SCIENCE 5-DAY UNIT PLAN
Topic--FALL
(Change over time)
Grade: Kindergarten
Day 2
Objectives
The student will be able to explain that seasons are a natural occurrence and their
change over time is a longer, slower process.
The student will be able to draw and describe the physical observations of what
happens to trees in each season (how they change throughout the year).
VA SOL
Earth patterns, cycle, and change
K.10 The student will investigate and understand that change occurs over time and
rates may be fast or slow. Key concepts include
a) natural and human-made things may change over time; and
b) changes can be observed and measured.
Materials
Song-- http://www.youtube.com/watch?v=LTXtSGf1VdY
4 seasons poster board
Sticky notes- Pre-labeled
Assessment slip-- “Tree through the Seasons”
Exit slip-- “What season are we in?”
Calendar month cut outs
Procedures
Engage
The lesson will begin with the introduction of a new song, Four Seasons in a Year.
· http://www.youtube.com/watch?v=LTXtSGf1VdY
After the song, the class will have a discussion on the things that they heard or noticed
from the video. The song elaborates on things seen, experienced, or characteristics of
each season.
From those things, the teacher will lead/guide discussion by probing questions about
the things that occur in each season (there will be a visual poster board of the four
seasons).
The teacher may ask what the students see in each picture (trees from each season).
After the basic, observable features, the teacher may ask what things are experienced
in each season such as:
 Temperature change
o the clothes we wear/things we do
o Animals we see

Trees change
o Leaves and colors
 Weather changes
o Sun (dark/light), rain, clouds
The teacher will record student responses with one-worded keywords on sticky notes
and post them under each season on the poster board. Students can then connect the
keywords to the seasons as an introduction to the lesson theme of change (how
seasons and trees change over time).
Explore
The teacher will then hand out the Tree through the Seasons Worksheet. Based on the
discussion and pictures just used with the students (and reiterating/discussion), the
teacher will ask students to draw and color what their tree would look like in their
respective seasons. They will also be asked to add things that help the viewer know
what season it is by including things like people or animals, etc.
As an assessment: does each picture depict the season accurately? Such as:

Tree
o Leaves; colors
o Animals (birds)
 Weather
o people and what they would wear
o Sun/clouds/rain
o Temperature
Afterwards, the teacher will pull out the class calendar and students can sort what
months in the year that each season is. There will also be a follow up discussion on this
as well as what the temperature trends are (math extension).
Explain
After students draw and color their trees from each season, they will explain their
drawings orally in groups. The teacher will divide the class into groups of 4 and assign
each student in the group a season to present and lead discussion
They will need to describe the colors of leaves, temperature, etc. This gives them an
opportunity to verbalize and justify their pictures as well as describe what’s in it. This
also gives the teacher a chance to facilitate groups/informally observe as well as
support the connection between months of the year and time/change if students did not
fully understand as a class discussion.
Elaborate
The class will take a supervised trip outside of the school building to make observations
on:
– Temperature (cold, hot, nice)
– Weather (sunny, cloudy, rainy)
– Trees (bare, full of leaves, flowers, falling leaves, colors)
– Animals (squirrels, birds spotted)
After the class has discussed outside, the teacher will hand out the worksheet, what
season are we in? The student will be asked to circle the corresponding season on their
exit slip based on the observations they have gathered from outside. This helps assess
whether students can apply new information and gathered observations to the current
season/situation. This is expected to be individual work and will be a tool to assess
individual understanding. The teacher will collect it immediately as students
decide/circle.
Evaluate
All in all, students will be evaluated on the various processes, formative assessment
tools throughout the lesson. This includes formal assessments
 Trees through the seasons
o Accuracy in drawings
 What season are we in?
o Correct season circled (inference)
As well as the informal assessments
–
Group discussions
–
Oral responses
INTEGRATION
Math (calendar/months/season)
VA SOL
Measurement
K.8 The student will identify the instruments used to measure length (ruler), weight
(scale), time (clock: digital and analog; calendar: day, month, and season), and
temperature (thermometer).
Description
The teacher will have cut-outs of the months of the year. The students will be asked to
come up and place the month under the correct season. This will help students
visualize as well as relate the seasons to the times (months) by grouping
them. Students will also be required to verbalize and justify their reasoning for putting
their month under the season they chose. This will also help other students learn from
peer interaction.
The topic of seasons will consistently be revisited throughout the year as the months
(time) changes. Temperature— The students will have a weather journal where they
record a or circle the weather for the day such as sunny, rainy, cloudy, etc.
Twice a month, the class will check the average temperatures of the week (projected on
the SmartBoard by the teacher) and record this in their journals. Every few months
(when the seasons change) the class will compare the temperatures and see a trend,
whether it has become warmer or colder. This is to measure quantitatively as well as
compare data.
Social Studies
VA SOL
Economics
K.6
The student will match simple descriptions of work that people do with the
names of those jobs.
Description
The students will learn about people with different jobs and the teacher will highlight
how important their jobs is in certain seasons. The students will be able to match the
worker with their job description as well as what season they are important to. There
will also be a discussion on the differences between their jobs. How they are different
and why we would need them in certain situations more than others. The students will
learn about:
Farmers- harvest the fruits and crops we eat -apples, pumpkins (fall)
Doctors- treat sick people- allergies, colds, flu, infections, tummy aches (winter)
Firefighters- put out fires with water, rescue people (summer)
Builders- nice weather to work outside- roofing, construction, (spring)
Teachers- help students and children like them to learn (fall, winter, spring)
Just as seasons change, the need for certain jobs change as well. We may need more
farmers in the fall to harvest crops and fruits we eat or doctors have to work more in the
winter because people are sick. The teacher will also instruct, that they must work in the
fall, winter, and spring, but when summer vacation comes, when students get a break,
teachers do too!
Language Arts (poem/song)
VA SOL
Oral Language
K.1 The student will demonstrate growth in the use of oral language.
a) Listen to a variety of literary forms, including stories and poems.
b) Participate in a variety of oral language activities including choral and
echo speaking and recitation of short poems, rhymes, songs, and stories
with repeated word order patterns.
Description
The students will learn a song about the seasons. The students will be able to repeat
and orally state the four seasons because it will be revisited many times after the
lesson. However. At the beginning of the lesson, as well as the end, the students will
listen to the song and try to learn it (they should be able to get the hang of it during the
song).Through the song, it is intended for students to memorize part of the song: “four
seasons in a year, I can name all four, do you wanna hear? Let’s get ready and say
them all: Winter, Spring, Summer and Fall”)
http://www.youtube.com/watch?v=LTXtSGf1VdY