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Ashley OwensScience Unit - The Four SeasonsSCI 385 0110/1/13Details:Unit: The Four Seasons Grade level: KindergartenUnit time span: Three week unit (Mondays, Wednesdays, and Fridays for twenty to thirty minute segments)Anticipated timeline:Living and Non-Living Things UnitICC Life Science: Understand and apply knowledge of the characteristics of living things and how living things are both similar to and different from each other and from non-living things.Living things share some common characteristics that are both similar to and different from non-living things.Different species of plants and animals have different observable characteristics by which they can be classifiedEarth Properties Unit ICC Earth and Space: Understand and apply knowledge of properties of earth materialsEarth materials are solid rocks and soils, water and the gases of the atmosphere. The varied materials have different physical and chemical properties.Solids have properties of color and texture, capacity to retain water, and the ability to support the growth of many kinds of plants including those in our food supply.The Four Seasons UnitICC Earth and Space: Understand and apply knowledge of observable information about daily and seasonal weather conditions.Weather changes from day to day and over the seasonsThe sun provides the light and heat necessary to maintain the temperature of the earth.The Sun’s Patterns UnitICC Earth and Space: Understand and apply knowledge of events that have repeating patterns.Seasons of the year, day and night are events that are repeated in regular patterns.The sun’s position in the sky can be observed and described.The sun can only be seen during our daylight hours. We are unable to see the sun at night because of the rotation of the earth.Plant and Animal Needs UnitICC Life Science: Understand and apply knowledge of the basic needs of plants and animals and how they interact with each other and their physical anisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and anisms interact with each other and their physical anisms can survive only in the environment in which their needs can be met.The world has many different environments, and distinct environments support the life of different types of organisms.Plant and Animal Life Cycles UnitICC Life Science: Understand and apply knowledge of life cycles of plants and animals.Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying.Plants and animals closely resemble their parents.Trajectory: The Four Seasons Unit will be taught after the Living and Non-Living Unit and the Earth Properties Unit, approximately within the second or third month of school depending on the times available for science lessons. The Sun’s Patterns Unit will follow, allowing the expansion of similar knowledge. These units are aligned with what kindergarten students should be learning and what they should know before the end of the year, according to the Iowa Core Curriculum. The bolded standards will be met within The Four Seasons Unit.Other content area studies that may enhance The Four Seasons Unit:Art:Creating a Shadow Box of seasons, comparing and contrasting two seasonsPainting a specified season showing its characteristicsCreating a leaf collage Drawing a picture of their favorite seasonPhysical Education:The four seasons game, using the four corners of the gym and asking questions about seasons, the students will have to run into the correct corner/season where the answer lies. (Designate each corner to be a different season and ask them questions such as, in what season does it snow?)Going for a walk and discussing the characteristics of the weatherSocial Studies/Social Sciences:Discussing family trees and what family meansDiscussing different geographical areas and their seasons/weatherMusic:Manipulating instruments to sound like different weather patterns (rain shaker, drums, steel sheet for lightning and thunder, etc.)Listening to songs about seasons and creating matching actionsMathematics:Working with addition and subtraction problems, students could add different objects such as trees, suns, clouds, snowflakes, etc.Working on patterns, students could use objects found in the different seasons to create visual patternsReading:Going to the library and picking out books about the earth and its seasonsReading books to the students that pique their interests about seasons and weatherWriting:Writing a sentence, with or without teacher help, to tell about their favorite seasonPractice writing the four season wordsJournaling about what students see in certain seasons, with pictures or wordsBig Idea: What are the four seasons and how can we distinguish the differences between them?What is the weather like in each season?Can the weather feel hot one day and cold the next day?Can we feel hot and cold in the same season?What season is the coldest?What season is the hottest?What makes the weather feel hot?What makes the weather feel cold?What things do we see in each of the four seasons?What do the trees look like in each of the four seasons?What does the ground look like in each of the four seasons?What things do we see when the seasons change to summer?What things do we see when the seasons change to autumn/fall?What things do we see when the seasons change to winter?What things do we see when the seasons change to spring?What type of clothing do we wear in each of the four seasons?Why do we wear different clothing in different seasons?When do we wear clothing that will keep us warm?When do we wear clothing that will keep us cool?Unit Objectives: After students complete the Student Spies activity, swbat draw three characteristics seen in the winter season using the Create a Scene activity with 66% accuracy.After students view and interact with the Sesame Street online activity, swbat bring in three outside items that demonstrate what is seen in the spring season during the Show and Tell activity with 66% accuracy.After participating in the online website, Dressing Lecky, swbat circle three out of the four pieces of clothing worn in the summer season using the I Spy activity.After going on a class nature walk, swbat create an autumn/fall season collage showing at least three characteristics seen in that season using the Collage activity with 66% accuracy.After students participate in one of the online season songs and discuss the season order with the class, swbat draw the four seasons in order, using the activity titled A Timeline of Seasons, demonstrating what seasons come after each other with 75% accuracy.Given a matching worksheet titled Weather, swbat draw a line from the given season to the different articles of clothing specifically worn in that season receiving a 6 out of the 8 total correct. Given The Four Seasons’ worksheet, swbat draw four different pictures of trees that match how they look in each of the four seasons and their corresponding season name with 75% accuracy. Given four flashcards that depict the four seasons, swbat correctly order the season, demonstrating they understand which seasons come after each other, with 75% accuracy. Activities:A Timeline of Seasons: In this activity, the students will be given a paper plate that is divided into four parts. The parts will be labeled with the four different seasons. In each of the sections, the students will draw a scene that goes with that particular season. Then, the teacher will attach another paper plate, which has one of the four sections cut out, to the other paper plate. This will be attached with a splitting tack. The students will be able to turn the outer paper plate in a circle to show each individual season at a time. This will allow the students to showcase the seasons and their characteristics.Student Spies: The teacher will select a group of books, matching the number of students in his or her classroom, that contain graphics seen in the designated season. For example, if the season of choice were summer, the teacher would choose books that show items found in the summer season. Then, each student would get a book and try to find things found in the summer season in the illustrations. They get to become spies! This will help them identify different characteristics specific to each of the four seasons.The Four Seasons: (Attached) In this activity, students will be given a piece of paper divided into four squares. Each square represents a season with a bare tree. The season’s word is included underneath of a tree that the students will trace. Then, the students will decorate the tree in each of the four quadrants to represent what the tree looks like in that season. This will help the students with their letter formations and allow them to compare and contrast the different seasons. My Seasons’ Book: (Attached) Students will color four pre-made pictures representing each of the four seasons. They can add other items to the seasons if they like, as long as they are appropriately matched. Then, the students will cut out each of the four season pictures and create a book that contains all of the four seasons and their characteristics. This will help the students understand the order of the seasons, along with the characteristics of each.Collage: Students will create a collage from magazines. They will try and find different pictures that will relate to one of the seasons. This will help improve their fine motor skills of using scissors and glue sticks. This could also be done with the things they collect on their walk in physical education. They can glue leaves, grass, sticks, etc. to a poster board that can be hung in the classroom. This will help the students become more familiar with things found in that season. Show and Tell: Students will bring in two to three objects/items from home that they see or use in that specific season chosen by the teacher. They will be able to present them in front of the class, describing why they brought their items and what they have to do with that season.Create a Scene: Students will draw a scene from a season. They would include at least three different characteristics in their drawing that show the season chosen by the teacher. They will be demonstrating that they know the different characteristics specific to the season chosen. I Spy Activity: (Attached) The students will be handed a worksheet that shows the various pieces of clothing worn in each of the four seasons. Students will have to circle the clothes that match a particular season. This will allow them to understand which clothes are worn in which of the seasons. Journaling: In this activity, students will journal about their favorite season. If students can use sight words to write, that is fine, otherwise students can draw their favorite season. In this activity, students are able to reflect upon the four seasons and determine which one is their favorite, along with demonstrating understanding of the characteristics found in that particular season.Technology Activities:Dressing Lecky: In this activity, students will be able to use the classroom or school computers. This might be used for a center activity or a whole group activity. Students will be able to dress Lecky based on the weather and season outside her window! They will have to determine what characteristics they see in the weather/season and dress her so that she feels comfortable when she goes outside. This will help the students understand that in different seasons, most of the time our clothes change.Sesame Street: This technology is an interactive website. It walks students through the four seasons and the processes shown in each. For example, it shows the season of fall/autumn and explains how the leaves fall from the trees. Then, students are asked to rake up the leaves, showing them different responsibilities for each season. This will help with remembering what happens in each season and the responsibilities that come with each. The Four Seasons Song: ( & ) In this activity, students will listen to a song describing the four seasons and things they might see in each. The students can learn this song and matching actions. This will allow the students to remember the seasons even after the unit. It will help them remember the order of seasons and the characteristics of each.Four Seasons Video: HYPERLINK "" \t "_blank" In this activity, students can use individual computers or the teacher can show the video on the classroom projector. This is a video that walks students through the four seasons, including different characteristics and clothes specific to each season. This will help students with the order of seasons and the processes that happen in each.Story Time: HYPERLINK "" \t "_blank" In this activity, students get to view an online story about seasons. They are able to control the pace of the story as it reads aloud and shows the students what happens in each season and things they might find depending on the weather. This will help students identify different items specific to each season.Misconceptions:Students might think that the weather changes immediately when the start of a new season begins.Students can participate in filling out a class weather chart at the beginning of each day. They can track the weather changes from day to day and season to season. They will be able to understand that weather, for the most part, is a gradual change leading into different seasons. Students might think that each day of winter, spring, summer, or fall/autumn has the same weather pattern each and every day until the season changes.The class can watch the morning weather and create a journal that tracks each day’s weather forecast. They will be able to see the weather differences from day to day.Students might not know that the seasons overlap and the characteristics of each can be shown in a variety of seasons.A few days before the season changes to a few days after the season changes, the students can observe, either by going outside or looking through the class window, the weather and chart it on a class graph. This will provide a visual for students that demonstrate the overlapping of characteristics between changing seasons. Students may not understand that specific clothes can be worn in multiple seasons.The class can participate in an experiment where they try on different pieces of clothing, venture outside, and decide which clothing items can be worn in that specific season. Then, the students can do the same experiment, with the same pieces of clothing, in the next season, noticing the overlap in clothing that can be worn. Students might not understand that the sun provides most of the heat during warm/hot days throughout seasons.Students can participate in an umbrella activity. The class can go outside on a sunny day and take turns feeling the difference between when the sun is shining on their skin to when the umbrella is blocking the sun from hitting their skin.Assessments:Informal/Formative: Throughout my unit on seasons, I plan on using all of the activities as informal assessments. Monitoring student progress by observing their behaviors and checking their progress throughout the activities will help me check each student’s understanding of the seasons. I will be able to assess whether or not they understand what the trees/weather looks like in each of the four seasons. I will use the I Spy activity (attached) to assess if the students understand which clothes are appropriate to wear in each season. The students will have to correctly circle three out of the four possible correct pieces of clothing to meet the third objective mentioned above. I will also use A Timeline of Seasons activity (attached) to assess whether or not the students understand the order of the seasons and what each season looks like. The students will have to get a 75% in order to meet objective number five mentioned above. Scoring rubrics/checklists are attached.ICC Earth and Space: Understand and apply knowledge of observable information about daily and seasonal weather conditions. Weather changes from day to day and over the seasons. The sun provides the light and heat necessary to maintain the temperature of the earth.ICC Earth and Space: Understand and apply knowledge of events that have repeating patterns. Seasons of the year, day and night are events that are repeated in regular patterns.Formal/Summative: For a formal assessment at the end of the unit, I will assess the students’ knowledge and understanding on the order of the seasons, what characteristics/items are found in each of the four seasons, and what clothes are appropriate to wear in each season. First, I will assess the students’ understanding of the characteristics of each of the four seasons. I will do this by giving them a matching worksheet (attached), titled Weather, which depicts a scene from each of the four seasons. It also has different items/clothing that the students will have to match to the correct season. The students will have to receive 6 out of 8 total possible points to meet the sixth objective mentioned above. Then, I will use The Four Seasons activity worksheet where they will have to demonstrate they understand the environmental changes of each season. This assessment is worth 8 points, one point for each correctly drawn tree and one point for each correctly spelled season name. Student will have to receive a 75%, allowing them to miss two points, in order to meet the seventh objective mentioned above. Finally, I will assess the students’ understanding of the order of the seasons by giving them flashcards illustrating a scene from each season. The students will have to put the flashcards in order to show they understand what seasons come after each other. Students will have to receive a 75%, allowing them to mis-order one season, in order to meet the eighth objective mentioned above. These assessments can be done by rotational centers. The teacher will be working with the students on sorting the flashcards, the students will work independently on the Four Season’s activity at their seats (attached), and the students will work at a large table on sorting the objects on the matching worksheet (attached). Scoring rubrics/checklists are attached.ICC Earth and Space: Understand and apply knowledge of observable information about daily and seasonal weather conditions. Weather changes from day to day and over the seasons. The sun provides the light and heat necessary to maintain the temperature of the earth.ICC Earth and Space: Understand and apply knowledge of events that have repeating patterns.Seasons of the year, day and night are events that are repeated in regular patterns.Concept Map: (Attached)I Spy Informal Assessment Checklist:Student’s Name:__________________________________________Place an “x” in the appropriate column then total the score out from the “Student Circled Item” column out of four. One point is given for each correctly circled piece of clothing. No points will be taken off if incorrect clothing is circled. Summer SeasonStudent Circled ItemStudent Did Not Circle ItemTank Top SwimsuitSunglassesSandals/Flip FlopsCircled Items Score: / 4Fall/Autumn SeasonStudent Circled ItemStudent Did Not Circle ItemSweatshirt Tennis ShoesScarfJeans/PantsCircled Items Score: / 4Winter SeasonStudent Circled ItemStudent Did Not Circle ItemCoatHatGloves/MittensScarfCircled Items Score: / 4Spring SeasonStudent Circled ItemStudent Did Not Circle ItemBaseball CapRain JacketT-ShirtRain BootsCircled Items Score: / 4A Timeline of Seasons Informal Assessment ChecklistStudent’s Name: ______________________________________Place an “x” in the appropriate column then total the “Correctly Drawn” and “Correctly Ordered” columns both out of four. One point is given for each correctly drawn season and one point is given for each correctly ordered season. The order of the season is placed on a continuum; students may start with any season as long as the correct season follows. When drawing the seasons, at least two characteristics specific to that season must be present in order to receive one point. Then, total both the “Correctly Drawn” column and the “Correctly Ordered” column for a total score out of eight points. SeasonCorrectly DrawnIncorrectly DrawnSummerFall/AutumnWinterSpringCorrectly Drawn Sub Score: /4SeasonCorrectly Ordered Incorrectly OrderedSummerFall/AutumnWinterSpringCorrectly Ordered Sub Score: /4Total Correct Score: /8Weather Formal Assessment ChecklistStudent’s Name: ______________________________________Place an “x” in the appropriate column then total the score out of eight. One point is given for each piece of clothing correctly matched to its corresponding season. No points will be taken off if clothing is incorrectly matched.SummerCorrect Line Drawn ToSunglassesSwimsuitCowboy HatFall/SpringCorrect Line Drawn ToUmbrellaRain BootsWinterCorrect Line Drawn ToMittens/GlovesWinter HatScarfScore: /8 The Four Seasons Formal Assessment ChecklistStudent’s Name: ______________________________________Place an “x” in the appropriate column then total the score from the “Correctly Drawn” and “Correctly Spelled” columns out of eight. One point is given for each correctly drawn tree and one point is given for each correctly spelled season. Correctly DrawnIncorrectly DrawnSpring TreeSummer TreeFall/Autumn TreeWinter TreeCorrectly SpelledIncorrectly SpelledSpringSummerFallWinterCorrectly Drawn/Spelled Score: /8Flashcards Formal Assessment ChecklistStudent’s Name: ______________________________________Place an “x” on the line above the season if the student correctly ordered it. One point is given for each correctly ordered season. The order of the season is placed on a continuum; students may start with any season as long as the correct season follows. _________Summer________Winter________Spring _________Fall/AutumnScore: /4 ................
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