Seasons Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for Third G...
Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] There are four se...
The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>After our seasons l...
The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>To accompl...
6.  Click on this link,  http://www.weatherwizkids.com/weather-words.htm 7. You will write down the definitions for the fo...
Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Literature Circle –...
Collaborative Work Skills : Seasons CATEGORY 4 3 2 1 Contributions Routinely provides useful ideas when participating in t...
Conclusion  Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Seasons affect our...
Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] &quot;The...
Seasons [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for Third...
Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The l...
Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This less...
Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pa...
The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The se...
<ul><li>First, your teacher will pose a prereading activity about seasons.  </li></ul><ul><li>Second, your teacher will re...
Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>...
Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page To know...
Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul...
Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Seasons...
Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pa...
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Seasons!

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Seasons!

  1. 1. Seasons Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for Third Grade Students Designed by Emma Chandler [email_address] Based on a template from The WebQuest Page
  2. 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] There are four seasons: fall, spring, summer and winter. During this lesson, I will read four stories about seasons that are written by Linda Glaser. After our shared reading, you will be identifying characteristics of each season by working in groups of five to six. It is important to learn about each season to understand the activities, clothing, holidays, plant and animal behavior and weather that each season consists of.
  3. 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>After our seasons lesson is completed, you will be able to compare and contrast: </li></ul><ul><ul><li>Activities that are completed during each season </li></ul></ul><ul><ul><li>Clothing that is worn during each season </li></ul></ul><ul><ul><li>Holidays that are celebrated during each season </li></ul></ul><ul><ul><li>Plant and animal behavior that occurs during each season </li></ul></ul><ul><ul><li>Seasonal weather changes </li></ul></ul><ul><li>In order to complete this lesson, you will use these websites: </li></ul>Title http://www.weatherwizkids.com/weather-words.htm http://www.sheppardsoftware.com/scienceforkids/seasons/seasons.htm
  4. 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>To accomplish the task, you must perform these step-by-step instructions. After performing these step-by-step instructions, you will have completed the seasons lesson. </li></ul><ul><li>First, your teacher will pose a prereading activity about seasons. </li></ul><ul><li>Second, your teacher will read four stories written by Linda Glaser: It’s Fall , It’s Spring , It’s Summer and It’s Winter . </li></ul><ul><li>Third, the class will be placed into groups of four to five students. Each group will be assigned a season. </li></ul><ul><li>You and your group need will write down characteristics of your season. </li></ul><ul><li>After fifteen minutes, groups will present their season’s characteristics to the class. </li></ul>
  5. 5. 6. Click on this link, http://www.weatherwizkids.com/weather-words.htm 7. You will write down the definitions for the following words: Autumn, Clear Sky, Drizzle, Fog, Frost, Hail, Lightening, Rain, Sleet, Snow, Spring, Summer, Temperature, Thunder and Winter. 8. Record the day’s weather onto your calendar handout using the definitions from Step Seven. Record the weather for a whole week. 9. Compare and contrast all four seasons on your Venn diagram handout. 10. Click on this link, http://www.sheppardsoftware.com/scienceforkids/seasons/seasons.htm 11. Lastly, pick a season from the website and play games to end your lesson on seasons.
  6. 6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Literature Circle – Listening and Sharing : Seasons CATEGORY 4 3 2 1 Respects Others Student listens quietly, does not interrupt, and stays in assigned place without distracting fidgeting. Student listens quietly and does not interrupt. Moves a couple of times, but does not distract others. Student interrupts once or twice, but comments are relevant. Stays in assigned place without distracting movements. Student interrupts often by whispering, making comments or noises that distract others OR moves around in ways that distract others. Comprehension Student seems to understand entire story and accurately answers 3 questions related to the story. Student seems to understand most of the story and accurately answers 2 questions related to the story. Student understands some parts of the story and accurately answers 1 question related to the story. Student has trouble understanding or remembering most parts of the story.
  7. 7. Collaborative Work Skills : Seasons CATEGORY 4 3 2 1 Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. Quality of Work Provides work of the highest quality. Provides high quality work. Provides work that occasionally needs to be checked/redone by other group members to ensure quality. Provides work that usually needs to be checked/redone by others to ensure quality. Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. Rarely focuses on the task and what needs to be done. Lets others do the work. Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares, with, and supports the efforts of others. Does not cause &quot;waves&quot; in the group. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
  8. 8. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Seasons affect our everyday lives. They affect what activities are appropriate to participate in, the clothing we are able to wear and the holidays that we prepare for. Also, seasons affect animal’s behavior and plant growth and the weather changes. Seasons are important to understand because they are incorporated into our daily lives.
  9. 9. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] &quot;The Seasons - Games and Activities for Kids.&quot; Sheppard Software: Fun Free Online Learning Games and Activities for Kids. Web. 21 Feb. 2012. <http:// www.sheppardsoftware.com/ scienceforkids/seasons/ seasons.htm>. &quot;Weather Wiz Kids Weather Information for Kids.&quot; Weather Wiz Kids Weather Information for Kids. Web. 21 Feb. 2012 http://www.weatherwizkids.com/ weather-words.htm>
  10. 10. Seasons [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for Third Grade Students (Science and Social Studies) Designed by Emma Chandler [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  11. 11. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The lesson was developed when several of my students asked me why the leaves were changing colors. We were finishing our summer vacation and starting our school year. Therefore, it was beginning to be Autumn. I explained to my class that there were four seasons and that a characteristic of Autumn was that the leaves on the trees become red, orange and yellow. The students were interested in learning more about seasons. As a result, we began our seasons lesson. Seasons are a part of our everyday lives. It is simple to incorporate seasons into any subject and content area. Children may read books about seasons and write a story about their favorite seasons. Children may observe and record information about weather and the length of each season. It is important for students to learn about seasons because they affect our environment. Evaluation Teacher Script Conclusion
  12. 12. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is anchored in third grade science. The content standard that is being demonstrated is Standard 2 Objective 3. The children will compare and contrast seasonal weather changes. Prior to beginning this lesson, students will need to know that the four seasons all possess similar and different characteristics from each other. The seasons change due to the tilt of the Earth’s axis and its rotation. Evaluation Teacher Script Conclusion
  13. 13. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Students will learn: </li></ul><ul><li>Math Standards Addressed </li></ul><ul><ul><li>Measure the temperature and weather </li></ul></ul><ul><li>Science Standards Addressed </li></ul><ul><ul><li>Compare and contrast seasonal weather changes </li></ul></ul><ul><ul><li>Plant and animal behavior </li></ul></ul><ul><li>Social Studies Standards Addressed </li></ul><ul><ul><li>Seasonal activities </li></ul></ul><ul><ul><li>Clothing </li></ul></ul><ul><ul><li>Holidays </li></ul></ul><ul><ul><li>During this lesson, students also learned to compare, observe and categorize. </li></ul></ul>Evaluation Teacher Script Conclusion
  14. 14. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The seasons lesson is organized into several steps. Elementary school teachers teach their students all subjects. Therefore, there is no need to involve more than one class. The lesson will be taught over a five-day period. It is an multi-disciplinary study. Students will be divided into groups of four to five students. They will present the characteristics of their season. A teacher executing a seasons lesson plan needs to be able to give good directions and have all handouts and worksheets created and ready to pass out. This lesson is simple enough for a beginning teacher to execute. Evaluation Teacher Script Conclusion
  15. 15. <ul><li>First, your teacher will pose a prereading activity about seasons. </li></ul><ul><li>Second, your teacher will read four stories written by Linda Glaser: It’s Fall , It’s Spring , It’s Summer and It’s Winter . </li></ul><ul><li>Third, the class will be placed into groups of four to five students. Each group will be assigned a season. </li></ul><ul><li>You and your group need will write down characteristics of your season. </li></ul><ul><li>After fifteen minutes, groups will present their season’s characteristics to the class. </li></ul>6. Click on this link, http://www.weatherwizkids.com/weather-words.htm 7. You will write down the definitions for the following words: Autumn, Clear Sky, Drizzle, Fog, Frost, Hail, Lightening, Rain, Sleet, Snow, Spring, Summer, Temperature, Thunder and Winter. 8. Record the day’s weather onto your calendar handout using the definitions from Step Seven. Record the weather for a whole week. 9. Compare and contrast all four seasons on your Venn diagram handout. 10. Click on this link, http://www.sheppardsoftware.com/scienceforkids/seasons/seasons.htm 11. Lastly, pick a season from the website and play games to end your lesson on seasons.
  16. 16. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Resources needed to implement this lesson: </li></ul><ul><ul><li>Linda Glaser’s stories </li></ul></ul><ul><ul><li>Presentation paper </li></ul></ul><ul><ul><li>Calendar handouts </li></ul></ul><ul><ul><li>Venn diagram handouts </li></ul></ul><ul><ul><li>Computers </li></ul></ul><ul><li>Only one teacher is needed to implement the seasons lesson. The students will be working on the seasons lessons in several parts. If the teacher only demonstrates one part at a time, one teacher is enough to teach this lesson. You do not need to coordinate with a teacher at another school or with a partner in industry or a museum or other entity. </li></ul>Evaluation Teacher Script Conclusion
  17. 17. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page To know that this lesson was successful, students should be able to identify characteristics of the seasons and of the weather, compare and contrast characteristics of seasons, compare and contrast seasonal weather changes, and view weather and record findings. The rubric will help make sure that students complete all of their work. Also, it is important to make check lists, observations, etc. to make sure that each student is reaching their full potential. Evaluation Teacher Script Conclusion
  18. 18. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>During a seasons lesson, teachers may have a difficult time fully making their lesson plan. This goes for any lesson plan because teachers do not know how students will react to the information given. Below, is a list of questions that a teacher might have about a lesson plan: </li></ul><ul><ul><li>What to say at each point in the process </li></ul></ul><ul><ul><li>What to click on </li></ul></ul><ul><ul><li>What questions and misconceptions to anticipate </li></ul></ul><ul><ul><li>How long to take at each point </li></ul></ul><ul><li>During each point in the process, give students clear directions on what should be completed at that given step. </li></ul><ul><li>It is important to give students the URL to a website when needed to look up information on a computer. </li></ul><ul><li>Two questions to anticipate about seasons are why do we have seasons and how do animals and plants that are outside put of with the change of seasons. </li></ul><ul><li>Elementary school students have a short attention span. Any part of a lesson that lasts more than twenty minutes will be difficult for students to pay attention to and complete. </li></ul>Evaluation Teacher Script Conclusion
  19. 19. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Seasons are an important lesson to teach to elementary school students. Seasons help students learn about seasonal activities, clothing, holidays, plant and animal behavior and weather. All of these subtopics may be incorporated into all subjects and several content standards. Evaluation Teacher Script Conclusion
  20. 20. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion &quot;Science - 1st Grade Core.&quot; Utah Education Network. Web. 21 Feb. 2012. <http://www.uen.org/core/ core.do?courseNum=3010>. Trevenen, Pamela. &quot;A Look At the Seasons.&quot; Utah Education Network. 12 Mar. 2011. Web. 21 Feb. 2012. <http://www.uen.org/ Lessonplan/preview.cgi? LPid=28141>. &quot;This Is an Idea for Teaching Seasons and Precipitation | HotChalk's Lesson Plans Page.&quot; HotChalk's Lesson Plans Page. Web. 24 Feb. 2012. <http:// www.lessonplanspage.com/ sciencemdseasonsandprecipidea2-htm/>. &quot;Google Images.&quot; Google Images. Web. 24 Feb. 2012. <http:// images.google.com/>.

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