Molloy College

Division of Education

Student Eliana Gagliano Professor Mary Brower

Course EDU 5230 Date May 7, 2019
Grade 3 Topic: Autumn Season Content Area: Science

INSTRUCTIONAL OBJECTIVES (s)

After reading about Fall Season and participating in a class discussion about what entails in the
Fall Season, students will use research documentation from this specific season and develop a
factual report citing at least three facts about the season. Students will be able to identify and
describe the fall season weather and its need for climate change.

NYS STANDARDS AND INDICATORS

Science Standards: (Next Generation Science Standards)

 http://www.nextgenscience.org
 http://www.p12.nysed.gov/ciai/mst/sci/documents/BoR-ConsiderationNYS%20P-12-
ScienceLearningStandards.pdf.
Indicator: Disciplinary Core Idea: HS-ESS3. C. Seasons Impact on Earth Systems
 Make observations and/or measurements of an object’s motion to provide evidence that a
pattern can be used to predict future motion. Such as leaves changing color due to
weather climate changing through all four seasons, and how the season affects the growth
of plants, as well as the leaves on the trees.
Key Idea: Sunlight, Water, Sugar, Chlorophyll, Pigmentation, Weather cooling down

ELA Standards: (New York Next Generation English Language Arts Learning Standard
English Language Arts (New York State Next Generation English Language Arts Learning
Standards).

 Analyze how and why specific ideas and reasoning are developed and modified over the
course of a text, source, argument, analyze/evaluate the results and conclusion based on
explanations in the text.
 ELA standards for Grades PreK-12: http://www.nysed.gov/common/nysed/files/nys-next-
generation-ela-standards.pdf.
  English as a New Language and Bilingual Education [New Language Arts Progressions
(NLAP) and Home Language Arts Progressions (HLAP)].

 https://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative

Indicator: This will be evident when students read the text and analyze the reading with
the picture relationship.
Key Idea: passage reading, development of vocabulary words, writing descriptions.

Mathematics Standards: (New York Next Generation Mathematics Learning Standard)

 http://www.nysed.gov/common/nysed/files/nys-next-generation-mathematics-p-12-
standards.pdf.

Indicator: This will be evident when students add and subtract

Key Idea: learning different patterns in the season by adding and subtracting seasons
favorite like apples, pumpkins.
Social Studies: (New York Next Generation Social Studies Learning Standards)
 https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

 Students will learn the history of thanksgiving, other holidays.

Indicator: visual pictures, video, passages, geography.

INSTRUCTIONAL RESOURCES

~Maps ~movie video ~calculators ~reading materials

~Textbooks ~online research ~teacher-constructed rubrics ~magazines
~Pictures ~group collaboration ~notes from a museum trip ~supply materials
~ https://youtu.be/Xk4-6II8l5Q

MOTIVATION

 A brief video about all four seasons (Winter, Spring, Summer, Fall)
 Pictures evidence of the fall season such as changing of leave colors, food, holidays
 Passage readings on the sunlight energy and how the leaves makes its own sugar
 Group collaboration
 DEVELOPMENTAL PROCEDURES

1. Students will be giving five passages to read on their own about Fall season
2. Students will volunteer to read passages out load
3. Students will be broken down into groups of three or four
4. Each group will be giving one picture as evidence to discuss what they see, what they think
about the picture.
5. Students will discuss in class what they see in their pictures, compare and contrast all four
seasons to identify the fall season.
6. A video will be shown in class about things to do in the Fall season.
7. Students will be read again the passages alone in the group they will be a group discussion on
the passages.
8. Students will develop a collage with cut out pictures, written ideas from the passages, video
and the picture evidence that was passed to each group.
9. Students will work together as a collaborative group to develop a presentation in class from all
given evidence.
10. All members of the groups will go in front of the classroom with a small collage and present
what they learned about the Fall season, how the leaves changes, foods, activities, weather
climate, environment change. The students will present similarities and differences of cultures
throughout the Fall season. Purpose of the lesson is for student’s appreciation and understanding
the need for the Fall season and why we face it in the atmosphere.

INSTRUCTIONAL STRATEGIES

 Cooperative learning: students will work together in groups to develop strategies and
ideas of the Fall season.
Indicator: the idea of having students work in groups is to allow for voice projections of
multiple ideas, thoughts, engaging in brainstorming, develop thought processing from
each other. Learning to work together at a young age helps them develop communication
skills.
 Direct Instruction: students will be given multiple evidence for their presentation
 Indicator: all pieces of evidence will help the development process for each step of the
lesson
 Discussion: students will be engaged in group and classroom discussion.
Indicator: this exercise will help the students when there are being asked about the season
and its important and unique weather pattern.
 Modeling: video, picture evidence, reading passages.
Indicator: this will help students physically see what happens during the changing of the
season.
 Demonstration: by showing all evidence and giving students opportunity to see
activities that happens during the season.
Indicator: this is evident when the teacher shows and explains to the students how to
compare and contrast different seasons.
 Scaffolding: giving students the support they need to learn how to work in groups and
moving them to greater independence.
Indicator: the evident will help students understand and appreciate climate, mother nature
and its environment before they move forward to higher grade level of science.

ADAPTATIONS

 The students who struggle to focus on the lesson plan will be re-directed through multiple
physical hands-on activities.
 The students who struggle in reading multiple passages will be giving the chance to read
the material multiple times, twice by themselves, together in a group.
 Students who medically needs and may require the use of bathroom facilities frequently
will be provided with a closer seat to the door and giving a bathroom pass.
 Students with impulsively call out during classroom discussion be will be monitored
through a Behavior Intervention Plan (BIP).
 Students who are an English learner will be provided with a content specific vocabulary
words prior to the lesson.
 Students who are an English learner will be provided with a peer buddy like a teacher’s
assistance.
 Students who struggle to work in a group setting will be allowed to work independently
or select their own peer group.
 DIFFERENTIATION OF INSTRUCTION

Struggling Students
 Students will be read to more than once, allow to work on exercise at home, work on
each passage with a peer separately, content will be revised and processed for their
specific need. The content will be adjusted to their reading level, the writing will be
limited, and more physical vision will be applied to their passages.
Average Students
 Students will be giving the same materials as advanced students but are giving the
opportunity to work alone or in a group setting. Also, the work process will be divided
into two visual and reading passages. They can choose to work with a peer or not.

Advanced Students

 Students are not much different from average students; the same work is giving just are
expected to be giving advanced vocabulary words and a greater passage to read.

ASSESSMENT

 Students will use writing, pictures, readings, video, drawing strategies to create a visual
collage of the understanding of the Fall season and its weather climate and effects on the
environment.
 Students will analyze the passages, pictures, video to create a collage of favorite activities
during the season.
 Students will work independently and then in groups to analyze their understanding of
the specific season.
 Students will then discuss in a group what they have learned from all evidence given.
 Students will then have a classroom discussion.
 Students will do a group presentation on the specific Fall season describing what happens
during the season, activities, foods, holidays.

INDEPENDENT PRACTICE

 Students are giving this exercise to allow for independent work thinking process and
group thinking process to help students understand the material alone first and then work
in groups.
 Independence will help students understand the material at home, in the classroom before
the group discussion and help develop their own thoughts, ideas of history and present.
 The teacher will provide feedback on individual work to guide them on their weakness
and strengths.
FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT

Direct Teacher Intervention:

 Students, the teacher allow for students to bring into class their favorite item that
represents the fall season.
Academic Enrichment
 Once students have reached their goal of understanding about the Fall season, the teacher
will refer to what they’ve learned. Then apply their knowledge in a functional and
meaningful approach to the season’s environment and help create a better cultural
environment for society. The Fall season is my favorite season because it’s a way to bring
family, friends in gathering for thanksgiving holiday, apple and pumpkin picking which
is a way to share time and kindness with one another. Students will cut out colorful paper
picture apples and display them around the school to show appreciation and caring for all
students. To remind them how sweet and special every child is.
 REFERENCES

ELA Standards: (New York Next Generation English Language Arts Learning Standard
English Language Arts (New York State Next Generation English Language Arts Learning
Standards). ELA standards for Grades PreK-12: http://www.nysed.gov/common/nysed/files/nys-
next-generation-ela-standards.pdf.

English as a New Language and Bilingual Education [New Language Arts Progressions (NLAP)
and Home Language Arts Progressions (HLAP)] https://www.engageny.org/resource/new-york-
state-bilingual-common-core-initiative.

English Language Arts (New York State Next Generation English Language Arts Learning
Standards) ELA standards for Grades PreK-12: http://www.nysed.gov/common/nysed/files/nys-
next-generation-ela-standards.pdf.

Mathematics (New York State Next Generation Mathematics Learning Standards).

http://www.nysed.gov/common/nysed/files/nys-next-generation-mathematics-p-12-
standards.pdf.

(n.d.). Retrieved May 7, 2019, from https://images.app.goo.gl/71iR5GuUxzBRjaxm6

Science Standards: (Next Generation Science Standards)http://www.nextgenscience.org

http://www.p12.nysed.gov/ciai/mst/sci/documents/BoR-ConsiderationNYS%20P-12

Social Studies https://www.engageny.org/resource/new-york-state-k-12-social-studies-

framework Science (Next Generation Science Standards) http://www.nextgenscience.org.

Why Do Leaves Change Colors in the Fall? (2015, October 16). Retrieved May 7, 2019, from
https://youtu.be/Xk4-6II8l5Q