Thematic Planning

Unit Plan: The Four Seasons
1st Grade
Megan Desmond
Fall 2006

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Table of Contents
Page
1. Rationale

3

2. Virginia Standards of Learning

4

3. Unit Objectives

4

4. Unit Evaluation

5

5. Unit Concept Map*

6

6. Lesson Plan Outline

7

7. Selected Lessons

9

Day 1: Introduction to Seasons*

9

Day 7: Animals in Winter*

13

Day 9: SpringActivities

21

Day 10: Making a Kite

24

Day 12: Post Assessment*

27

8. Student and Teacher Resources

31

Books

31

Films

32

Websites

32

*Master copies of handouts and sample student work are not available for viewing online.

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Unit Topic: The Four Seasons
Length of Unit: 12 Days (3 weeks)
Rationale
As determined by the Virginia Standards of Learning, firstgrade students are expected to
understand Earth patterns, cycles, and change. Within that strand, students are to investigate the
relationship of seasonal change to the activities and life processes of plants, animals, and people.
This area of study is important for children in first grade because they are beginning to notice
and observe the changes in the environment and are developingcuriosity about the changes. The
seasonal unit is an excellent way to actively develop the use of reasoning, logic skills, and
scientific investigation in the context of learning about the effects of seasonal change.
The classroom population includes 18 students from many backgrounds. 2 students are
English language learners and two students are repeating first grade. 7 students are on or abovereading level while 11 students are below reading level upon entering first grade. Because of the
diversity in the classroom and the majority of students are below grade level, heavy emphasis is
placed on hands-on learning, interactive learning, and small groups. Also, because of the
diversity, students are assessed in a number of ways through either observation of oral
discussions, written ideas,or pictorial descriptions. Most of the students entered 1st grade from a
public, Virginia school where they were exposed to kindergarten activities that investigated the
simple patterns of their daily lives. Therefore, most of the students are well prepared to
transition into a more complex pattern of the cycle of the seasons.
As determined by the Charlottesville City pacing guides, the SOL ofseasonal change is
to be addressed during the first quarter of the school year. Therefore, the first grade team
decided to begin the unit once the first seasonal change was clear and the students could
experience the change in environment as the season changed from summer to autumn.

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Virginia SOLs and Unit Objectives
Virginia Standards of Learning
Science: Earth Patterns, Cycles, andChange
1.7 The student will investigate and understand the relationship of seasonal change and weather
to the activities and life processes of plants and animals. Key concepts include how temperature,
light, and precipitation bring about changes in
a) Plants (growth, budding, falling leaves, and wilting)
b) Animals (behaviors, hibernation, migration, body covering, and habitat)
c) People(dress, recreation, and work).
Objectives
Cognitive
1. Through pictures, writing, or oral communication, the student will independently
describe how the changes of each of the four seasons affect plant behavior for 3
out of 4 seasons.
2. Through pictures, writing, or oral communication, the student will independently
describe how the changes of each of the four seasons affect animal behaviorfor 3
out of the 4 seasons.
3. Through pictures, writing, or oral communication, the student will independently
describe how the changes of each of the four seasons affect people’s dress for 3
out of the 4 seasons.
4. Through pictures, writing, or oral communication, the student will independently
describe how the changes of each of the four seasons affect people’s recreation
and work for 3...