Lesson Plan
 Charlotte County Public Schools
Teacher Name Harmon
Lesson Plan Name
Seasons
Subject Science Grade
1
SOL
Objectives1.4
The student will investigate and understand that plants have life needs and functional parts and can be classified according to
certain characteristics. Key concepts include
a) needs (food, air, water, light, and a place to grow);
b) parts (seeds, roots, stems, leaves, blossoms, fruits); and
c) characteristics (edible/nonedible, flowering/nonflowering, evergreen/deciduous).
Pa1.5 The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified
according to certain characteristics. Key concepts include
a) life needs (air, food, water, and a suitable place to live);
b) physical characteristics (body coverings, body shape, appendages, and methods of movement); and
c) other characteristics (wild/tame, water homes/land homes).
s1.7
The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes of plants and animals. Key
concepts include how temperature, light, and precipitation bring about changes in
a) plants (growth, budding, falling leaves, and wilting);
b) animals (behaviors, hibernation, migration, body covering, and habitat); and
c) people (dress, recreation, and work).
Learning Outcomes
Procedure
Curriculum Framing
Questions
Assessment
Students will be able to
differentiate between the
four seasons.
Make KWL Chart
Read Scholastic Science Emergent Readers about Seasons
Essential Question
Before
How does the
environment effect
each season?
KWL Chart.
Unit Question
During
Read book entitled Jeff Corwins Animals and Habitats of the United States
Students will be able to
describe the changes in the
surrounding environment
according to each season.
Students will be able to
construct life cycles of certain
Complete journal entries about each season and/or environment and the effects
of the weather and climate on the animals and people Read leveled readers
about each season
Journal about favorite season; break into groups and each group will write
about and illustrate a given season; each student will write about and illustrate
each of the four seasons
Lesson Plan
 Charlotte County Public Schools
plants and animals with the
rotation of seasons. Enter a
list of learning outcomes to
be assessed and mastered by
the end of your unit/lesson
plan.
Lab: Compass –Science Steps in Life Cycle, Food Chain, Basic Needs of Animals
and Pond Habitats, Wetland Habitat and Ocean Habitat
In groups complete puzzles about endangered animals, pond life, and ocean
life
How does each season
effect living creatures?
Brainstormin; Google
search Jeff Corwin’s
animal planet
;videos/games.
Content Question
After
What type of climate
do certain animals
need? How are the
needs of animals and
people related?
Describe and illustre
the characteristics of
each season. What
type of climated do
certain creatures
need? How are the
needs of animals and
people related
Locate , describe and
illustrate the
characteristics of each
season.
Materials/Resources
Internet
Computer
Projector
Promethean Board
SharePoint
Handheld Devices
(double-click and select
checked)
DVD/Video
Textbook
Worksheet
Manipulative
Other (insert here)
Other (insert here)
Reflection Summary
(Reflect on where your lesson rates and why in the space below. How can my lesson rate higher in the future?)
Camera
Lesson Plan
 Charlotte County Public Schools
Reach Rubric
Identify where your lesson rates using the Reach rubric in each of the four areas.
Entry Developing
Approaching
Target
(Teacher) Critical Thinking and Problem Solving:
(Student) Critical Thinking and Problem Solving:
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7
(Teacher) Communication and Collaboration:
(Student) Communication and Collaboration:
1
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7
(Teacher) Accessing and Analyzing Information:
(Student) Accessing and Analyzing Information:
1
1
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7
(Teacher) Curiosity and Imagination:
(Student) Curiosity and Imagination:
1
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7