#2867. Four seasons

Science, level: Elementary
Posted Sun May 18 21:29:54 PDT 2003 by Maha Khamis (u980025610@za.ac.ae).
Zayed University, Abu Dhabi

Developed by Maha Khamis
ID#980025610
Spring, 2003
For EDC:497B

Table of Contents

ü Index. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ... . .. . .. . .. . ..2
ü Introduction. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ....3
ü Basic information. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ...4
v Essential questions. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..
v Name for Unite. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..
Curriculum Map. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ...5-6

ü Tasks. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..7
v Time line. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .
v Tasks descriptions . . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ...
- Task1. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..
- Task2. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..
- Task3. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..
- Task4. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..
- Task5. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..
- Task6. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..
ü Assessments. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ... . .. . .. . .. . ..
v Task1. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..
v Task2. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..
v Task3. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..
v Task4. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..
v Task5. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..
v Task6. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ..
ü Resources. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .

Introduction

Development:
This unit plan was developed as a prototype for unit planning by Maha Khamis in Spring 2003.

Focus for Planning:
This unit plan, designed for grade 3 students around the theme of four seasons follows the planning of tasks and rubric of tasks. The plan integrates outcomes and activities from: Science& Arabic.

When students have completed the learning activities in this unit, they will be able to answer two essential questions about four seasons:
q Why do we have four seasons?
q What kind of weather do we have in each season?

The learning activities are designed to: foster independence in work habits and learning; provide students with a choice of materials and activities; provide differing levels of work depending on student needs, interests and abilities; provide for variation in the kind, breadth, depth and pace of learning, encourage critical thinking and social interaction.

Grade level: 3
Subject: Science
Time: 4 weeks

Learning outcomes:

All of the unit plan learning outcomes.
Students will be able to:
ü Describe the effects of four seasons on the organisms.
ü Explain the reasons for seasons change.
ü Cycle four seasons.
ü Describe how do we know what seasons it is.
ü Compare the between the four seasons in the UAE.
ü Develop vocabulary.

Skills:

Reading: directions and sites visits
Writing: small paragraph and leaflet.
Viewing: sites.
Listening: to the teachers and to each other when they are working in groups.
The two main subjects related to each other are
Subject Science Arabic
Human and air changes The world

Essential questions:

1. Why do we have four seasons?
2. What kind of weather do we have in each season?
Name of the unit

Four seasons

Tasks:

1. Collect different pictures from Internet showing seasons then describe four seasons and how do we know each seasons. (Arabic: writing) they will combines information in new and unique ways.
2. Let the students draw cycle of four seasons. (Science) they will use a variety of thinking skills.
3. Create table of comparison between U.A.E seasons and any Europe countries seasons. (Arabic: writing) they will predicts consequences when the making decisions.
4. Go with student trip, visit garden then write leaflet. (Science)they will integrates a variety of thinking skills into holistic processes.
5. Write short paragraphs describe the effects of four seasons on organisms. (Wall board). (Arabic: writing) in this activity they combines information in new and unique ways.
6. Students will research on the Internet to find why do we have four seasons then they will play (act) what happen to have for seasons. (Arabic: writing +reading) in this activity they use a variety of thinking skills and organize and manage information. Also they use thinking processes to interpret information.

List the multiple intelligences:
Task 1: linguistic, visual and interpersonal
Task 2: linguistic, logical mathematical and intrapersonal
Task 3: linguistic and interpersonal.
Task 4: linguistic and interpersonal.
Task 5: linguistic.
Task 6: linguistic, visual, bodily kinesthetic and interpersonal

Time line.

March (start 15March) April (end 15 April)
1st week 2nd week 3rd week 4th week
Task1 from15 March to 19March Due. Task2 on 22 of march just one day.Task3 start on 23 and due on 24.Task4 start on 25 and due on 26. Task5 1st April first day and due on 6/4 Task6 this will take 5 periods. Start on 9 and due on 13/4

Details description of the activities:

Task1: five-day students will work on it (one week). Each period is 45 minutes.
Directions:
- Divide students into 4 groups.
- Each group has to write about one season.
- They have to describe the characteristics of this season.
First day: divide class, discuss about seasons and give them directions about the work.
Second day: each group will write a short paragraph about the same season they already selected.
Third day: they will write about 2 or 3 sentences describing how they know each season and what is different between the four seasons.
Fourth day: using computers and search for pictures in the Internet at least 1 picture for each season.
Fifth day: collect all their works and organize it then write name of each group in the first page with attractive design that represent their work. By the end each group present their own work.
Evaluation:
- The student creative.
- The students follow direction.

Task2: just one-day students will work on it (45 minute one period).
Directions:
1. Each student has to have empty sheet and pen.
2. First they have to order four seasons.
3. Then they have to draw cycle of four seasons and write under each season when it is happen (in which month).
Evaluation:
- The students follow direction above.

Task3: this task will take 2periods.
Directions:
- Divide the class to 5 groups.
- Each group has to draw table.
- In this table they have to write what happen in each seasons (clime) in the U.A.E and the other country they are choose.
Evaluation:
- The student follows directions.

Task4: 2 period for this task
First period for this activity we will visit garden.
Teacher directed instruction in that day:
- Give students a small book that includes information about the garden.
- They have to take note about what they are seeing in the garden.
- They have to know in which season we are through what they are see in the garden and support their answer and take some leaves from the garden.
Next period discuss in the beginning of the class about the garden and then all students have to write leaflet from the note they already took it in the garden and stick leaves they took from the garden in their leaflets.
Evaluation:
- The student creative.
- The students follow direction.

Task5: five day students will work on it (one week). Each period take 45 minutes.
Direction:
- Divide class into groups.
- Each group will write how the season effects on
b) Plants.
c) Animals.
d) People.
- They also support it with picture.
First day: each group will write a small paragraph showing how seasons effect on plants.
Second day: each group will write a small paragraph showing how seasons effect on animals.
Third day: each group will write a small paragraph showing how seasons effect on people.
Fourth: they will collect pictures from magazines or their own draws related to their works.
Fifth day: each group will collect their works with the selecting pictures and hang it in the wallboard.
Evaluation:
The students follow direction.

Task6: five-day students will work on it (one week). Each period take 45 minutes.

Directions:
First day: student will go to the lap. I will give them sites to search on the Internet and they have find the answer about why do we have four seasons.
Sites:
· http://www.scienceu.com/observatory/articles/seasons.htm
· http://astro.uiuc.edu/projects/data/seasons.html

Second day: they have to take note and then write it by their own words then answer what they are understand. (They don't have to copy any answer from the Internet).
Third day: in that day they will be now answer the question and solve the problem. We will discuss in this day to make play. Students will write the dialogue.
Fourth day: they will play
- Two of students will act. One of them is sun and other one is earth.
- Sun don't move from his place.
- Earth has to move from their place.
Fifth day: this day that really students need it. First I will read story to them. After that in that day I will give students their mark before that each student have to write in small paper what they are learn from this unit that will take 5-10 minute. Later I will give them game link to unite. For example vocabulary I will put words missing some letter and they have to know miss letter. There is gift for the winner.

Evaluation:
The students follow direction.

Assessments

The total of grade for all tasks is 100.

Task 1

Total points 20
Excellent Very good Accepted
Writing about one seasons 10 9 - 8 7
Describe to know each seasons 5 4 - 3.5 3
Organize information 3 2.5 1.9
Group work 2 1.5 .5

Task 2

Total points 5
- Order seasons 2 marks.
- Write when each season happen 2 marks.
- Picture represents each seasons 1 mark.

Task 3

Total points 10
- Draw table and organize work 3 points.
- Written in the table 7 points.

Task 4

Total points 10
- Students behavior in the trip 2 points
- Take note 3 points.
- Write leaflet 6 points.
Rubric for leaflet
Excellent Very good Accepted
Writ leaflet 6 5 4

Task 5

Total points 25
Rubric

Excellent Very good Accepted
Paragraph 1 7 6 - 5.5 5 - 4.5
Paragraph 2 7 6 - 5.5 5 - 4.5
Paragraph 3 7 6 5.5 5 - 4.5
Collect pictures + organize 2 1 0.5
Design in wall board 2 1 0.5

Task 6

Total points 25

Excellent Very good Accepted
Students behavior in lap 2 1 0.5
Search on the internet 4 3 2
Find answer of essential questions 10 9 - 8 7 - 6
Write dialogue 10 9 - 8 7 - 6
Act 2 3 2

List of resources needed

v Internet addresses
http://www.scienceu.com/observatory/articles/seasons.htm
http://astro.uiuc.edu/projects/data/seasons.html

v Book used
Textbook
Story

v Materials to gather
Empty sheet of paper for writing
Wallboard
Waite board + marker
Pens + pencils
Computers +printer
Colors
Pictures