1) First grade students will work in groups to create pictures representing the four seasons, learning about characteristics of each season through collaboration.
2) They will then view an "art gallery" of the season pictures and provide positive feedback to each other.
3) Finally, students will independently create their own season picture to demonstrate their understanding of seasonal properties.
1) First grade students will work in groups to create pictures representing the four seasons, learning about characteristics of each season through collaboration.
2) They will then view an "art gallery" of the season pictures and provide positive feedback to each other.
3) Finally, students will independently create their own season picture to demonstrate their understanding of seasonal properties.
1) First grade students will work in groups to create pictures representing the four seasons, learning about characteristics of each season through collaboration.
2) They will then view an "art gallery" of the season pictures and provide positive feedback to each other.
3) Finally, students will independently create their own season picture to demonstrate their understanding of seasonal properties.
TOPIC DETAILS CK Name Science Subject Social Studies/Art Grade Level 1st Grade Date/Duration 45-60 minutes Big Ideas Each of the four seasons have different properties and characteristics that makes them different Working together in groups and collaborating ideas can help make projects better than working independently. Essential Questions How does collaborating and working together help make your work better? What are some properties of each season?
PA/Common 4.1.K.E: Identify how the changes of seasons affect their local Core/Standards environment. 9.3.K.G1: Formulate and share an opinion about ones own work and that of others. 9.1.V.K.B1: Combine a variety of materials to create a work of art.
Objective Students will work together (four groups) to make a picture of an assigned season, and learn characteristics and properties of each Bloom's Taxonomy of the seasons. Students will be shown how working together in groups while Webb's Depth of collaborating with classmates can be a benefit opposed to Knowledge (DOK) working independently.
Formative & Observe students working together in their groups. Summative (For each picture) Give each student a sticky note to put Assessment something that they like about the picture that we are viewing in Evidence the art gallery today, let the students say what they like then stick the sticky note onto the picture.
ISTE Standards for The students will get a sense of community while working with Students their group. They are going to learn some key social skills about working together and how working together can be helpful when Framework for 21st collaborating with others. Century Learning Accommodations, Place students who may have physical disabilities closest to the Modifications materials. Make sure isle are clear of clutter so students can safely travel through the classroom.
SUPERVISING TEACHERS SIGNATURE Seton Hill University Lesson Plan Template Step-by-Step Procedures RATIONALE for the CK Learning Plan Introduction Activating Prior Knowledge Write each season on the board and ask the students to go up and write their name under their favorite season. After they each of the students writes their name under their favorite season, ask a few students why it is their favorite season. A lot of my students have trouble keeping their hands to themselves in my classroom. To be proactive and help prevent students hitting/pushing/etc. I think using proper transitions would be very important to the safety and wellbeing of the overall classroom atmosphere. I would call the students up by tables to ensure that there are not too many kids up at the board at the same time for less clutter and less opportunity for students to touch one and other. Hook/Lead-In/Anticipatory Set Ask if anyone has ever been to an art museum or an art gallery before. To keep the class from shouting out I would ask them to only raise their hands if they have been to an art museum or art gallery before, rather than shouting out yes or no. Explicit Big Idea Statement Instructions Working together and collaborating with peers can be more beneficial than working independently Essential Questions Statement How does working together promote better work? Objective Statement Students will work together to create a painting and Transition Call the students by tables when going from one station or activity to the next. Like mentioned previously this will be important for the sake of how many students have trouble keeping their hands to themselves. Key Vocabulary Season Spring Summer Fall Winter Collaborate Work together Community Lesson Procedure PreAssessment of Students Write each of the season on the board, let the students write their names under their favorite season, then ask some of the students why they chose what they did as their favorite season. Modeling of the Concept I will let the students work in groups then independently to make create a picture. Guiding the Practice Write each of the seasons on the board and each student come up and write their name under their favorite season Call the students up by tables to lessen the likeliness students bumping into each other and touching other students. Ask a few of the kids why they chose what they did as their favorite season. Ask the class if any of them have ever been to an art museum. Ask the students to raise their hands if they have been to one before. Put the class into four groups and give them a large sheet of blank white paper and assign each group a season. Carefully selecting groups would be something that will be important because, like mentioned earlier, the students have trouble keeping their hands to themselves and some of them lack social skills in some areas. Putting students together that work well with each other will be essential when doing any type of group work. Explain that they are going to have to work together to make their picture and after we are done with our picture we are going to walk around the art gallery and say one thing we like about each picture (including their own group). Give them time to make their picture and give them their materials. Walk around the room keeping an eye on the students to see how they are working together, the behaviors are appropriate and ask students who often get upset when doing academic work if they need a break even though we are coloring and doing an artistic type of activity. Once they are done hang the pictures up in different locations and walk around the room to look at the artwork. Be clear in saying that we are not saying something rude about any of the pictures. They might not know that we should be saying nice things and this also gives them practice saying nice things to others (social skills). Give each student a sticky note to write something they like about the picture. Let each student say what he or she likes aloud, and then stick it on the picture. Once we are done with each of the group pictures go back to our seats. Explain to the students that sometimes people make suggestions to help them, and that they arent being mean when they say something that they could have added or change to make it better. Offer some suggestions about each group picture, then ask if anyone has any suggestions. Again focus on being clear that we are not saying anything nasty about the pictures we are trying to help our peers out by suggesting things that will make the picture better. Give each student a smaller blank white sheet of paper to individually make their own picture of a season, they can pick what ever season they want. Discuss their individual pictures and get into why they chose to put certain things into their picture. Providing the Independent Practice The student will make an picture of whatever season they wish after they make a group picture of a season and also after we give and receive compliments and advice/suggestions. Transition I will call the students groups from one activity to another. Reading Materials Large sheets of blank white paper Technology Smaller sheets of blank white paper Equipment Crayons Supplies Markers Colored pencils Sticky notes Pencils
Evaluation of the Formal Evaluation Learning/Mastery Each of the students makes their own picture of the season of their of the Concept choice after working in a group to make a picture and giving/receiving compliments and advice on the group picture.
Informal Evaluation Discuss why working in a group might be better than working independently sometimes. Putting the sticky notes on others pictures. Closure Summary & Review of the Learning Discuss the students individual pictures and why they chose to put what they did into their pictures.
Homework/Assignments Each of the students makes their own picture of the season of their choice after working in a group to make a picture and giving/receiving compliments and advice on the group picture.