
Act out scenes pertaining to the four seasons based on the book A Bear for
All Seasons.

Read books about the seasons.

Use the Internet to research the weather during the different seasons.
 List things they’ve learned from the meteorologist and the 4 videos on the seasons.

Describe how seasons in other countries differ from those in the U.S. or
Minnesota.

Find items on an outdoor hunt and classify them.

Create collages from the items collected on the hunt.

Define vocabulary words that relate to Native American weaving.

Think critically about plant growth and how different materials and seasons affect it.

Journal about various concepts and ideas that are addressed throughout the unit, specifically dew, frost, and apple production.

List ways we adapt to the different seasons, specifically focusing on dress, our houses, and outside activities/sports.

Draw pictures showing changes or characteristics of specific seasons.

Observe and examine where and how apples grow.

Discuss what people do at an apple orchard and discover how the different seasons affect apple production.

Make a chart of how an apple tree matures.

Write a math riddle showing that they comprehend the story Math For All
Seasons.



Construct a mobile with pictures that remind them of winter.

Pre-Test -
Count how many snowmen are there:
2.
What color does coffee make?
3.
What material does plants grow in?
4.
Name one type of clothing you wear differently in the summertime and the wintertime.
6.
What is frost?
7.
Write a word that describes winter.
5. What is something that can been seen outside at wintertime that cannot be seen during any other season?
8.
What do people do at apple orchards?
9.
What is one characteristics of fall?
10.
What is one characteristic of winter?
11.
What is one characteristic of Spring?
12.
What is meteorology?
13. Can the internet be used to find meteorology?

Post-Test
1.
Add the snowmen and the leaves
2.
Name one natural substance that can be used for dye.
3.
Can plants grow in plaster of paris?
4.
What is one way we adapt to the different season that affects our houses?
5.
Name one new vocabulary word you learned from doing the hunt outside.
6.
What is frost?
7.
What causes frost?
8.
Draw a picture about winter and write a word from the vocab list that you learned.
9.
Make a chart demonstrating how an apple tree matures
10.
Describe physical characteristics of the fall in Minnesota.
11.
Draw a picture about what spring looks like in Minnesota.

12.
What is the temperature like in the winter?
13.
What does a meteorologist do?
14.
Where would you go on the internet to find a website on weather?

Lesson Plans (grouped by subject area)
Throughout the whole unit, we will have a literacy center that contains many books about the seasons for students to read. They will go this center when they have completed other work or have free time. Some of the books included in this center will be:

A Bear of All Seasons by: Diane Marcial Fuchs

Math for All Seasons by: Greg Tang

Have you Seen Trees? by: Joanne Oppenheim

Dear Rebecca, Winter is Here by: Jean Craighead George

Picture This by: Alison Jay
 Month by Month : A year go rounds by: Carol Diggo Shields

The Four Seasons by:Gallimard Jeunesse

I Like Winter by: Lois Lenski

Extraordinary Wild Weather by: Scholastic
This center will help students with their fluency development, decoding, comprehension, and vocabulary acquisition.
* Comprehension: Students will comprehend the story A Bear for All Seasons as they read it through and do dramatizations of it.
* Vocabulary Acquisition: Students will write down words that are new to them from the story and look them up in a dictionary. Students will also complete a vocabulary worksheet.
Grade Level: 2 nd
grade
Subject: Reading
Objectives: Students will be able to read through A Bear for All Seasons individually.
Students will be able to act out the different seasons represented in the book. Students will also be able to work in a group setting, write down words that are unfamiliar to them, and complete a worksheet about the new vocabulary words from the book.
Assessment: The teacher will listen to the students’ responses during the large group discussion, observe the students as they work in their groups and act out the various seasons, and collect the worksheets that they have completed.
Materials: A Bear for All Seasons by Diane Marcial Fuchs, pencils, vocabulary worksheets
Procedure:
1) The teacher will pre-read the book to the class by showing them the pictures and asking them questions about what they see in them. The teacher will also introduce new words to the students from the book that they might not understand.

2) Each student will read through the book individually, looking for words that are new to him/her and writing them down.
3) Each student will look up the words that he/she is unsure about the meaning.
4) The students will get in groups of 4-5. Each group will take one season from the book and act it out for the rest of the class.
Students will fill out a vocabulary worksheet based on the new words acquired from the story.
*Comprehension: Students will read about different ways of finding weather on the
Internet, and write about what they discover.
* Sight Word Recognition: Students will be reading words that are unfamiliar and new to them from the websites.
Grade Level: 2 nd Grade
Subject: Reading
Objectives: Students will be able to explain three websites they found about weather and write two sentences each one.
Assessments: Students will be assessed through their write up of their Internet searches.
Materials: Book Extraordinary Wild Weather by: Scholastic, Computer lab reservation,
Internet hookup
Procedure:
1.Teacher will read book Extraordinary Wild Weather.
2.Students will discuss, using a K-W-L chart, the weather in the different seasons.
3.Students go into computer lab to research weather.
4.Students will journal about the different websites that researched and write two sentences about each one. a.
Students have to visit suggested website, which is: www.intellicast.com b.
Students have to visit two other websites that discuss weather topics.
5.Students will present those websites to the class.
*Vocabulary acquisition: Student will learn new words to add to their vocabulary lists.
* Comprehension: Students will comprehend what a speaker says to them and write down a list of five things that they have learned.
Grade Level: 2 nd Grade
Subject: Reading
Objectives: Students should write five things the learned from the class speaker.
Assessment: Students will be assessed through their list of new things they learned from the speaker.
Materials: Set up with meteorologist the presentation, paper, pencil
Procedure:

1.
Does anyone know what meteorology is? What are some places we could use to find out what meteorology is?
2.
Let’s look in the dictionary and see what meteorology is. If meteorology is the study of weather, does anyone know what a meteorologist is?
3.
Today we have a meteorologist coming in to speak with our class. He is on the
TV on WCCO, and his name is Paul Douglas. Has everyone heard about Paul
Douglas before?
4.
Give Paul Douglas a few ideas of what to cover, which include:


What he does? How he does it? Introduce himself
Focus on how other countries season are different from ours.
5.
Before Mr. Douglas talks to the class what are some expectations of students when guest speakers are there? a.
Raise your hands
6.
I would like to introduce Paul Douglas.
After the speaker is done students write a list of five new things they learned from Paul
Douglas. b.
One person talk at a time c.
Be Respectful
Science
Outdoor Hunt and Find
*Vocabulary Acquisition: Students will learn the vocabulary words based on their hunt lists and apply them to real life.
Grade: 2 nd
Subject: Science
Objectives: The students will find a minimum of two things from their hunt list.
Assessment: The teacher will assess the students by observing their ability to participate in the hunt. The teacher will be looking for children who are staying on task and searching for what they are suppose to be looking for.
Teacher will listen to students as they present their collages. Teacher will collect the collages and observe if the students found the correct items.
Materials: bags, hunt lists, glue, markers, paper plates
Procedure:
1.
Choose your hunt from the hunts lists suggested based on what is appropriate for your children, or make lists of your own. Here are some examples: a.
Lengths

i.
One hand across ii.
One foot (yours) long iii.
Waist high iv.
Group size v.
Tiniest b.
Textures i.
Rough ii.
Smooth iii.
Uneven iv.
Bumpy v.
symmetrical c.
Number Sets i.
Find objects or grouping sets with values = from 1-10 d.
Shapes i.
Circular ii.
Triangular iii.
Square iv.
Rectangular v.
Heart shaped e.
Specific Things i.
Small shell ii.
Vine iii.
Flower iv.
Root v.
Over 100 years old
2.
Discuss the focus of the hunt with the children, reviewing the particular vocabulary for the hunt you have chosen. For example, if you will be doing a texture hunt, talk about rough, bumpy, smooth, hard, soft, etc.
3.
Turn the children loose in groups of 4-5 to search the school yard or path for appropriate items. When they find objects they are to bring them to you.
4.
In some areas, picking live things such as leaves and flowers is not appropriate and may be illegal. If that is the case, then before the search begins, have a discussion about flowers and leaves and how living things should be cared for and protected. In that case you may visit the site, not the object and record its presence on your sheet.
5.
You may use one hunt with all the children, or groups of children may do different hunts. Ability to accomplish the tasks would be the criteria. If you decide to have different groups working on different hunt lists, you may need to have an adult accompany each group.
6.
Upon finishing the hunt, bring the objects back and share what you have found.
7.
Classify the objects using criteria suggested by the children. Create collages from the various finds and share them with the teacher. Add to these as you go through the year. Place your finds in a minimuseaum.

*Decoding: Students will decode words and terminology pertaining to weaving.
Learning Area: Science Lesson Length: 30-45 minutes 1 st
day; 30-45 minutes 2 nd
day
Grade Level: 2 nd
Grade
o Learners will be able to understand the different colors nature brings to people o Learners will be able to understand how to weave fabrics
o Students will be assessed through their participation in the activity of dyeing the different clothes o Students will be assessed through trying to weave their clothe in the loom o Students will receive points for a reflection in their journal of their activities
o White cotton cloth o Natural substances for dye:
Marigold flowers

brown
Green sage  pale green
Walnut hulls

warm brown
Tea

golden tan
Spinach

Yellow green
Yellow onionskin

gold
Red onionskin
 purple/brown
Acorns

tan
Berries

pink/red
Coffee

brown
Dandelion roots

purple o Book: The Goat in the Rug by: Charles Blood
o One on one assistance for students who are physically disabled and cannot participate in activity o Many assistants around to help children who are not exactly where the other students are
1.
Have the students read The Goat in the Rug to learn a little about Navajo weaving.
2.
Place a large kettle of water on the stove and add your dyeing material.
You will have to experiment with the amount, the more you add, the darker the color, being the basic rule. Allow the pot to simmer until the water is darker than you want the fabric to be.
3.
Tear the cloth into strips 2-5 cm (1-2in.) wide and a meter (36-39 in.) or less long. This can be done while the dye is being prepared.

4.
Add the cloth to the dye and simmer until it is darker than you would like.
When it dries the color will lighten. Remove the strips from the pot, Rinse them in cold water and have the children help wring them out and hang them to dry.
5.
Over a period of several days, different colors of cloth can be prepared.
6.
Prepare a loom by cutting slots about 1 cm deep and about 2-3 cm apart across each end of the box. Use yarn for the warp thread running a strand back and forth between the slots. Weave the cloth strips through the loom by stressing the words “over” and “under”.
7.
When the weaving is finished, remove it from the box loom and carefully tie the yard ends together.
8.
Soak the dried fabric in salt water or vinegar water overnight before rinsing to help make it more colorfast.
At the end of the activity students will reflect in their journal about what they thought about the activity.
*Higher-Order Literacy: Students are thinking critically about plant growth and how different materials affect it
Grade Level: 2 nd
Subject: Science
Objectives: The students will observe how seeds grow compared to what materials are around the seeds.
Assessment: The students will be assessed on what they observe from their science notebooks, where they record their observations.
Materials: small, clear plastic containers; plaster of paris; water; lima bean seeds; potting soils; various other seeds
Procedure:
1.
Fill 2 clear plastic containers half full of potting soil or sand
2.
Plant 3 lima bean seeds in one container
3.
Water until moist, but not soaked
4.
Place 3 lima beans on top of the soil in the second container
5.
Mix plaster of paris and water. Make it runny.
6.
Pour a thin layer of plaster of paris over the beans in container two. Use just enough to cover them
7.
The seeds must be kept moist. Water them every day
8.
How do you think this plaster of paris cover will affect the growth of the seeds? Will it smoother them or do you think they will grow? Record children’s predictions.
9.
Observe the containers for 2 weeks and compare. What happens to the seeds?
What do you think happens to plants that are covered by the blacktop or concrete to make surfaces for parking lots and playgrounds?

Try other seeds. Are some stronger than others? Take a walk and look for things growing through cracks.
*Writing: Students journal about what they learned about dew and frost from the experiment.
Grade Level: 2 nd
Grade
Science: Science
Objectives: The students will think about the process that creates dew.
Assessment: This objective will be assessed through a journal about what they learned about frost
Materials: tin can with no lid, rock salt, and crushed ice.
Procedure:
When temperature changes it causes dew, and when dew freezes it is called frost.
1.
Measure and pour two cups of crushed ice and ½ cup rock salt in a can.
2.
Stir rapidly.
3.
Let the mixture sit for 30 minutes.
4.
The outside of the can will have dew on it.
5.
If wait longer, the dew will change to frost.
6.
To make the process go faster place in a freezer.
The students will journal in their science journal about their experience with the frost and what they think they learned from this experience.
Social Studies
*Higher-Order Literacy: Students will critically think about things that affect them during the different seasons.
Subject Area: Social Studies
Lesson Name: Adapting to our Seasons
Grade Level: 2 nd
Objectives
Understand how people adapt to different seasonal changes
Consider how the environmental changes affect how people live
Identify examples of adaptations people make for different seasons
Means of Assessment
Have students share their charts with you
Let children describe their charts to the class or small groups

Materials Needed to Teach the Lesson
Paper
Crayons
Scissors
Glue
Magazines
Procedures
Identify the different seasons we experience
Draw a picture of each season
List ways we adapt to the different seasons o Dress o Our houses o Outside activities/ sports
Find or draw pictures that show the changes
Match each picture to a season
Apple Orchard
*Writing: Students will write about their interview’s with the person from the apple orchard.
Subject Area: Social Studies
Lesson Name: Field trip to the Apple Orchard
Grade Level: 2 nd Grade
Objectives
Be familiar with people at the Apple Orchard
Observe and examine where and how apples grow
Discuss what people do at an apple orchard
- Discover how the different seasons affect apple production and draw a picture and journal about it.
Means of Assessment
Make a chart of how the apple tree matures

Discuss what new things the children learned at the apple orchard
Teacher will look at pictures and collect the journals.
Teacher will observe students as they share their drawings.
Materials Needed to Teach the Lesson
A trip to the apple orchard
Contact person at apple orchard to interview
Pencil
Paper
Crayons or markers
Procedures
Bring children to an apple orchard and let them explore the apples there as well as all the other things that go on at an apple orchard
Interview a worker about how the different seasons affect apple productions and draw a picture and journal about their interview. Students will share their pictures with the rest of the class.
*Writing: Students write a riddle.
*Comprehension: Students write math riddles to show that they comprehend the story.
*Higher-order literacy: Students are creatively thinking about math problems to create a riddle.
Learning Area: Literacy and Mathematics Lesson Length: 40 min. Grade Level: 2 nd
grade
o Students will be able to write their own seasonal math riddle.
II.
Assessment Plan o An assessment will be made based on observation of the discussion and the students riddles. The teacher is looking to see if the students know the basic concepts of the book.
III.
Materials and Resources needed to teach the lesson activity o Math for all seasons book o Paper o Pencil
IV.
Teaching Procedure o The teacher will ask the students what they know about the different seasons. First, we will name the seasons and then some components of each season.
o Then the teacher will read the book Math for all Seasons to the students.
While reading the book, the teacher will interact with the students on each page to have students figure out the riddle.

o The teacher will ask the students to make their own seasonal math riddles to show comprehension of the story.

Riddles should be at least four sentences long.
 Each riddle should have a colored picture accompany it,

The riddles should include math concepts (counting, addition or subtraction)
The students will share their riddles with the class to see if the other students can figure out what the answer to each of the riddles is.
Fine Arts
*Decoding/Vocabulary: Students will write about new words they learned about while constructing their mobiles.
Grade Level: 2 nd
Grade
Subject: Art
Objectives:
Students will create their own mobile that includes different pictures that remind them of winter
Assessment:
Students will be assessed through their mobile, and how they can explain in front of the class the different pictures that they picked and what they mean to them.
Procedure:
Have children create their own winter pictures. Attach several pictures with string or yarn to a branch, hanger (masking taped), or paper plate. Glitter can be added, and children can do whatever they want to put onto the mobile.
Students will add a new word they learned about winter to describe in each picture.
Physical Education
* Fluency development (verbal): Students will be able to discuss different characteristics about something that they learned from the video.
Learning Area: Physical Education/Movement Grade Level: 2 nd
Grade
Lesson Length: 15 - 30 minutes
I.
Objectives/ Learner Outcomes

Students will be able to do the different physical activities related to fall and pumpkins.

Students will be able to listen to directions that the teacher gives.

Students will be able to list characteristics of the falls season
II.
Assessment Plan


Students will be assessed through their ability to try the different activities that the teacher gives them for the lesson

Students will be able to overall be quiet and listen to the directions of the teacher

Teachers will listen and read what the students think are characteristics of the fall season.
III.
Materials and Resources Needed to Teach the Activity
 2 or 3 large jack o’lantern leaf bags stuffed with newspaper (if not possible 2 or 3 of the largest balls available.

Seasons of the North Country: Fall Video
IV.
Accommodations
Accommodations will be made for children will disabilities and children with different languages. The teacher will be sure that if the student is going something other than the directions that were given that they confront the student and understand what activities come from different things.
V.
Teaching or Instructional Procedure
1.
Show video of the “Season of the North Country: Fall” and have discussion about fall and how pumpkins tie in.
2.
Make a list of characteristics for the fall season.
3.
Divide the class into groups according to the number of jack o’lanterns available.
4.
Each group lines up one behind the other at one end of the room
5.
The first person in each line rolls his or her giant pumpkin across the room to a certain spot, then back again to his or her own line.
6.
The next person in line then takes his or her turn.
Variations include carrying pumpkin across room, etc.
*Fluency Development(verbal): Students will be able to discuss the video that they watched and tell different characteristics of winter.
Grade Level: 2 nd
grade
Subject: Physical Education

Objectives: The students will explore different ways to move their body in relation with another object.
Assessment: The students will be assessed through their ability to try the activity. This assessment is a observational assessment of the children.
Students will be assessed based on a list of characteristics that they made about the winter season.
Materials: Snowball garbage bags one for every four children. The snowballs should be stuffed with newspaper and tied shut. Seasons of the North Country: Winter Video.
Procedure:
1.
Show “Seasons of the North Country: Winter” video and have a discussion about winter and how snow ties in.
2.
Students will list characteristics of winter.
Each group of children forms in a circle of four and explores their giant snowball.
1.
The children can start by rolling the snowball to each other across the circle, then try kicking the snowball across the circle.
2.
They can try to quickly pass the snowball around the circle, either by rolling it or picking it up and passing it to each other. They can try passing it in the other directions, also. Have children do this sitting and standing.
The children all sit down. Two children will work together at a time.
1.
Roll the snowball all about the room. Roll the snowball backwards and sideways. Make sure all children get a turn.
2.
Carry the snowball all about the room. The teacher may direct the movement by saying forward, backward or sideways movement.
3.
Two of the groups lie down on their backs. They put their legs in the air so the bottoms of their feet are pointing towards the ceiling. These two children will take turns. The other two children will life the snowball and drop it onto the feet of one of the children. This child uses his feet to push or kick the snowball up into the air. The tow children lying down will alternate several turns before trading places with the two who are lifting the snowball.
The two children who are lying down may want to try to keep the snowball going back and forth between them, with the help of the two “lifters.” Make sure to switch positions.
*Fluency Development (verbal): Students will tell the teacher one fact they learned from the video using a popcorn assessment.
Grade Level: 2 nd grade
Subject: Physical Education
Objectives: The learners will be able to pretend they are swimming on the mats.
Assessment: The assessment of the objective will be made through the observation the teacher has of the children trying the activity and moving on the mats. The teacher will use the popcorn assessment to test students knowledge from the video.

Materials: tumbling mats, Season of the North Country: Summer Video.
Procedure:
1.
Show the “Seasons of the North Country: Summer” video.
2.
Students will be given a popcorn assessment where they have to list one fact they learned from the video.
3.
Tumbling mats will make it easier for the children to visualize the “water.”
First, the children should gather around the water. Point out that the water is very chilly. also. Do the front crawl by moving forward, the back crawl while moving backwards, and the side stroke while moving sideways.
Use this opportunity to talk to children about safety near water. Especially emphasize the idea of not wading or swimming unless an adult is present.
4.
Step very carefully into the water; just dip one foot in. Is it cold? Does it make you shiver? Now quickly put the other foot in; then run and splash in the water.
5.
Now let’s lie down and swim. Don’t forget to kick your legs, too.
6.
Can you turn over on your back and do the backstroke?
7.
Let’s rest by just floating on our backs for a bit.
8.
Can you swim when you are lying on your side?
9.
The children can do swimming strokes while walking or running in the room
*Comprehension: Students will show that they have comprehended the video by drawing a picture show what spring looks like.
Grade Level: 2 nd grade
Subject: Physical Education
Objectives: The learners will be able to jump from puddle to puddle.
Students will be able to draw a picture of what spring looks like.
Assessment: The assessment will be from an observation of the children by the teacher.
Teacher will observe students as they create their pictures.
Materials: tag board, aluminum foil, chalk, Seasons of the North Country: Spring Video
Procedure:
1.
Show “Seasons of the North Country: Spring” Video

2.
Have students draw a picture of what they think spring looks like from the video.
3.
Share pictures with the class, teacher should tie into puddles in spring.
4.
Construct puddles out of tag board and cover with aluminum foil. Place the puddles on the floor.
5.
The children can jump from puddle to puddle.
A variation would be to do this activity outside, using chalk to mark puddles on the ground.

December 10, 2002
Dear Parents, Guardians, and Caregivers,
We are now in our 10 th week of classes and things seem to be going well. We are going to be studying seasons and having a unit on them.
The children are going to be learning about different types of weather that affects people throughout the seasons.
We believe that literacy instruction needs to be something that is enjoyable for students, is at their level, and applies to their lives, meeting them where they are. There are many basic things teachers can do to help students become better readers, such as hanging posters up, continually introducing new vocabulary words, reading to the class, and integrating literacy into other subject areas, such as the seasons unit we are going to be studying. This is what we hope to accomplish through this unit.
Conferences are going to be January 22 nd -28 th , so don’t forget to sign up!
Thanks for your help!
Ms. Henry
Ms. Baas
Ms. Korkki
Ms. Roach

Anti-bias/ Multicultural Elements
Throughout the unit anti-bias and multicultural elements will be woven through the unit.
We specifically formed a unit that talked about Native American weaving. Throughout the unit the weather and seasons were compared to those of people from other places in the world. The guest speaker who was a meteorologist especially promoted this comparison. There was also quite a few books on multicultural issues that would be available to the students throughout the whole two weeks.
Accommodations
Accommodations for ESL & ELL students will be taken into considerations. For verbal and direct instructional activities the teacher will check with each students individually to make sure they understand what is going on. For written activities the teacher will have another copy of the assignment possibly translated into their language, or have an interpreter go over the assignment with the students.
Accommodations for the physically handicapped students will be made based on their abilities. The teacher will try to come up with different activities that will help them participate in the different activities. If there is an inability of the student to participate they will get an equal activity.
Accommodations will be made based on the students needs in the classroom.
Instruction Strategies
Throughout our unit, the following instructional strategies will be used- lecture, guest speaker, group work, individual work, videos, and computer research/library time. The three learning styles (kinesthetic, auditory, and visual) have all been encompassed into the various lessons to meet the diverse instructional needs.
Technology will be included in many of the lessons. Students have the Internet computer lab available to them at all times so they can research information from the lab. Students also have one activity that is included in the computer lab. During the unit students will watch videos on the different seasons where there will be activities that they will have to reflect upon the videos.

Book List
Math for All Seasons by: Greg Tang
A Bear for All Seasons by: Diane Marcial Fuchs
Have you Seen Trees? by: Joanne Oppenheim
Dear Rebecca, Winter is Here by: Jean Craighead George
Picture This by: Alison Jay
Month by Month : A year go rounds by: Carol Diggo
Shields
The Four Seasons by:Gallimard Jeunesse
I Like Winter by: Lois Lenski
Tell me a Season by: Mary M. Siddals
A Year for Kiko by: Farida Wolff
Brianna, Jamaica, and the Dance of Spring by Juanita Havill
September by Ellen B. Jackson
Time and Seasons by Brenda Walpole
Winter Is by Ann Dixon
Spring Moon by Jean Craighe George
Now It's Fall by Lois Lenski
Weather and Seasons by: Lynn Cohen
A Reason for the Seasons by: Gail Gibbions
How Leaves Change by: Sylvia Johnson
Seasons by: Partiricia Ryon Quiri
Extraordinary Wild Weather by: Scholastic

Bibliography
Herr, J., Larson, Y.R.L. (2000). Creative Resources for the Early Childhood Classroom.
3 rd Ed. Delmar Thomas Learning.
This book has individual units where you can take activities. I plan on using this information to help me think of different ideas that I can use in a number of different subject areas to talk about my integrated unit. One thing I really liked about this book was the book lists that it had.
Hewitt, Sally. (2000). All Year Round. Brookfield, Connecticut. Copper Beech Books.
This book is about the seasons and gives a nature study by doing different activities.
Landy, J.M., Landy, M.J. (1992). Ready-To-Use P.E. Activities for Grades 3-4. Parker
Publishing Company.
This book is a book of over 500 physical activities that can be used to teach students different things that deal with physical education. I plan on using this book to string basic ideas of physical education on in the curriculum unit.
[online]. http://abcteach.com/ (2002).
This website has games and other activities that can assist teachers in the lesson plan writing.
[online]. http://teacher.scholastic.com/ (2002).
This website has a lot of information about different ideas and activities for different units and subjects.
[online]. http://www.lessonplans.com/ (2002).
This website helps teacher with lesson plan writing and lesson plan ideas. Very good website.
[online]. http://www.lessonplanz.com/ (2002).
This website gives teachers different ideas to assist them in their lesson plans.
Ross, Kathy. (2000). Crafts for all Seasons. Brookfield, Conneticut. Millbrook Press.
This book presents instructions for easy to make craft projects with seasonal themes.
Thompson, M.K. (1993). Jump for Joy! Parker Publishing Company.
This book includes many different activities you can use in a physical education class or in for different transitions or such in the individual lessons. I plan on using some of the activities in this book and implement them into my physical education classes.
Williams, R.A., Rockwell, R.E., Sherwood, E.A. (1987). Mudpies to Magnets. Gryphon

House.
This book has many different science activities that you can use for many different reasons. The book is for younger children, but can easily be more complex for older children to accomplish. I am going to use this book for Science activities to go with the lessons.