Lesson Plan Template 3

Authors
Name(s): Ecem YAŞAR
Cennet YAZKAN
Dilan SARİ
Details
Course
Science
Unit Title
Seasons (Seasons and Foods)
Grade Level
48-60 Months
Time
1 Hour
Content
Learning Outcomes [ASSURE (State Objectives)]
At the end of this activity, 48-60-month-old children will identify at least %90 different types of foods according
to the seasons.

Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media and Materials)]
An “Infographic” is used as a poster to show the different types of foods according to the different seasons.
A “Bubbl Us” is prepared as a concept map and was designed to draw the food we learned, which was
distributed to the children individually at the end of the activity on the map.

-The reason for using Infographic and Bubbl Us is to see how children position information according to
categories and to enable them to internalize the categorization. With the help of the infographic, first of all,
children will be able to learn which vegetables and fruits are grown according to the seasons and will be shown
in these categories on the poster. Seeing that various fruits and vegetables grow in different seasons through the
visuals on the poster will enable them to visualize. Visualization also helps them to get the information with fun.
In addition, the use of Bubbl Us will be at the end of the activity and will be used as a tool for children to reflect
on what they have learned in the activity. At this point, children will be expected to draw what they have learned
on this piece of paper with a concept map. In each season, children and the teacher will repeat what they learned
and they draw related food in each related category. Thus, every child will be able to reflect on themselves while
learning.

Link to the Infographic: https://create.piktochart.com/output/59126297-

2365674_2365682_2365559_infographic

Link to the Bubbl Us: http://go.bubbl.us/cc2943/702e?/2365674_2365682_2365559_Concept_Map

Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and Materials)]

An interesting and age-appropriate infographic is used. This infographic includes categories and includes foods
under the seasons.
The discussion method is used for this activity since the nature of the activity enables the discussion
environment. The infographic and other materials encourage the discussion among children In this way, they can
participate the activity process actively.

-The use of an infographic as a poster enables children to learn by visualizing and making the information
permanent. Visualization is a very important thing for the information to become permanent. The teacher tried
to attract children's attention with colorful materials by including infographics in his teaching. The fact that it is

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both an interesting material and rich in visuals will make it permanent by simplifying children's learning of the
subject. At this point, it is inevitable to create a discussion environment because it is possible to talk about
vegetables and fruits grown according to the seasons on the poster. At this point, the entire class expresses their
ideas and their knowledge, and the engagement in the event increases.

Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and Require Learner Participation)]
Write teaching activities in a detailed way.
The teacher enters the classroom and opens the infographic and the children see the poster, which arouses their
curiosity. The children and teacher form a circle and they begin to talk about the topic. All children's predictions
are listened to. Then the teacher begins to act out, saying that he will show them something. The teacher
performs animations that show that he is cold and sweaty during this animation process. Then he turns to the
children and asks what he is animating about, and waits for the answer of the seasons the children. They talk a
little about this animation and the teacher gives the children clues to get the answer. After the season answer,
the teacher shows the poster to the children and asks them to examine the poster for a while. After the children's
examination, the teacher stated that they would focus on "Seasons and Foods Grown in Different Seasons" and
said, "Which topic do you think we will do today?" poses the question. Then, "Why do you think the food we eat
may be growing in different seasons?" asks the question, and the children's answers are listened to. At this point,
the changing weather conditions with the change of seasons and the cycle of food are discussed and the teacher
asks the children if they know the word "Cycle". At this point, after the answers, the meaning of the word is given
and they talk with the children that the seasons are in the cycle and that the food we eat is also affected by the
seasons. In addition, a detailed examination of the foods included in the chart is made. After a detailed
examination of the poster, the teacher tells the nursery rhymes and guides the children to their desks, and opens
the concept map. In that part, they talk about the concept map and the order of the page. The teacher explains
what they do at the concept map and she distributes a concept map papers to them. On the concept map, there
are all seasons and the names of the foods grown in those seasons. At this point, the teacher asks them to reflect
on what they see on the poster as a picture on this concept map and repeat their knowledge. The teacher and
children repeat the foods of all seasons, and the children customize the foods by drawing them on the concept
maps. Children begin to group the foods according to the related seasons and the teacher and children talk
about the grouping part. After this practice of the children is over, a circle is formed for the evaluation phase and
evaluation questions are asked. The activity ends with evaluation questions.

-The teacher checks the materials before the class and makes sure they works appropriate.
- The teacher adjusts the layout of the classroom so that all children can see the screen.
-She pays attention to the attractiveness of the materials it prepares, it does not allow eye-catching and
distracting colors.
-The teacher makes sure that the materials provide learning and takes advantage of the facilitating aspects of
the materials.
-When the teacher is in a circle with the children, she creates a child-centered environment, listening to each
child's opinion and asking them to share their knowledge.
Individual Learning Activities When children create a concept map, the teacher specifically asks one of
the children by saying the name. One of the children tells her/his concept
map, what s/he adds to this concept map, what s/he or learns from this
concept map and explains his thoughts. In this way, learning becomes more
permanent as children demonstrate concept maps individually.

Group Learning Activities The teacher creates a color template and asks the children to choose a
color. Children who draw the same color form a group. The teacher asks
the groups to create their own posters and tells them to use what they
have learned on this poster. In this way, children reinforce what they have
learned in the activity in cooperation.
Summary
In this activity, children were taken to the next level because they knew the seasons and the characteristics of the

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seasons, and the food that grows according to the seasons was emphasized. In this way, children closely
examined the foods we consume daily and established a relationship with the seasons. In addition, they learned
about the types of food according to the seasons as the season cycle.
Measurement & Evaluation
In the evaluation, the teacher tries to determine whether the materials integrated into the education through the
computer reach their goal, and tests the learning of the children with questions related to this. In addition, it is
also checked whether the gains & indicators achieve their purpose.

-What did we study on the computer today?

-What did the poster contain?
-What were the names of the foods on the poster?
-What is the meaning of the word loop?
-What part of the poster caught your attention the most?
-Do you often see these foods in your daily life?
-Did you have trouble remembering while drawing foods on the concept map?
-Did you get help from the poster projected on the board while preparing the concept map?
-Did examining the poster help you while making the concept map?
-What did you pay attention to when grouping the foods on the concept map?

Measurement & The teacher uses the observation method for the child’s individual performance.
Assessment Activities for During the observation process, the teacher observe the child’s relationship with
Individual Performance peers, child’s cognitive, social, emotional, physical development, child’s
expressions in the activity.

Measurement &
Assessment Activities for
Group Performance
Homework (optional)
The discussion part is used for group performance assessment. While they are in a
circle and they begin to assess the activity at the end of the process, questions is
used for this. When the teacher asks the question, all children are listened and
their ideas is learned. In this way, it is possible to assess all children’s learning.
The teacher sends a “Google Docs” to the families to get information about the
curriculum change about today's topic and seasons in general. That Google Docs:
https://docs.google.com/forms/d/e/
1FAIpQLSe_06_9sdtwp0lQsx6XLoFxIDIsPlAoK_WDrkusVesv24vI5A/viewform

Explanation
-
Explanation regarding to the implementation of the plan
The flow of the lesson and back-up plans
The teacher enters the classroom and opens the infographic and the children see the poster, which arouses their
curiosity. The children and teacher form a circle and they begin to talk about the topic. All children's predictions
are listened to. Then the teacher begins to act out, saying that he will show them something. The teacher
performs animations that show that he is cold and sweaty during this animation process. Then he turns to the
children and asks what he is animating about, and waits for the answer of the seasons the children. They talk a
little about this animation and the teacher gives the children clues to get the answer. After the season answer,
the teacher shows the poster to the children and asks them to examine the poster for a while. After the children's
examination, the teacher stated that they would focus on "Seasons and Foods Grown in Different Seasons" and
said, "Which topic do you think we will do today?" poses the question. Then, "Why do you think the food we eat
may be growing in different seasons?" asks the question, and the children's answers are listened to. At this point,
the changing weather conditions with the change of seasons and the cycle of food are discussed and the teacher
asks the children if they know the word "Cycle". At this point, after the answers, the meaning of the word is given
and they talk with the children that the seasons are in the cycle and that the food we eat is also affected by the
seasons. In addition, a detailed examination of the foods included in the chart is made. After a detailed
examination of the poster, the teacher tells the nursery rhymes and guides the children to their desks, and opens

3
the concept map. In that part, they talk about the concept map and the order of the page. The teacher explains
what they do at the concept map and she distributes a concept map papers to them. On the concept map, there
are all seasons and the names of the foods grown in those seasons. At this point, the teacher asks them to reflect
on what they see on the poster as a picture on this concept map and repeat their knowledge. The teacher and
children repeat the foods of all seasons, and the children customize the foods by drawing them on the concept
maps. Children begin to group the foods according to the related seasons and the teacher and children talk
about the grouping part. After this practice of the children is over, a circle is formed for the evaluation phase and
evaluation questions are asked. The activity ends with evaluation questions.

** If the Infographic and Bubbl Us prepared by the teacher are not opened on the board, the teacher prevents
the disruption of learning by including additional resources such as videos, pictures, and animations in their
teaching.