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Early Childhood Education

Learning Experience Template

Name: Anna and Courtney Lesson Title: Characteristic and Object Sort of Different Seasons
Date: March 6, 2018 Grade Level: Preschool ECE PKSN
Standard(s)/Guideline(s): C41: Describe, compare, sort, classify, and order
C43: Identify patterns and relationships
Pre-assessment of current knowledge: The students spend time outside during all four of the seasons at school and have encountered many of the
characteristics of the seasons during their outdoor play time. The students dress differently before they go outside depending on the season and the
weather, so they are aware of some of the clothing and temperatures that are associated with the different seasons and weather.

Objectives Assessment of Student Learning Learning Experience

One/Two Assessed Identify Evidence: (What will you collect or record as data Academic Language:
Instructional Objective(s): The to demonstrate students have met your objective(s) and Seasons, Summer, Winter, Spring, Fall, Autumn, sort,
student will be able to… skill?) compare
1. Place objects in the
correct section/season Teachers will take anecdotal notes of questions, Procedural steps:
by the end of the comments, and answers said before, during, and after 1. Start with a whole class activity by reading a book
activity reading the book. Teacher will use a checklist, pictures, “Paint a Sun in the Sky: A First Look at the
2. State characteristics of and anecdotal notes of how the students sorted the objects Seasons” by Claire Llewellyn
each of the 4 season during the object sort activity. Teacher will take notes on a. Questions to ask before, during, and after
One Assessed Developmental large piece of paper and will also take pictures of the reading the book:
Skill: conversation and drawing that took place during the i. Before reading:
1. Students will be able to comparing seasons activity. The teachers will record which 1. Who knows how many
communicate their student sorted which object and said which characteristics. seasons there are in a
understanding of the year?
different season Program Monitoring: (How will you aggregate or compile 2. Who can name one of
your evidence into a class or group view? Give specific the four seasons? The
Safety Considerations: numeric data.) second? Etc.
1. Students will not draw ii. During reading:
on anyone or anything, After compiling the results of both checklists into a 1. What’s something you
expect for the large spreadsheet, we will look at what the students were able to like to do in the spring?
picture of paper during answer correctly. We will look at what each student sorted Summer? Fall? Winter?
the comparing the 4 during the object sort and determine whether they sorted 2. What colors do you see
seasons activity. their chosen object into the correct season. We also will in the spring?
2. Students will not throw look at each characteristic that each of the students name 3. What kind of clothes do
objects at one another while comparing seasons and determine whether or not that you wear in the summer?
or around the room characteristic belongs with the season being discussed. 4. What’s something that
during that are given to you see in the summer
them during the object that you wouldn’t see in
sort activity. the winter?
5. What colors do you see
in the fall?
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6. What kind of clothes do
you wear in the winter?
Why do we have to
change the type of
clothes that we wear
when the seasons
change?
iii. After reading:
1. What are some things
that you can see during
every season?
a. (the sun, the tree
trunks, etc.)
2. The class will then be split into already
determined table groups (two)
a. One table group will go to their assigned
table to work on comparing the four
seasons all together on a large piece of
paper with Courtney
i. Questions to ask:
1. What colors do you see
during these seasons?
2. What kind of clothes do
you wear? Why do you
wear those clothes during
that season?
3. What does it feel like
outside during these
seasons?
4. What does it look like
outside during these
seasons?
5. What activities do you do
during each season/What
do you do for fun?
a. Example:
swimming,
skiing, hayrides,
planting a garden
ii. Courtney will record what the
students say on the large piece of
paper
iii. If there is extra time, the students
can draw a picture of their
favorite season on the back of the
large piece of paper
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b. One table group will remain at the carpet
and do the object sort with Anna
i. The carpet will be split into four
sections (seasons) with each
section labeled with the name of
the season and a key picture
ii. The objects will be mixed up and
lined up along the side of the
carpet
1. Objects
a. Winter: snow
boots, hat,
gloves,
snowflake
b. Spring: rain
boots, umbrella,
flower
c. Summer:
sunscreen,
sunglasses,
swimsuit, flip
flops
d. Fall: pinecone,
leaf, Halloween
stickers
iii. After being called on one at a
time, the students will choose an
object from the object sort pile
and place the object with the
correct season. The student will
then be asked why they put their
object with that particular season
iv. Anna will make anecdotal notes
as the students are sorting the
objects
v. Questions to ask while the
students are sorting:
1. Why is the inside of a
snow boot different than
the inside of a rain boot?
2. Why do you think we
need sunscreen in the
summer and not as much
during the winter?
3. Why did you put that
object with that particular
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season?

Authentic Materials: (Describe authentic real life, hands-

on materials. If science, label 5Es.)
Snow boots, hat, gloves, snowflakes, rain boots, umbrella,
flower, sunscreen, sunglasses, swimsuit, flip flops,
pinecone, leaf, Halloween stickers, book called “Paint a
Sun in the Sky: A First Look at the Seasons”

Adult Roles:
The adults will read the book to the class and ask
engaging questions. They will also be facilitating and
taking notes during the activities listed above.

Resources & References:

https://www.mamashappyhive.com/5-montessori-seasonal-activities/

http://todayinfirstgrade.blogspot.com/2011/09/learning-about-seasons.html

Reflection: (What have you learned about your students? How will this inform future instruction? Hint: Look at rubric for guidelines on what to write about.)