FLVT Grade 1 – Fall 2019

SEASONAL CHANGES

Jessica Hemstreet
 SEASONAL CHANGES

Table of Contents
UNIT PLAN OVERVIEW & RATIONALE .............................................................................................................. 2

KSA CONNECTIONS ......................................................................................................................................... 3

TQS CONNECTIONS ......................................................................................................................................... 4

ALBERTA EDUCATION OUTCOMES REACHED .................................................................................................. 5

ASSESSMENT TOOL OVERVIEW ....................................................................................................................... 6

DETAILED ASSESSMENT .................................................................................................................................. 8

RESOURCES ..................................................................................................................................................... 0

DAILY SCHEDULE ............................................................................................................................................. 1

WEEK 1 CALENDAR.......................................................................................................................................... 2

WEEK 2 CALENDAR.......................................................................................................................................... 3

WEEK 3 CALENDAR.......................................................................................................................................... 4

WEEK 4 CALENDAR.......................................................................................................................................... 5

WEEK 5 CALENDAR.......................................................................................................................................... 6

DAILY LESSONS ............................................................................................................................................... 7

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 SEASONAL CHANGES

Unit Plan Overview & Rationale

(KSA #6,16) (TQS #3)

Seasonal changes encompass much more change than just the weather. Throughout this unit
students will learn and observe first hand everything that the seasons affect. Students will learn about
the four seasons and when they occur, as they occur. They will keep journals documenting their
observations and knowledge learnt about each season. We will gather and examine natural artifacts
from each season. The class will observe a singular tree to observe how it changes throughout the entire
year. We will also discuss how all animals’ behavior and appearance can change dependent upon the
season.

Throughout life students will experience seasonal changes continuously, this is why it is so
important they know what is going on around them in depth. They need to be aware of more than just
the changing weather. This unit will ensure that students understand their natural surroundings. It also
bridges students into the Needs of Animals and Plants unit later on in Grade 1 Science and further
studies in their educational careers.

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 SEASONAL CHANGES

KSA Connections
It is my aim throughout this unit to reach all of the KSAs. The connections made are noted
throughout the unit plan where they apply. (KSA #17) (TQS #1 & 6)

KSA #1 - Teachers demonstrate that they understand how contextual variables affect teaching and
learning.
KSA #2 - Teachers demonstrate that they understand the structure of the Alberta Education System.
KSA #3 - Teachers demonstrate that they understand the purposes of the Guide to Education and
programs of study for subject disciplines you teach.
KSA #4 - Teachers demonstrate that they understand subject disciplines you teach.
KSA #5 - Teachers demonstrate that they understand all students can learn, albeit at different rates
in different ways.
KSA #6 - Teachers demonstrate that they understand the purpose of short, medium and long-range
planning.
KSA #7 - Teachers demonstrate that they understand students’ need for physical, social, cultural and
psychological security.
KSA #8 - Establishes demonstrate that they understand the importance of respecting students’
human dignity.
KSA #9 - Teachers demonstrate that they understand there are many approaches to teaching and
learning.
KSA #10 - Teachers demonstrate that they understand the functions of traditional and electronic
teaching/learning technologies.
KSA #11 - Teachers demonstrate that they understand the purpose of student assessment.
KSA #12 – Teachers demonstrate that they understand the importance of engaging parents,
purposefully and meaningfully, in all aspects of teaching and learning.
KSA #13 – Teachers demonstrate that they understand that student learning is enhanced through
the use of home and community resources.
KSA #14 – Teachers demonstrate that they understand the importance of contributing,
independently and collegially, to the quality of your school.
KSA #15 - Teachers demonstrate that they understand the importance of career-long learning.
KSA #16 - Teachers demonstrate that they understand the importance of guiding your actions with a
personal, overall vision of the purpose of teaching.
KSA #17 – Teachers demonstrate that they understand they are required to achieve the Teaching
Quality Standard.

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 SEASONAL CHANGES

TQS Connections
TQS connections that are made throughout this unit are noted as such, as it is the goal to reach the
teaching quality standards through every unit taught. (KSA #17) (TQS #1 & 6)

1. A teacher builds positive and productive relationships with students, parents/guardians,

peers and others in the school and local community to support student learning.

2. A teacher engages in career-long professional learning and ongoing critical reflection to

improve teaching and learning.

3. A teacher applies a current and comprehensive repertoire of effective planning,

instruction, and assessment practices to meet the learning needs of every students.

4. A teacher establishes, promotes and sustains inclusive learning environments where

diversity is embraces and every student is welcomed, cared for, respected and safe.

5. A teacher develops and applies foundational knowledge about First Nations, Metis and

Inuit for the benefit of all students.

A teacher demonstrates an understanding of and adherence to the legal frameworks and policies
that provide the foundations for the Alberta education system.

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 SEASONAL CHANGES

Alberta Education Outcomes Reached

(KSA #2,3,4) (TQS #3)

Science GLOs:

1-1 Bring focus to investigative activities, based on their own questions and those of others.

1-2 Describe materials and objects that have been observed and manipulated and identify what was
done and found out.

1-3 Construct, with guidance, an object that achieves a given purpose, using materials that are
provided.

1-4 Demonstrate positive attitudes for the study of science and for the application of science in
responsible ways.

1-6 Describe seasonal changes and interpret the effects of seasonal changes on living things.

Science SLOs:

1-6.1 Describe the regular and predictable cycle of seasonal changes:

- Changes in sunlight
- Changes in weather

1-6.2 Identify and describe examples of plant and animal changes that occur on a seasonal basis:

- Changes in form and appearance

- Changes in location of living things
- Changes in activity; e.g., students should recognize that many living things go into a dormant
period during winter and survive under a blanket of snow as a seed, egg or hibernating
animal
- Production of young on a seasonal basis

1-6.3 Identify human preparations for seasonal change and identify activities that are done on a
seasonal basis.

1-6.4 Record observable seasonal changes over a period of time.

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 SEASONAL CHANGES

Assessment Tool Overview

(KSA#9,11) (TQS #1, 3 & 4)
Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning

Discuss varying topics of seasons with

students depending on the day and the
Discussion season. Ask students what the season is, X X X
what the weather is, what their favorite
weather is, etc.

Read students books with topics

Stories surrounding seasons, weather and the X X
changes they bring

Students will keep a daily journal log of the

seasons and what is changing. They can
Seasonal Changes write and draw. Keep track of the
X X X
Journal temperature and the weather. This can later
be used in mathematics to determine
patterns
Students will play tic-tac-toe. They will mark
Seasonal Objects their squares by determining clues, pictures
X
Tic-Tac-Toe of seasonal objects or by what objects they
have collected

Seasonal Writing Students can complete writing prompt work

X X
Sheets sheets.

Artistic
Students will draw, color or paint seasonal
Documentation of X
images.
Outdoors

Students will be shown seasonal images and

Examining
will determine what season it is of and what X X X
Seasonal Pictures
clues told them

Students will collect leaves and compare

their shapes, colors, etc. They can
Examining Leaves X
draw/trace/color the leaves. Could create a
leaf journal.

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 SEASONAL CHANGES

Examining ice and We will collect ice and snow and learn how
snow (changing it is created from water and how it returns X
phases) to the water state.

For each season students will complete a

Brainstorm worksheet brainstorming clothes, activities,
X X X
Seasonal Words months and weather. Can complete before
and after learning about the season

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Detailed Assessment
(KSA #9, 11) (TQS #1, 3 & 4)
Formative Assessments
Learning Documenta Examining
Seasonal Seasonal Examining Brainstorm
Title Stories & tion of Leaves / Examining
Discussion Changes Writing Seasonal Seasonal
Outcomes Questions Seasonal Leaf Snow & Ice
Journals Sheets Changes Words
Changes Journal

Type
Formative Formative Formative Formative
Formative Formative Formative Formative Formative
Summative Summative Summative Summative
1-1 Bring focus to
investigative activities,
based on their own X X X X X X X X
questions and those of
others.
1-2 Describe materials and
objects that have been
observed and manipulated X X X X X X X
and identify what was
done and found out.
1-3 Construct, with
guidance, an object that
achieves a given purpose, X X X
using materials that are
provided.
1-4 Demonstrate
positive attitudes for the
study of science and for
X X X X X X X X X
the application of science
in responsible ways.
 SEASONAL CHANGES

1-6.1 Describe the

regular and predictable X X X X X X X X
cycle of seasonal changes
1-6.2 Identify and
describe examples of plant X
X X X X X X X
and animal changes that
occur on a seasonal basis
1-6.3 Identify human
preparations for seasonal
change and identify X X X X X X X
activities that are done on
a seasonal basis.
1-6.4 Record
observable seasonal
X X X X X X
changes over a period of
time.

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Resources
(KSA #10) (TQS #1, 3 & 4)

- Seasonal topic-based story books

- Journals
- Seasonal writing sheets
- Seasonal brainstorm word sheets
- SciShow Kids “Migration” video
- Alberta Education Guide Book
- Access to natural resources
- White board
- Seasonal photos
- Changing Seasons book
- EPS Guidebook
- ESP Assessment Task Guide Book (p. 21, 23 & 28)
 SEASONAL CHANGES

Daily Schedule
(KSA #6, 9) (TQS #3 & 4)

Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

8:44- LA LA LA LA 8:44-9:15
9:15 LA
9:15- LA LA LA LA 9:15-9:45
9:45 LA
9:45- MATH LA LA LA 9:45-10:15
10:15 LA
10:15- Recess Recess Recess Recess 10:15-10:45
10:30 MATH
10:30- MATH GYM GYM GYM 10:45-11:15
11:05 MATH
11:05- SCIENCE MATH MATH MATH 11:15-10:43
11:35 LUNCH
11:35- SCIENCE SCIENCE MATH SCIENCE 11:45-12:15
12:05 SCIENCE
12:05- Lunch Lunch Lunch Lunch 12:15-12:45
12:45 GYM
12:47- SOCIAL SOCIAL SOCIAL/HEALTH MUSIC / PREP 12:45-1:15
1:22 ART
1:22- INTERVENTION INTERVENTION INTERVENTION LEARNING
2:07 TEAM
2:07- Recess Recess Recess Recess 1:15
2:20
2:20- MUSIC / PREP RELIGION COLLABORATIVE RELIGION EARLY
2:50 TEAM DISMISSAL
2:50- HEALTH RELIGION RELIGION SOCIAL
3:30

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 SEASONAL CHANGES

Week 1 Calendar
SEPTEMBER 2-6 (KSA #6,9) (TQS #1, 3, 4 & 6)

Time MONDAY 2 TUESDAY 3 WEDNESDAY 4 THURSDAY 5 FRIDAY 6

8:44- LA LA LA 8:44-9:15
9:15 LA
9:15- Assisting with Assisting with Assisting with 9:15-9:45
9:45 Procedures Procedures Procedures Assisting with
Procedures
9:45- Assisting with Assisting with Assisting with 9:45-10:15
10:15 Procedures Procedures Procedures Assisting with
Procedures
10:15- Recess Recess Recess 10:15-10:45
10:30 Assisting with
Procedures
10:30- LABOUR DAY – GYM GYM GYM 10:45-11:15
11:05 NO SCHOOL Assisting with
Procedures
11:05- Assisting with Assisting with Assisting with 11:15-10:43
11:35 Procedures Procedures Procedures LUNCH
11:35- Assisting with Assisting with Assisting with 11:45-12:15
12:05 Procedures Procedures Procedures Assisting with
Procedures
12:05- Lunch Lunch Lunch 12:15-12:45
12:45 GYM
12:47- SOCIAL SOCIAL/HEALTH MUSIC / PREP 12:45-1:15
1:22 ART
1:22- INTERVENTION INTERVENTION LEARNING
2:07 TEAM
2:07- Recess Recess Recess 1:15
2:20
2:20- RELIGION COLLABORATIVE RELIGION EARLY
2:50 TEAM DISMISSAL
2:50- RELIGION RELIGION SOCIAL
3:30

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 SEASONAL CHANGES

Week 2 Calendar
SEPTEMBER 9-13 (KSA #6,9) (TQS #1, 3, 4 & 6)

Time MONDAY 9 TUESDAY 10 WEDNESDAY 11 THURSDAY 12 FRIDAY 13

8:44- LA LA LA LA 8:44-9:15
9:15 LA
9:15- Introduction /s/ /a/ /t/ 9:15-9:45
9:45 /i/
9:45- Review ‘s’ ‘a’ ‘t’ 9:45-10:15
10:15 Numbers ‘I’
10:15- Recess Recess Recess Recess 10:15-10:45
10:30 Centers
10:30- Numbers GYM GYM GYM 10:45-11:15
11:05 Centers
11:05- Season Numbers Centers Counting Lions 11:15-10:43
11:35 Story LUNCH
11:35- 4 Seasons What season Centers Fall Brainstorm 11:45-12:15
12:05 now? Words Fall
12:05- Lunch Lunch Lunch Lunch 12:15-12:45
12:45 GYM
12:47- SOCIAL SOCIAL SOCIAL/HEALTH MUSIC / PREP 12:45-1:15
1:22 ART
1:22- INTERVENTION INTERVENTION INTERVENTION LEARNING
2:07 TEAM
2:07- Recess Recess Recess Recess 1:15
2:20
2:20- MUSIC / PREP RELIGION COLLABORATIVE RELIGION EARLY
2:50 TEAM DISMISSAL
2:50- HEALTH RELIGION RELIGION SOCIAL
3:30

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 SEASONAL CHANGES

Week 3 Calendar
SEPTEMBER 16-20 (KSA #6,9) (TQS #1, 3, 4 & 6)

Time MONDAY 16 TUESDAY 17 WEDNESDAY 18 THURSDAY 19 FRIDAY 20

8:44- LA LA LA LA 8:44-9:15
9:15 LA
9:15- Review & /p/ Review & Literacy /n/ 9:15-9:45
9:45 Practice Centers /ck/
9:45- Hand Pop-up ‘p’ Review & Literacy ‘n’ 9:45-10:15
10:15 book creation Centers ‘c’ & ‘k’
10:15- Recess Recess Recess Recess 10:15-10:45
10:30 Color by Number
10:30- Worksheets GYM GYM GYM 10:45-11:15
11:05 Story/Buffer
11:05- Fall Nature Walk Whiteboards Centers Worksheets 11:15-10:43
11:35 LUNCH
11:35- Fall Artistic Fall Story/ Centers Animals in Fall 11:45-12:15
12:05 Documentation Humans in Fall Buffer
12:05- Lunch Lunch Lunch Lunch 12:15-12:45
12:45 GYM
12:47- SOCIAL SOCIAL SOCIAL/HEALTH MUSIC / PREP 12:45-1:15
1:22 ART
1:22- INTERVENTION INTERVENTION INTERVENTION LEARNING
2:07 TEAM
2:07- Recess Recess Recess Recess 1:15
2:20
2:20- MUSIC / PREP RELIGION COLLABORATIVE RELIGION EARLY
2:50 TEAM DISMISSAL
2:50- HEALTH RELIGION RELIGION SOCIAL
3:30

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 SEASONAL CHANGES

Week 4 Calendar
SEPTEMBER 23-27 (KSA #6,9) (TQS #1, 3, 4 & 6)

Time MONDAY 23 TUESDAY 24 WEDNESDAY 25 THURSDAY 26 FRIDAY 27

8:44- LA LA LA
9:15
9:15- Review & /e/ /h/
9:45 Practice
9:45- Worksheets ‘e’ ‘h’
10:15
10:15- Recess Recess Recess
10:30
10:30- Worksheets/ GYM GYM
11:05 Whiteboard
11:05- Fall Walk Story Centers
Division Collab School PD Day
11:35
Day
11:35- Fall Journal Fall Assessment Centers
12:05 Entry
12:05- Lunch Lunch Lunch
12:45
12:47- SOCIAL SOCIAL SOCIAL/HEALTH
1:22
1:22- INTERVENTION INTERVENTION INTERVENTION
2:07
2:07- Recess Recess Recess
2:20
2:20- MUSIC / PREP RELIGION COLLABORATIVE
2:50 TEAM
2:50- HEALTH RELIGION RELIGION
3:30

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 SEASONAL CHANGES

Week 5 Calendar
SEPTEMBER 30 – OCTOBER 4 (KSA #6,9) (TQS #1, 3, 4 & 6)

Time MONDAY 30 TUESDAY 1 WEDNESDAY 2 THURSDAY 3 FRIDAY 4

8:44- LA LA LA LA 8:44-9:15
9:15 LA
9:15- Writing Practice /r/ Review & Literacy /m/ & ‘m’ 9:15-9:45
9:45 Centers /g/ & ‘g’
9:45- Worksheets ‘r’ Literacy Centers /d/ & ‘d’ 9:45-10:15
10:15 /u/ & ‘u’
10:15- Recess Recess Recess Recess 10:15-10:45
10:30 Centers
10:30- More or Less GYM GYM GYM 10:45-11:15
11:05 Centers
11:05- Examining Color by Number Centers Buffer 11:15-10:43
11:35 Leaves LUNCH
11:35- Brainstorm Fall Buffer Class Centers Colors/Color 11:45-12:15
12:05 Words Wheel Create a Color
Wheel
12:05- Lunch Lunch Lunch Lunch 12:15-12:45
12:45 GYM
12:47- SOCIAL SOCIAL SOCIAL/HEALTH MUSIC / PREP 12:45-1:15
1:22 ART
1:22- INTERVENTION INTERVENTION INTERVENTION LEARNING
2:07 TEAM
2:07- Recess Recess Recess Recess 1:15
2:20
2:20- MUSIC / PREP RELIGION COLLABORATIVE RELIGION EARLY
2:50 TEAM DISMISSAL
2:50- HEALTH RELIGION RELIGION SOCIAL
3:30

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 SEASONAL CHANGES

Daily Lessons
(KSA #6) (TQS #1, 3, 4 & 6)

Review of Class 1 – September 9, 2019

previous 30 minutes
knowledge SLOs: 1-1, 1-3, 1-4, 1-6.1, 1-6.2, 1-6.3 & 1-6.4

Lesson: we will discuss what students already know about seasons. We can do a brain dump onto the board
writing down everything we know

Resources: whiteboard,

Activity: ask students what they know about seasons (and weather) brain dump it all onto the board then
move into next lesson

Assessment: Formative: discussion with students will inform how much or little they know about seasons
already

The four Class 2 – September 9, 2019

seasons 30 minutes
SLOs: 1-1, 1-3, 1-4, 1-6.1, 1-6.2, 1-6.3 & 1-6.4

Lesson: introduce the four seasons to students and briefly cover them all

Resources: multiple pictures of each season (winter, spring, summer & fall)

Activity: show students pictures of different seasons, ask them what season they think the picture is of.
Discuss the basics of each season – what order they come in and what weather comes with them. Read short
story regarding seasons, specifically summer-fall.

Assessment: Formative: discussion surrounding the four seasons and students’ ability to judge which season
is which from photos

Class 3 – September 10, 2019

What season now? 30 minutes
SLOs: 1-1, 1-3, 1-4, 1-6.1 & 1-6.4

Lesson: introduce the current season (summer) and how we will transition into fall soon.

Resources: changing seasons book, pictures of summer/fall

Activity: it is currently summer – mention what makes it summer. It is going to be fall soon – talk about the
changes that happen when it becomes fall.

Assessment: Formative: Discussion with students about what summer to fall looks like

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 SEASONAL CHANGES

Season (Fall) Class 4 – September 12, 2019

Brainstorm 30 minutes
Words SLOs: 1-1, 1-4, 1-6.1, 1-6.2, 1-6.3 & 1-6.4

Lesson: students will brainstorm words surrounding fall to gage their prior understanding of the season

Resources: season brainstorm worksheet

Activity: (depending on students writing ability) teacher will fill out sheet on the board using students’ ideas
and/or students can write along on their own.

Assessment: Formative: Discussion with students about their prior understanding of fall related terms

Class 5 – September 13, 2019

Fall Overview 30 minutes
SLOs: 1-1, 1-3, 1-4, 1-6.1, 1-6.2, 1-6.3 & 1-6.4

Lesson: we will discuss the season of fall in depth

Resources: changing seasons book

Activity: discuss what fall looks like and the changes it brings (weather, plants, human behaviours)

Assessment: Formative: discussion with students regarding their understanding of the fall season

Class 6 – September 16, 2019

Fall Walk 30 minutes
p. 15 SLOs: 1-1, 1-2, 1-3, 1-4, 1-6.1, 1-6.2 & 1-6.4

Lesson: students will go outside and see if they can find any evidence of fall coming

Resources:

Activity: we will go outside and walk around the school yard looking at trees, grass and the weather.
Students will recognize evidence of fall. They can collect fallen leaves or pinecones to bring in and add to our fall
basket.

Assessment: Formative: observation and discussion with students of what they are noticing during the walk

Class 7 – September 16, 2019

Fall Journal Entry 30 minutes
SLOs: 1-1, 1-2, 1-3, 1-4, 1-6.1, 1-6.2 & 1-6.4

Lesson: students will document evidence of fall coming in their journals

Resources: journals, items collected from fall walk

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 SEASONAL CHANGES

Activity: depending on what we experienced outside students can draw a picture of something they saw that
proves fall is coming or write about what they experienced.

Assessment: Formative & Summative: observation and discussion with students surrounding their
understanding of what is fall related currently

Class 8 – September 17, 2019

Fall Story/Humans 30 minutes
in Fall SLOs: 1-1, 1-2, 1-3, 1-4, 1-6.1, 1-6.2 & 1-6.4

Lesson: we will read a story surrounding fall and then discuss it

Resources:

Activity: I will read a story about fall to the students. then we will go through it again and discuss the parts of
the story that showed us how we know it is about fall, in the words and the pictures

Assessment: Formative: discussion with students about what they recognize as fall in the story

Class 9 – September 19, 2019

Animals in Fall 30 minutes
p. 29 SLOs: 1-1, 1-2, 1-3, 1-4 & 1-6.2

Lesson: discuss the changes that occur for animals in fall

Resources: changing seasons book, EPS guide, https://www.youtube.com/watch?v=hMAS4SdPj-w , view

pure website

Activity: discuss how animals begin to prep for winter time – collecting food, eating more, making homes
(hibernation), change appearance, moving (migration)

Assessment:

Class 10 – September 20, 2019

Buffer 30 minutes
SLOs: 1-6.2

Lesson: class will be used for catching up and review time

Resources:

Activity:

Assessment:

Class 11 – September 23, 2019

Fall Walk 30 minutes
p. 15 SLOs: 1-1, 1-2, 1-3, 1-4, 1-6.1, 1-6.2 & 1-6.4

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 SEASONAL CHANGES

Lesson: students will go outside and see if they can find any evidence of fall coming

Resources: journals

Activity: we will go outside and walk around the school yard looking at trees, grass and the weather.
Students will recognize evidence of fall. They can collect fallen leaves or pinecones to bring in and add to our fall
basket.

Assessment: Formative: observation and discussion with students of what they are noticing during the walk

Class 12 – September 23, 2019

Fall Journal Entry 30 minutes
SLOs: 1-1, 1-2, 1-3, 1-4, 1-6.1, 1-6.2 & 1-6.4

Lesson: students will document evidence of fall coming in their journals

Resources: journals

Activity: depending on what we experienced outside students can draw a picture of something they saw that
shows the fall season is here or write about what they experienced.

Assessment: Formative & Summative: observation and discussion with students surrounding their
understanding of what is fall related currently

Class 13 – September 24, 2019

Fall 30 minutes
Assessment SLOs: 1-1, 1-2, 1-3, 1-4, 1-6.1, 1-6.2, 1-6.3 & 1-6.4

Lesson: students will complete work sheets to assess their knowledge gained

Resources: EPS assessment tasks “Autumn Task” p.21, 23 & 28

Activity: students will complete 2 worksheets to assess their knowledge and understanding of the fall season

Assessment: Summative: review of students’ worksheets

Class 14 – September 30, 2019

Examining Leaves 30 minutes
p. 27 SLOs: 1-1, 1-2, 1-3, 1-4, 1-6.1, 1-6.2 & 1-6.4

Lesson: students will go outside and collect fallen leaves to compare and document

Resources: journal, leaves collected

Activity: students will have a limited amount of time to go outside and collect leaves. Then they will bring
them inside and trace, draw and write about the words in their journal

Assessment:

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 SEASONAL CHANGES

Brainstorm Class 15 – September 30, 2019

Seasonal 30 minutes
Words SLOs: 1-1, 1-4, 1-6.1, 1-6.2, 1-6.3 & 1-6.4

Lesson: students will brainstorm words surrounding fall to gage their prior understanding of the season in
comparison to the words determined at the beginning of the unit.

Resources: season brainstorm worksheet

Activity: I will put the worksheet from the beginning of the unit on the board and go over what students
thought of fall at the beginning. Then we will go over words that students now know to add to the list since
learning more about the season.

(depending on students writing ability) teacher will fill out sheet on the board using students’ ideas and/or
students can write along on their own.

Assessment: Summative: comparison of the two worksheets will show students growth and knowledge
gained throughout the unit

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