Seasons Flow Map and TM Reading
Author: Jana Stauffer
Based on lesson by: Jana Stauffer
General Information
Grade/Level
Lesson Topic
Time Frame
EL Level
Subject(s)
Grade 1
Seasons
30 - 40 minutes
3 (Intermediate) and up
Science
Materials and/or Technology
Per Instructor: Science Teacher Manual, Science Big Book, paper cutter, one
example of season flip book
Materials
Technology
Per Student: One 12" x 9" piece of white construction paper, four 3" x 9" pieces of
light blue construction paper, crayons, or colored pencils, black marker
Elmo, Projector, Smart Board
Concept(s)
Big Idea
Students will listen to science big book information about fall to complete the unit
about seasons. Students will demonstrate their knowledge of the seasons to create
a seasons flow map.
Alignment with Standards
Display: Collapse All Expand All
CA- California K-12 Academic Content Standards
Subject: Science
Grade: Grade One
Area: Earth Sciences
Standards
Sub-Strand 3: Weather can be observed, measured, and described. As a
basis for understanding this concept:
Standard b: Students know that the weather changes from day to day but that
trends in temperature or of rain (or snow) tend to be predictable during a season.
Subject: Visual Arts
Grade: Grade One
Area: CREATIVE EXPRESSION
Sub-Strand 2.0: Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to
communicate meaning and intent in original works of art.
Concept: Communication and Expression Through Original Works of Art
Standard 2.8: Create artwork based on observations of actual objects and
everyday scenes.
Objectives
Objectives
Students will demonstrate their knowledge of the season by creating a flip book.
Students will write a sentence about each season and draw a detailed picture that
Modifications
Advanced
Advanced students will be prompted to practice their best penmanship and spell
words accurately. Students will use their dictionary to spell words correctly.
Students will be reminded that they will draw and color a detailed picture when
they have completed writing their sentences. After students have completed the
flow map they can do a "may do". A "may do" is activities such as, read a book,
practice frequency words, write in journals, or read the room.
EL
Descriptions
A SDAIE strategy that is included in the lesson is modeling on the Elmo. A small
group will be pulled to aid students that require more scaffolding. Other SDAIE
strategies that are included in this lesson are Think-Pair-Share and reading with a
partner to develop BICS and CALP.
Special Needs
A strategy that is included in the lesson is modeling on the Elmo. The two
identified students with special needs sit in the front of the room near the Elmo.
During modeling on the Elmo verbal scaffolding will be given to the students with
special needs. A small group will be pulled to aid students that require more
scaffolding. One student uses a lap weight to help him stay seated.
Vocabulary/Literacy Skills
Listening: Students will listen to the teacher read the science big book, ask
questions and explain how to complete the flip book. Students will listen to other
students when they Think-Pair-Share with their partner. Students will listen to a
partner read their flow map.
Identify Skills
Speaking: Students will Think-Pair-Share what they know about the seasons and
read their flow map aloud with a partner.
Writing: Students will write a sentence about each season inside the flip book.
Students will write the name of the season on the outside of the flip book.
Vocabulary
Reading: Students will read their flip book to a partner.
Season, Fall, Winter, Spring, Summer
Procedure
Classroom
Students will sit on the rug to view and listen to the science big book. Students
Management Details
will sit at desks to complete their season flip book. Students may leave their seats
to find a partner to read with.
Teacher
While the teacher reads the science big book, the teacher will sit on chair near the
podium that the book is placed on. The teacher will model how to complete the
flow map on the Elmo at the front of the room. The teacher will circulate the room
Room Arrangement(s) to observe students.
Students
Student Groupings
Students have designated spots on the rug and have an assigned desk to sit at.
A small group may be pulled to scaffold struggling students. Students may choose
their partners to read with.
Specific Details
Throughout the Lesson
Direct Instruction Model
1. Will table 1 please come sit on the rug, table 2. "Thank you, I like the way
______ is sitting on the rug quietly". The teacher will sit in chair near the podium
on the rug.
Focus/Motivation
(Open)
2. The teacher will ask students to Think-Pair-Share what they have learned about
the season so far. The teacher will draw two equity sticks to ask students to share
what they and their partner have learned about the seasons.
3. The teacher will tell students that today we are going to learn about our last
season, fall, and create a flow map about what we have learned about the seasons.
The teacher will show the example flow map to the students.
4. The teacher will read science big book pages 218 to 223 about fall. The teacher
will model reading and point to words as they are being read so students can
follow along and learn sight words.
5. The teacher will check for comprehension and ask for student volunteers to
share what changes occur in fall, and how fall is different from winter.
6. The teacher will read science big book pages 226 to 231 to review all of the
seasons.
Development (Body)
7. Students will be asked to go back to their desks. Table captains will help pass
out blank flow map. The teacher will turn on the Elmo and projector.
8. The teacher will model and explain how students are to complete the flow map.
"Students are to write on each 3" x 9" light blue paper the name of one season.
Students are to draw and color a symbol that is relevant to the season. Underneath
each 3" x 9" light blue paper students are to write a sentence about the season
written on the light blue paper and draw a picture that demonstrates the sentence".
Closure (Close)
9. The teacher will circulate the room and check for comprehension. The teacher
will help struggling students and scaffold students as needed.
10. After students finish writing their sentences, drawing, and coloring their
pictures, they will read their flip book to a partner. Students may read their flow
map to more than one partner if the finish early.
11. Students will turn in their flip books in to the basket. The teacher will use the
flow map to assess student knowledge about the seasons and students writing
abilities.
Assessment
Did the students write a sentence for each season?
Did the student write a relevant sentence for the season?
Assessment/Rubrics
Does the students picture relate to the sentence?
Did the student use capital letters and periods?
Did the student appropriately space their words?