Its Winter!

Second Grade Science Unit

Miss Kendra Rambo

Table of Contents

Rationale for Unit...1

Lesson 1: Its Winter: So What is the Temperature? 2
Temperature Graph..5
Water Bottle Journal Packet.6
Lesson 2: Its Winter: So What is Frost? .11
Lesson 3: Its Winter: So What is Snow? 14
PowerPoint Presentation.18
Lesson 4: Its Winter: So What is the Position of the Sun and Earth? 21
Lesson 5: Its Winter: So What are the Animals Doing? .25
PowerPoint Presentation.28
Culminating Activity32
Short Answer Unit Test33

Rationale for Unit

The goal of this unit is to investigate the impact that winter weather
conditions have on living and non-living organisms. Students will participate in
various hands-on activities to learn more about winter weather phenomena such as
temperature, frost, and snowfall. The position of the Earth and Sun, as well as
hibernation, will also be discussed.
Students will use water bottles to observe at which temperature the water
will freeze. Frost will be recreated in a soup can and students will learn how this
can affect plant and human life. Students will also look at graphs and ask questions
about charted temperatures and snowfall amounts. An opportunity for students to
get creative will be provided as students create their own unique snowflake.
Students will create models of the Earth and Sun during the winter, as well as
record the length of their shadows over a five-day period. Finally, students will
discuss hibernation and take a nature walk and record their observations in their
science journals.
At the conclusion of the unit, students will take on the persona of an animal
and will demonstrate through a blog and presentation about what life is like during
the winter. Students must consider all of the winter elements that have been taught.
A short answer test will also be given to assess student knowledge.
Science, math, technology, engineering, art, and reading are all incorporated
into this unit plan. Students of all types of learning styles will gain a variety of
experiences, such as researching on the computer and documenting information in
a science journal. From this unit, all students will learn that science is everywhere
and that the winter season so much more than just playing in the snow.

Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan

Teacher Candidate ___Kendra Rambo_________________________________________

Name of Lesson ___Lesson 1: Its Winter, So What is the Temperature?______________
Subject ___Science_________________

Grade __Second Grade_(2nd)______

Rationale for lesson (Science Idea): Since winter occurs each year, it is important for students to
learn and understand temperature during this time, and how the freezing point can affect humans,
as well as animals, in their day to day lives.
Learning outcomes (Goals):
Students will discuss the effect temperature has on living and nonliving organisms during
the winter.
Students will investigate the freezing point of water in a water bottle using the outside
environment.
Students will keep a 5-day journal with detailed observations of the water bottle.
Related Foundations/Indiana Academic Standards:
SCI.2.2.1 2010 Construct and use tools to observe and measure weather phenomena like
precipitation, changes in temperature, wind speed and direction.
SCI.2.2.4 2010 Ask questions about charted observations and graphed data. Identify the
day-to-day patterns and cycles of weather. Understand seasonal time scales in terms of
temperature and amounts of rainfall and snowfall.
Materials Needed:
Large paper for KWL chart
Marker
Its Winter! by Linda Glaser
Graphs showing average winter temperatures in IN & another location in the U.S.
Elmo document camera
Empty water bottles for each individual
Water from faucet
Freeze Bottle Journal Packet
Thermometer
Large paper for chart of students recorded temperatures

Lesson/Activity Presentation:
Anticipatory set (Engage): Second grade students, eyes on me please. Today we will
start a new science unit. Since the winter season is quickly approaching, our theme will be about
just that, the winter! Whose favorite season is winter? Why is it your favorite season? (Allow
students to raise their hands, but move on shortly after.) I love wintertime too! Before we start
learning about all that happens during the winter, we are going to see what you already know
about winter using a KWL chart, and then I am going to read a short book. Once you are quiet,
we will begin.
Teaching procedures (Explore, Explain, Elaborate):
Explore: After completing the KWL chart with the students and reading the book,
ask them the following question: What is the weather like during the winter?
Take some responses and then ask additional questions such as: Is it hot or cold?
Does it rain? Does it snow? Is it windy?

Explain: In Indiana, the weather during the winter may vary. This means that one
year it may be warmer and the next year it may be colder. Generally, the
temperatures range from cool to cold. The average temperature ranges from 25-35
degrees Fahrenheit. Explain the meaning of high and low temperatures. (Using
the Elmo document camera, show students some graphs of average monthly
temperatures during the wintertime in IN, and also another location in the U.S. at
this time.) Indiana may receive precipitation in the form of rain, snow, ice, or
freezing rain. The type of precipitation that we receive depends on the air and
ground temperature. Other states in the United States, such as Illinois, Michigan,
and Ohio, may experience similar (close to being the same) types of winter
weather that Indiana does. This includes similar precipitation and temperatures.
When the temperature reaches 32 degrees Fahrenheit, it is known as freezing
point. Roads may freeze in the winter if the temperature is low enough. Living
and nonliving organisms are also affected by the temperature. Ask students:
What do you think happens to plants? To animals? Where do some animals
get water to drink? How should humans dress? Why?

Elaborate: The students will begin the water bottle activity. Pass out the Freeze
Bottle Journal packets. Give each student an empty water bottle. Have the
students complete the daily entry in the journal. This involves drawing the current
weather condition, recording how much water was put in the bottle, stating
whether the water was hot or cold, and writing a prediction about what they think
will happen to the water in the bottle. Place the bottles outside, preferably just
outside the classroom exit, if there is one. At the end of the activity, come together
as a class and record on the large paper the daily temperature that the students
determined. Each day, the temperature will be recorded and the students will
compare them by finding the difference. The water bottles should be collected
each morning and left to unfreeze throughout the day. In the afternoons, the

activity will be repeated and the students will make their observations. This will
be done over the next week. Ask students what they have been noticing as they
observe their water bottles daily and why it might be happening. Students should
discover for themselves and be able to explain what the freezing point of water is.
Guided & independent practice:
Guided practice: Students will be guided during instruction and while comparing
graphs showing average temperatures in Indiana and the United States during the
winter.
Independent practice: Students will independently freeze water in a water bottle
using the outside environment and will keep his/her own journal of his/her own
observations.
Closure: Great work today! Please return to your seats and keep your journal packet in
your science folder where you can find it for the rest of this week. What do you think will
happen to the water in the water bottle? Does it depend on the temperature? (Allow
students to give their predictions.) Who can tell me what the freezing point is? (Have
students review the lesson by answering the question.) Tomorrow our lesson will focus
on frost, which relies on the temperature.
Differentiation: The KWL chart and temperature graphs will appeal to visual learners, as they are
able to visualize and organize information. Auditory learners will benefit from listening to the
story and class discussion. Additionally, kinesthetic learners will enjoy using their hands as they
complete the frozen water bottle activity.
Multicultural emphasis (if appropriate): Students who have lived in another state or are from
another country can explain what winter is like for their location.
Technology (if appropriate): N/A
Assessment of student learning: An informal checklist will be used to assess students on
retention of information discussed regarding winter temperatures. The observation journal with
final reflection will be graded using a rubric to assess students on their understanding of freezing
point.
Adaptations: To use this lesson with lower grades, the journals can be altered to require less
writing and instead include more drawings. For higher grades, students can try freezing liquids
other than water, as well as different mixtures such as water and salt or water and sugar, in order
to see at what temperature they will freeze.
Reflection on lesson: Will be completed after teaching the lesson.

Average Monthly High Temperatures During Winter

45
40
35
30
25

Indiana

20

Steffenville, MO

15
10
5
0
December

January

February

Average Monthly Low Temperatures During Winter

30
25
20
Indiana

15

Steffenville, MO
10
5
0
December

January

February

Sources: http://www.average-temperature.com/ and http://indiana.stateguidesusa.com/answers-to-my-questions/what-arethe-average-monthly-temperatures-in-indiana?/

FREEZE THE BOTTLE JOURNAL

Name __________________________________________________
Date ___________________________________________________

Draw a picture of the current weather outside.

What is the temperature today?

________ oF

How full is the water bottle? __________________

What kind of water is in the bottle (hot, cold, faucet, etc.)?
__________________________

Do you think the bottle will freeze today? Why or why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________

Additional Observations (if any):

FREEZE THE BOTTLE JOURNAL

Name __________________________________________________
Date ___________________________________________________

Draw a picture of the current weather outside.

What is the temperature today?

________ oF

How full is the water bottle? __________________

What kind of water is in the bottle (hot, cold, faucet, etc.)?
_________________________

Do you think the bottle will freeze today? Why or why not?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Final Reflectionwhat did you learn from this activity this week?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan

Teacher Candidate ___Kendra Rambo_________________________________________

Name of Lesson ___Lesson 2: Its Winter, So What is Frost?______________
Subject ___Science_________________

Grade __Second Grade_(2nd)______

Rationale for lesson (Science Idea): Students will encounter frost often during fall and through
the winter season. It is important for students to understand what conditions, such as
temperature, cause frost to form and how frost affects living and nonliving organisms. In this
lesson, students will have the opportunity to create frost on his/her own.
Learning outcomes (Goals):
Students will observe frost being created as homemade ice cream is made.
Students will discuss how frost forms.
Students will discuss how frost affects living and nonliving organisms.
Students will create their own frost using an empty soup can and other materials
provided.
Related Foundations/Indiana Academic Standards:
SCI.2.2.1 2010 Construct and use tools to observe and measure weather phenomena like
precipitation, changes in temperature, wind speed and direction.
Materials Needed:
Homemade ice cream maker
Ice cream mix and milk mixture
Ice cubes
Rock Salt
Plastic spoons and bowls for ice cream snack
Condensed soup cans (enough for entire class with labels removed)
Crushed ice
Table Salt
Plastic spoons
Fan

Lesson/Activity Presentation:
Anticipatory set (Engage): Boys and girls, yesterday we learned about temperature
during the winter. Can you tell me one thing that you remember about our lesson? (Give
students time to answer. Students should be able to remember something. Give a reminder about
the water bottle activity that was done, if needed. Respond to all students.) Today we are going
to learn about frost, which as I have said relies on the temperature. But before we begin, Id like
to show you what happens when you make homemade ice cream. Please remain in your seats as I
demonstrate. (Following the instructions provided with the homemade ice cream maker, show
students what happens to the sides of the ice cream maker while the ice cream is being made. Be
sure everything is already set up and that you are ready to add in ice and rock salt when class
begins. Frost should form as a result of the ice and rock salt combination. Invite students to come
up to the ice cream maker and observe and/or feel the result.)
Teaching procedures (Explore, Explain, Elaborate):
Explore: After the ice cream demonstration, put the ice cream in a freezer to keep
it from melting. Students can have it as a snack after the lesson or at another time.
Then, ask students the following questions: What did you see on the side of the
ice cream maker? What do you think might have caused this to happen?
Why?

Explain: If you said that what you saw was frost, then you are correct. Frost is a
thin layer of water crystals that form from water vapor in the air. Frost forms
when the temperature of a solid surface is below the freezing point of water. Who
remembers what the freezing point of water is? (Have students answer, then
quickly move on.) So if the temperature is below 32 degrees, then it is possible
for frost to form. Where have you seen frost before (Possible answers include
windows, grass, trees, etc.) What time of the day do you see it the most often?
What does it look like? (Discuss each question and answer with students.) Lets
think about humans and animals now. How does frost affect them? One example
of someone who is affected by frost is farmers. Frost can damage crops or reduce
how much grows, so it is important for them to prevent it from forming. Can you
think of any other ways frost affects humans or animals? Does frost affect
nonliving organisms? If so, in what ways?

Elaborate: After discussion, move on to the independent activity. Give each

student a soup can. Keep the crushed ice and table salt up on a table. Have
students take turns coming up to put crushed ice and salt into their cans. Let
students choose how much of each to put, that is part of the learning experience.
Have students return to their seats and stir the ice and salt. Wait 30 seconds to 1
minute and frost should form on the outside. After all students have had a chance
to create frost, ask: What did you notice as you created frost? How did it
happen? Why? Was it similar to what happened with the ice cream maker?
Explain that the ice and salt created a reaction in which the salt made the ice melt,
making it much colder inside the can. The mixture inside the can got below

freezing, so the moisture from the air that collected on the outside of the can froze
too and created frost. If there is time, students can also investigate what happens
when a fan blows air on the ice mixture. Based on this experiment, ask students:
If it is windy, will there be frost? Discard ice mixture in sink and save soup
cans. Pass out plastic spoons and bowls and serve ice cream as a snack.
Guided & independent practice:
Guided practice: Students will be guided through questioning during the initial
demonstration.
Independent practice: Students will independently create their own frost in a can
and if there is time, see what would happen in windy conditions.
Closure: Before we move on to the next lesson, what did you like about creating frost?
Who can remind me of how frost forms? (Allow students to review what was learned in
the lesson by providing answers.) Great job second grade students! Tomorrow we will
continue learning about the winter by focusing on probably one of the best things about
winter: snow!
Differentiation: The beginning demonstration will appeal to visual learners as they are able to see
how to make homemade ice cream and what forms on the side of the maker. The discussion that
follows will be beneficial to auditory learners as they will be able to take in and process the
information that is spoken. The final independent activity appeals to kinesthetic learners because
students are able to use their hands and construct a tool to observe frost.
Multicultural emphasis (if appropriate): N/A
Technology (if appropriate): N/A
Assessment of student learning: Students will be assessed on their retention of information
during discussion using an informal checklist. Students will also be given participation points for
participating in the activity. A short answer test with questions including the topic of frost will
also be given at the end of the unit.
Reflection on lesson: Will be completed after teaching the lesson.

Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan

Teacher Candidate ___Kendra Rambo_________________________________________

Name of Lesson ___Lesson 3: Its Winter, So What is Snow?______________________
Subject ___Science_________________

Grade __Second Grade_(2nd)______

Rationale for lesson (Science Idea): With cooler temperatures in the winter, it is essential for
students to understand how precipitation changes to the form of snow. Students will learn how
snow is created and will look at average monthly snowfall amounts in Indiana using a bar graph.
In this lesson, students will also create their own paper snowflakes, which will be displayed on
the classroom bulletin board.
Learning outcomes (Goals):
Students will describe how snow is created.
Students will compare average monthly snowfall amounts in Indiana using a bar graph.
Students will create their own unique snowflake.
Students will determine whether snowflakes are symmetrical or not.
Related Foundations/Indiana Academic Standards:
SCI.2.2.4 2010 Ask questions about charted observations and graphed data. Identify the
day-to-day patterns and cycles of weather. Understand seasonal time scales in terms of
temperature and amounts of rainfall and snowfall.
Materials Needed:
SmartBoard for displaying bar graph and pictures of snow/snowflakes
Bar graph showing average monthly snowfall amounts in Indiana
Slideshow of pictures of snow/snowflakes from the Internet
Different colored pieces of paper
Scissors
Glitter
Glue
Markers
Lesson/Activity Presentation:

Anticipatory set (Engage): My intelligent ladies and gentlemen, so far this week we
have learned about temperature, freezing point, and frost. Today we move on to snow. Who loves
snow? What kinds of things do you do in the snow? (Take some responses, but soon move on.)
Today we will learn how snow is created and see how much snowfall Indiana receives each
month. Then at the end of the lesson, I am going to need your help with our classroom bulletin
board. Do you think you can help me out? Great, lets get started!
Teaching procedures (Explore, Explain, Elaborate):
Explore: See what the students already know about snow. Encourage students to
answer, keeping their five senses in mind. Ask questions such as, What does it
look like? What does it feel like? Does it have a taste? Does it smell like
anything?

Explain: Snow is a type of precipitation that comes in the form of ice crystals.
Snow originates in the clouds when the temperature is 32 degrees Fahrenheit.
What did we say that this temperature is called?(Allow students to answer.) Yes,
it is the freezing point. So when the temperature is 32 degrees, any water vapor
that is in the atmosphere goes directly into ice without going through the liquid
stage. What is the precipitation called when it goes through the liquid stage?
(Allow students to answer.) Youre right again. It is just called rain. So with
snow, the water vapor goes right into ice. Once an ice crystal has formed, it then
absorbs and freezes more water vapor in the surrounding air to form a larger snow
crystal or snow pellet, which then falls to the ground. The snowflakes begin to
accumulate, or build up, and if it continues to snow eventually there will be some
that may stick on the ground. Lets take a look at some pictures of snow and
snowflakes. (Bring up the slideshow with pictures of the snow and snowflakes.
Give students time to look at each one. On the picture with a lot of snowfall,
briefly mention what happens during a blizzard. Give students time to ask any
questions so far during this time.) Now if the temperature is not right, then it
may not snow. Sometimes the temperature is close to freezing but not quite. It is
not unlikely to receive freezing rain, sleet, or ice during the winter, especially here
in Indiana. (Show the students pictures of freezing rain and ice. Briefly explain
some of the effects of each.) Now that we know how snow is created and have
looked at some pictures, lets take a look at the average monthly snowfall in
Indiana. (Bring up the bar graph on the SmartBoard. Talk about the amounts for
each month and have students come up to the SmartBoard and find the differences
between each month. Also help students determine the overall average snowfall
amount in Indiana.)

Elaborate: If you didnt know already, every snowflake that falls from the sky is
different. You will not see one snowflake that has the same shape or pattern as
another. People, like all of us in this room, are just like snowflakes. We are all
each unique and different individuals. Some of you like some things that others of
you may not like, but that is completely fine. That is what makes the world so
great. I am going to have each of you make your own snowflake. Before I let you

start, I want to show you the one I created. I have a math question for all of you. If
I cut this in half, the snowflake is equal and the same on both sides. Who can tell
me what this is called in math terms? (Give students a chance to respond.) Yes,
the snowflake shows symmetry, so we can say that it is symmetrical. Will all of
your snowflakes be symmetrical? (Allow students to answer.) All of your
snowflakes will be symmetrical. To make the snowflakes, typically we fold our
papers in half and cut designs out of that and this makes each half of the
snowflake exactly the same. Good job. Let me point out that you do not have to
make your snowflake look like mine. Keep in mind that they are all different, so
please make a snowflake that is all your own! Also, make sure you write one thing
that makes you different and you are proud of. Mine says I love teaching. I wrote
this because some people like teaching and others dont. But this makes me
different and Im proud of it! What will you put on your snowflakes? (Let
students answer, then quickly move on.) Alright, supplies are all on this table.
Table 2 you may get supplies. Once I call your table you may begin working.
Make these look extra nice, they will be going on the classroom bulletin board
outside! (Call the rest of the tables and have students quietly work.)
Guided & independent practice:
Guided practice: Students will have guided practice during the discussion of snow
and how it is created. Students will also be guided during the SmartBoard activity
when they come up to the board and find the difference between average monthly
snowfall amounts.
Independent practice: Students will independently work on their unique
snowflakes.
Closure: You have all created such beautiful pieces of art! Im sure our friends in the
school will enjoy looking at your snowflakes as they pass by in the hallway. Lets take a
few minutes to review our lesson while you finish cleaning up. What is snow? How is it
created? Who remembers how much snow Indiana receives, on average, each winter?
Great work today boys and girls! Would anyone like to share the one thing that makes
them unique and different? (Allow a couple students to share with the class.) Okay, we
will let your snowflakes dry and then Ill be sure to put them up on the bulletin board.
Differentiation: The discussion about snow will appeal to auditory learners as they take in
information through what they are hearing. Visual learners will benefit from the SmartBoard
activity with the bar graphs and from looking at the pictures. Finally, kinesthetic learners will
benefit from coming up to the SmartBoard and from making snowflakes because they will be
able to move around some and move their hands.
Multicultural emphasis (if appropriate): While discussing snowfall amounts in Indiana, it may be
possible to mention snowfall amounts in other states or countries that students have previously
lived in or know about. Students can even share their own experience.
Technology (if appropriate): The SmartBoard will be used in the classroom to show the bar graph
of snowfall amounts, as well as to show students pictures of snow and snowflakes.

Assessment of student learning: Students will be assessed for retention of information using an
informal checklist. A large part of this will be from the class discussion. Participation points will
be awarded to students who participate completely and create a snowflake. Finally, students will
be presented with some short answer questions that include the topic of snow at the end of the
unit.
Reflection on lesson: Will be completed after teaching the lesson.

Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan

Teacher Candidate ___Kendra Rambo_________________________________________

Name of Lesson ___Lesson 4: Its Winter, So What is the Positioning of the Sun and Earth?
Subject ___Science_________________

Grade __Second Grade_(2nd)______

Rationale for lesson (Science Idea): In the winter, the days begin to get shorter. It is important for
students to understand why the days are shorter in the winter and to recognize how the Earths
tilt and the position of the sun play a role in this. Students will have the opportunity to create a
model, as well as to observe and record the length of their shadows to prove that days are shorter.
Learning outcomes (Goals):
Students will do research to determine why days are shorter in the winter.
Students will discuss how the tilt of the Earth and position of the sun affects days during
the winter.
Students will create a model of the Earth and sun during the winter.
Students will observe and record the length of their shadows over a 5-day period.
Related Foundations/Indiana Academic Standards:
SCI.2.2.7 2010 Investigate how the sun appears to move through the sky during the day
by observing and drawing the length and direction of shadows.
Materials Needed:
Marker board
Dry erase marker
Computer
Science notebooks
Styrofoam balls
Skewers
Scissors
Markers
Large space (playground or driveway)
Sidewalk chalk
Yardstick

Compass

Lesson/Activity Presentation:
Anticipatory set (Engage): Second graders, we have been very busy this week with our
winter unit! Today we are going to focus on days during the winter and the position of the sun.
We will have exciting projects to complete! Before we get started, I have some questions I would
like to ask, just to get your brains thinking. What are days during the winter like? (Have
students provide some answers.) Yes, it is very cold during the winter, but lets think about the
lighting during the day. When does it get dark? (Allow time for student responses. During this
time you will want to make a web on the marker board and put winter in the middle circle. Write
some of the student responses in the circles branching from the middle circle.) How does this
compare to the days during the summer? (Encourage students to think critically about the
differences.) You are correct; it does stay lighter longer in the summer and it stays darker longer
in the winter. So we can say that the days are shorter, but why are they? To figure out the reason,
we are going to go to the computer lab now and do some research. When we get down there I
will explain what you will need to find out from your research.
Teaching procedures (Explore, Explain, Elaborate):
Explore: Once the students are seated in the computer lab and their computers are
starting, explain the requirements for the research. Tell students: You will be
exploring the days during the winter. From your research, I need you to find three
things. You will write your findings in your science notebook. (Write these
things on the marker board in the computer lab so students can remember and can
record the information in their science notebooks.) First, find out why the days
are shorter. Second, find out how the position of the sun plays a part in this. Third,
find out when the shortest day of the year is. I trust that you will stay on websites
that are educational. This means no playing games. This is work time and I expect
you all to use it wisely. Be prepared to share your findings with your classmates
when we return to the classroom.

Explain: Upon returning to the classroom, have the students take turns sharing
their findings. Students should have found out from their research that the days
are shorter in the winter because of how the Earth is tilted. In the winter, the Earth
is tilted away from the sun and so the days are shorter. The position of the sun in
comparison to Earths tilt determines whether the days are longer or shorter. The
shortest day of the year is usually around December 21, which is when winter
officially begins. At this time, the Earth has reached its maximum tilting point
away from the sun.

Elaborate: Students will create a model of the Earth and sun during the winter
using the Styrofoam balls and skewers. An example may be provided, but students
should be encouraged to construct a model that illustrates their own understanding
of the Earths tilt in comparison to the position of the sun. If time allows or in

another class period, have the students record the lengths of their shadows. This
will be referred to as the human sundial experiment. To do this, take the students
outside and use a compass to find the direction that is north (N). Take the
yardstick and with the chalk trace a line from one end to the other. Write N at
the top of the line that points north. Turn the yardstick the other way and draw
another line so that it crosses the first. Then draw a circle around the X that was
just made. Have a student volunteer stand in the circle, where the two lines cross.
The student should face north and see how long or short their shadow is and
where it is in the circle. Trace the students shadow with the chalk. Measure with
the yardstick how long or short the shadow was. Students will return to the
classroom and record their observations, making sure to include the date, time,
where the sun was in the sky, and the length of the shadow. Just like the water
bottle activity, repeat this activity every day for five days. Take the students out to
the same location at the same time, but use a different student volunteer. At the
end of the five day period, students will share their observations and discuss
whether or not this experiment backed up their research that the days are shorter
during the winter.
Guided & independent practice:
Guided practice: Students will be guided during the initial classroom discussion
and as they complete their research in the computer lab. If students have difficulty
finding information, they will be guided in the right direction. Students will also
be guided during the human sundial experiment. Students will need help tracing
their shadows.
Independent practice: Students will independently take what they have learned
from their research and create their own model of the Earth and the sun. This may
be taken home for homework if students are unable to finish in the time allotted.
Closure: Before we move on to our next lesson/activity, lets share one thing that we all
learned today. (Allow students to share one thing they have learned. Prompt students if
absolutely necessary.) Great job, we did learn that the Earth is tilted away from the sun
during the winter and that is why the days are shorter. It is the opposite for the summer.
Thinking ahead for tomorrow, we will be learning about animals during the winter. Please
be sure to dress warm! You never know what we may do!
Differentiation: Students who are auditory learners will benefit from the classroom discussion
and time for sharing. Creating the models of the Earth and sun, as well as doing the human
sundial experiment, will appeal to both kinesthetic and visual learners. These activities
encourage hands-on learning and students can visually see the results of their learning.
Multicultural emphasis (if appropriate): N/A
Technology (if appropriate): Students will complete research in the computer lab.
Assessment of student learning: Students will be assessed on their retention of information
through the use of a checklist. Science journals will be graded on completeness and participation

points will be awarded for participating in the activities. The models that the students construct
will be graded based on their accuracy and will later be on display in the classroom. At the end of
the unit, there will be a short answer test that will contain questions about this topic.
Reflection on lesson: Will be completed after teaching the lesson.

Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan

Teacher Candidate ___Kendra Rambo_________________________________________

Name of Lesson ___Lesson 5: Its Winter, So What Are Animals Doing?_____________
Subject ___Science_________________

Grade __Second Grade_(2nd)______

Rationale for lesson (Science Idea): Like humans, animals must also prepare themselves for
winter conditions. It is important for students to understand what animals are doing during this
time, such as where they are living and/or what they are eating. In this lesson, students will have
the opportunity to see which animals are hibernating and which are not.
Learning outcomes (Goals):
Students will compare and discuss how humans and animals prepare for winter weather.
Students will discuss day-to-day patterns of winter weather and connect it to hibernation.
Students will investigate what animals are out and about by taking a nature walk.
Related Foundations/Indiana Academic Standards:
SCI.2.2.4 2010 Ask questions about charted observations and graphed data. Identify the
day-to-day patterns and cycles of weather. Understand seasonal time scales in terms of
temperature and amounts of rainfall and snowfall.
Materials Needed:
Hibernation by Tori Kosara
Chart Paper
Marker
SmartBoard
PowerPoint presentation with animals that hibernate and animal tracks
Science Notebooks
KWL chart (that was started prior to the unit)
Lesson/Activity Presentation:
Anticipatory set (Engage): What an exciting week it has been boys and girls! We have
learned about temperature, frost, snow, and the position of the earth and the sun. That leaves one
other important thing to talk about: animals! Today we are going to begin with a book. It is called

Hibernation. (Introduce the book to the students and have them explain what the author and
illustrator do.) Now, who can tell me what hibernation is? (Call on some students, then move
on to reading the book.)
Teaching procedures (Explore, Explain, Elaborate):
Explore: After reading the book, draw a Venn Diagram on the chart paper. Make
sure that all students can see what is being written. In one circle, have students
describe what humans need to prepare for winter weather. In the other circle, have
students describe what animals need to prepare for winter weather. In the center of
the circle, similarities that they both share should be written in. Encourage
students to think critically, relating what they already know and have just heard
from the book.

Explain: After the Venn Diagram is finished, engage in discussion with students.
We have learned that during the winter, it is often very cold and snowy. Is it cold
and snowy everyday though? (Students should respond and be able to explain
that winter patterns can change. It may be really cold for a few days but then
warm up, or it may snow and linger for many days because it is cold outside.
Have students give real life examples of how the weather pattern has changed or
will change in the near future.) Very good, now lets expand on this further. How
does this affect animals? What did our book talk about? (Students again should
be given the opportunity to respond.) Yes, animals must hibernate because they
cannot adapt to the changing weather patterns. Adapt means to adjust or to fit
with. These animals are so used to only certain kinds of weather patterns and so
their bodies cannot handle the changes that winter brings. If you remember, the
book that we read earlier explains everything that some hibernating animals have
to go through. Also do not forget that those animals that do not hibernate have to
find other ways to survive. They still have to find food and other resources. In the
winter, this can be very tough. For example, deer often cant find a lot food and
sometimes the water that they need to drink becomes frozen. If they cant find
what they need to survive, these animals often die. Before we move on to our next
activity, lets take a look at some animals that hibernate as well as some others
that do not hibernate.

Elaborate: Direct the students attention to the SmartBoard. Bring up the

PowerPoint presentation that contains pictures of animals that do/do not hibernate
as well as the animal tracks. Explain to students that they will be going on a
nature walk shortly and that they might see some of these animals, so it is
important for them to pay attention. For each slide, have students determine
whether the animal hibernates or does not hibernate. Towards the end of the
slideshow, show students the pictures of some animal tracks that they might see
on the nature walk. When it is time for the nature walk, have students bundle up
in warm clothing and take their science notebooks with them to write down some
observations. Upon returning to the classroom from the nature walk, have the
students write an entry in their science journal about their nature walk experience.
Invite students to share their experience with classmates.

Guided & independent practice:

Guided practice: Students will be guided during the class reading of the book as
well as during the discussion. Their thinking will also be guided while completing
the classroom Venn Diagram. During the nature walk, students will be guided to
appropriate areas for making observations.
Independent practice: Students will independently make notes in their science
notebooks about what they see while on the nature walk. Once students return to
the classroom, they will independently write a more complete journal entry in
their science journals about their nature walk experience.
Closure: Second grade students, you have had a very busy, but exciting week! We have
learned a lot about the winter season. Now that we have completed our unit, lets go back
and look at our KWL chart. It is now time to write what we have learned. (Have students
share what they have learned. Compare what they knew, wanted to know, and what they
learned.) Great work class! Lets talk about what is coming up. We will complete one
last culminating activity, which is what will wrap things up, and then we will finish with
a unit test. You have all done a superb job, so dont worry about the test. It will be a piece
of cake, especially if you have been an active participant this week.
Differentiation: The Venn Diagram and KWL chart each appeal to visual learners because it
allows students to see information and organize it accordingly. The reading of the book and
discussion appeals to auditory learners because they are able to hear and process information that
is being taught. Finally, the kinesthetic learners will benefit from the nature walk because it gives
them a hands-on experience, and a chance to expand their learning beyond the classroom.
Multicultural emphasis (if appropriate): N/A
Technology (if appropriate): The SmartBoard will be used to display the slideshow with pictures
of real animals and real animal tracks.
Assessment of student learning: Students will be assessed during the discussion using a checklist.
Students will also receive participation points for participating in the nature walk. Science
notebooks will be graded for completeness and understanding of the science world. At the end of
the unit, students will be assessed using a short answer test that includes questions about
hibernation and animals.
Reflection on lesson: Will be completed after teaching the lesson.

Its Winter Culminating Activity

In this culminating activity, students must first choose one animal that they
would like to pretend to be for a week. This animal can be one that hibernates or
does not hibernate. Students will research his/her chosen animal and determine
what the animal does during the winter, what the animal eats, etc. If the animal
hibernates, what is life like for the animal during this time? Students must also
consider what the weather is like (Is there any frost? Snow?), what their animals
family is doing (Out hunting for food, sleeping), and the list goes on. After students
have a good understanding of how his/her animal is impacted during the winter
months, students will create a blog online of his/her experiences daily. Students
may get creative with this activity, but still accurately represent their chosen
animal. Each daily blog post should be at least 5 sentences. During this weeklong
activity, students will also have the chance to read his/her peers postings. Finally,
at the end of the week, students will give a short presentation of how his/her week
was as the chosen animal.

Its Winter! Unit Test

Name: _____________________________
Date: ______________________________

Directions: Answer the following short answer questions. Some are fill in the blank and others
will need to be answered in 1-2 complete sentences.
1. What temperature is freezing point? ___________________ .
2. During the water bottle activity, did it matter what kind of water or how much was used?
Why or why not?
________________________________________________________________________
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3. What is frost?
________________________________________________________________________
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4. If the temperature is 36 degrees Fahrenheit, will frost appear on a window? Why or why
not?
________________________________________________________________________
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5. List three other types of precipitation other than snow.
_________________________________
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6. What do we mean by saying that a snowflake is symmetrical?
________________________________________________________________________
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7. Why are days shorter in the winter?

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8. What day is usually the shortest day of the year?
_________________________________.
9. What is hibernation?
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10. List four animals in Indiana that hibernate.
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11. What was your favorite part of this science unit and why?
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