Date 12-3-2017 (Sunday) Student teacher Fatima Ali

Time (45 minutes) School The First Academy School

MCT Garnel Desravins Class Grade: 1 E
Lesson Unit7: weather and seasons No of students 28
unit/page Lesson3: What are seasons? -
Spring & Summer
Page: 274 - 277.
Context of the lesson
This lesson is about the different season and the characteristic of each one e.g. the kind of
the weather found in each one. It is the third lesson in the weather and seasons unit.
Teaching goal
The aim of this lesson is to teach the students about the differences between the two
seasons (spinning and summer) and help them to classify the characteristics of each season.
Learning objectives (Students will be able to)
Identify the different seasons and kinds of weather found in each one
(spring summer)
Classify the characteristic of the two seasons including types of clothes
people could wear, how the trees look in each season, kind of activities
people could do.
Assumptions about prior learning
The learners already know that there are four seasons, but they need to know deeply
about the characteristic of each season (spring and summer).
Anticipated problems and possible solutions
Problem: Students might get confused between the differences between two seasons.
Solutions: The teacher will show them different examples and pictures of it to understand
the difference between them.
Personal focus for this lesson
My personal focus in this lesson is to make sure that the students able to distinguish
between the two seasons .Also, asking students different questions and monitor them.
Target language Teacher language
Seasons Questions:
What is a season?
Weather pattern
What are the four seasons?
Spring How often do the seasons repeat?
Summer What season come before summer?
In which season do many trees
have new leaves?
How the weather looks like the
summer?
 What happens to the weather in
spring?
What is the weather look like in the
summer and spring?
Where can we go in each season?
How does the weather change from
spring to summer?
Suppose you planted a vegetable
garden in early spring. What might
you expect to find in the middle of
summer?
Sentences:
Classify the picture that related to each
season.
Give me some examples of activities we
do in summer?
Raise your hand when you want to
answer or finish your work.
The quiet and excellent group will get
sticker.
Main tasks or activities: Resources and Materials For whole
. teaching aids: class:
1. Video about four seasons and what Data show to present Envelops
a PowerPoint and
happen in each one then ask them video Spring and summer
a question about it. charts
2. Differentiation activities for low Pictures cards
-middle-high students. Pencils
3. Individual activity for all Glue.
students(mini-book) Colors
Small board and
markers.
Summer and spring
mini-book.
Consider these grouping strategies: Consider where the children are working:
Pair work Working in the classroom(at their desk)
Individual
 Planning Stages Within the 5-E Inquiry Model
Engage (5 minutes)
Key Question:
What is a season? A time of year
Opening activity to surface student thinking:
What are the four seasons? Spring, summer, fall and winter
How often do the seasons repeat? Once a year
Opening activity to engage student interest and clarify context of the investigations:
Now lets see watch video
Questions for whole group discussion:
What the weather is like in each season (spring- summer)?
Describe how the weather looks like in each season (summer spring)?
Teacher (What will the teacher do/say etcetera) Student (What will the student do/say etcetera)
The teacher will show students
video about the four seasons and The students will watch the video and
what happen in each one. (4 then they will respond to the teacher
minutes) questions.
https://www.youtube.com/watch?
v=8ZjpI6fgYSY
Then she will ask them what the
four seasons are? (spring Summer
Fall Winter) and how often do
the seasons repeat? (Once a year)
The teacher will draw a pattern of
shapes such as square, circle,
square, circle, square and circle
and help them to identify the
pattern and discuss that a pattern
is change that repeat. Explain for
students that the weather can also
repeat and that is called d a
weather pattern.
Explore (15 minutes)
Activities (list) Driving Question
Low level: students will have a plate and Low level question:
work in pair to classify the pictures the In which season do many trees have new
related to each season (summer and leaves? Spring
spring). They will glow the pictures and
past them in the appropriate place either
summer or spring.
Middle level: Students will classify and
past the picture that related to summer
and spring and then underneath each
picture they have to past the description
(it is already typed for them).
High level: classify and glue the pictures
that related to each season. Then
students will write what each picture
describes (students will have a word bank
to help them to spell the words).
Teacher (What will the teacher do/say etcetera)
The teacher will give each student the
activity and tell them the instructions.
Student Communication Product: The teacher will be asking them questions while they
are doing the activities to see how they are going.
Explain (10 minutes)
Content Media: PowerPoint
Teacher (What will the teacher do/say etcetera)
The teacher will ask students to say
what they learned from the
classification activity then she will
ask them to explain what happen in
each one.
She will show them pictures from
the power point and I will ask them
what they see and which season is
it?
In which season the weather become
hot? Summer
Middle level question:
How does the weather change from
spring to summer? Summer is usually
hotter than spring and may have more
storms
How do many trees look in spring? Trees
grow new leaves and tress has flower.
High level question:
Suppose you planted a vegetable garden
in early spring. What might you expect to
find in the middle of summer? Many fruits
and vegetables would be ripe enough to
eat.
How does spring weather affect what
people wear or do? People dress to stay
cool and to stay safe from the sun. They
may enjoy outdoor activities such as
swimming.
Student (What will the student do/say etcetera
The students listen to the teachers
instruction and then the activities. After
that students will answer teachers
question
Student (What will the student do/say etcetera)
The students listen to the teacher
explanation and answer teachers
questions
 Elaborate (10 minutes)
Activities: Teacher: Student:
Draw & color& paste: Student will take out
(individual) The teacher will ask the materials then they
Materials: student them to use the will start to glue the
Mini-book leaves and past it in the leaves then paste it in
Glue trees of summer and the trees.
spring. Then she will Student will draw what
Extending/Application explain how they will do the weather in spring
Questions for the activity. and summer
Whole/Small Group Student will complete
Discourse: how the trees their mini-book.
look in each season?
Draw something related to
each season.
Student Communication
Product (assessment):
mini-book

Ask students to paste

the paper (leaves) in
each tree to make
spring tree and summer
tree.

Then ask them to draw

what the weather in
each season.

After that, ask them to

complete their mini-
book.

Evaluate (5 minutes)
Skill/Reasoning Learning Objectives Assessment Instrument
Classify Using different pictures of each season
and classify them.
 Knowledge Learning Objectives Assessment Instrument
The students will understand the Classifying activity, mini-book, presentation
differences between summer and spring. and video.

Teacher (What will the teacher do/say etcetera) Student (What will the student do/say etcetera)

The teacher will move around the The students set in the chairs.
students, ask them questions and check
their work by using checklist.