Mini Unit Assignment

Leslie, Rebecca, Alecia

Overview: Our mini unit focuses on weather and seasonal changes. We develop the topic
through exploring the different preparations and activity that take place in the different seasons.
This mini unit incorporates the various curriculums from science, social studies, math, physical
education and art. The lessons work with each other to scaffold on the previous lesson, and by
further developing the topic through exploring different aspects of seasons. It is set up this way
to set up students for success and the most optimal learning experience.
Rationale: The mini unit focusing on seasonal change is relevant and applicable to everyday
life. Through understanding the different seasons, students can see and understand how the
world around them is constantly changing. Preparations needed for seasonal change are skills
needed to successfully navigate through the seasons, and is something all students in Canada
will need to know. A lot of Canadian culture is surrounded around different sports and activities,
and through talking about these in a seasonal context, students become exposed to these
different sports.
Developing knowledge about seasonal changes builds a basis of understanding that
could be applied in higher level sciences, such as the weather watch unit in grade five. Through
studying seasonal change, students are exploring their natural curiosity about their
surroundings. Through inferring the different preparations for each season, students begin to
develop their inquiry and problem solving skills. This mini unit acts as an introductory unit for
students to begin exploring weather and seasons; knowledge which would be built upon in
further science grades or classes.
Throughout our mini unit, we included many aspects that contributed to a positive
learning environment. We established a routine by starting each lesson on the carpet, reading a
book that relates to our topic. This will help to make student feel comfortable and know the
structure of the class, which would ease any stress or anxiety some students may feel.
Throughout the lessons we incorporated a lot of group work and discussion. The use of this in
the classroom helps to develop relationships with the teacher and the students and also
students with fellow students. The development of these relationships contribute to a sense of
community in the classroom, adding to the positive environment. As the teacher, we would be
sure to establish a respectful environment where all students feel comfortable to express their
thoughts, opinions, or ideas. Through the many formative assessment tools we incorporated
throughout the lessons, we set students up for success and with a growth mindset. Having the
various discussions keeps the teacher accountable for the student learning and gives them the
ability to address any difficulties students may be having.
Rationale for each activity is written in italics throughout the lesson plans.

Overarching question: How do seasonal changes affect me?

Mini Unit Lesson 1

Teachers Name:
Course: Grade 1
Topic: Seasonal Changes
Length of Class: 60 minutes
Curricular Outcomes:16 Describe seasonal changes, and interpret the effects of seasonal
changes on living things. (science)
Specific Outcomes: 1-6.3 - Identify human preparations for seasonal change and activities
that are done on a seasonal basis. (science)
1.S.2-recognize that some activities or events occur on a seasonal basis. (social studies)
Component 10 (iii) concept A- make drawings from direct observations. (art)
Materials: Caps, Hats, Socks and Mittens by: Luise Borden, station one worksheet, various
books about seasons and weather: Fall Leaves by: Loretta Holland, First Day of Winter by:
Denise Fleming, Snow Day by: Lester Laminack, How Momma Brought the Spring by:
Fran Manushkin, Bear Wants More by: Karma Wilson, Summer is Summer by: Phillis
Gershator, Summer Days and Nights by: Herbert Wong Yee, postcard print outs, pre-made
pinwheels (paper plates, fastener), crayons, markers, tables for stations.
Objective
At the end of the lesson students will be able to:
1. Describe the four seasons, and the type of weather during that time. (understanding)
2. Draw different weather conditions. (understanding)
3. Describe and draw what they would wear during the different seasons.(applying)
Activities

Time
Allowed

Intro Activity: Starting at the carpet, ask about todays weather and what we see
outside. Can someone explain what the weather looks like today? Initiate a
discussion of what the weather would be like closer to Christmas. How do you
think the weather would change if it were closer to Christmas? Ask them what
yesterdays weather was like. Can anyone remember what the weather looked
like yesterday? Read them Caps, Hats, Socks and Mittens.
*We begin each class by reading a short picture book to the students, we
decided to do this to interest the students and keep a common theme throughout
the three lessons. This is also a way to integrate the English curriculum into our
lessons. We chose a carpet discussion because it is a less formal way to have
students answering questions about topics we have yet to discuss. We decided
to use this activity to introduce the topic in a way that could be built upon. We
made the discussion relatable, to spark an interest and engagement at the start
of the unit.

10
minutes

Main Activity: Children would be set up into stations. Each child will have the
opportunity to work at each station. Each station will be set up in the middle of a
table group, with all the materials provided. Students will sit at a table and this is
the station they will start at. Before any activity begins, go through each of the
different stations with the entire class. Show them all the materials they have to

40
minutes

use and show them an example. During the station activities, circulate the room
and answer any questions and help students to get started. Each station will take
10 minutes. Having the table groups set up in a circle, each group just moves
over one station clockwise. Extra assistance may be needed to make sure all
students go to the right station next. For each transition from station to station,
there will be around 5 minutes for students to move and settle into the next
activity. Have a timer up on the board to try to keep students within the time limit.
Station 1: Writing worksheet. In fall I see...I smell...I hear I taste I touch.
When students complete the worksheet they can look through picture books on
the station table. The books will consist of various season, and weather topics.
For students who may not be able to write, have print-outs of words that
they would be able to glue into the different sentences.
For a visually impaired student the teacher or an aid may read the
sentences to the student and have then verballing answer.
Station 2: Postcard to a friend. Fill in various blanks provided on a postcard ex.
During summer, I would wear ___. or In the fall, I see ___. Have students add
illustrations of the different blanks.
Same differentiation from station one could be applied here.
Station 3: Pinwheels will be premade with two paper plates and a tack in the
middle. Students will color each of the four seasons, including what they would
see during each season and the different weather.
For students who are unable to draw pictures themselves, we could
provide print-outs for them to glue and color.
*We chose to have 3 stations as our main activity to give students multiple
activities to introduce this topic and solidify new knowledge. Through engaging
with the material through multiple ways, students will be more engaged and
different learning styles will be catered to.
Closing Activity: Group discussion on the carpet. Name one activity that you like
to do in winter? What about other seasons? What kind of weather would you
expect in the fall? etc.
*We decided to have the wrap up discussion to allow for newly attained
knowledge to be processed and transferred to long term memory. This activity
also allows for any loose ends or ideas to be addressed.

10
minutes

Assessment:
Worksheet one In fall I see... I smell...I hear...I taste...I touch- formative (smart
objective 1)
Postcard to a friend- formative (smart objective 1, 2 and 3)
Pinwheel- formative (smart objective 1, 2, and 3)

https://www.teacherspayteachers.com/Product/Writing-Activities-and-MoreSeptember-October-NovemberK-to-Grade-1-1334662

http://www.education.com/worksheet/article/hows-the-weather-postcards-2/

http://www.123homeschool4me.com/2012/04/free-weather-unit-for-ages-39.html

Overarching question: How do seasonal changes affect me?

Mini Unit Lesson 2

Teachers Name:

Course: Grade 1

Topic: Seasonal Change

Length of Class: 75 minutes

Curricular Outcomes: 16 Describe seasonal changes, and interpret the effects of seasonal
changes on living things. (science)
Specific Outcomes: A13 perform non-locomotor skills through a variety of activities (PE)
1.S.2-recognize that some activities or events occur on a seasonal basis. (social studies)
Numbers.9- demonstrate an understanding of addition of numbers with numbers to twenty by
using familiar mathematical language to describe additive actions. (math)
1-6.3 - Identify human preparations for seasonal change and activities that are done on a
seasonal basis. (science)
Materials: Math Fables by: Greg Tang, turkey math worksheet, snowman math worksheet,
coloring supplies, writing utensils, yoga pictures http://www.kidsyogastories.com/weatheractivities-for-kids-yoga/, season song: https://www.youtube.com/watch?v=8ZjpI6fgYSY, smart
board, season labels, printouts of activities, weather, and clothing.

Objectives:
At the end of the lesson students will be able to:
1) Successfully differentiate which activities occur during which season. (comprehension)
2) Demonstrate non-locomotor skills like balancing, twisting, bending and stretching through
various yoga poses we go through in class. (application)
3) Demonstrate an understanding of addition with number up to twenty in relation to
seasonal items. (application)

Activities

Time
Allowed

Intro Activity: Read the book Math Fables to introduce number within seasons. Do
a few simple addition problems up to twenty to remind them how to do these
problems. (ex. 13 + 5= 18, 10 + 7= 17, 6 + 8= 14 etc.) Write them on the board and
get students to put up their hands to answer.

15
minutes

Be sure to read out the equations slow enough for students to process, in
case some may not be able to read it.

*Keeping with the same theme of reading a story to introduce the lesson we chose
the math fables book because it incorporates pictures of different seasons but it
also ties into cross-curricular topics. The book also allows for a transition into the
math discussion and examples, something the students will be focusing on in the
first activity.

Main Activity: 1st Activity- Math worksheet: Students will be handed the snowman
worksheet to complete. Students have to match the top and middle pieces to the
bottom piece to find the right sum. Underneath the snowmen are blanks to fill in
with the correct numbers. Before the worksheet, go through the instructions and
expectations for the students, be sure to answer any questions before and during
the completion of the worksheet.

Have worksheets developed for students who struggle with math, make
them simpler to solve.

For students who can not read the worksheet, have someone to read the

15
minutes

questions and the student will verbally answer.

*We chose this math worksheet because it includes a seasonal aspect and meets
grade level math outcomes. This activity illustrates how the concept of seasons is
applicable in more areas than just science.
15
minutes
2nd Activity- Brain Break- Season Yoga: Have students stand up and find their own
space. Go through different poses that are related to the seasons from the website:
http://www.kidsyogastories.com/weather-activities-for-kids-yoga/ but incorporating
different names. Teacher will model the poses and go through the activity with
them, as well as pictures will be posted.

Provide diagrams as well as verbal instructions to cater to more learning

styles.

Develop modifications for student mobile disabilities.

*We chose to include the activity as a way to break up the lesson. Young students
have a short attention span and through having a movement break, they will be
able to be more on task when needed to be. Physical activity is an important
aspect to life and this activity allows for the relationship of seasons and yoga to be
visualized.

3rd Activity: Start by playing a video/song as students are getting back to their
seats and settling back down. https://www.youtube.com/watch?v=8ZjpI6fgYSY
After the video is done students will be giving a sorting task. Have printed out
labels of the four different seasons, have the students place the labels on the table
groups. Have printouts of many various activities, weather, or clothing ex. different
sports, shoveling snow, rain, sun etc. Have the students discuss where each
component would go and place them in the different season labels as a group.
Circulate the room and take note of groups who are struggling.

Collaboration provides for students who may be struggling, as well as the

teacher circulating to help with any further difficulties

*The video acts as a transition for the students to settle back down and get started
on the next task. We chose the activity to more specifically meet the social
outcomes of understanding that some activities occur on a seasonal basis. We
decided to have this activity be group based to allow for classroom collaboration
and assistance, something that is very important in the science field.

20
minutes

Closure Activity: End on the carpet to have a group discussion on what they
learned today and what their favorite activity was. Can anyone describe to me the
main things we covered in class? What was your favorite activity we did today,
why? Have the students demonstrate their favorite yoga pose.
*We decided to have the wrap up discussion to allow for newly attained knowledge
to be processed and transferred to long term memory. This activity also allows for
any loose ends or ideas to be addressed.

10
minutes

Assessment:

Math worksheets will be collected as a form of formative assessment on their math

abilities. (smart objective 3)

Observation of the students doing their yoga poses to see if they can successfully
demonstrate their non-locomotor skills- formative (smart objective 2)

Observation and notes of the third activity to see if students are able to differentiation
between activities and clothing they can do in specific seasons- formative (smart
objective 1)

http://files.havefunteaching.com/free-worksheets/social-studies/snowmanmath-worksheet.pdf
http://www.kidsyogastories.com/weather-activities-for-kids-yoga/

Sun/summ
er

Tree
pose/spring

Lightening/spri
ng

Leaves
falling/fall

Snow/wint
er

Cloudy/fall

SPRING
SUMMER
FALL
WINTER

Rationale: Ed Psychology Defense

Scaffolding Lesson Plans

Lesson
Overview:

Description

Connections to learning theories & clear

demonstrations of attention to the key topics
included in how & why we learn.

Lesson Outcome:

A13 perform nonlocomotor skills through a

variety of activities (PE)
1.S.2-recognize that some activities or events
occur on a seasonal basis.(social studies)
Numbers.9- demonstrate an understanding of
addition of numbers with numbers to twenty by
using familiar mathematical language to
describe additive actions. (math)
1-6.3 - Identify human preparations for

seasonal change and activities that are done

on a seasonal basis. (science)
Lesson Description:
Activities to develop knowledge on seasons.
Instructional
Processes

Describe how you

determined the teaching
approach you will use.
Defend with key ideas on
development and the
learning theories.

-Start by reviewing their math knowledge with a

picture book then completing simple math
tasks together and on their own through the
math worksheet and then scaffolding to
another worksheet with higher numbers. Build
on knowledge of seasons and use yoga poses
to represent this. Finally, building off of all the
previous knowledge, students will be able to
successfully differentiate activities and where
they fit in each season.
-Provide zone of proximal development,
assisting them in the first stages. Scaffold by
building on their previous knowledge
(Vygotsky)
-Many of the activities are interactive and
engaging, providing students with active
learning (Piagets schema)
-Model an interest and desire to learn with
students and they will then do the same.
Through modeling the yoga poses, this gives
students a chance to follow this. Also model a
positive attitude when it comes to all the
activities. (Bandura)
-Providing a safe environment that allows
students to have their needs met which include
physiological, safety, esteem, and belonging
needs allows for optimal learning. (Maslow)
-Noticing in the first few activities how your
students are behaving and if a student is
having an off day maybe try to connect with
them and see what is going on to try and help
with outside issues. (Bronfenbrenner)

Describe how you will

motivate the students and
engage them in the lesson.

-The use of books, yoga and the video will help

excite students about the topic.
-Having variation in the activities will keep
students attention span, allow for little breaks
in between to keep students engaged
-Having different modalities of information will
help with engagement- ex. Book, song, video,
physical activity, worksheets.

Describe the strategies you

will apply to positively

-Repetition of the same topic in different forms

will help for understanding and memory.

affect working and longterm memory.

-Making associations between weather,

activities, clothing and how they all relate back
to the seasons increase memory retention.
-Having students physically do their
worksheets helps create muscle memory and
individual learning.
-At the end of the lesson, having a discussion
to debrief on what theyve learnt helps reduce
working memory load and help to store
information in long term memory.

Describe some universal

design strategies, such as
scaffolding and
differentiating questions by
type, so all students can
participate.

-In the lesson, we have incorporated

scaffolding of learning, each new step or
activity builds of of knowledge previously
taught.
-We would differentiate depending on our
students by partnering some of the students
together. We could also pre make the table
groups including both struggling and stronger
students to have collaboration.
-Level 2: Demonstrate an understanding of
addition with number up to twenty in relation to
seasonal items.
-Level 2: Demonstrate nonlocomotor skills like
balancing, twisting, bending and stretching
through various yoga poses we go through in
class
-Level 3: Successfully differentiate which
activities occur during which season.

Consider classroom culture

and climate. What might
derail the lesson? Identify
those possibilities and
describe how you might
anticipate and support the
students.

-Not having adequate internet connection to

play our video. If this happened, dont play the
video, have a backup cd of the song or sing a
song to the students.
-If we had a hungry student that didnt have to
energy to do yoga we could find them a
granola bar.
-If we had a student new to Canada, for
example from a tropical area, and has no
contextual knowledge of the different seasons,
ex. they would not know what snow is. We
could provide picture books for this student so
they could see what different seasons are like
here, or show them some videos of the
different weather in different seasons.
-If we had a student not at grade level with
their math skills, and unable to complete the
worksheets. Partner them up with another
student, work one on one with them or provide
a simpler version of the worksheets are some

of the options we could give this student.

-A student could have a physical injury or
impairment that would not allow them to take
place in the yoga. They could do what they can
sitting down, or have modification to the yoga
poses that allow for different levels and
experience with yoga.
-A student may not be able to read the different
labels of seasons for the sorting activity. With
having this be a group activity, other students
could assist this student, or the teacher could
give some one on one assistance.

Overarching question: How do seasonal changes affect me?

Mini Unit Lesson Plan 3

Teachers Name:
Course: Grade 1
Topic: Seasonal Change
Length of Class: 65 minutes
Curricular Outcomes:16 Describe seasonal changes, and interpret the effects of seasonal
changes on living things. (science)
Specific Outcomes: 1-6.3 - Identify human preparations for seasonal change and activities
that are done on a seasonal basis. (science)
1.S.2-recognize that some activities or events occur on a seasonal basis. (social studies)
Materials: A Tree for All Seasons by Robin Bernard, SMART board, paper (for snowballs),
writing utensils, and performance task handout.
Objectives:
At the end of the lesson students will be able to:
1. Demonstrate the knowledge theyve acquired through the previous two lessons in this
unit. (understanding, remembering)
2. Correctly match a drawing of weather, clothing or activity to a season and discuss.

(application, analyzing)
Activities

Time
Allowed

Intro Activity: Have students come to the carpet in front of the Smartboard. Read
the book A Tree for All Seasons. After reading the book ask students what they
remember about the different seasons. Can someone remind me again what the
different seasons are? Can anyone name an activity they like to do in a specific
season?
*Building off of the previous two lessons, we open the class with a book and
discussion of the previous information we learnt. This helps with the scaffolding
process and the further development of ideas. The questions act as prompts for
students to access the ideas we have been discussing and will help when trying to
accomplish the performance task.

10
minutes

Main Activity: 1st Activity- Have Season Review on the Smartboard. Read out the
different questions/activities on the page and have students put up their hands to
contribute. First page, can you name the seasons have students put up their
hands and answer, write the seasons on the page. Second page, match the
season label to the picture, have students volunteer to come up and drag a label
to the picture. Pages three-six are tile matching games, click the different tiles and
have students guess which season is behind them.
Make sure to read the instructions and pages out loud for those who may
need to hear it.
Have a backup hard copy worksheet in case the Smart board does not
work.
*We chose to include this activity as a review for the students. This activity also
incorporates technology which would enhance student engagement.
2nd Activity- Snowball review. Have students get a piece of paper and draw
something that represents a season (weather, clothing, or activity). This is just a
quick sketch, once everyone has a drawing have all the students stand on either
side of the classroom and crumple their paper. They will then throw their snowball
when the teacher says go and continue to throw snowballs until the timer on the
smartboard hits zero. Students will then find a snowball and write which season
they think the drawing corresponds to. Once they finish writing the season have
them go back to either sides of the classroom and start the snowball fight until the
timer ends. Students will then grab another snowball and get in a circle around the
carpet. One after another each student will show the drawing and read the season
written on the snowball they have. There will be a quick discussion to see if
everyone agrees with the match or not.
Support students who may be struggling to read by sounding it out with
them.
Offer support for students who may not be able to write the seasons, have
it up on the board to help with spelling or reminding the students of the
different seasons.
*This activity was chosen to be a review as well, just in a different form. We also
chose this activity as it gets students up and moving and introduces a different

20
minutes

20
minutes

pace and allows students to regain their attention. We chose to include this activity
to further address and review the material we have been talking about to set them
up for success in the assessment task.
Closing Activity: Have students go back to their tables and hand out the
performance task sheet and rubric. Explain the task to the students as well as go
through the rubric with them so they understand the expectations. Once you have
explained the task ask if students have any questions and then give them the rest
of time to start the task. The remainder of the project will have to be completed at
home and will be due in two weeks. Make sure to explain to the students that you
will be available to help, whether that be students come in at recess or lunch, or
correspond through email or after class. Have the students write in their agendas
that they have this assignment, to allow for parents to know and give support at
home.
*We chose to give the assessment task at the end, to keep the students focus
throughout the lesson. We also left time for questions to be addressed to allow for
a fair assessment. It is very important to include students in the assessment
criteria and specifically explain the expectations so that students have every
opportunity to succeed.

15
minutes

Assessment:
Observation in the lesson we will formatively assess if students are struggling to
identify and demonstrate an understanding through sorting activities on the
smartboard- formative (smart objective 1 and 2)
Observation of discussion during snowball activity, as well as the season labels
students are making to the drawings- formative (smart objective 2)

The Smart Board file will be sent along with this document.

Seasonal Changes

An alien is coming to visit Earth. On his planet they dont have changing weather or
seasons. He doesnt know what seasons are, or how to dress for them. As a class, we
are going to make a guide book before his visit to help him get ready for our seasons.

As an Earthling you will need to:

Label each box with one of the four seasons, starting with the season we are in.

Draw a picture of the weather the alien may see during that season.

Draw an activity or piece of clothing he may need to wear during that season.

Label your drawings to teach the alien more about our seasons and life on Earth.

Your teacher will bind all the pages together to make the guide book for our alien friend.
https://www.colourbox.com/preview/7170424-cute-green-alien-cartoon.jpg

Our Alien Friends Guide to Seasons on Earth

Student ___________________________________________________________

1.

2.

3.

4.

Rating Scale: Seasonal Change

Student ___________________________________________________________

Criteria

Description of Criteria

Identify
seasonal
weather
changes

I can identify the four

(1-6.3)

Describe
seasonal
changes
(1-6.3)

Illustrate
observations
(1-1.6)

seasons.
I know what season we
are in right now.

I can describe

different activities
or clothing needed
in the changing
seasons.

I can draw the

different weather,
and clothing or
activities that come
with the different
seasons.

Yes!
(3)

A good
start
(2)

Not
Yet (1)

Teacher
Comment

Assessment Rationale
How are the formative assessment tools used in each lesson designed to scaffold toward your
final performance tasks?
The formative assessment tools that accompanied this lesson included taking in the
different worksheets the students completed in this lesson. These worksheets would
then be looked over by the teacher and used as a guide for where the students
knowledge is with regards to the seasons. The knowledge being assessed in this lesson
included the different weather and how this fits with the different seasons. This form of
assessment allows for the teacher to gage where students are and places a low stress
atmosphere on the students. The teacher can then use these worksheets for the second
lesson to review anything she feels students may have struggled with.
Our second lesson builds off the first by having the students exposed to a physical
aspect through a variety of yoga poses that represent seasonal changes. The formative
assessment tools for this lesson are more focused on observation and discussion. After
the observation, the teacher would take notes for each of the students to keep as a
record of the further development on the topic. Building off of the first lesson, where
students learnt about the different weather, we will now be assessing students in the
application of these concepts to infer which activities, clothing, or weather accompany
the different seasons.
The main assessment tools used for this lesson were observations once again, with the
focus being more directed towards the summative performance task. This assessment
task builds off all the previous lessons and formative assessments through using the
past knowledge of weather, activities, preparations, and clothing that would all fit with a
different season. If the teacher noticed that students were not demonstrating the
knowledge and understanding to complete the performance task, more review and
clarification of previously taught information may be needed before having them
complete the task.
What core assessment concepts are guiding your design choices?
We primarily used worksheets, observation and discussion to formatively assess our
grade one students. Observation and anecdotal notes are a primary way to assess
younger grades and this is why we chose to include these activities.
How are you using formative assessment strategies and the information collected from them to
guide your sequence of lessons?

Through the collection of formative assessments, in the form of worksheets, discussion,

and observations, we gain an indication of where students are at. If the teacher feels
though concepts were not fully understood, they would be addressed at the beginning of
the consecutive lesson.