Science Lesson 1

Lesson
Seasonal Changes Lesson #1

Title/Focus
Subject/Grade
Grade 1 Science
Level
Date
November 16th , 2016
Time
2:30-3:20 (50
Duration minutes)
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:
Science GLE: 1-6 Describe seasonal changes, and interpret the effects of
seasonal changes on living things.
#1. Describe the regular and predictable cycle of seasonal changes: changes in
sunlight, changes in weather (H)
#2 Identify and describe examples of plant and animal changes that occur on a
seasonal basis: changes in form and appearance, changes in activity (L)
LEARNING OBJECTIVES
Students will:
1. Classify the different seasons, through changes in temperature due to sunlight changes
2. Demonstrate their knowledge of the different seasons through answering teacher
generated questions
3. Demonstrate their knowledge of seasonal changes through depicting the seasons in their
drawing
4. Draw the different seasons, to communicate their understanding of the changes in
weather due to the amount of sunlight
ASSESSMENTS (How I will know students have achieved the objective(s))
Formative: Students will participate in an activity as a class, where they will have to decide
upon the season, based on a picture, and demonstrate the corresponding action.
Formative: The students will complete a worksheet where they will depict changes in the
seasons check for student understanding
Formative: Ask students questions about the seasons (have students raise their hands and
call on students to answer)
Show of hands, Can anybody tell me how many seasons there are?
What are the four seasons?
What season are we in now?
Prior to the Lesson
MATERIALS AND EQUIPMENT
Students have previously completed the unit on Handouts (x# of students =16)
colours
Markers (Students have individual
In kindergarten the students learned about the
supplies)
different seasons
Pictures of the different seasons
(electronic PowerPoint)
Smart board to display PowerPoint of
seasonal pictures
PROCEDURE
Introduction
I will introduce the topic to the students, through letting them know we are going to
learn more about the seasons!
- I will then ask students pre-assessment questions about the seasons (Can
anyone tell me how many seasons there are? What are the four seasons?
(list them) What season are we in now? How do we know were in fall? Is it
because of the weather? The changes in the colours of the trees?)
Body
I will then explain to the students that the seasons are a result of how much sunlight
the earth gets at different times of the year.
A year is measured by the time it takes the earth to travel around the sun,
during different times of the year we are either closer or further from the sun;
our seasons are a result of the sunlight we receive during different times of
year.
Sunlight keeps us warm, in the summer we get a lot of sun, so its really hot, but in
the winter we get much less sunlight and as a result it is much colder.
- Check for understanding, have students give thumbs up, down, or sideways
to show they understand.
- If the students understand I will move on, but if they dont I will re-explain
that the amount of sunlight we get affects the seasons on earth. I will have
them think about the differences in hot/ cold between the different seasons.
I will then ask students to think about our current season, fall, and how it is colder
than summer.
- I will ask students questions about the kinds of changes we see outside
during the different seasons. (Changes in trees, temperature, weather, what
people wear).
I will then show the students pictures of the different seasons, on the smart board,
and ask the students what season they think it is and why.
- I have created a PowerPoint filled with some pictures from each season. The
students are to create the corresponding action for each season.
- Summer: Arms above heads, to create a full tree; Spring: Arms and straight
up, elbows bent, and fingers stretched to show were growing; Fall: arms to
the sides and making a teeter-totter motion as if falling; and Winter: they hug
themselves and shiver
Time
5 minutes
Time
20
minutes
total
10minute
s for
questions
and
pictures
10
minutes
for
student
drawings
After we have gone through the pictures provided, I will explain and hand out the
work sheet to the students, where they are asked to draw each season.
Closure
I will have the students wrap up the last bits of their drawings and re-iterate that
sunlight affects the seasons, the activities we participate in, what we wear, and
more. And that plants and animals are also affected by those same changes in
sunlight and temperature.
Time
5 minutes
The students will hand in/ put away their materials.
Sponge
Activity/Activities
If there is extra time, the students will be able to continue working on

their drawings, and/ or choose to draw another picture of themselves in
their favorite season.
Reflections:

Science Lesson 1

Uploaded by

Copyright:

Available Formats

Science Lesson 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science Lesson 1

Uploaded by

Copyright:

Available Formats

Lesson

Seasonal Changes Lesson #1

November 16th , 2016

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

The students will hand in/ put away their materials.

If there is extra time, the students will be able to continue working on

You might also like