TCNJ Lesson Plan

Lets Find Out: Autumn Leaves

Student Name: Katie King

Grade Level: Kindergarten

School Name: Boudinot School

Host Teachers Name: Mrs. Babula

Guiding and/or Essential Questions:

What happens to leaves in the Fall?
Why do we need leaves? What purpose do leaves serve?
How can we collect and analyze data about leaves?
How do you read a bar graph?
Why do we have to keep measurements consistent?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background
knowledge, possible misconceptions, prior lesson content)
Students have been learning about fall, apples, pumpkins, and leaves during the
month of October. Leaves were discussed in the beginning of October and the other
topics have been focused on since then. There have been two read alouds specifically
about different kinds of leaves and activities one can do in the Fall surrounding leaves.
Children made their own leaves, which we then formed into a class tree.
During Targeted Reading Instruction, students have been focusing on tracking
words and building a one to one correspondence while reading. This is also highlighted in
the Lets Find Out magazine reading each week.
Students are used to the routine of switching stations, as it is done almost every
day in our class. Students also know the routine and how they should behave during the
Lets Find Out magazine reading on the Smartboard, as this is done weekly.
Standards:
CCSS.MATH.CONTENT.K.MD.A.1
Describe measurable attributes of objects, such as length or weight. Describe several
measurable attributes of a single object.
CCSS.MATH.CONTENT.K.MD.A.2
Directly compare two objects with a measurable attribute in common, to see which object
has "more of"/"less of" the attribute, and describe the difference. For example, directly
compare the heights of two children and describe one child as taller/shorter.
CCSS.MATH.CONTENT.K.MD.B.3
Classify objects into given categories; count the numbers of objects in each category and
sort the categories by count.1

CCSS.ELA-LITERACY.RF.K.1.A
Follow words from left to right, top to bottom, and page by page.
CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics
and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion).
CCSS.ELA-LITERACY.RI.K.1
With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RI.K.2
With prompting and support, identify the main topic and retell key details of a text.
NGSS K-2-ETS1-2
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an
object helps it function as needed to solve a given problem.

Learning Objectives and Assessments:

Learning Objectives

Assessment

Students will collect, analyze, and organize data

as they observe, describe, and measure their
leaves.

Teacher will assess and observe students

responses on their My Leaf page, magazine
page, and their answers in whole group
discussion.

Students will use and read information from a

bar graph. Students will be able to explain what
they can learn from the bar graph.

Teacher will listen to student responses.

Teacher will also observe students responses
on the back of their magazine and during
whole group class discuss.

Students will track words with their finger as

they read.

Teacher will visually observe that students are

tracking with their finger as they are reading.

Students will recognize and sort the beginning

sounds L and P.

Teacher will observe student responses on the

What starts with L? page.

Materials/Resources: (List materials, include any online or book references and

resources)
Pennies
Magazines (16- need to make 1 copy)
L & P Worksheet (17)
My Leaf page (17)
crayons and pencils in tool bins
leaves (Students will bring in for HW)
extra leaves
Plan for set-up/distribution/cleanup of materials:
All materials will be laid out before the students return from special. The
magazine will be up on the Smartboard when children come in. A tab for GoNoodle will
be open in case the students would benefit from a brain break. Worksheets and necessary
materials for each station will be at the assigned spots. Computers will be signed in,
however, students know how to get to MoreStarFall on the computer on their own. The
Autumn Leaf Graph and materials will be at the Smiley Table. The My Leaf Page
will be at Table 4 and the What starts with L? page will be at the brown table. There
will be enough materials at each station for each rotation. Worksheets and materials will
be left at the stations at the end of the fourth rotation. Worksheets will be collected by the
teachers and after looking at how the children did on the bar graph, the students will take
the magazine home.
Step by Step plan (numbered):
1. Lesson Beginning: In the beginning of the lesson, students will be coming in
from special. They will sit on the green carpet. I will tell the students that it is
time to learn about something that has to do with fall. We will play I Spy as I
give them more details about the topic. Eventually, they will arrive at the
conclusion that we are learning about leaves.
2. Then, I will show the students the magazine on the Smartboard. We will read
along and track with the Smartboard, emphasizing how the text highlights when it
is being read to help the students understand the concept of tracking while
reading. We will read through the magazine, except the back, as a whole group,
answering questions when prompted. The magazine will describe and identify
parts of a leaf as well as give ideas of what leafs look like and some of their
purposes.

3. Next, I will explain to the students that we are going to learn more about leaves
and autumn in our stations. I will tell them that we are going to learn about leaves
through reading, science, and math. Directions for independent stations will be
given, however, directions for teacher run stations will be explained to individual
groups at the stations.
4. The first station will be computers, where students will explore Autumn activities
on More Star Fall, which they use daily. This will be an independent station.
5. The second station will be the My Leaf Page. Students will be asked to bring in
a leaf for homework the night before. We will have extra leaves for students who
do not have a leaf or forget. On the My Leaf page, students will collect data and
analyze their leaf based on size, color, and look. When drawing a picture of their
leaf students will be encouraged to use a lot of detail and even rub over their leaf
to color if they wish. This will be a teacher run station.
6. The third station will be the What starts with L? page. On this page, students
will practice the L and P sounds by cutting out pictures and gluing them on
pumpkins according to the beginning sounds. Before friends begin the page, we
will identify the pictures together to avoid confusion of what the pictures are. This
will be an independent station.
7. The fourth and final station will be the back of the magazine. All children will get
their own magazine. On this page, students will be analyzing data in the form of a
bar graph about different kinds of leaves. A teacher will explain what a bar graph
is and discuss how the leaves were sorted. Students will answer the questions on
the bottom of the back page. This will be a teacher directed station, as it requires
explaining a bar graph and reading the questions at the bottom of the page.
8. We will rotate to stations in 8 minute increments.
9. Long Closure: After the fourth station is finished, I will call children over from
stations to the green carpet .At the end of the lesson, I will combine students data
from the My Leaf pages to make a bar graph to see how many leaves we would
have of each color and how big our leaves are based on how many pennies can fit
on the leaf. I will show the children the chart in order to emphasis the use and
purpose of a bar graph.
10. Short Closure: I will call children over from stations to the green carpet. As
children are completing the worksheets, I can record data and make a chart to
show them at the end in order to emphasis the use and purpose of a bar graph.
However, if there is not time for this, stations will pause where they are and
children will get ready for lunch. The bar graph explanation and stations will be
continued after lunch.
Key Questions (that you will ask):
Lesson Beginning:
Why are the words being highlighted as they are read?
How do we track to the words?
What are some other ways you have seen leaves used?
How are the leaves being used by the animals?
What are the lines on the leaf called?
What are the parts of a leaf?

Do you know why leaves change color?

What do you notice about the leaves on this page?
Station 1:
What are some activities specific to Autumn?
What can you tell about Autumn based on the pictures on More Star Fall?
How do you build a calendar?
Station 2:
What is the color of your leaf?
What do the different colors mean? (Teacher will look this up.)
How many pennies can you fit on your leaf?
Would the measurements make sense if we measured with different kinds of
coins? For example, if ____ used quarters and ____ used pennies would
you be able to compare the measurements?
What are the main features of a leaf that should be included in the picture?
Station 3:
Which pictures start with the L sound? P sound?
Which category does each picture belong to?
How do you know (that picture) belongs to that category?
What are other things that they have the same beginning sound that could fit into
these categories?
Station 4:
What is this kind of graph called?
What is this graph similar to? (our weather graph)
What do the different bars and rows mean?
What does this graph show us?
Which leaf has the most? How do you know?
Describe the bar graph.
Closure:
How can we use the data or information we collected about our leaves to make a
bar graph?
How many of each leaf do you have?
Which leaf do we have the most of? least of? How do you know?
How do you read a bar graph?
What is another way we can use a bar graph?
How can we use a bar graph when were voting in class?
Logistics:
Timing: 10:45-11:30 (45 min)
I Spy: 1 min
Magazine, Whole Group: 5 min
Station Rotation 1: 8 min
Station Rotation 2: 8 min
Station Rotation 3: 8 min
Station Rotation 4: 8 min
Long Closure: 7 Min

Short Closure: 1-4 min

.
Transitions: When students are first coming to sit on the carpet, they will be coming in
from special. If they seem like they need a brain break, we will do a quick GoNoodle.
Following the magazine as a whole group, I will explain the stations. I will explain the
independent stations as a whole group and I will explain that the other two stations will
be explained by the teacher when students get there, in order to avoid confusion and
giving the children too many directions at once. Students know how to move about in
stations and will be given warnings when it is almost time to move to the next station.
After the final station, students will be called over to the green carpet for the closure
activity. If groups are finished before one another, they will be asked to get a whiteboard
and draw their leaf on a whiteboard on the green carpet.
Classroom Management: Children will be sitting on the carpet for the beginning and
ending of the lesson. Students will be given reminders of how to sit on the carpet and to
make sure they have personal space by sitting in their own square with criss cross apple
sauce legs. Visual cues and finger signs to remind students to sit correctly and stay on
task will also be used. As mentioned, students are used to rotating in groups. They know
the direction of the next station and understand the signals. Bells and clapping patterns
will be used to signal when to switch and if the classroom is getting too loud.
Differentiation
Students have been assigned to groups that they rotate with for stations. Groups
have been determined based on beginning of the year testing and therefore, are leveled.
Based on experiences with the children during past stations, especially writing stations,
each group will have specific questions and explanations during the activities. The expert
(or higher) level groups will be asked more questions and asked to expand on their
answers. They also will need less assistance with writing and filling in the blank on their
worksheets. The beginning level students will most likely need extra time and will be
given more assistance, particularly when writing words and numerals. They will be given
resources to help them recall how to write numerals and will be encouraged to look at
resources around the room that might help them.
In addition, some students have more specific differentiation needs. Student S,
who has difficulty paying attention and with behavior, will be encouraged to participate
and will be given many reminders and visual clues throughout the lesson. Student S often
struggles with transitions, but being able to get to the computer station will be used to
encourage her to get her brain work done at the other stations. This student often loses
attention while we are sitting on the carpet. If the student is misbehaving or laying down
on the carpet, she will be asked to move so she will be less distracting to the other
students. Student M, who struggles with transitions and is often resistant to doing
independent work, will be encouraged often during the lesson to complete the work on
his own. I will check in to make sure he understands the work as well, as he has shown in
the past that he understands the material, however, he often refuses to do the work.
Giving him a time limit or a motivation to be able to go to labs later on or the computer
station helps the student as well. Student D will be handled similarly, however, if she
misses a station due to pull out services, I will explain the material to her individually.

This student also struggles with fine motor skills and may be asked to circle or cross out
answers on her work mat rather than coloring. She also will be given extra assistance
when it comes to cutting out the pictures on the What starts with L? page. Student JH
struggles with independent work as well. He seems to question his answers and becomes
very frustrated and upset. I will check in with this student more regularly to encourage
him and make sure he understands.
Students who are fidgeting on the carpet during the lesson will be given visual
cues from the teachers, such as eye contact, crossing my fingers, or pointing to my nose,
all off which have been practiced as visual cues to correct student behavior, remind them
to sit properly on the carpet, and stay on task, respectively. Students who cannot sit
correctly or are fooling around will either be asked to sit in a chair next to the carpet or at
their tables depending on how many times their behavior needs to be corrected.