1st Grade – Seasons – Winter Lesson

Winter

Grade Level: 1st

Objectives: The student will be able to:

  • Give many descriptive words for snow and Winter.
  • Introduce new vocabularies: fallen, snowsuit, crunch, tracks, snowball, snowman, angels, and mountain-climber.
  • Make his/her own paper gloves which will include her/his favorite winter activities.

 

Content Standards: Earth Science: 3. Weather can be observed, measured, and described. As a basis for understanding this concept:

a. Students know how to use simple tools (e. g., thermometer, wind vane) to measure weather conditions and record changes from day to day and across the seasons.

b. Students know that the weather changes from day to day but that trends in temperature or of rain (or snow) tend to be predictable during a season.

c. Students know the sun warms the land, air, and water.

Visual Arts: 2.0 Creative Expression                                                                                  Creating, Performing, and Participating in the Visual Arts                                                Students apply artistic processes and skills, using a variety of media to communicate            meaning and intent in original works of art.

Skills, Processes, Materials, and Tools: 2.3 Demonstrate beginning skill in the manipulation and use of sculptural materials (clay, paper, and paper maché) to create form and texture in works of art.

Communication and Expression through Original Works of Art

2.7 Use visual and actual texture in original works of art.

2.8 Create artwork based on observations of actual objects and everyday scenes.

Reading Comprehension: 2.0 Students read and understand grade-level-appropriate material.  They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).

Comprehension and Analysis of Grade-Level-Appropriate Text                                            2.2 Respond to who, what, when, where, and how questions.                                                  2.3 Follow one-sep written instructions.                                                                                      2.4 Use context to resolve ambiguities about word and sentence meanings.                        2.5 Confirm predictions about what will happen next in a text by identifying key words.  2.6 Relate prior knowledge to textual information.                                                                        2.7 Retell the central ideas of simple expository or narrative passages.

Writing 1.0 Students write clear and coherent sentences and paragraphs that develop a central idea.  Their writing shows they consider the audience and purpose.  Students progress through the stages of the writing progress.

Materials:

 The Snowy Day by Ezra Jack Keats, large paper gloves outline, scissors, crayons

Anticipatory Set: I will begin with a brief review of the seasons. The opposite of winter is summer.  I will remind students that it is cold in the Winter. In some region, it snows or rain.  I will ask students to describe snow and Winter in a few sentences.

Instruction:

1.  Show pictures of Winter scenes and ask students to tell you some thing about them.
2.  Ask what the students do during the Winter? (skiing, ice skating, etc.)  Share your             favorite activities.
3.  Explain that today you are going to read a book about Winter.                                           4.  Read The Snowy Day.  Afterwards, talk about it.                                                                   5.  Have students cut out the gloves and color the Winter picture on one side.  Then have    them write a paragraph about their favorite activity during winter or about the book they  read.

Guided practice: I will start reading the text and stop at different pages to question the students about the picture and the text.  I will also ask the students to predict what will happen next.  I will make sure to use name sticks to call on the students to answer the questions.  When the students are working on their gloves, I will tell the students to make sure that they cut it along the line so that both sides will be equal.  After they are done, they will write 5 sentences about their favorite activity during the winter season or about the book they read and color on the other side of the gloves.  I will provide an example of this activity.

Independent practice: After I have explained and given an example to the class, the students will go to their desk and start working. One person from each table will pass out the materials.  They are to cut the gloves out. On one side, they will color the picture and write 3 sentences about what they do during the winter.  For example, I play in the snow with my brother. Winter is cold and freezing.  I love winter because I like to play with snow. I make a snowman out of snow.  Snow is white and fluffy.

Closure: After the students have finished coloring and writing their paragraph, they will present what they have to the class.  They are to show their glove and read what they wrote.

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