It's Spring!

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Objective

SWBAT listen for information from a Four Seasons video, an expository text Let’s Investigate! and discuss what they learned in a collaborative conversation. Students will help record information on a process grid.

Big Idea

The weather can be predictable within each season.

Prepare the Learner

15 minutes

Introduction to the Four Seasons: Video and Process Grid

Last week we talked a lot about weather in the four seasons. Today we will watch a video that shows how the earth changes from season to season.  I say: You will use your eyes and ears to learn the names of the seasons and what changes happen in each season.

 

I say: Today we are going to listen for information about the four seasons.  After we watch the video, we are going to write some notes on our chart.  This is a special chart that is called a Process Grid.  Everybody say ‘process grid.’ (students chant ‘process grid’) The season names are here on the left (read seasons).   The qualities/characteristics of each season that we are listening for are across the top (read characteristics).  I want you to pay attention to these characteristics of each season when we are watching the video.

 

After students watch the overview video, I  have them share their findings with partners.  I say: How might we tell our partner what we saw?  (accept suggestions)  We could say “I saw…” “ I heard….” “In spring…” “In summer…” etc.  These linguistic patterns are important for my second language learners.  They rely on them to help generate language that conveys a complete message.

 

I pair students up and allow them to have collaborative conversations about what they saw and heard.  As they are talking, I am monitoring and assisting by modeling talk moves like “I agree with that because…” or I heard that and I also heard…” so that kids see and hear how we converse and a deeper, more meaningful level. For the pairs who are struggling, I am modeling the basic linguistic patterns that give information like “ I heard…” or “ I saw…”

 

I let them talk for 2-3 minutes and I get to as many pairs as I can.  After that, I have them share out what they discussed and I record their statements on our process grid.

 

 

Here is a quick explanation about how the process grid works!

 

Interact with text/concept

45 minutes

Show the “Spring” video

I ask: What finding, things you saw or heard, could we add to our process grid? (Students share with partners) and teacher adds their findings to the process grid.

Here's what my kids came up with for Spring!

 

 

Big Book/PowerPoint: Investigating the Seasons

 

Reading the text - gathering details about the seasons

Part 1: Spring

Students are on the carpet with me in front of the SmartBoard.

Title page: Talk about the word “investigate” –I say: Look at the picture of the girl and tell me what you think “investigate” means.   If students are struggling, I give them the clue that we “investigated” the video to find details.

 

I tell students:  Now you will be investigating photographs and words. You will be listening carefully to details and taking notes through drawing.  I pass out student note taking booklets as students go to their seats.  We read the title together and turn to the second page.

 

Read slide 2. I ask: What would you put in the space that would go with the words? (They can draw a “4” on their note-taking booklet)

 

Read slide 3. I point out: This looks a lot like the picture we looked at in our read from last week!  What is that big blue "sphere" in the middle of the page? Does anyone remember what the arrows mean?  What do each of the little pictures signify?

 

Read slide 4 and 5 slowly as students listen for spring details and view the picture.

Student Book- Students listen for details as the teacher reads. They add the details into their book (baby birds, rain, leaves, buds, strawberries).  If students are struggling for the details, I reread sentences slowly, sentence by sentence.  When students are done I complete my notetaking book on the document camera.  I ask: Who can tell me a Spring detail they drew in their picture?  (take student suggestions)  As I draw in my note taking book, I want you to check your picture to see if you have the same Spring detail.  

Lastly, students write either “Spring” or “It is spring.” on the lines provided.

 

Ask: What Spring details should we add to the boy – what’s missing? Why should we add these things? (boots, rain hats, etc. because it’s raining) 

 

Here is a teacher's sample of what the pictures/notes may look like when complete!

Extend Understanding

15 minutes

The Seasons Song

 

This is the sixth lesson in the unit.  We sing The Seasons Song many times throughout the unit to remind the kids of what each season brings.  It is a fun quick warm up to any lesson on seasons and can also help kids remember the order of the seasons.

I almost always (sometimes there just isn't an action) give the students some TPR (Total Physical Response) to help them remember the song and the seasons.  It is a common strategy used with second language learners, but it can be used with any student!

 

I  introduce The Seasons Song” to the familiar tune of “Row Row Row Your Boat.”  I add motions to each verse to help students recall words. 

 

For the first verse we pretend to hold an umbrella and wrap ourselves with a sweater. 

For the second verse we pretend to put on a bathing suit.  

For the third verse we pretend to put on a jacket and rake leaves. 

For the last verse we pretend to put on gloves and a hat.

 

 

Meteorologist Logbook

Because this is a unit on Seasons and weather, we will act as meteorologists throughout the unit, observing and recording the daily weather. We want the kids to make personal connections to their learning so they see it as meaningful learning, and this logbook does just that!

I ask:  What is the date today?  We write the date.

I ask: What is the weather like outside today?  We draw the weather, circle the word that names the weather.

I ask:  What sentence could we write to go with our weather picture?  What words can we use to describe or tell about our picture?  We write a simple sentence describing their daily observation (It is sunny.  We see rain.).   

I ask: How many boxes should we color in for our weather today? (one) Do we color from the bottom up or the top down? (bottom up)  Students will then record the daily weather on a bar graph in their log.