Lesson Plan

Teacher Candidate: Kayla Oigbokie Date: 11/29/19

Grade and Topic: Grade 3, Science Length of Lesson: 45 minutes for 2 days

Mentor Teacher: Kayla Oigbokie School: University of Memphis - IDT 3600

Unit Objective

The Picture of the Four Seasons lesson is a unit structure regards designing Earth’s weather pattern
utilization to better our seasonal metamorphism conception and occurring knowledge progressivity.
General success requests perception pertaining sequential stages and informational collectivity of
differed seasons. Seasonal continuity respecting Earth’s seasons and its internal diagram are
acknowledged in the TN state science standard.

Lesson Objective

Content Learning Goals and Objectives

1. Given the description of the seasons, select photos that represent each one with a score of
three out of four on the rubric. (Bloom’s taxonomy: knowledge)
2. Given interactive sheet, order and animate each seasonal period according to their
favorableness and give support by displaying imaginative icons with a score of three out of four
on the rubric. (Bloom’s taxonomy: knowledge, remembrance)
3. Given a computer software, use the information to operate with Pixton website that displays a
transparent understanding of the seasonal metamorphism and decipher the meaning to
her/him linking with the conjectural chapters of three out of four on the rubric. (Bloom’s
taxonomy: synthesis)

Student Participation

Intent of this lesson is for students to exhibit clear understanding relating Earth’s consecutive seasons
and elevating knowledge to proficiency. The students provide illustrative presentations and characterize
factuality reflecting their seasonal metamorphic interpretation.
Standards

State/District, Common Core Standards

TN Science- 3.0 Identify the Four Seasons and their attributes

ISTE Standard(s)

● 3. Research and Apply data using Animation: Students utilize digital tools to exhibit obtained
knowledge.
b. Collect, choose, order, evaluate, and synthesize information implementing a digital platform
with purposeful correlations.

Materials

Materials Used

1. Fill in the Blank Sheet

2. A Stroll Through the Seasons - (Look and Wonder) by Kay Barnham
3. Pixton Mobile Application
4. Computer
5. Internet Access to:
a. https://www.pixton.com/category/tutorials
b. About the Seasons:
https://www.pbslearningmedia.org/resource/evscps.sci.life.boutseas/about-the-seasons/

Technology Integration

Students will use the stated websites, mobile application, and book as resources for imagery insight. Pixton
software will be used to illustrate, synthesis and optic additions to the Picture of the Four Seasons activity.
Students will save their work to a shared Dropbox folder for their class upon completing the exercise. A sample
of the product is available here: Student Sample
Background and Rationale

● Students will present a transparent perception of each season providing visual

images and information for the identification status.
● Academic Language is not addressed in IDT 3600.
● This lesson is a continuation of TN science standard 3.0.
● We will refer to the factuality here as we continue to recognize the Four Seasons.
We will also use our outlines for a unit on Earth’s rotative effectivity research.
● I am aware that the lesson will be differentiated for students who did not
accomplish the objectives and for those prepared for enrichment. However,
alterations are not covered in this course, so there is no need for it in this specific
lesson.

Procedures and Timeline

Introduction

● Begin by displaying the Four Seasons on the computer and/or mobile application.
● Provide some brief background information about the features favorable to each season.
● Give students 10 minutes to silently read A Stroll Through the Seasons; then have the class vocally state
the information together.
● Follow this with a brief conversation pointing the scientific facts are in alignment to their academic level.
● However, for the next 2 days, the students will use images and animative icons to design accurate
knowledge of subject to elevate their proficiency.
Procedures

Prior to the Computer (20 minutes)

Teacher Procedures: Student Procedures:

1. After the Introduction, distribute the
Fill in the Blank Sheet
and A Stroll Through the Seasons to
students and ask them to briefly
describe a possible picture or image
that would illustrate each season and
list key search words.
1. Students complete their Fill in the Blank Sheet by briefly
describing a photo and attribute for each season, using the
A Stroll Through the Seasons when needed.
2. They then list two or three key words they can use to identify
the images.

At the Computer (45 minutes)

 Teacher Procedures:
1. Have students open an Internet
browser
2. Direct students to the Pixton and PBS
Seasons website.
3. Introduce Pixton procedures to
students on website and mobile
application.
4. Monitor and assist as needed.
After the Computer (30 minutes)
Teacher Procedures:
1. Place students in groups of 3 to 4
students
2. Ask students to pass their Picture of
the Four Seasons work to the person
on the right.
3. Students are to quietly review the
work and take notes of the key
similarities and differences, then pass
the paper to the next person until
students have reviewed all the papers
in the group.
4. Give students 5 to 10 minutes to
discuss the contrasting features.
5. Have students individually write a
reflection about what the Four
Seasons mean to them.
Closure
Students volunteer to share their group reflections on the Four Seasons. At the end of class, the teacher collects
reflections, checks for assignment submissions, and polls the class for questions.
Student Procedures:
1. Open Pixton and in an Internet browser
or mobile application.
2. Go to PBS Seasons website and utilize the
data.
3. Go to Pixton and use the seasonal data
into a new comic.
4. Add the following title: The Picture of the
Four Seasons
5. Develop a new comic strip.
6. Add the following names: Spring,
Summer, Fall, and Winter.
7. Pick or design a character in Pixton.
8. Add specialized elements to each season.
9. Write a brief statement relevant to the
season.
10. Save work
11. Establish 4 times representing all four
seasons.
12. When comic illustrations are finished,
correct any spelling errors
13. Print a copy (If on mobile application,
connect to intuition’s printer using Wifi)
Student Procedures:
1. While in a group, students review each
other’s work and note differences and
similarities between final comics.
2. Students discuss comparisons and
contrasts of the comic.
3. Students identify seasonal aspects based
off individual determination.
 Assessment Evidence

Four Seasons Rubric

Criteria 1 2 3 4

Graphic images Very few or none of Only a few of the Almost all of the All of the chosen
represent each the chosen chosen graphics chosen graphics graphics very
of the planets graphics represent clearly or clearly represent clearly represent
the concepts of somewhat clearly the concepts of the concepts of
their associated with the represent the the associated with the their associated with the
Four Seasons. concepts of the Four Seasons. Four Seasons.
associated with the .
Four Seasons.

Rationale for The rationale for The rationale for The rationale for The rationale for all
using the very few or none of some of the almost all of the of the chosen
graphics the chosen chosen graphics chosen graphics graphics very
graphics demonstrates a clearly clearly
demonstrates an fairly appropriate demonstrates why demonstrates why
appropriate representation of the image is an the images were an
representation of the concepts. appropriate appropriate
the concepts. representation of the representation of
concepts. the concepts.

Reflections The reflection does The reflection The reflection The reflection
not demonstrate an demonstrates a demonstrates a demonstrates a
understanding of somewhat vague somewhat clear clear understanding
the Four Seasons understanding of understanding of of the Four Seasons and
and/or the illustration the Four Seasons and the the Four Seasons the illustration for
for individualized illustration for and the illustration individualized
determination individualized for individualized determination of the
of the student. determination determination student.
of the student. of the student.

Alterations

It has been brought to my attention that alterations will be made for students who did not accomplish the
objectives and for those prepared for enrichment. Nevertheless, alterations are not covered in this course and
there is no need for it in this specific lesson.

The Picture of The Four Seasons