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?