(Alyssa Coleman/First Grade/TBD)

I. Introduction

a. Title: Exploring the Seasons

b. Grade level: 1st
c. Duration: 1 Week
d. Context: 3rd Week of September, start of fall
e. Persona Students: Tessa and Kelly

II. Content: Cross-curricular lessons based on the seasons

a. Goals
i. Students will use class poll results as data and learn to represent and interpret it using
tables and charts.
ii. Students will practice asking and answering questions based on text.
iii. Students will explain ideas from text based on pictures.
iv. Students will learn why different seasons happen at different times around the world and
be able to identify key aspects about each season.
v. Students will use a combination of art mediums to create an artwork that represents their
favorite season.
vi. Students will learn how seasons affect various aspects of people’s lives and nature.

b. Concepts
 Interpreting and representing data
 Using text and pictures to ask and answer questions
 Understanding how seasons differ in different parts of the world
 Representing seasons using different art mediums.
 Different ways the seasons affect people, plants, and animals

c. Skills (fill in after each lesson)

 How to take a poll and represent the data in two different ways
 Examining text and pictures to recognize details and answer questions
 Explaining how rotation and axis of earth determine when and where the earth experiences
season changes
 Brainstorming ways that seasons affect people, plants, and animals
 Using art mediums to represent seasons.

III. Objectives from PDE SAS

 Math - Standard - CC.2.4.1.A.4 - Represent and interpret data using tables/charts
 Reading - Standard - CC.1.2.1.B - Ask and answer questions about key details in a text.;
Standard - CC.1.2.1.G - Use the illustrations and details in a text to describe its key ideas.
 Science – Eligible Content - S4.A.2.1.3 Observe a natural phenomenon (e.g., weather
changes, length of daylight/night, movement of shadows, animal migrations, growth of
plants), record observations, and then make a prediction based on those observations.
 Art - Standard - 9.1.V.PK.B1 - Combine a variety of materials to create a work of art.
 History/Geography - Standard - 7.2.1.A - Identify physical characteristics in the community
and region.
 Standard - 7.2.1.B - Identify the basic physical processes that affect the physical
characteristics of places.

IV. Learning Experiences

(Lesson – Day 1)
I. Topic: Math – Representing and Interpreting Data

II. Objectives/Standards:

Standard - CC.2.4.1.A.4 - Represent and interpret data using tables/charts

TSWBAT conduct a class poll and represent the resulting data on a graph.

III. Teaching Procedures

a. Introduction/Anticipatory Set
When students enter the classroom, there will be 4 pictures on the whiteboard. Each picture will
represent a season. Each student will write their name under whatever seasons they like the best,
but they can only write their name under one category. Once all the students have completed the
poll, they will take their seats.

b. Development
The teacher will go through the pictures and explain that they represent different categories of
seasons and preferences. With the students’ help, the teacher will read through the names under
each picture and count them, writing the total number at the bottom.

The teacher will draw students’ attention to the numbers at the bottom of the poll and ask the
students to make observations about the data. (Students may observe that some numbers are
bigger, some smaller). The teacher will explain that numbers can be used to represent how many
people share the same favorite season.

The teacher will show students a pictograph on a laminated poster. Using smaller laminated
pictures of seasons, she will show students how each picture represents the preference of one of
the students. The teacher will explain that she used two ways to represent the same data.

c. Guided Practice
The teacher will make a second poll: During which season is your birthday? Students will come
to whiteboard and fill out the poll.

Then the teacher will hand out papers with the 4 seasons sectioned into the same category chart
as the board. Working in groups, the students will count how many students wrote their names in
each season and record it on the paper. Then the students will flip the page over to the back,
which contains a pictograph. Using the key on the side, the students will draw each symbol onto
the chart to represent the number of people who have birthdays during particular seasons. The
teacher will assist as needed.

d. Independent Practice/Assessment
 While students are working in groups, the teacher will come and have individual student
conferences in which she asks the students to explain to her the process of what they are doing.

e. Closure
Once students complete their worksheets, they will hand them in and line up to leave.

IV. Materials
Whiteboard
Laminated cards and pictures
Paper versions of season category board and pictograph

V. Adaptions/Plan Modifications
Tessa benefits from sequential information, so I will give her a task analysis to complete the
assignment.
Kelly struggles with seat work, so I will also provide her with a task analysis. In addition I will pair
her with a student who is good at/likes to explain, which will help Kelly.
VI. Cultural/Demographic Considerations
Kelly’s parents are currently incarcerated and talking about birthdays could possibly bring up sad
memories. I want to be cautious if I ask about birthday traditions and memories.

VII. Evaluation
1. Formative – I will ask students to explain to me how they collect and represent data while
they work.
2. Summative – Students will complete their own data representation as a group.

3. Reflection
Did I present the information in a way that the students could understand?
Were the tasks too complex for a first-grade level?
Did students understand why there is more than one way to represent data?

(Lesson – Day 2)
I. Topic: Reading – using illustrations to answer questions and notice details

II. Objectives/Standards
Standard - CC.1.2.1.B - Ask and answer questions about key details in a text.
Standard - CC.1.2.1.G - Use the illustrations and details in a text to describe its key ideas.

TSBWAT practice asking and answering questions based on text and using illustrations.

III. Teaching Procedures

a. Introduction/Anticipatory Set
The teacher will show the students a photo of a tree during four seasons. Then she will ask the
students to make observations about the tree and how it changes based on the season.

b. Development
 The teacher will explain that we can use pictures and words to help answer questions about a
topic. With pictures, we must examine them and pay attention to detail. With words, we must
read and listen for important details. Both convey details in a different way.

The teacher will read The Berenstain Bears’ Four Seasons.

c. Guided Practice
The teacher will show the students the pictures from the part of the story that take place in
spring and re-read the spring section. She will ask the students:
o What word on the first page makes you think that spring will start soon?
(growing)
o What evidence of spring do the bears see when they look outside?
o What kinds of weather do you notice in the spring?
o What kinds of flowers do the bears see? (explain the difference between them).

The teacher will show the students the pictures from the part of the story that take place in
summer and re-read the summer section. She will ask the students:
o What kind of weather are the bears enjoying in June?
o What activities do the bears do?
o Why does mama bear squirt the hose?
o What material is the pool made of?
o What happens to the sky when the storm starts?

The teacher will show the students the pictures from the part of the story that take place in fall
and re-read the fall section. She will ask the students:
o What is another name for “fall”?
o When does fall start?
o What colors do the leaves become?
o What do the bears do with the leaves?

The teacher will show the students the pictures from the part of the story that take place in
winter and re-read the winter section. She will ask the students:
o What happens to the weather after fall?
o What is a blizzard?
o What are the bears doing in the snow?
o In the late winter, the bears see something outside their window. What is it?

d. Independent Practice/Assessment
The teacher will show the students various pictures of people doing activities and read a few
sentences that go with each picture. The students analyze the pictures and the phrases that go
with them and explain their observations independently.

e. Closure
Students will put materials away and line up to leave class.

IV. Materials
The Berenstain Bears’ Four Seasons book
V. Adaptions/Plan Modifications
I will make sure to go over rules of participation before reading the book to help Kelly remember to
raise her hand instead of answering impulsively.

VI. Cultural/Demographic Considerations

Not all students may be from an area of the United States that experiences all seasons. For example,
students from countries near the equator have a different experience with seasons.
VII. Evaluation
4. Formative – I will ask students questions as they analyze text and words
5. Summative – At the end of the lesson, I will put up pictures and read some phrases to go
with them. The students will practice identifying important details based on the
information.

VIII. Reflection
Did the students understand the point of using pictures and words to understand details?
Did the students understand the point well enough to apply the skill for themselves?
Did I explain things in a way that made sense?

(Lesson – Day 3)
I. Topic: Science

II. Objectives/Standards
Eligible Content - S4.A.2.1.3 Observe a natural phenomenon (e.g., weather changes, length of
daylight/night, movement of shadows, animal migrations, growth of plants), record observations,
and then make a prediction based on those observations.

TSWBAT name at least two observations for each season and answer basic questions about how the
earth’s rotation on its axis creates season changes.
III. Teaching Procedures
a. Introduction/Anticipatory Set
The teacher will play the following videos for the students: https://www.youtube.com/watch?
v=4HeeCYVqf3U
https://www.youtube.com/watch?v=qHgs8dcmB4M

b. Development
(The teacher will introduce seasons based on earth’s rotation and axis tilt). Using an earth and
sun model, the teacher will explain to the students that the earth rotates around the run. While it
is rotating, it tilts on an axis, which means sometimes it tips toward the sun and sometimes away
from the sun throughout its rotation. The seasons happen at different places and times around the
world all because of the way the earth tilts on the axis. When the earth is tipped toward the sun,
that part of the earth experiences summer. Likewise, when the earth tips away from the sun, that
part of the earth experiences winter.

c. Guided Practice
The teacher will ask students to make observations about the seasons. The teacher will have a list
of season headers on the whiteboard and will list each observation on the board. (The teacher
will make sure to cover the following in addition to other student observations).
  Length of seasons
 Length of days depending on season
 Leaves changing colors
 Trees loosing leaves
 Buds on the trees
 Weather becoming warmer or colder
Then the teacher will have the students work in groups to talk about each season.

d. Independent Practice/Assessment
While the groups are talking, the teacher will go around and ask each student to tell her two
characteristics about each season. The teacher will also ask the student some simple yes/no
review questions from the initial science talk about the earth’s rotation.

e. Closure
Students will put materials away and line up to leave.

IV. Materials
Video
Earth model
Whiteboard

V. Adaptions/Plan Modifications
Pictures in addition to models to help Tessa follow along better

VI. Cultural/Demographic Considerations

Not all students may have experienced the four seasons, so it is important to be mindful that not
everyone’s experiences are the same.

VII. Evaluation
IX. Formative – the student will ask for student suggestions and give students the opportunity to talk
with each other.
X. Summative – The teacher will meet with each student and ask for two observations about each
season.

XI. Reflection
Was there enough content in the lesson?
Was this lesson structured enough?
Did I do a good job explaining the science behind different seasons?
Did the students stay on task while they talked with each other?

(Lesson – Day 4)
I. Topic Art for the seasons

II. Objectives/Standards
Standard - 9.1.V.PK.B1 - Combine a variety of materials to create a work of art.
 TSWBAT use different art mediums to create an artwork representing the seasons.

III. Teaching Procedures

a. Introduction/Anticipatory Set
The teacher will show students a sample of the art project they will be doing.

b. Development
The teacher will explain the project the students are doing. It will be a piece of canvas paper divided
into four sections with a tree painted over all the sections. The rest of the page will be blank for the
students to add appropriate seasonal paintings (or whatever art medium of choice). After the
sections are painted, the teacher will cut the paintings into four sections and give them back to the
students to use as bookmarks.

c. Guided Practice
The students will complete the art project while the teacher supervises and assists as needed.

d. Independent Practice/Assessment
The students work on year art project and choose what medium they want to use.

e. Closure
The students help clean up materials and line up to leave.

IV. Materials
Canvas paper prepared as bookmarks
Paint
Markers
Colored pencils
Crayons
Tape
Paint brushes

V. Adaptions/Plan Modifications
Because Kelly is a perfectionist and is easily angered, the teacher will check in with her frequently to
make sure she is staying on task and not becoming frustrated.
The teacher will assist Tessa with the steps in painting via a task analysis.

VI. Cultural/Demographic Considerations

Not all students will have had the opportunity to paint before so the teacher needs to explain how to
do it and general rules for using the art materials.

VII. Evaluation
XII. Formative – the teacher will assist the students as they work.
XIII. Summative – the students will complete a season sheet in the medium of their choice.

XIV. Reflection
Did the students follow directions?
Did I clearly lay the ground rules for working with art materials?
Did I make the lesson fun or did I distract from creative ideas?
 (Lesson – Day 5)
I. Topic History/Geography
II. Objectives/Standards
III. Standard - 7.2.1.A - Identify physical characteristics in the community and region.
Standard - 7.2.1.B - Identify the basic physical processes that affect the physical characteristics of
places.

TSWBAT name 3 different ways that the seasons affect people and nature.

IV. Teaching Procedures

a. Introduction/Anticipatory Set
The teacher will start by telling the students about the Columbus and the Europeans who settled
in Jamestown. They struggled with starvation because they did not know how to farm the land
and many people died because of the cold conditions because they did not know how to prepare
for extreme temperatures.

The teacher will ask the students how the settlers struggled with the winter.

b. Development
The teacher will explain that each season can affect people differently. In the case of the settlers,
they did not know how to farm the land or the correct time for planting and harvesting when they
first arrived. They also did not know how to prepare for winter because they had not experienced
the extreme weather conditions.

The teacher will ask students to come up with examples of how the weather affects their lives.
(No school because of snow, drinking more water when it’s hot, etc.).

c. Guided Practice
The teacher will ask the students how seasons affect people, plants, and animals. Students and
the teacher will brainstorm ideas.

d. Independent Practice/Assessment
The students will get an Autumn, Fall, Winter, and Spring page from the TPT packet. Using what
they brainstormed, they will draw plants, animals, and people on each page according to the
season they are in.

e. Closure
Students will present their pictures to a classmate and explain why the designed each season the
way they did.

V. Materials
Seasons for Social Studies resource from TPT

VI. Adaptions/Plan Modifications

Kelly will have the option to draw her pictures on the whiteboard since she struggles with seatwork.
 Tessa will have pictures of specific seasonal scenes, plants, and people to help aide in her
explanation of her drawings as she has trouble with speech.

VII. Cultural/Demographic Considerations

Teacher should take into account different cultures when it comes to seasonal effects and practices.

VIII. Evaluation
XV. Formative – The teacher will help students brainstorm and evaluate ideas.
XVI. Summative – Students will draw what they brainstormed on their season pages and present it to
classmates.

XVII. Reflection

Did the students understand the connection between the seasons and their practical effects on people,
plants, and animals?
Did I help the students to think creatively about seasonal implications on life?
Did the students have a hard time completing the assignment in any way?
Were the modifications I included helpful?
For Reference
Student profile:
Tessa is an energetic and happy child. She is six years old and in first grade. Tessa loves music,
especially singing in class. Her family describes her as joyful, empathetic, and persistent in
perseverance. Tessa was born with Williams Syndrome and though the accompanying health
conditions are stable, she does have a “broad-based and unstable gait.” She is currently in special
education and receives services fro OT, PT, and language/speech. As a visual learner she particularly
benefits from visual models and examples as well as “sequential instruction.”

As part of Williams Syndrome, Tessa also has mild ID. Her ongoing health problems are under
control, and she receives her medication daily from the nurse.

(People with Williams Syndrome tend to have difficulty with visual-spatial tasks, spoken language,
music, and repetition. ADD and anxiety can be a problem, as well as some common heart problems.
One example is SVAS, which is when the large vain that carries blood to the body narrows. In
addition to problems abnormalities of connective tissue, problems with joins and loose skin,
increased calcium levels.)

Kelly – both parents are incarcerated. She has separation anxiety, nightmares, and bathroom
accidents. Her and her biological sister are in the same foster home. Kelly is involved in class jobs
and participates in class, although she sometimes makes up stories. She likes sports. She is impulsive
and interruptive but others interrupt her frequently. Perfectionist, easily angered, struggles with seat
work. Team wants her to get OT evaluation.

Considerations for Tessa

 OT, PT, language/speech
 Benefits from visual models/sequential instruction
 Has ID
Considerations for Kelly
 Separation anxiety, bathroom accidents
 Likes to be involved in class, but is impulsive and disruptive
 Perfectionist
 Easily angered
 Struggles with seat work
 Pending OT evaluation