Student Page [Teacher Page] Seasons Title A WebQuest for Third Grade Students Introduction Designed by Task Emma Chandler Process firstname.lastname@example.org Evaluation Conclusion Credits Based on a template from The WebQuest Page
Student Page [Teacher Page] Introduction Title There are four seasons: fall, spring, summer Introduction and winter. During this lesson, I will read four stories Task about seasons that are written by Linda Glaser. After Process our shared reading, you will be identifying characteristics of each season by working in groups of Evaluation five to six. It is important to learn about each season Conclusion to understand the activities, clothing, holidays, plant and animal behavior and weather that each season consists of. Credits
Student Page [Teacher Page] The Task Title After our seasons lesson is completed, you will be able Introduction to compare and contrast: Task Activities that are completed during each Process season Evaluation Clothing that is worn during each season Conclusion Holidays that are celebrated during each season Plant and animal behavior that occurs during each season Seasonal weather changes In order to complete this lesson, you will use these websites: http://www.sheppardsoftware.com/scienceforkids/seasons/sea http://www.weatherwizkids.com/weather-words.htm Credits
Student Page [Teacher Page] The Process To accomplish the task, you must perform Title these step-by-step instructions. After performing Introduction these step-by-step instructions, you will have Task completed the seasons lesson. Process Evaluation • First, your teacher will pose a prereading activity Conclusion about seasons. • Second, your teacher will read four stories written by Linda Glaser: It’s Fall, It’s Spring, It’s Summer and It’s Winter. • Third, the class will be placed into groups of four to five students. Each group will be assigned a season. • You and your group need will write down characteristics of your season. • After fifteen minutes, groups will present their season’s characteristics to the class. Credits
6. Click on this link,http://www.weatherwizkids.com/weather-words.htm7. You will write down the definitions forthe 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 yourcalendar handout using the definitionsfrom Step Seven. Record the weather fora whole week.9. Compare and contrast all four seasonson your Venn diagram handout.10. Click on this link,http://www.sheppardsoftware.com/scienceforkids/seasons/seaso11. Lastly, pick a season from the websiteand play games to end your lesson onseasons.
Student Page [Teacher Page] Evaluation Title Introduction Literature Circle – Listening and Task Sharing : Seasons Process CATEGORY 4 3 2 1 Evaluation Respects Others Student listens Student listens Student interrupts Student interrupts Conclusion quietly, does not quietly and does once or twice, but often by interrupt, and not interrupt. comments are whispering, stays in assigned Moves a couple of relevant. Stays in making comments place without times, but does assigned place or noises that distracting not distract others. without distracting distract others OR fidgeting. movements. moves around in ways that distract others. Comprehension Student seems to Student seems to Student Student has understand entire understand most understands some trouble story and of the story and parts of the story understanding or accurately answers accurately answers and accurately remembering most 3 questions related 2 questions related answers 1 parts of the story. to the story. to the story. question related to the story. Credits
Collaborative Work Skills : Seasons CATEGORY 4 3 2 1Contributions Routinely provides Usually provides Sometimes Rarely provides useful ideas when useful ideas when provides useful useful ideas when participating in the participating in the ideas when participating in the group and in group and in participating in the group and in classroom classroom group and in classroom discussion. A discussion. A classroom discussion. May definite leader strong group discussion. A refuse to who contributes a member who tries satisfactory group participate. lot of effort. hard! member who does what is required.Quality of Work Provides work of Provides high Provides work that Provides work that the highest quality. quality work. occasionally needs usually needs to to be be checked/redone checked/redone by other group by others to members to ensure quality.Focus on the task Consistently stays Focuses on the ensure quality. Focuses on the Rarely focuses on focused on the task and what task and what the task and what task and what needs to be done needs to be done needs to be done. needs to be done. most of the time. some of the time. Lets others do the Very self-directed. Other group Other group work. members can members must count on this sometimes nag, person. prod, and remind to keep this person on-task.Working with Almost always Usually listens to, Often listens to, Rarely listens to,Others listens to, shares shares, with, and shares with, and shares with, and with, and supports supports the supports the supports the the efforts of efforts of others. efforts of others, efforts of others. others. Tries to Does not but sometimes is Often is not a good keep people cause "waves" in not a good team team player. working well the group. member. together.
Student Page [Teacher Page] Conclusion Title Seasons affect our everyday lives. They affect Introduction what activities are appropriate to participate in, the Task clothing we are able to wear and the holidays that we Process prepare for. Also, seasons affect animal’s behavior and plant growth and the weather changes. Seasons are Evaluation important to understand because they are Conclusion incorporated into our daily lives. Credits
Student Page [Teacher Page] Credits & Title Introduction References Task Process Evaluation "The Seasons - Games and Activities for Conclusion Kids." Sheppard Software: Fun Free Online Learning Games and Activities for Kids. Web. 21 Feb. 2012. <http:// www.sheppardsoftware.com/ scienceforkids/seasons/ seasons.htm>. "Weather Wiz Kids Weather Information for Kids." Weather Wiz Kids Weather Information for Kids. Web. 21 Feb. 2012 http://www.weatherwizkids.com/ weather-words.htm> Credits
[Student Page]Teacher Page Seasons Title A WebQuest for Third Grade Students (Science and Introduction Social Studies) Learners Designed by Standards Emma Chandler Process email@example.com Resources EvaluationTeacher Script Conclusion Credits Based on a template from The WebQuest Page
[Student Page] IntroductionTeacher Page Title (Teacher) The lesson was developed when several of my Introduction students asked me why the leaves were changing Learners colors. We were finishing our summer vacation and Standards starting our school year. Therefore, it was beginning to be Autumn. I explained to my class that there were Process four seasons and that a characteristic of Autumn was Resources that the leaves on the trees become red, orange and Evaluation yellow. The students were interested in learning moreTeacher Script about seasons. As a result, we began our seasons Conclusion 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 Credits affect our environment.
[Student Page]Teacher Page Learners (Teacher) Title This lesson is anchored in third grade Introduction science. The content standard that is being Learners demonstrated is Standard 2 Objective 3. The Standards children will compare and contrast seasonal weather changes. Process Resources Prior to beginning this lesson, students will need Evaluation to know that the four seasons all possess similarTeacher Script and different characteristics from each other. The Conclusion seasons change due to the tilt of the Earth’s axis and its rotation. Credits
[Student Page] Curriculum StandardsTeacher Page Title (Teacher) Students will learn: Introduction Learners Math Standards Addressed Standards •Measure the temperature and weather Process Resources Science Standards Addressed EvaluationTeacher Script •Compare and contrast seasonal weather changes Conclusion •Plant and animal behavior Social Studies Standards Addressed •Seasonal activities •Clothing •Holidays During this lesson, students also learned to Credits compare, observe and categorize.
[Student Page] The ProcessTeacher Page Title (Teacher) The seasons lesson is organized into several steps. Elementary school teachers teach their students all Introduction subjects. Therefore, there is no need to involve more Learners than one class. The lesson will be taught over a five- Standards day period. It is an multi-disciplinary study. Process Resources Students will be divided into groups of four to five Evaluation students. They will present the characteristics of theirTeacher Script season. Conclusion 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. Credits
• First, your teacher will pose a prereading activity about seasons.• Second, your teacher will read four stories written by Linda Glaser: It’s Fall, It’sSpring, It’s Summer and It’s Winter.• Third, the class will be placed into groups of four to five students. Each group will beassigned a season.• You and your group need will write down characteristics of your season.• After fifteen minutes, groups will present their season’s characteristics to the class.6. Click on this link, http://www.weatherwizkids.com/weather-words.htm7. 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 fromStep 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.htm11. Lastly, pick a season from the website and play games to end your lesson onseasons.
[Student Page] ResourcesTeacher Page Title (Teacher) Resources needed to implement this lesson: Introduction Learners •Linda Glaser’s stories •Presentation paper Standards •Calendar handouts Process •Venn diagram handouts Resources •Computers EvaluationTeacher Script Only one teacher is needed to implement the Conclusion 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. Credits
[Student Page]Teacher Page Evaluation Title Introduction (Teacher) Learners Standards Process To know that this lesson was successful, Resources students should be able to identify characteristics of Evaluation the seasons and of the weather, compare and contrastTeacher Script characteristics of seasons, compare and contrast seasonal weather changes, and view weather and Conclusion 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. Credits
[Student Page] Teacher ScriptTeacher Page During a seasons lesson, teachers may have a difficult time fully Title (Teacher) making their lesson plan. This goes for any lesson plan because teachers Introduction 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: Learners Standards •What to say at each point in the process Process •What to click on •What questions and misconceptions to anticipate Resources •How long to take at each point EvaluationTeacher Script During each point in the process, give students clear directions on what Conclusion should be completed at that given step. It is important to give students the URL to a website when needed to look up information on a computer. 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. Elementary school students have a short attention span. Any part of a lesson that lasts more than twenty minutes will be difficult for students Credits to pay attention to and complete.
[Student Page] ConclusionTeacher Page Title Seasons are an(Teacher)to teach to important lesson Introduction elementary school students. Seasons help students Learners learn about seasonal activities, clothing, holidays, Standards plant and animal behavior and weather. All of these subtopics may be incorporated into all subjects and Process several content standards. Resources EvaluationTeacher Script Conclusion Credits
[Student Page] Credits & ReferencesTeacher Page Title (Teacher) "Google Images." Google Images. Web. 24 Introduction Feb. 2012. <http:// Learners images.google.com/>. Standards "Science - 1st Grade Core." Utah Process Education Network. Web. 21 Feb. 2012. <http://www.uen.org/core/ core.do? Resources courseNum=3010>. Evaluation "This Is an Idea for Teaching Seasons andTeacher Script Precipitation | HotChalks Lesson Conclusion Plans Page." HotChalks Lesson Plans Page. Web. 24 Feb. 2012. <http:// www.lessonplanspage.com/ sciencemdseasonsandprecipidea2-htm/>. Trevenen, Pamela. "A Look At the Seasons." Utah Education Network. 12 Mar. 2011. Web. 21 Feb. 2012. <http://www.uen.org/ Credits Lessonplan/preview.cgi? LPid=28141>.