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How Leaves Change… The Four Seasons by: Jackie Yantes and Janette Gray. Related TEKS Kindergarten. 112.2 Science (b)(5)(B), (b)(7)(C) 110.2 English Language Arts (b)(1)(A-D), (b)(2)(A), (b)(3)(C), (b)(8)(B), (b)(9)(A), (b)(10)(A-D), (b)(12)(A-C), (b)(15)(C), (b)(16)(B). What you already know….
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How Leaves Change…The Four Seasonsby: Jackie Yantes and Janette Gray
Related TEKSKindergarten • 112.2 Science (b)(5)(B), (b)(7)(C) • 110.2 English Language Arts (b)(1)(A-D), (b)(2)(A), (b)(3)(C), (b)(8)(B), (b)(9)(A), (b)(10)(A-D), (b)(12)(A-C), (b)(15)(C), (b)(16)(B)
What you already know… • There are 7 days in a week. • Days of the week • There are 12 months in a year. • Months of the year
Summer Spring Autumn Winter There Are Four Seasons in a Year
Objectives…. • Content Objective: Through the observation of leaves, students will identify changes in the seasons. Students will correctly identify and document characteristics of each season. • Language Objective: Students will properly use key vocabulary to write and record ideas and reflections and describe how illustrations relate to the text. Students will use prior knowledge to anticipate meaning and make sense of the text and ask and answer relevant questions and make contributions in small or large group discussions.
Keyvocabulary • Autumn • Winter • Spring • Summer • Veins • Nutrients
materials • Books • Leaves! Leaves! Leaves! By Nancy Elizabeth Wallace • The Four Seasons for Little People by Joseph M. Parramon • Other materials • Pictures of each season and leaves, chart paper, writing utensil (for teacher), leaves (frozen, collected from outside), materials to help observe the leaves (magnifying glasses, gloves, rulers, etc.), student journals, writing utensils (crayons, pencils, markers, etc.)
Lesson Sequence • Introduce the topic by reviewing number of days in a week and weeks in a month. Guide the discussion to the changing of the seasons. • Review prior learnings – Read The Four Seasons for Little People aloud to the class. • Brainstorm Session – Show the students pictures of the four seasons to activate prior knowledge. Allow them to share what they know about each season and write each student’s response on the chart paper.
Introduce key vocabulary. Introduce the idea that leaves are present in every season, but their appearance changes by reading aloud Leaves! Leaves! Leaves! Take children outside and give them approximately 15 minutes to look around and each gather a few leaves to bring inside. Lesson Sequence Cont’d
Lesson Sequence Cont’ • After coming back inside, allow each table of children to work together to observe the leaves and try to guess what season it is. • Bring out the frozen leaves for students to observe and compare their other leaves to. • Have each student record their findings in a journal. Allow them to express themselves artistically, in written form, or any other way they see fit.
Lesson Sequence Cont’d • Allow each small group to share what they have written. • Allow students to share with the entire class.
After students have finished their journal entries, pass out worksheets that include a blank top and lined bottom with the open-ended statement “If I were a leaf, my favorite season would be ________. Because _________________________.” Allow them to fill in the blanks and illustrate. Reflection…..
