Season to Season
Lesson 1 of 5
Objective: SWBAT recognize how the weather changes from season to season.
National Science Education Standards:
- Changes in the Earth
This lesson addresses how weather changes from day to day and season to season. In this lesson, students learn that weather changes from fall, winter, spring, and summer. Students sort cards to determine the characteristics of the four seasons. 2nd graders know that there are four seasons. It is important that they understand that climate remains constant from year to year and decade to decade. This lesson helps students understand how the weather changes due to the season, and they prepare for various kinds of weather because of the seasons. Also, this lesson prepares students for upcoming lessons in this unit. In this unit, the students learn how clouds can help predict the weather, how weather changes daily, and how particular clothes help to retain heat or keep them warm.
Science and Engineering Practice:
SP 8 addresses obtaining, evaluating, and communicating information in K–2. Students communicate information with others in oral and written form to discuss scientific ideas. In this lesson, groups communicate with each other to sort the cards with the appropriate seasons.
Students are aware of the different kinds of seasons and they understand the various kinds of weather. They also know what kinds of clothes to wear during various seasons.
In my class, students are called Junior Scientists. They wear lab jackets that they created early in the school year, to be worn during their experiments. I call them junior scientists to encourage them to major in Science and Math related careers. I want them to develop a love for Science and Math. Also, we sing "It is Science Time" before each lesson or "I Got A Feeling".
At their desks, students sing a song at the opening of each science lesson. This song motivates and engages my Junior Scientists at the beginning of each science lesson. During science lessons, I call my students scientists to empower students and make them dreamers and doers.
“I can” statement
I call on a student to read our "I Can" statement for the day. While using an over-sized microphone, a scientist says, "I can recognize how the weather changes from season to season."The "I Can" statement helps students take ownership of the lesson as they put standards into context. The other students praise the student that reads the "I Can" statement by clapping. I encourage students to give each other praise to boost their self-esteem.
Students observe a PowerPoint that created about the seasons. The PowerPoint helps my visual learners as they learn more in-depth knowledge about the seasons. After the PowerPoint, the students are asked questions to check for their understanding, so I can assess their learning.
Stand and Deliver
When I ask students questions in the Stand and Deliver portion, each student must stand and deliver their response. Students are asked: What happens to flowers during spring? How can the weather change during the summer? Which season would you recommend wearing a wool coat? Explain. I ask the students these questions to recall facts from the PowerPoint. Also, these strategies help students boost their oral communication skills. I require the students to talk in complete sentences to assist with language development.
The words to the Season Song.
My students proceed to their group tables when I say "We Are On The Move" and they stand and sing, We Are On The Move. This routine helps my students move to their table with very few distractions. This also helps my auditory learners who enjoy singing as well as my kinesthetic children who enjoy moving.
When students get to their tables, they begin to assign their roles: a person to lead, record, measure, and report. I assign the leader who is one of my advanced students who posses, leadership qualities. They put on their group labels with a clothes pin to ensure that I know each child's role. Students are grouped by abilities to support students’ learning. I want all my students to take ownership of their learning, so assigning roles permits students to develop confidence in their roles while using their strengths to accomplish their group's goals. All hands must be on deck. The groups are reminded of the group rules. The group rules are located at their table so they can reference them.
At the table, the groups have their materials (flashcards)
Teacher note: I cut the cards apart for the students to assist with time constraints.
The groups are instructed that the seasons cards represent the subheadings for the respective categories. They are informed to place the various visuals under the correct sub-headings. The pictures on the cards help my visual learners. Also, the students can make the appropriate choice through the pictures.
I walk around to facilitate their learning. I posed them questions such as: How did you determine how to sort your cards? How is fall different than winter? How is summer different than spring? How is the weather during summer?
These are the Season cards. The students put the cards in the appropriate sub-heading.
While students are at their desks, they are informed that they are going to create a collage of the seasons. I provide them with a 4 square activity sheet for them to illustrate and write about the seasons. I permit the students to draw to assist my visual learners. I want the students to write to ensure that they understand the seasons as well as help my students with sentence structure. Also, it is important that students write to explain.
I take up the assignment to make sure that students drew an illustration as well as wrote sentences with each picture. Students should demonstrate that they understand the four seasons through their illustrations and writing.