Earth+Systems

Sarah Martinez Science Mini Unit Lesson Plans Grade 4 Recycling and Preserving the earth

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Alyse Slesinski Science Unit Plans Grade Level: 1 Topic: Investigating Spring 2. Students will recognize activities, weather patterns, and the date that marks the start of each season. 3. Students will be able to describe their favorite season (What season it is, why it is their favorite season, what they do during the season, what they weather is like during the season) || || || || •Identify observable patterns (e. g., growth patterns in plants, crystal shapes in minerals, climate, structural patterns in bird feathers). •Use knowledge of natural patterns to predict next occurrences (e. g., seasons, leaf patterns, lunar phases). ||  || || || •Identify weather patterns from data charts (including temperature, wind direction and speed, and precipitation) and graphs of the data. •Explain how the different seasons effect plants, animals, food availability and daily human life. ||  ||   ||   || Can anybody name the four seasons? Does anybody know the date that marks the first day of winter? spring? summer? fall? What is the weather normally like during the fall? Spring? Does anybody know why the seasons change? We will read on to find out why the seasons change and learn about the different seasons. || If children are struggling i will provide them with thought provoking questions. (Ex: what type of weather pattern is common, what do we see in the winter but not in the summer, etc.) || 1. I will ask the preassessment questions about the seasons. What are the four seasons? What is the weather usually like in the fall? spring? Can anyone tell me what the date is of the first day of spring? winter? summer? fall? Does anybody know what causes the seasons to change. 2. I will tell the students we will be learning all about the four seasons and what causes the seasons to change. I will tell the students it is important for them to listen closely for the information in the book because it will help them on the next activity. 3. I will read the students the book The Reasons for the Seasons. 4. Students will return to their desks quickly and quietly and take out a pencil when the students have done that I will pass out a chart to each student. I will ask the students to talk to their partner and fill out the chart. I will pull a version up on the smart board and explain what they will be writing in each section of the chart. 5. On the smart board page we will have a chart that the students will help fill in virtually as a class. 7. Now that they have learned about the seasons I would like to learn about their favorite season. We will switch gears to Kid Writing. For Kid Writing, the students will choose their favorite season and write about the following: What is your favorite season? What is the weather like during that season? What types of activities do you do during that season? || > - 4 seasons questionare > - 4 seasons chart > - Reasons for the Seasons > - Smartboard > - Computer > - Smartboard Chart > - Kid Writing books > - Crayons > - Pencil ||
 * Lesson #: || 1 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Grade/Level: || 1 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Subject(s): || Science ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Date to be Taught: || 3/22/10 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * SECTION ONE: Identifying all standards and objectives ||
 * Objectives: || 1. Students will identify the four seasons.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Standards: ||  ||   || [[image:http://lesson.taskstream.com/i/spacer.gif width="20" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_icon.gif width="47" height="17"]]**PA- Pennsylvania Academic Standards** ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • **Subject** **:** Science and Technology
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • **Area 3.1****:** Unifying Themes of Science
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • **Grade 3.1.4****:** Grade 4
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] **Standard C.****:** Illustrate patterns that regularly occur and reoccur in nature.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • **Area 3.5****:** Earth Sciences
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • **Grade 3.5.4****:** Grade 4
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] **Standard C.****:** Know basic weather elements.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson ||
 * Pre-assessment:: || I will ask questions about the seasons orally before we read the book and see how much they already know. Students will raise their hands and answer the questions.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Formative Assessment: || As the students are working cooperatively in groups I will walk around the room and listen to their thoughts and ideas.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Summative assessment: || Children will engage in kid writing where will be asked to write about their favorite season. They will be asked to include which season, why it is their favorite season, and what activities they do during their favorite season. The students should be able to include at least one new fact from the book that they learned. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out ||
 * Time Frame: || 40 minutes ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Lesson Details: || Hook: I will hand each student a card with a symbol on itwhile they are gathered on the carpet. Each card will have either a sun, a leaf, a snowflake, and a tulip on it. I will ask the students to look at their card and think about the symbol on it. I will ask the students to raise their hand and tell me what their symbol may mean. After calling on a few students I will ask them to raise their hand and tell me what they think we may be learning about today.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Transition: || Students will quietly return to their seats and take a pencil out to prepare for the next activity. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Materials: || * Materials and resources:
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Differentiated Instruction: || If students are struggling, I will be walking around the room for additional help. In kid writing, I will remind the students what the questions are to be answered if they cannot think of what to write. ||

Understand what the different signs of spring are. Be able to identify the signs of spring on a nature walk. Record differences in ground, trees, animals when seasons are changing. || || || || •Identify weather patterns from data charts (including temperature, wind direction and speed, and precipitation) and graphs of the data. •Explain how the different seasons effect plants, animals, food availability and daily human life. ||  ||   ||   || 1. Today we will read a book called Daddy's Little Scout. Can anybody look at the cover and guess what season the setting might take place during? We will read through the book and ask questions throughout (what might they be hearing, what sense did little fox use to look at the birds nest, where are all these animals during the winter time) 2. I will tell the students that not only do the animals change their homes in the spring many other things are changing as well. The ground is changing as well as plants and trees. I will talk about making predictions. I will tell the students that we will be taking a nature walk today to look for some signs of sring. 3. Students will make predictions about some different signs of spring they might find using their five senses. Students will volunteer and orally tell me some of the signs of spring. (see, hear, feel, smell, taste) 4. Students will return to their seat and I will pass out a predictions sheet to each student. Students will record the different signs of spring they predict they might find using the predictions sheet provided. What they might hear, see, smell, taste, feel. 5. I will show the students my power point on the signs of spring and tell them to pay close attention because if they listen carefully we will be able to go outside and look for our own signs of spring on a nature walk. 6. After the presentation is over i will give the students exactly what we will be doing with our observation packets. Student will record one thing that they felt, saw, heard, smelled, and tasted. They will record as many observations as possible using their five senses. At least one. DAY 2 7. After reviewing our signs of spring, we will go outside and walk along the woods. I will have the students stop at different points and either listen for spring sounds, smell the dirt or grass, touch the buds on a tree, and look for animals and budding trees. 8. When we come back inside students will discuss the signs of spring they saw with their partner and i will ask each group what signs of spring they saw. 9. We will record our class observations on chart paper. 11. Students will record results of their observations in their Signs of Spring notebook. 10. I will ask the students why they think that spring is also known as growing season. Why is spring a great time for plants to grow and animals to come out of hibernation? Why can't plants grow in the winter time. || > - book: Daddy's Little Scout by Janet Bingham > - signs of spring observation packet > - pencil > - signs of spring powerpoint > - smartboard > PowerPoint
 * Lesson #: || 2 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Grade/Level: || 1 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Subject(s): || Science ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Date to be Taught: || 3/23/10 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * SECTION ONE: Identifying all standards and objectives ||
 * Objectives: || Students will be able to:
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Standards: ||  ||   || [[image:http://lesson.taskstream.com/i/spacer.gif width="20" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_icon.gif width="47" height="17"]]<span style="font-family: verdana,arial,helvetica;">**PA- Pennsylvania Academic Standards** ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Subject** <span style="font-family: verdana,arial,helvetica;">**:** Science and Technology
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Area 3.5**<span style="font-family: verdana,arial,helvetica;">**:** Earth Sciences
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Grade 3.5.4**<span style="font-family: verdana,arial,helvetica;">**:** Grade 4
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard C.**<span style="font-family: verdana,arial,helvetica;">**:** Know basic weather elements.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson ||
 * Pre-assessment:: || I will ask the students if they can identify some of the signs of spring. Students will raise their hand to contribute different signs of spring. Students will record their predictions in their signs of spring notebook. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Formative Assessment: || At different points on the walk I will use a signal that tells the students to stop look and listen. At these different points I will stop a point out signs of spring. (Ex: buds, smell dirt/grass, hear birds chirping, feel breeze/sun/warm temperature, etc.) ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Summative assessment: || Students will sketch the different signs of spring that they noticed and write a sentence describing their observations in their signs of spring notebook. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out ||
 * Time Frame: || 2 days 40 minute periods ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Lesson Details: || HOOK: I will tell them a story today I was walking around outside and I noticed some things changing around me. The first thing I noticed was the weather was finally warmer. Can anybody else guess what else I saw? What are some other things that happen when the seasons change particularily from winter to spring. (ex: animals/weather/ground/trees)
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Transition: || Students will move quietly when i call their name and return to their seats. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Materials: || * Materials and resources:
 * Technology resources:
 * The number of computers required is 1. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Differentiated Instruction: || I will stop during different points throughout our walk and have the students, either look, listen, touch buds, and smell dirt. ||

- Students will be able to identify that the caterpillar must eat and eat in order to grow. - Students will be able to identify the pattern of what the caterpillar eats. || || || || ||  || ||   || || || || •Identify life processes of living things (e. g., growth, digestion, react to environment). •Know that some organisms have similar external characteristics (e. g., anatomical characteristics; appendages, type of covering, body segments) and that similarities and differences are related to environmental circumstances. •Describe basic needs of plants and animals. ||  ||   ||   || 1. Today we will be reading a book called the Very Hungry Caterpillar. This book is a book about a caterpillar who eats and eats to grow. Throughout the book he eats many different foods that begin to grow in the springtime. 2. While I read you the book I want you to look out for any foods you think might be a taste of spring like the strawberry. 3. I will read the book, as I read the book students will pay close attention to the different foods the caterpillar eats. 4. When we are finished with the story I will ask the students if they saw any other foods that might grow in the spring time. 5. Students will respond by raising their hand. 6. I will explain our next activity to the students. Students go back to their seats and turn to their taste page in their scientist notebook. Students will write three sentences. First sentence is what their taste of spring is. Second, how it tastes (salty, sweet, sour, bitter). and Third which taste bud they use to taste the flavor. Students will have 5 minutes to illustrate then they must continue to write their sentences. || Spring- march, april, may Summer- june, july, august Fall - September, October, November Winter- December, January, Feburary || > - Strawberries > - Scientist notebook > - Very Hungry Caterpillar > - pencil ||
 * Lesson #: || 3 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Grade/Level: || 1 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Subject(s): || Science ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Date to be Taught: || 3/24/10 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * SECTION ONE: Identifying all standards and objectives ||
 * Objectives: || - Students will be able to identify the character, plot, setting in the story.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Standards: ||  ||   || [[image:http://lesson.taskstream.com/i/spacer.gif width="20" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_icon.gif width="47" height="17"]]<span style="font-family: verdana,arial,helvetica;">**PA- Pennsylvania Academic Standards** ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Subject** <span style="font-family: verdana,arial,helvetica;">**:** Reading, Writing, Speaking and Listening
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Area 1.3**<span style="font-family: verdana,arial,helvetica;">**:** Reading, Analyzing and Interpreting Literature
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Grade 1.3.3**<span style="font-family: verdana,arial,helvetica;">**:** Grade 3
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard B.**<span style="font-family: verdana,arial,helvetica;">**:** Identify literary elements in stories describing characters, setting and plot.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard D.**<span style="font-family: verdana,arial,helvetica;">**:** Identify the structures in poetry (e.g., pattern books, predictable books, nursery rhythms).
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Subject** <span style="font-family: verdana,arial,helvetica;">**:** Science and Technology
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Area 3.3.**<span style="font-family: verdana,arial,helvetica;">**:** Biological Sciences
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Grade 3.3.4**<span style="font-family: verdana,arial,helvetica;">**:** Grade 4
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard A.**<span style="font-family: verdana,arial,helvetica;">**:** Know the similarities and differences of living things.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson ||
 * Pre-assessment:: || What can you taste in the spring time? What is a taste of spring? What are some things that grow in the spring but cannot grow in the winter time. Can you name any fruit that you rarely see in the winter time, but there is an abundance (or alot in spring) ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Formative Assessment: || Students will listen to the story as I read the story to them. Students will focus on the different foods that the caterpillar eats throughout the book. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Summative assessment: || Students will write about one fruit or food that they typically have in the springtime in their scientist observation book. They will write about which taste bud they use to taste the flavor (sweet, sour, bitter, salty) ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out ||
 * Time Frame: || 30 minutes ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Lesson Details: || Lesson Hook: I will ask the students to close their eyes and hold their hand out. I will go around and place a strawberry in each student's hand. Without opening their eyes I will ask the students to taste the treat and try to figure out what it is. Before I give it to them I will ask them not to shout out the answer. Once everybody eats theirs I will allow them to respond. This is our taste of spring. Can anybody tell me which taste bud you used to taste the flavor of the strawberry? Strawberries begin to grow in the springtime. We will begin to see them more often in the grocery stores.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Transition: || Students will return to their seats by season.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Materials: || * Materials and resources:
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Differentiated Instruction: || If students finish early, they may go on and continue to work on the other pages of their scientist notebook. ||

- Seeds grow best in the spring time, once the snow has melted, the ground it moist and there is a lot of rain and sunshine. - How to follow a procedure in order to create their winter terranium || || || || ||  || || || · Participate in everyday conversation. · Present oral readings. · Deliver short reports (e.g., Show-and- Tell, field trip summary). · Conduct short interviews. · Give simple directions and explanations. · Report an emergency. ||  || || || || •Identify observable patterns (e. g., growth patterns in plants, crystal shapes in minerals, climate, structural patterns in bird feathers). •Use knowledge of natural patterns to predict next occurrences (e. g., seasons, leaf patterns, lunar phases). ||  ||   ||   || 1) Fill Jar 1/4 of the way with dirt. 2) Place a pinch of seeds on dirt. 3) Put a little bit of dirt on top of the seeds to cover them. 4) Fill the rest of the jar with crushed ice. 5) Put lid on tightly. || 2. Students will gather on the carpet while I read Aloud the Tiny Seed. 3. I will ask questions peridoically throughout the story to keep the students on task. 4. We will talk about why flowers might grow best in the spring time and record their ideas on the smartboard. 5. Students will return to their seats and complete a worksheet in which they must cut and paste the picture that shows the next step of a growing plant, how to plant your own seed. 6. Once students complete their worksheet, we will gather on the carpet and I will demonstrate how to make a winter terranium. Once I have modeled it for the students students will create their own, label their jar with their name. 7. I will call the students up by their teams and they will get a jar, then they will get dirt, then seeds, more dirt, and finally ice. Once they have created their spring terranium we will label them put the lid on and put them on the windowsill to see what happens. We will continue to check them every Thursday to see what is happening with them. I will conclude the lesson by having the students write one prediction about what may happen in their jar. 8. In order to conclude the unit students will make claims through evidence. Ex: Why do flower grow best in spring and how do you know? Flower grow best in spring because the snow melts making the ground moist. We know this because we were able to watch plants sprout in our winter terranium. What do you hear, see, smell, taste, fel in spring? How do you know? || > - The Tiny Seed by Eric Carle > - jars with lids (14) > - soil > - seeds ( a pinch each) > - crushed ice > - masking tape > - pencil > - kid writing paper > - trays to put the jars on ||
 * Lesson #: || 4 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Grade/Level: || 1 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Subject(s): || Science ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Date to be Taught: || 3/24/10 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * SECTION ONE: Identifying all standards and objectives ||
 * Objectives: || Students will understand:
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Standards: ||  ||   || [[image:http://lesson.taskstream.com/i/spacer.gif width="20" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_icon.gif width="47" height="17"]]<span style="font-family: verdana,arial,helvetica;">**PA- Pennsylvania Academic Standards** ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Subject** <span style="font-family: verdana,arial,helvetica;">**:** Reading, Writing, Speaking and Listening
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Area 1.4**<span style="font-family: verdana,arial,helvetica;">**:** Types of Writing
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Grade 1.4.3**<span style="font-family: verdana,arial,helvetica;">**:** Grade 3
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard B.**<span style="font-family: verdana,arial,helvetica;">**:** Write informational pieces (e.g., descriptions, letters, reports, instructions) using illustrations when relevant.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Area 1.6**<span style="font-family: verdana,arial,helvetica;">**:** Speaking and Listening
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Grade 1.6.3**<span style="font-family: verdana,arial,helvetica;">**:** Grade 3
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard E.**<span style="font-family: verdana,arial,helvetica;">**:** Participate in small and large group discussions and presentations.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Subject** <span style="font-family: verdana,arial,helvetica;">**:** Science and Technology
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Area 3.1**<span style="font-family: verdana,arial,helvetica;">**:** Unifying Themes of Science
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Grade 3.1.4**<span style="font-family: verdana,arial,helvetica;">**:** Grade 4
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard C.**<span style="font-family: verdana,arial,helvetica;">**:** Illustrate patterns that regularly occur and reoccur in nature.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson ||
 * Pre-assessment:: || I will ask the students what they know about flowers. Hopefully someone will say they grow from a seed and that will lead us right into our read aloud. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Formative Assessment: || As a read The Tiny Seed Aloud to my students I will ask them questions about the reading to make sure they are focused and on task. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Summative assessment: || Students will make their own winter terranium following the five steps that they write on their paper.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out ||
 * Time Frame: || 40 minutes ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Lesson Details: || 1. Hook: The Tiny Seed Big Book
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Transition: || I will call students by teams to move from place to place. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Materials: || * Materials and resources:
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Differentiated Instruction: || I will circulate the room to help students who are struggling. ||

<span style="font-family: Georgia,serif; font-size: 90%;">Abby Rzepnicki Science Unit Plans Grade: 1 Topic: The Season of Spring <span style="font-family: Arial,sans-serif; font-size: 13px; line-height: normal;">

•Distinguish between a scientific fact and a belief. •Provide clear explanations that account for observations and results. •Relate how new information can change existing perceptions. ||  || •Recognize observational descriptors from each of the five senses (e. g., see- blue, feel- rough). •Use observations to develop a descriptive vocabulary. ||  ||   ||   || Images of the 5 senses printed from the computer Photos of the Nature Walk Letter writing paper Pencils Crayons Managing these materials will be easy. Most of the lessons will be conversations based and when we are outside the students will be required to do nothing but listen and take in the environment. When we do the letter writing exercise I will be passing out the materials needed during that time. || If students are understanding the concepts quickly and excel through the letter writing activity I will have them complete a spring crossword or coloring page. || I feel that having a conversation with the students will get their minds moving in the right direction for our nature walk. It will be interesting to hear their responses. || I will be asking them: What do you see? What do you hear? What do you smell? What do you touch? When we return to the classroom I will have the photos I took of each of the spots hanging up on the white board. I will then proceed to ask the students about their senses and what they experienced at each of the locations pictured. This replaces taking a notebook out with them on the nature walk. My mentor teacher felt it would be ineffective for every student to bring a paper and pencil out to take notes while on the walk. The big focus will be to keep everyone engaged throughout the nature walk. I plan to ask every student an individual question along the trail. ||
 * Subject(s): || Science ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Science Concept: || The changes in the seasons and how this relates to the season of Spring and the 5 senses. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Driving Question: || The students will be asked to use their 5 senses (sight, touch, hearing, taste, and smell) to explain certain aspects of Spring. They will engage in season activities, explore on a nature walk, and be asked to explain their findings in a letter. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Grade/Level: || 1 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Learning Outcomes: || The purpose of the learning experience is for the students to explore their 5 senses and understand that they may see, touch, hear, feel or taste something different in Spring then they would in another season. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Summary: || I will be taking the students outside on a nature walk so they can explore their 5 senses. It will be a practical application of the knowledge that they will be receiving about Spring. They will be able to use their senses and develop a deeper understanding of them and the season of Spring. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * <span class="label" style="border-bottom: 1px solid #000000; clear: both; display: block; font-size: 1.4em; width: 635px;">**TANDARDS & ASSESSMENT** ||
 * Standards: ||  ||   || [[image:http://lesson.taskstream.com/i/spacer.gif width="20" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_icon.gif width="47" height="17"]]<span style="font-family: verdana,arial,helvetica;">**PA- Pennsylvania Academic Standards** ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Subject** <span style="font-family: verdana,arial,helvetica;">**:** Reading, Writing, Speaking and Listening ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Area 1.4**<span style="font-family: verdana,arial,helvetica;">**:** Types of Writing ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Grade 1.4.3**<span style="font-family: verdana,arial,helvetica;">**:** Grade 3 ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard B.**<span style="font-family: verdana,arial,helvetica;">**:** Write informational pieces (e.g., descriptions, letters, reports, instructions) using illustrations when relevant. ||   ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Subject** <span style="font-family: verdana,arial,helvetica;">**:** Science and Technology ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Area 3.2**<span style="font-family: verdana,arial,helvetica;">**:** Inquiry and Design ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Grade 3.2.4**<span style="font-family: verdana,arial,helvetica;">**:** Grade 4 ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard A.**<span style="font-family: verdana,arial,helvetica;">**:** Identify and use the nature of scientific and technological knowledge.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard B.**<span style="font-family: verdana,arial,helvetica;">**:** Describe objects in the world using the five senses.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Assessment/Rubrics: || I will be assessing student understanding by giving them directions to write a letter to my mentor teacher about one thing they learned from my teaching. This will be open-ended and will give them a chance to reflect on their learning from the week. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * <span class="label" style="border-bottom: 1px solid #000000; clear: both; display: block; font-size: 1.4em; width: 635px;">**ATERIALS AND RESOURCES** ||
 * Science Materials: || Images of the Seasons printed from the computer
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Other Resources: ||  ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * <span class="label" style="border-bottom: 1px solid #000000; clear: both; display: block; font-size: 1.4em; width: 635px;">**DDITIONAL INFORMATION** ||
 * Learning Context: || All of the activities fit very well into the general context of what I'll be teaching. In the classroom my mentor has them already practicing their writing skills in language arts and their focus is on letters. I felt bringing a letter-writing activity into my lesson would be very beneficial to the students. The students are ready for a change and will welcome their new spring activities. I am making a Spring words chart that will replace the winter one and I think the students will enjoy engaging in a new activity. I feel that this is a great transition into a new unit by teaching about the new season. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Differentiated Instruction: || For students who are having trouble with grasping the concepts I plan to work with them individually. I will help them by explaining and answering directed questions they may have.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Collaboration: || Students will work collaboratively & individually. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Time Allotment: || 3 class periods. 30 Min. per class. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Author's Comments: || To implement this activity you must make sure you have adequate weather to go outside on the nature walk. But also be flexible if you plan it for a particular day and it is not nice out, allot time to do it another day. Have everything prepared to go ahead of time. Print pictures out and have questions ready to ask the students. Also, have a back-up plan. I have additional worksheets that I can pass out to my students if need be. Coloring sheets and crossword puzzles that are about Spring. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * <span class="label" style="border-bottom: 1px solid #000000; clear: both; display: block; font-size: 1.4em; width: 635px;"> **E’s Implementation Plan** ||
 * ENGAGE: || To introduce this lesson I will direct students' attention to the new Spring words chart. We will discuss the chart and go over the words on the poster and then I will place a picture of one of the seasons on the white board and ask the students to tell me something about that season, what season is it, what happens during that season, etc. I will do this with all 4 images of the season and have a discussion with the students about the changing of the season. I will then introduce the 5 sense by placing images of them on the white board as well. I will ask them questions about the senses and what we can do with them.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * EXPLORE: || The next day, or on a nice day next week I will be taking the class out on a nature walk. There is a trail behind their elementary school and I walked it last week and took several pictures along the trail and I will be stopping at these sites and making sure the students pay close attention to each of these stops in regards to their senses.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * EXPLAIN: || To explain what they have learned I am asking the students to write a letter to my mentor teacher about one thing that I taught them during the previous 2 lessons. They will be required to follow the letter-writing format in which they've already been working with. My mentor said she will eventually write back to them as to keep them further engaged with the lesson. ||

Aileen McDermott Science Unit Plans Grade: 1 Topic: The Season of Spring

For the explore section of my lesson plan, I will take all of the students on a nature walk around the school. The students will use the five senses, which were discussed in the engagement lesson to explore the outdoors. The will keep track of what they see, smell, hear, touch, and taste. During the nature walk, the students will be given a worksheet with categories of the five senses. Each student will fill in two to three descriptive words as each of the senses is discussed. For the explain section of my lesson plan, the students will take what they wrote in the categories about the five senses and create poems about spring. The poems will be placed on precut outlines of water cans and displayed outside of the classroom. The poem will be all about spring and how the five senses are affected by the season. || || || || •Recognize earth’s place in the solar system. •Explain and illustrate the causes of seasonal changes. •Identify planets in our solar system and their general characteristics. •Describe the solar system motions and use them to explain time (e. g., days, seasons), major lunar phases and eclipses. ||  ||   ||   || 1 copy of the engagment unit test 23 copies of five senses worksheet that students will fill in with information they found during the nature walk. 21 pencils for the students to circle their answers I will be responsible for bringing in the 23 copies of the quiz for the students. Each of the students has a pencil, but I will have extra pencils on hand in case a student forgets one. || > 23 water can outlines for students to put their poems on. > 4 cut outs of each of the seasons > 2-4 cut outs of different weather patterns; raining, sunny, windy, etc > > The teacher and I will type up the students poems about spring to be displayed outside of the classroom. > Word
 * Subject(s): || Science ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Science Concept: || The Season of Spring ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Driving Question: || How do the five senses interact with the season of spring? ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Grade/Level: || 1 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Learning Outcomes: || The students will develop a stronger understanding about the physical characteristics of season of spring. They will explore and explain how the five senses are are effected by the season of spring. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Summary: || For the engagement section of my lesson plan, I will give students a crossword puzzle to complete during morning activities with words associated with spring. Then I have a seasons unit test that I will use to ask students about the season of spring. I will print off images that correspond with the questions, and have a discussion with the students about their answers. The main purpose is to get students actively thinking about the season of spring and the physical characteristics that they observe in the season. I will also review the five senses and tell the students that these senses are important when learning the season of spring.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * STANDARDS & ASSESSMENT ||
 * Standards: ||  ||   || [[image:http://lesson.taskstream.com/i/spacer.gif width="20" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_icon.gif width="47" height="17"]]<span style="font-family: verdana,arial,helvetica;">**PA- Pennsylvania Academic Standards** ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Subject** <span style="font-family: verdana,arial,helvetica;">**:** Science and Technology
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Area 3.4**<span style="font-family: verdana,arial,helvetica;">**:** Physical Science, Chemistry and Physics
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Grade 3.4.4**<span style="font-family: verdana,arial,helvetica;">**:** Grade 4
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard D.**<span style="font-family: verdana,arial,helvetica;">**:** Describe the composition and structure of the universe and the earth’s place in it.
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 * Assessment/Rubrics: || Assessments will be the 10 question multiple choice pre assessment completed at the engagement lesson. The other assessment will be the final poem that each student will complete using the senses to discuss characteristics about the season of spring. ||
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 * MATERIALS AND RESOURCES ||
 * Science Materials: || Materials Needed:
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 * Other Resources: || * Materials and resources:
 * Technology resources:
 * The number of computers required is 2. ||
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 * ADDITIONAL INFORMATION ||
 * Learning Context: || The larger unit that my students will be focusing on is how the five senses interact with the season of spring. The engagement activity will initially get students thinking about the season of spring and physical characteristics associated with it. The nature walk is a great way for students to be actively involved in using their five senses during the springtime. Also, filling in examples for the five senses worksheet is another way for students to think about the senses and their relationship with the season of spring. The final poem allows for students to write down their final thought and to reach a final understanding of the relationship between spring and the senses. ||
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 * Differentiated Instruction: || I will go through the questions from the multiple choice pre assessment quiz with the students as a whole class. For writing in the five senses categories. I will make a list for each of the senses for the students to work with. Each category will be completed one at a time with the class. I will go around and check on each student to make sure that they are all filling in answers for each of the senses categories. ||
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 * Collaboration: || Students will work individually. ||
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 * Time Allotment: || 3 class periods. 30 Min. per class. ||
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 * Author's Comments: || It is important to break down the activities for students and to explain each step repeatedly. It is not enough to tell the students the activity once and let them run free. Since they are in first grade they need explicit directions and constant reminders about what they need to be doing. It is also important to go over each of the five senses characteristics individually when completely the worksheet. Otherwise, students may begin to feel a little overwhelmed with the activity. For the nature walk, it is important to explain what is expected of the students and that they need to focus on the five senses when they are walking around outside because they need to discuss them later. ||
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 * 5 E’s Implementation Plan ||
 * ENGAGE: || I will begin the engagement lesson plan by asking the students to remember the quick, draw, write that I did a couple of weeks ago. Then I will tell them that I need their help as scientists to explore the season of spring and the five senses. I will then take time to go over what the five senses are and then move on to discussing the season of spring. I will have a copy of a seasons unit test that I will use to further understand what the students think about the season of spring. It has questions about different seasons and weather patterns associated with each season. I will have cut outs of all the different seasons and different weather patterns that I will post on the white board to use as guideline. Then I will ask questions from the unit test and have students answer them. Following the answer, I will ask why they chose that answer and have a small discussion with the class as a whole. At the end of the engagement activity, I will explain to the students that there will be a nature walk the next day. They will need to act as scientist to explore the five senses during the season of spring. ||
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 * EXPLORE: || After the engagement activity, students will complete a nature walk around the school. It is a set trail that I will explore ahead of time to pick certain spots for students to focus on each individual sense. Students will have a paper with the five senses on it, each sense will have a separate bubble. As we walk around the school, I will ask students to take a moment to write down two to three descriptive for each sense in regards to the season of spring. Each sense will be separated and the students will be told to only focus on one at any given time. The data that will be collected is the worksheet that all students are expected to hand out. The main questions that will be asked would be: What do you see? What do you hear? What do you smell? What do you feel? What do you taste? In regards to the taste, I plan on bringing is sample syrup for the students to have a small taste of. At the end of the explore lesson, I will make sure that each student has filled an answer for the five senses. ||
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 * EXPLAIN: || Based on the descriptive words that the students have written about the five senses and spring, I will have each student write a poem. The poem will include a line about each sense and what the student experienced at the nature walk. The poem will be placed on the outline of a water can, and displayed outside of the classroom. The students will be able to use the worksheet that they completed for the nature walk as support for the poem. The teacher and I will type of the poems, so that they can be clearly read by other students, teachers, and parents. I will also discuss with the students similarities I found in the poems in regards to the five senses. I will ask the students if they learned anything new about spring that they did not know before, and have a discussion about the main characteristics associated with spring and the senses. ||

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Samantha Magagnotti Science Unit Plans Grade:4 Topic: Phases of the Moon Students will be required to fill out a moon journal. In the moon journal the students will be required to draw the moon every night for two weeks from the same spot. They will also be required to write down the observable characteristics of that night. They will also be required to write down what kind of moon they think it is. After the two weeks, students will come in and compare their journal with the other students journals. I will ask them questions. What does you journal have in common with the other students journals. Do you see a common occurrence? If you were to continue this moon journal after two weeks what do you think you would observe? The students will have the charts they made as well as their observations from the Explain activity. I will connect this lesson back to the Explain lesson. How does our perception change the moon? Compare the journals to what we now know about the phases of the moon. ||
 * EXPLORE: || Pick a spot in your yard and it will be your responsibility to go to this spot every night and draw where moon is in relation to your house. Draw how it looks and write a description of its looks.

Jenna Feinman Science Unit Plans Grade: Kindergarten Topic: Maps and Day/Night

<span style="font-family: Georgia,serif;"> **<span style="font-family: Georgia,serif; font-size: 90%;">Engage: ** <span style="font-family: Georgia,serif; font-size: 90%;"> First lesson: I will be reading a book called "Me On A Map" which will introduce the students to the concept of maps, both large and small scale. Then I will show the students a map of the world while discussing where we live. Second lesson: I will be reading the book called "Day Light, Night Light" which will explain the concept of daytime and nighttime.

<span style="font-family: Georgia,serif;"> **<span style="font-family: Georgia,serif; font-size: 90%;">Explore: ** <span style="font-family: Georgia,serif; font-size: 90%;"> First lesson: Students will work together to discover where we live: planet, country, state, town. I will give them a large picture of Earth, where the cut outs of the others could be layered on top. This will show that the students are understanding where we live (more than just what town). "Who thinks they can show where we live? Which one of these is the largest? How would these be placed on a map?" Second lesson: Students will work together to decide how the Earth turning would give us daylight and nighttime. After I show them that the Earth spins and the sun stays in one spot, "where would the sun be if it was daytime in Tyrone?" Explain: **<span style="font-family: Georgia,serif; font-size: 90%;"> After the small group activities, we will come together and talk about what we found. If the students are confused about a concept, I will assist them, but mostly the students will be able to tell the other groups what they discovered about both geography and daytime.
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 * <span style="font-family: Georgia,serif; font-size: 90%;">Evaluate: **

Second lesson: Students will be given a sheet of paper where they can draw a picture of the Earth and sun, and write a few facts about what they learned about daylight and how the Earth moves. ||
 * <span style="font-family: Georgia,serif; font-size: 90%;">First lesson: Students will be given smaller pictures of the Earth, U.S., Pennsylvania, and Tyrone. Individually, they will place the pictures in the correct sequence and explain that they understand where we live.