LESSON PLAN Student: Joanna St. John Course EDU: EDU 521.

01 Grade: Pre-K Topic: The Fall Season The Fall Season Instructional Objective: After watching a video on the season of Fall and participating in a group discussion, students will break into centers and participate in different activities that pertain to the season of Fall. Finally, students will create a shared class picture of a Fall scene, and receive a score of three or above on a teacher created rubric. Standards and Indicators: New York State Standards: Cognition and Knowledge of the World PreK Content Area: Science- Scientific Thinking PreK Benchmark: Children ask questions and make predictions based on observations and manipulation of things and events in the environment. Child uses senses to gather, explore, and interpret information. Child manipulates and observes objects in his or her surroundings to develop conclusions. Child makes observations and describes changes in objects, living things, and natural events in the environment. Child organizes his or her observations of objects and events by identifying, classifying, etc.. Child asks why, how, and what if questions and seeks answers through experimentation and investigation. Child makes predictions based on background knowledge, previous scientific experiences, and observations of objects and events in the world. Benchmark Indicators: This will be evident when students work in small groups sorting the different leaves and while participating in drawing a class picture of Fall. PreK Benchmark: Children observe and describe characteristics of earth and space. Child observes and discusses changes in weather and seasons using common weather related vocabulary (rainy, sunny, snowy, windy, cloudy, etc.). Benchmark Indicators: This will be evident when students use the iPad to play Seasons!

Professor: Moroney Date: December 1, 2013 Content Area: Science

The ISTE (NETS-S) 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Students understand and use technology systems. Indicator: This will be evident when students use the iPad to play the app Season!

Common Core Pre-Kindergarten Domain 1: Approaches to Learning Engagement 1. Actively and confidently engages in play as a means of exploration and learning. a.) Interacts with a variety of materials through play. d.) Self-selects play activity and demonstrates spontaneity. Indicator: This will be evident when students are socializing with their peers in centers. Curiosity and Initiative 4. Exhibits curiosity, interest, and willingness in learning new things and having new experiences. a) Asks questions using who, what, how, why, when, where, what if. b) Expresses an interest in learning about and discussing a growing range of ideas. g) Willingly engages in new experiences and activities. Indicator: This will be evident during the class discussion on the rug and when students break into centers. Pre-Kindergarten Domain 3: Social and Emotional Development Relationship With Others 5. Demonstrates pro-social problem solving skills in social interactions. b) Uses multiple pro-social strategies to resolve conflicts (e.g., trade, take turns, problem solve). c) Uses and accepts compromise, with assistance. Indicator: This will be evident when students have to socialize with others at their center activities. Adaptability 7. Adapts to change. b) Transitions with minimal support between routine activities and new/unexpected occurrences. Indicator: This will be evident when students move from whole group instruction to small group instruction, and activity to activity.

Common Core Pre-Kindergarten Domain 4 Part B: English Language Arts and Literacy Reading Standards for Informational Text Craft and Structure 4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary). Indicator: This will be evident during whole group instruction when the teacher introduces new vocabulary words such as fall, leaf, autumn, and when sorting vocabulary and objects according to season. Writing Standards Production and Distribution of Writing 5. With guidance and support, respond to questions and suggestions and add details to strengthen illustration or writing, as needed. Indicator: This will be evident when students create a shared class picture of a fall scene. 6. With guidance and support, explore a variety of digital tools to produce and publish writing; collaborate with peers. Indicator: This will be evident throughout the lesson. Students will use iPad and a SMARTboard during whole group instruction and during center activities. Speaking and Listening Standards Comprehension and Collaboration 1. With guidance and support, explore a variety of digital tools to produce and publish writing; collaborate with peers. a) Engage in agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b) Engage in extended conversations. c) Communicate with individuals from different cultural backgrounds. Indicator:This will be evident during the closer activity when students are creating a shared class picture of a fall scene using the SMARTboard. 3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood. Indicator: This will be evident throughout the entire lesson, especially during whole group instruction. Presentation of Knowledge and Ideas 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. Indicator: This will be evident when students create a shared class picture of a fall scene, making sure to add details to the picture.

Pre-Kindergarten Domain 5: Cognition and Knowledge of the World Mathematics Geometry Identify and describe shapes (squares, circles, triangles, rectangles). 1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as top, bottom, up, down, in front of, behind, over, under, and next to. Indicator: This will be evident when students sort leaves based on type, color, and shape. Analyze, compare, and sort objects. 1. Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes, using informal language to describe their similarities, differences, and other attributes (e.g., color, size, and shape). Indicator: This will evident when students sort leaves based on type, color, and shape. Science Scientific Thinking 1. Asks questions and makes predictions based on observations and manipulation of things and events in the environment. a) Uses senses to gather, explore, and interpret information. b) Manipulates and observes objects in his or her surroundings to develop conclusions. c) Makes observations and describes changes in objects, living things, and natural events in the environment. d) Organizes his or her observations of objects and events by identifying, classifying, etc. e) Asks why, how, and what if questions and seeks answers through experimentation and investigation. f) Makes predictions based on background knowledge, previous scientific experiences, and observations of objects and events in the world. Indicator: This will be evident during whole group and small group instruction. Earth and Space 4. Observes and describes characteristics of earth and space. d) Observes and discusses changes in weather and seasons using common weather related vocabulary (e.g., rainy, sunny, snowy, windy, cloudy, etc.). Indicator: This will be evident when talking about and understanding the season fall and the weather patterns that go along with it. Living Things 5. Observes and describes the characteristics of living things.

a) Observes and discusses similarities, differences, and categories of plants and animals. d) Observes and discusses similarities, differences, and categories of plants and animals. j) Observes, describes, and compares the habitats of plants and animals. k) Observes, records, and explains how plants and animals respond to changes in the environment and changes in seasons. Indicator: This will be evident when students explore leaves and other plants that are present during the season fall. Technology Foundations to Technology 2. Explores and uses various types of tools appropriately. b) Follows simple directions for appropriate use of tools and demonstrates how they are used (e.g., computer, hammer, digital media or simple machine). Indicator: This will be evident when students use the iPad and SMARTboard during whole group and small group instruction. Using Technology 3. Uses the knowledge of technology to increase learning. a) Uses computer to write, draw and explore concepts. b) Learns basic skills by using age appropriate computer programs. c) Uses technology tools independently (e.g., instructional media games, digital cameras). Indicator: This will be evident when students use the iPad and SMARTboard during whole group and small group instruction.

Motivation: Students will watch the video Mr. Rs Autumn Song and sing along. Materials: SMART board Computer Leaves Sorting containers iPad Strategies: Whole Class Discussion Group Discussion Small group instruction Guided Practice Cooperative Learning Adaptations:

Students who are visually impaired will be given preferential seating. Students who are hard of hearing will be given preferential seating. All instructions will be paired with visuals for visual learners. Students who have trouble with transitions will be given a transition object to carry from center to center.

Differentiation of Instruction: Group A: Will be given minimum teacher assistance during center activities Group B: Will be given moderate teacher assistance during center activities Group C: Teacher assistance will be provided at all times during center activities Developmental Procedures: Activities 1. Students will participate in a group discussion on the season Fall. During the discussion, students will be shown sample pictures of things that are typically found in the season Fall on the SMART board. (What types of plants grow in the fall? What do you notice about the leaves on the trees? After showing a picture of a summer scene ask, How would this look differently during the fall?) 2. Students will break into small group centers. Center Number 1: Teacher will explain that there are different types of leaves. Students will sort leaves by type. They will place each leaf into the correct container. After finishing, the students will sort leaves by color. (How do they look the same? How do they look different?) 3. Center Number 2: Students will use the computer to sort different objects into the appropriate season using a teacher created SMART notebook activity. (What might you wear in the Fall? What might you wear in the Summer? Do you celebrate Thanksgiving in the summer? Do you celebrate the 4th of July in the Fall?) 4. Center Number 3: Students will use an iPad in small groups to play the app Seasons! Each student will get the chance to play one of the three activities on the iPad: Weather Conditions, What to Wear, and Days and Activities. After completion of the three activities, students will discuss the differences they notice in the Fall season compared to the Winter, Spring, and Summer seasons. (What are fun things that you can do outside in the Fall? What is something that you may not do outside in the fall? 5. Closer: Students will meet back at the rug to create a shared picture of the Fall as a class on the SMART board. All students will be called on to add a Fall detail to the class picture. Assessment Students will show an understanding of Fall by working with their classmates to create a shared class picture of a Fall scene. Appropriate responses (details added to the picture) as well as how they work with others and focus on the task will be evaluated with a teacher created rubric.

Shared Fall Picture

Teacher Name: Ms. St. John

Student Name:
CATEGORY Understanding the Season Fall

________________________________________
3 Adds appropriate details that pertains to Fall but may pertain to other seasons as well. Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. 2 Adds unclear details that do not pertain to the season Fall. 1 Does not add anything to the class picture.

Working with Others

Focus on the Task

4 Shows an understanding of Fall by adding appropriate details specific to the season Fall Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Consistently stays focused on the task and what needs to be done. Very selfdirected.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. 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 ontask.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. Rarely focuses on the task and what needs to be done. Lets others do the work.

Independent Practice: Students will find and collect leaves at home over the weekend to bring in and share with the class. Follow-up: Academic Intervention: Students will play the game Dress Elmo for Fall. Academic Enrichment: Students will draw a picture of them doing an outdoor activity in the Fall.

Teacher References: Mr. Rs Autumn Song http://www.youtube.com/watch?v=J2RsTle52RQ Seasons! Apple App Store Dress Elmo For Fall http://www.sesamestreet.org/playlists#media/playlist_560