Houston Baptist University

Department of Education and Kinesiology

Lesson Plan Learning Center Format
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Subject: Science and Drama Grade Level: 1st

Time Estimate: 10-15 minutes

Unit: Earth and space/ Creative expression Topic: Seasons

Goal(s): Students will identify the seasons of the year and show the characteristics of
each (with movement).

Objective(s): TLW act out the seasons to demonstrate he/she knows what it feels, sound,
and looks like.

TEKS:
Theater
(3) Creative expression: production. The student applies design, directing, and
theatre production
concepts and skills. The student is expected to:
A) discuss aspects of the environment for use in dramatic play such as
location or climate;
Science
(8) Earth and space. The student knows that the natural world includes the air
around us and objects in the sky. The student is expected to:
(C) identify characteristics of the seasons of the year and day and night;
and

Materials/Resources/Technology needs:
 Posters of the seasons

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Instructional Procedures for Students

Teaching/ Learning Procedures:

 First Step: Thinking about it.

o I begin by asking the students to think about the four seasons.
o What are some of the activities you do most in each season? (Going to
school, playing football, raking leaves, etc. in the Fall; swimming, going
to camp, watching television, etc., in Summer; playing Little League,
planting a garden, etc., in Spring; shoveling, skiing, playing hockey, etc.,
in Winter.)
 o What kinds of weather do we tend to have in each season? (Sunshine,
thunderstorms, heat in Summer, fog, hurricanes, cool in Fall, snow, sleet,
icy winds in Winter, friendly rain, warm in Spring.)
 Second Step: Acting it out.
o Next I ask the students to imagine if is Fall (for instance). Think of an
essentially Fall activity and begin to act it out. When I call out, "weather!"
typical Fall weather will take place. Each student chooses for herself or
himself which kind of weather it happens. When I call out, "weather!"
everyone must react appropriately to whatever weather they are imagining.
o We repeat this with each season. Sometimes I'll call out "weather!" several
times for each season.
o In my side-coaching I put a lot of stress on the senses. What does the
weather sound like? Feel like? Does it have a smell? A taste? What do you
see?

Assessment/Summative Evaluation:
 In their science journal they will write down 2 seasons and give 3 descriptions of
each.

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