Standards for Teaching Seasons Essay

17. A. 1b Identify the characteristics and purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each 17. B. 1a Identify components of the Earth’s physical systems 17. B. 1b Describe physical components of ecosystems 17. C. 1a Identify ways people depend on and interact with the physical environment 17. C. 1b Identify opportunities and constraints of the physical environment 17. D. 1 Identify changes in geographic characteristics of a local region Reading 1. A. 1a Apply word analysis skills (e. g. phonics, word patterns) to recognize new words

1. A. 1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials 1. B. 1a Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge 1. B. 1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms Class Reading Independent Mini Presentations Concentrated Units End of Year Seasonal Acting as the Earth Season/Hemisphere Sounds Videos Clothing Reading Classmates Season Pages (Standards Continued) . C. 1a Use information to form questions and verify predictions 1. C. 1b Identify important themes and topics 1. C. 1c Make comparisons across reading selections 1. C. 1e Identify how authors and illustrators express their ideas in text and graphics (e. g. , dialogue, conflict, shape, color, characters) 1. C. 1f Use information presented in simple tables, maps and charts to form an interpretation 2. A. 1b Classify literary works as fiction or nonfiction Literature 2. B. 1a Respond to literary materials by connecting them to their own experience and communicate those responses to others Writing 3.

A. 1 Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech 3. B. 1b Demonstrate focus, organization, elaboration and integration in written compositions (e. g. , short stories, letters, essays, reports 3. C. 1a Write for a variety of purposes including description, information, explanation, persuasion and narration Listening and Speaking 4. A. 1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said 4.

A. 1b Ask questions and respond to questions from the teacher and from group members to improve comprehension 4. A. 1c Follow oral instructions accurately 4. B. 1a Present brief oral reports, using language and vocabulary appropriate to the message and audience (e. g. , show and tell). 4. B. 1b Participate in discussions around a common topic Research 5. A. 1a Identify questions and gather information 5. A. 1b Locate information using a variety of resources 5. B. 1a Select and organize information from various sources for a specific purpose 5. C. a Write letters, reports and stories based on acquired information 5. C. 1b Use print, nonprint, human and technological resources to acquire and use information Science 11. A. 1a Describe an observed event 11. A. 1b Develop questions on scientific topics 11. A. 1c Collect data for investigations using measuring instruments and technologies 11. A. 1e Arrange data into logical patterns and describe the patterns 11. A. 1f Compare observations of individual and group results 12. B. 1a Describe and compare characteristics of living things in relationship to their environments 12.

B. 1b Describe how living things depend on one another for survival 12. C. 1a Identify and compare sources of energy (e. g. , batteries, the sun) 12. D. 1b Identify observable forces in nature (e. g. , pushes, pulls, gravity, magnetism) 12. E. 1a Identify components and describe diverse features of the Earth’s land, water and atmospheric systems 12. E. 1b Identify and describe patterns of weather and seasonal change 12. F. 1a Identify and describe characteristics of the sun, Earth and moon as familiar objects in the solar system 12. F. b Identify daily, seasonal and annual patterns related to the Earth’s rotation and revolution 13. A. 1a Use basic safety practices (e. g. , not tasting materials without permission, “stop/drop/roll”) 13. A. 1c Explain how knowledge can be gained by careful observation 13. B. 1a Explain the uses of common scientific instruments (e. g. , ruler, thermometer, balance, probe, computer) 13. B. 1b Explain how using measuring tools improves the accuracy of estimates 13. B. 1d Identify and describe ways that science and technology affect people’s everyday lives (e. g. transportation, medicine, agriculture, sanitation, communication occupations) Physical Development and Health 19. C. 1 Demonstrate safe movement in physical activities 21. A. 1a Follow directions and class proce¬dures while participating in physical activities 21. A. 1b Use identified procedures and safe practices with little or no reinforcement during group physical activities 21. B. 1 Work cooperatively with another to accomplish an assigned task 22. C. 1 Identify sources and causes of environmental health risks (e. g. , air, soil, sun, water, noise, food, chemicals) 24.

B. 1 Recognize how choices can affect health (e. g. , not brushing/tooth decay, smoking/risk of cancer and heart disease) Fine Arts 26. A. 1bDrama: Understand the tools of body, mind, voice and simple visual/aural media and the processes of planning, practicing and collaborating used to create or perform drama/theatre 26. A. 1cMusic: Identify a variety of sounds and sound sources (e. g. , instruments, voices and environmental sounds). 26. B. 1bDrama: Demonstrate individual skills (e. g. , vocalizing, listening, moving, observing, concentrating) and group skills (e. g. decision making, planning, practicing, spacing) necessary to create or perform story elements and characterizations Teacher Standards Teaching Diverse Students 1B) Understands how each student constructs knowledge, acquires skills and develops effective and efficient critical thinking and problem-solving capabilities

1G) Understands how to identify individual needs and how to locate and access technology, services and resources to address those needs 1I) Stimulates prior knowledge and links new ideas to already familiar ideas and experiences Content Area and Pedagogical Knowledge D) Understands the relationship of knowledge within the disciplines to other content areas and to life applications 2G) Understands the theory behind and the process for providing support to promote learning when concepts and skills are first being introduced 2H) Understands the relationships among language acquisition (first and second), literacy development and acquision of academic content and skills 2I) Evaluates teraching resources and materials for appropriateness as related to curricular content and each tudent’s needs

2K) Engages students in the processes of critical thinkin and inquiry and addresses standards of evidence of the disciplines 2N) Facilitates learning experiences that make connections to other content areas and to life experiences 2Q) Applies and adapts an array of content area literacy strategies to make all subject matter accessible to each student Planning for Differentiated Instruction A) Understands the Illinois Learning Standards curriculum development process, content, learning theory, assessment and student development and knows how to incorporate this knowledge in planning differentiated instruction 3H) Establishes high expectations for each student’s learning and behavior 3K) Incorporates experiences into instructional practices that relate to a student’s current life experiences and to future life experiences

3L) Creates approaches to learning that are interdisciplinary and that integrate multiple content areas 3Q) Develops or selects relevant instructional content, materials, resources and strategies for differentiating instruction Learning Environment 4C) Understands how to help students work cooperatively and productively in groups 4K) Uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology and engage in purposeful learning activities 4O) Uses a variety of effective behavioral management techniques appropriate to the needs of all students that include positive behavior interventions and supports Instructional Delivery All of 5 Reading, Writing and Oral Communication All of 6

Assessment All of 7 THE SEASONS THEME Year Long * Create-a-book: This is a book that each student will make during the year; and will be able to read each other’s as they progress. The center of the book will have all four seasons tree. See attachment 1 * Seasonal: The book will have two pages of pictures and 3-5 sentences about that season. Fall will be made in Fall, Winter will be made in Winter, Spring will be made in Spring and the Summer will be made right before the school year ends. Each season will have a more in-depth information lesson. This way the students are given a chance to fully appreciate the differences occurring and why. i. e.

The date; What months; typical climates, worldly (Australia versus US); commonalities (snow versus tornadoes) At the end of the station for the Season the students will color and describe what they found the most interesting or learned. * End-of-year: The book will be completed and the students will be able to choose one season to present to their classmates and parents. * Stations: This is a 4-station workshop that offers the students a chance to be introduced to the seasons in a multitude of ways and introduced to what and why things happen in a season. * Each: Tree with type of leaves; The globe in ref to the sun (Using a flashlight as the sun) Equater Lesson and what season the other hemisphere is having.

Appropriate dress-up clothing will be worn to the station. * Fall: Leaves falling! Project to show a leaf turning brown when off the tree. Art project of coloring and doing leaf rubs with fall colors. Harvest. Leaf cycle. * Winter: Snow! Snow Globe pictures and descriptions. Build a snowman with faux snow. Snow cycle. Hibernation * Spring: Rain! Tornadoes! Tornado activity: the tornado attachment to two 2-liter bottles. Gardening and flowers cycle. * Summer: Sun! Insect Inspection. Sun Safety. * Watch/Listen/Do * Internet Videos to watch the four seasons: * http://www. teachervision. fen. com/winter/video/73032. html? detoured=1 * http://www. youtube. com/watch? eature=player_embedded&v=10Jzw1hjOv4 * Listen to the Sounds of the Seasons: Guess the Season * Snow crunching under boots * Thunderstorm * Kids splashing and playing * Leaves crunching under boots * Do: Students will be part of the Sun/Moon/Earth Cycle and will dress the part and be shown how the Earth circles the Sun throughout the year.

* Dressing the Season: This is part of stations and also its own activity. Students will be given certain items to dress in from a suitcase and are to guess which season they would wear the clothing in. During the stations, students will have to wear the correct clothing for the season to enter the station * Books Students will be given books about the seasons during independent time to observe and read * The following books will be read during Season Talks: The Reasons for Seasons by Gail Gibbons; Our Seasons by Grace Lin and Ranida T. McKneally; Awesome Autumn by Bruce Goldstone; What happens in Spring/Summer/Fall/Winter? All by Sara L Latta; Parts of the books: The Magic School Bus Inside a Hurricane/and The Climate Challenge by Joanna Cole and Bruce Degen; Why Do Leaves Change Color? by Betsey Maestro; more to be added * Chart/Game: This can be done as an end of the year wrap up on seasons, a way for students to use their new knowledge on all the seasons to decide their favorite. It also will introduce them to examining others opinions and graphs. See Attachment 2 with website to download and print from: http://kindergartenfaith. blogspot. com