McNeese State University

Department of Education Professions

Lesson Plan Template
Name Sarah Treadway Email 92833@mail.lsue.edu Phone 337-384-3051
Primary Subject Area Science & Math Grade Level Kindergarten & First Grade
Title of Lesson Which is your favorite season? Approximate duration Hour 10min.

Overview of Lesson
The overall goal of this lesson is for the students to be able to differentiate between all four seasons and for them to be able to sort and categorize
different things that belong to each season.
Essential Question(s)
First I would start off by asking the students if they know what the four seasons are. Then after their input I would then list the four seasons on the
board in columns. My next question to the class would be for them to name the current season we are in. I would then go on and ask the children to
begin to describe our current season, having them describe what the weather is like outside, what kinds of clothing are we wearing, and some of the
activities that are aloud during this current season. After we have discussed those things I would then go back to the board and ask the students to
help me list some things that belong appropriately to each season I have already written on the board.
Prior Knowledge Expected of Students
The students should be able to describe the types of clothing they have on and what the weather is like outside, and should be able to predict what
types of clothing they would wear in a different season. So with this knowledge they could easily help me answer the questions that I have asked
about what the weather is like in each season and be able to distinguish what types of clothing is appropriate for each season listed on the board.
Common Core Learning Standards
K.MD.B.3
Educational Technology Standards

Additional Standards

Interdisciplinary Connections
Sorting and categorizing will help the students to be able to sort and categorize different environments the different seasons bring which will then
give the students an idea about what types of weather happens in each season and what types of clothing is needed for each type of weather they get
to experience.
Student Outcomes
 Lesson Procedures
Pre-Planned Seed
Time Step-by-Step Lesson Procedures with Embedded Coding
Questions
LESSON
10 min Introduction
1. Ask students if they know what the four seasons are.
2. List the names of the seasons on the board.
3. Ask students the name of the current season.
4. Ask students to describe the current season. Have them elaborate on what the warther is like,
what people wear, and what people do during the season
15 min Explicit Instruction/Teacher Modeling
1. Draw 4 columns on the board and title them summer, fall, winter, and spring.
2. Ask students to come up with words that describe the seasons, such as hot, muggy, or cool. Write
the words in the columns.
30 min Guided Practice/Interactive Modeling
1. Instruct students to complete the Spring, Summer, Fall, and Winter worksheets with a partner.
2. Go over the worksheets as a class.
3. When you are going over the worksheets with students, ask students informal questions about the
items worn in each season. For example: Why do we wear a jacket in the winter? Why do we
wear shorts in the summer? Why do we wear dresses in the spring?
15 min Independent Working Time
1. Ask students to complete the What Should I Wear worksheet.
2. Go over the worksheet with the class.
EXTEND
Differentiation
1. Enrichment: Instruct students to complete the Silly Sciences worksheet. After they finish the
worksheet, ask them to write 2 sentences about each holiday on notebook paper. This worksheet
will enable students to make the connection between seasons and their respective holidays.
2. Support: Ask students to complete The Four Seasons worksheet. Ask students informal questions
about what they see in each picture. For example: What activities are the children doing in this
picture of this season? This worksheet will enable students to visualize each season in their
minds.
REVIEW
10 min Assessment
1. Ask students to complete the Seasons Sleuths worksheet.
20min Review and Closing
1. Pass out 3 sheets of stapled paper to each student.
2. Instruct students to title the first page Seasons. Write the word seasons on the board.
 3. Ask students to title the second page Fall, the back of the second page Spring, the third page
Winter, and the back of the third page Summer.
4. Instruct students to create pictures for each season on the seasons page. Direct them to write at
least 3 words that describe the season n the seasons page

Teacher Materials Student Materials Technology Resources References

-board markers
-Spring worksheet
-Summer worksheet
-Fall worksheet
-Winter worksheet
-What Should I Wear
worksheet
-Season Sleuths -Colored pencils
Education.com
worksheet -Notebook paper
-The Four Seasons
worksheet
-Silly Sciences
worksheet
-Stapler
-White paper

Relevance/Rationale
The outcomes of this lesson will help each student to understand more in context how to differentiate between what each season they experience and
how to properly dress accordingly and also distinguish on what kind of activities can take place in each season. They as students need to understand
what is important to what kind of activites can only take place in the winter and some only in the summer and this is essential for them in their
everyday life, what the weather is like outside, in order for them to put on their daily clothes to go and play outside.
Exploration, Extensions, and Supplemental
In order to add on to this lesson I could also go deeper into categorizing or deeper into the science of the weather and how the seasons work and how
they are able to happen.
For the students who need extra support I would give them my support and also ask the class to also help that student out in what ever further support
would be needed for that student. Because I do not want none of my students to feel alone and everyone is a part of a team in my classroom and if
one student is struggling we will all help that one student as a whole to understand better.
For the early finishers I would ask them to further write more sentences or add more things to the groups of seasons on their booklet we made in
class and if they were to finish that maybe they could also join in to help another student who is struggling or falling behind.
Assessment Criteria for Success
The way I will check for my students understand of the lesson is by their feedback and their worksheets and how they have completed them.
My students and I will know if we have successfully met the outcomes of our lesson by how well they have answered all of my verbal questions and
how well they have answered their worksheets and if this were not successful I would then begin to try and connect with the students on another
level of understanding so we can successfully understand the lesson.
The specific criteria to be met in this lesson is how well they can differentiate between each season and be able to tell the difference of the seasons on
their own outside of the classroom.
Success on this lessons outcomes will look like all of their worksheets are correct and straightforward and also their little activity books that they
have created can be used to help us distinguish what season we may be at the time of the lesson and later on in the school year as it changes; they will
be able to tell what season it is by the weather outside and the holidays we experience throughout the school year.
Accommodations and Access for All

Post-Lesson Reflection