Section one: Identifying all standards and objectives—

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Sunshine on a Rainy Day

Preservice Teacher: Jessie Zurat Lesson #: 1

Grade Level/Subject: Grade One Date taught: ________

SECTION ONE: Identifying all standards and objectives—

  • Students will be able to identify health related concepts to sun exposure, season changes, national weather conditions in the United States

  • Students will be able to demonstrate safe skin protection to outdoor environments throughout all seasons.

SECTION TWO: Identifying method(s) of assessment used throughout lesson—

  • Pre- Assessment: Create a matching game to identify weather conditions and proper skin protection for weather presented. This could be done at centers after reading a story of a location with a common weather pattern (example: Seattle, Washington- rainy; Florida- sunny; Massachusetts- snowy).

  • Students have assigned seating for centers. (Call groups 1 to 5 and students will know what row they sit in)

  • Teacher would read story and ask questions to students on each page.

  • Cut out papers with the seasons and weather will be already cut and in a folder labeled on desk for this week’s activities.

  • Magnets will be on easel/ white board ready to be used in centers.
  • Formative Assessment: Divide students into 4 groups that correspond with the 4 seasons. Students must identify proper protection for that season in a group setting. Then, each group will explain why they chose certain things for their season.

  • The 4 papers for the groups will also be in the weekly folder where the other cut papers are.

  • Students can work in the groups that their desks are already in. Do not let them change seats.

  • Summative Assessment: Students will chose their favorite weather condition that we learned about previously in the week. They will also coordinate the weather pattern to a specific location we learned about in Social Studies. They will then make a post card showing the weather condition in that location, what to wear, and why people should like this season/ weather condition.

  • Draft paper will be on back counter labeled ‘draft’ paper.

  • Final paper will be on back counter labeled ‘final’ paper.

  • Colored pencils, markers, and crayons are in buckets labeled for each desk group (color coded).

  • If students need more coloring materials, they are located in the back cabinet.

SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out—

Time Frame: One Week

  • (30- 60 minutes a day)

Lesson Details:

  • Monday, start with Pre- Assessment in centers with large printed out pictures to match appropriate protection to a weather pattern (small group). Read a story on the seasons (whole group).

  • Large printed out pictures are in folder, like mentioned above

  • Story will be in classroom library or on desk.

  • Teacher will read story and the students will be asked questions each page of the book

  • Tuesday- Review Monday’s matching game and season story to students. Read another book pertaining to America’s different weather patterns.

  • Again, matching review will be in the folder (mentioned above). Magnets will be attached to easel/ chalk board/ white board

  • Book will be with yesterday’s book, labeled and ready for centers. Again questions will be asked every page. Link this book to previous book.

  • These papers will be given to each group of desks. They are labeled by color for each group already.

  • Papers will be in folder for this weeks lesson (on my desk)

  • Wednesday: Review previous two books. Introduce post card project to students

  • Use my review question sheet that I created on book to ask students questions on the past two books that I read to them. (Review questions will be in weekly lesson folder on desk)

  • Wednesday to Thursday- start rough draft essay.

  • Rough draft paper will be labeled in a tray on the back counter

  • Final draft paper will be next to rough draft paper in a different tray, also on the back counter. Students cannot use final paper until I review the draft.

  • Coloring materials are in color-coded bins for each group of desks. Extra supplies are in the back cabinet.

Closure: Have students record in a notebook what they plan to wear in particular weather. Students can chose what weather is occurring. Collect this and see if the students learned the different protection needed for different weather.


  • Two Books are needed for the weekly classroom centers. One will be on the four seasons and one will be on the different weather patterns in America.

  • Picture cut outs of seasons and appropriate and non- appropriate attire for each season for students to match during centers. These should be laminated to be used again and to keep from being destroyed.

  • Access to a white board or chalkboard at centers (easel if available). This is for matching different protective things to each season. It could be drawn out on the board for all the students to be able to see. Or, it can be pieces of paper cut outs that are magnet on the board.

  • A work sheet that has a picture of one season for each group for the formative assessment. This will be a fun activity for the students to write and draw appropriate protective clothing for the season presented to the group.

  • Access to draft writing paper is needed to draft what the post card will say.

  • Access to final paper. This needs to look like a post card on the top and an area with lines on the bottom to accommodate both a picture and a description.

  • Coloring materials such as colored pencils, crayons, and markers are needed to color the picture on the post card.

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