. • Teacher will do a read aloud – Foods for All Seasons, by: Amy Bihn • Teacher will discuss what people eat in the fall using story and picture

symbols.

• How are the fall holidays related to fall activities?

• Write your answers to the questions related the fall season.


• Students will answer questions and share ideas about what they like to eat in the fall. Teacher will pose questions to facilitate conversation – What do you like to eat in the fall? What do you eat during Thanksgiving?

• Students will work in groups to begin activity. • CONCLUSION - Teacher will regroup students to review the different

foods people eat during the fall and what they see in fall. Teacher will show globe and laminated sun to students. Teacher will tilt globe and students will walk around the globe with the leader holding the sun.

Day 5 • Teacher will review what we eat in the fall i.e. (pumpkin pie). • Teacher will do a read aloud It’s a Holiday, by Amy Bihn. • Students will answer questions relating to the story with supporting

pictures. • Teacher will ask “wh” questions to facilitated discussion: What holidays

are in the fall? When do we eat turkey? When do we go trick or treating?

• Students will work in groups to begin activity. • CONCLUSION: Teacher will regroup students to review the holidays we

celebrate in the fall. Teacher will show globe and laminated sun to students. Teacher will tilt globe and students will walk around the globe with the leader holding the sun.

IEP Matrix/Student Expectations Adrian

o Answer “wh” questions to demonstrate understanding of content.

o Initiate verbal interaction. o Write one sentence and draw a

picture relating to story. o Raise hand.

Edwin o Answer “wh” questions to

demonstrate understanding of content.

o Initiate verbal interaction. o Raise hand.

Jael o Match words to pictures o Take turns


Adrian o Answer “wh” questions to








Kevin o Write and spell words. o Respond by saying “yes” or “no”

Lorena o Identify words. o Answer “wh” questions to


o Follow rules

Rafaan o Identify pictures o Increase wait time

Assessment Follow-up Paraprofessional Involvement

- Student produced work from performance task/activity

- Data collection - Teacher observation of student

responses to questions posed

- Students will be learning about the

4 seasons and the characteristics of each season beginning with fall.

- The next season is winter. - This lesson is part of an

interdisciplinary unit.

- Manage students’ behaviors by

redirecting them back to task and following the behavior plan.

- Work with group (two students at level 1 or 2) during performance/task activity to assist and support student with minimal prompting necessary.


LESSON Objective Essential Question Unit: Seasons of the Earth Lesson 2: All About the Seasons – WINTER Subject: ELA, Social Studies Duration: 4 days

Students will demonstrate their understanding of the season fall by identifying different characteristics and copying/writing/drawing their response to questions posed.


Common Core Anchor Standards Writing: W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. Speaking and Listening: SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively.


Season, fall, months, food, holiday, weather, cold, decorate, Christmas tree, snow, snowman, earth, sun

Materials Motivation • Brainpopjr.com – video – “WINTER” • Brainpopjr.com – video – “Winter Holidays” • Book: Froggy Gets Dressed, by: Jonathon London • Book: Winter is, by: Ann Dixon (on Ipad) • Laminated question strips relating to lesson and video • Laminated picture symbols to answer questions • Laminated symbols of each month • Laminated symbols of each season • Laminated tree • Extra large blow-up globe • Laminated sun • Teacher created writing/drawing worksheets • Pencils, crayons, markers

• Brainpop jr. video • Interactive season tree • Pictures • Large globe • First/then board


Common Core Activity/Performance Task Feedback • Students will ask and answer questions to formulate discussion and share ideas

using visual supports such as sentence strips and picture symbols relating to the content.


winter, on teacher created materials to demonstrate knowledge and understanding of the MONTHS of winter – What are the months of winter?


winter, on teacher created materials to demonstrate knowledge and understanding of the clothing we wear in winter – What do people wear in the winter?


winter, on teacher created materials to demonstrate knowledge and understanding of activities people take part in – in the winter – What do people do in the winter?

Day 4 • Students will copy/draw/write their response to question relating to the topic of

winter, on teacher created materials to demonstrate knowledge and understanding of the holidays we celebrate in the winter – What holidays do we celebrate in the winter?


symbols





















symbols and scribble on paper.

words to answer questions.








DAY 1 • Teacher will introduce the season winter. • Teacher will pose questions relating to what students know (what they

see in winter). • Students will engage in video on Brainpopjr.com – winter. • Teacher will discuss the months of winter using picture supports. • Teacher will pose questions using picture supports for different levels:

Students will work in groups to begin activity. • CONCLUSION - Teacher will regroup students to review the months of

winter. Teacher will show globe and laminated sun to students. Teacher will tilt globe and student will walk around the globe with the leader holding the sun.

DAY 2 • Teacher will review the months of winter • Students will listen to fiction book: Froggy Gets Dressed. Teacher will

pose questions to facilitate group discussion relating to winter. • Teacher will discuss what we wear in the winter using picture symbols

and pictures from book. • Students will engage in weatherman activity by choosing the appropriate

clothing for winter weather and attaching the clothing to the man. • Teacher will pose questions using picture supports for different levels.

• What are the seasons? • How can you recognize what season it

is? • Can you recall the month of the

winter season? • What do you notice about the trees? • Can you predict what happens to the

trees in winter? • How would you describe what the

weather feels like? • Can you identify the holidays in

winter? • How are the holidays different?

Alike? • Can you recall what people do in the

winter? • How would you describe winter

weather? • How would you compare winter to

fall? • How are the winter holidays related

to winter activities? • Write your answers to the questions

related the winter season.


• Students will work in groups to begin activity. • CONCLUSION – Teacher will regroup students to review the types of

clothing worn in winter and what they see in winter. Teacher will show globe and laminated sun to students. Teacher will tilt globe and students will walk around the globe with the leader holding the sun.

DAY 3 • Teacher will review what people wear in the winter. • Students will listen to a fiction story – Winter is (on Ipad) • Teacher will facilitate a discussion about what people do in the winter,

using pictures and questioning: “What do you like to do in the winter?” • Students will work in groups to begin activity. • CONCLUSION: Teacher will regroup students to review what people do in

the winter. Teacher will show globe and laminated sun to students. Teacher will tilt globe and students will walk around the globe with the leader holding the sun.

DAY 4 • Teacher will review what people do in the winter. • Students will engage in Brainpopjr.com video – Winter Holidays. • Teacher will facilitate group discussion about the holidays through

questioning. • Students will work in groups to begin activity. • CONCLUSION: Teacher will regroup students to review the holidays we

celebrate in the winter. Teacher will show globe and laminated sun to students. Teacher will tilt globe and students will walk around the globe with the leader holding the sun.



o Initiate verbal interaction.



o Initiate verbal interaction.














o Follow rules







4 seasons and the characteristics of each season.

- This lesson is part of an interdisciplinary unit.

- During morning meeting reviewing the seasons and what they learned about the seasons.





Common Core Activity/Performance Task Feedback DAY 1

• READ ALOUD: Students will listen to a read aloud using an informational article (N2Y) relating to the sun and earth by making a connection to why we have seasons through questioning and discussion.

• Students will answer text related questions and label the sun and earth. • Students will identify vocabulary words within the concept of earth’s rotation


symbols

LESSON Objective Essential Question Unit: Seasons of the Earth Lesson 3: Sun and Earth – Reason for Seasons Subject: ELA, Science Duration: 2 days

Students will demonstrate their conceptual learned knowledge of why we have seasons, connecting this to the Earth’s movement on it’s axis and around the sun by listening to a non-fiction article, answering questions and creating a sun/earth model.

Why do we have seasons?

Common Core Anchor Standards Speaking and Listening: SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Reading: informational text: RI.10: Read and comprehend complex literary and informational texts independently and proficiently


Seasons, Sun, Earth, Rotate, Spin, tilt, Axis, Day, Night

Materials Motivation • Article: Why Do We Have Seasons? N2Y article • Laminated comprehensions questions with answers (from

unique – with article • www.kidsgeo.com song: “Reason for the four seasons” • Blue, Green, and Yellow Paint/paintbrushes

• Interactive Sensory Craft • First/Then Board • Song


around the sun. • SCIENCE: Students will label sun and earth by identifying the color of the sun

and painting the sun yellow/ painting the earth green & blue (introduce the phrase “cool colors”). (As students are painting they are going to listen to the song “reason for the four seasons” and “The Rotation of The Earth”.

DAY 2 • READ ALOUD: Students will listen to story: Why Do We Have Seasons (review)

and answer questions on worksheet (based on level) from Unique. (See Unique lesson 6)

• After the earth and sun dry, students are going to construct a model of the earth revolving around the sun as it is tilted rotating on its axis.

• Students will explore their models and connect their constructions to the content being learned answering and asking questions.



questions and comprehension questions by pointing to symbols with NO distracters.


- Answer comprehension questions by pointing to pictures.


- With support answer comprehension questions by pointing to pictures.


- Read and answer questions with some support.


- Independently answer comprehension questions by listening to the questions.


- Independently read and answer questions.



• Can you recall the four seasons? • Can you identify the sun/earth? • How would you compare the 4


DAY 1 • Students will review the four seasons by answering question posed by

teacher. • Teacher will introduce the sun and the earth using picture supports • Teacher will pose questions relating to students prior knowledge about

the sun and earth. • Students will listen to read aloud. • Students will engage in a teacher-facilitated discussion through

questioning using question strips and symbols for support, identifying vocabulary words relating to the concept of the earth’s rotation around the sun.

• Students will identify sun and earth by painting the sun yellow and earth green/blue.

DAY 2 • Teacher will review the article “Why do we have seasons?” • Students will answer questions from article on worksheet. • Students will construct the sun/earth model. • Students will explore their models. • Through teacher-facilitated direction, students will discuss their

earth/sun models by communicating what they see using touch and exploration at their individual PMC level and relating this to the questions on the worksheet.

seasons? • Can you explain how each season is

different? • What do you notice about the earth? • What do you notice about the sun? • How is the sun related to the

changing seasons? • What would happen if the earth did

not rotate around the sun (earth did not move)?

• Design a sun/earth model. • Write your answers to the questions

related to the article.











o Follow rules



o Respond by saying “yes” or “no”


o Follow rules

o Increase wait time





- This lesson is part of an

interdisciplinary unit. - Review of the concept, will be

repeated if necessary.





Common Core Activity/Performance Task Feedback • Students will listen and engage in activity. • Students will share thoughts and ideas about their paintings. • Students will compare colors and seasons. • Students will design individual artwork using cool colors for winter.


symbols

LESSON Objective Essential Question Unit: Seasons of the Earth Lesson: Cool Colors in Winter Subject: Art, Science Duration: 1 day

Students will identify the colors of winter by using cool colors to engage in sensory painting activity creating a winter painting. Students will compare colors and seasons.


Common Core Anchor Standards Speaking and Listening: SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively.

DOK Vocabulary Level 1: Identify, Recognize Level 2: Make observations, Show Level 3: Compare Level 4: Design

Seasons, Winter, Cool, Colors, Color Wheel

Materials Motivation • Paint: Blue, White, Grey, Green, Purple • Paint brush • Paper • Picture of color wheel on Ipad • Cool Color board

• First/then board • Sensory activity





- Identify colors by pointing matching.


- Identify colors by pointing.


- Identify colors.


- Identify colors verbally.






DOK question stems • Students will change schedule for group work. • Students will sit in their seats. • Students will listen as teacher reads good listening rules. • Teacher will introduce color wheel to students. • Students will identify colors. • Teacher will facilitate discussion relating to cool colors/winter colors. • Students will identify the four seasons including winter. • Through questioning techniques, students will compare the colors to each

season. • Students will design artwork using cool color paints (blue, purple, white,

grey, pink). • Class will regroup and discuss their paintings and the colors they used

including the season they can recall when looking at the their work.

• Can you recall the four seasons? • Can you identify the colors on the

color wheel? • What is your favorite color? • How would you describe winter

colors? Fall colors? Summer/Spring colors?

• How would you compare the colors? • How are colors related to seasons? • Design a work of art using cool

colors.


IEP Matrix/Student Expectations







Jael o Match words to pictures o Take turns o Sequence numbers

Kevin o Write and spell words. o Respond by saying “yes” or “no” o Count “how many”

Lorena o Answer “wh” questions to


o Follow rules o Add numbers “how many”

Rafaan o Identify pictures o Increase wait time o Identify numbers






4 seasons and the characteristics of each season; also embedded into morning meaning.

- This lesson is part of an interdisciplinary unit plan

- Colors will be reviewed on a daily basis. “What color do you see”, Is it a cool color or warm color?




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