Basic Unit Template

Grade:

Subject/content
area
Title of Unit

Science, Reading, Informational writing

Goals/Objectives

To write an informational booklet about the seasons using the

information that they learn throughout the unit.

Standards

RI.2.3, W.2.2, W.2.5, ESS1.B, SC-EP-2.3.2

Mentor Texts:
Readings
Writings (your
models)
Necessary
Resources:
(worksheets,
people,
manipulatives,
etc.)
Technology
activities in unit

A Tree for all seasons, The seasons and the sun poem, The
reasons for the seasons, cause and effect paper on the seasons,
article on how the seasons affect us.

The Seasons

The seasons and the sun movie maker, Bill Nye Seasons clip,
posters, IPads, Globe and a flashlight, Sticker, glue, markers,
coloring pencils, paint, Local weather forecast video, writing
paper, anything to decorate books or posters with.

IPad research on the different seasons.

Procedures
1. Hook: how to establish the focus of the unit
Read the books A Tree for all Seasons to introduce the students to the
different seasons and allow them to break up into groups where each
group will make a poster about the seasons they have been assigned.
2. Procedure of lessons: what lessons should be taught first?
What are the seasons?
The seasons and the Sun
How the seasons affect us
Seasons writing workshop
My seasons Book
3. Outcomes: what should students know and be able to do at the end of unit?
The students should know enough information about the seasons to be
able to create a short book which conveys the key facts about each
seasons.
4. Writings: what writing practices will students do by end of unit
The students will be writing and illustrating a short booklet about the
seasons.
This book will include basic information about each of the seasons, the
weather patterns for each season, activities unique to each season, how
the sun creates the seasons, and how the seasons affect us.

5. Summative Assessment: what will the final assessment look like?

Projects? Book about the seasons.
Objective: To use all of the information that the students have learned
during this lesson to create a book that will inform others about key details
about the seasons and what causes the seasons.
Writing: portfolio, on demand, writing to learn, writing to demonstrate
learning, authentic writing.
The students will be doing a writing piece that demonstrates learning.
6. Final projects/culminating activities/events
The final project is a handmade informational book about the seasons. This
book will be presented in front of the classroom as a way to display what each
student has learned.

Reflection:
What do you expect to happen in the unit?
The students will learn about the seasons, how they are created, the weather in each
season, how they affect us and be able to convey what they have learned in writing.
Purpose of the unit?
To create an informational writing piece about the seasons.

Basic Lesson Template

Grade:

Subject/content
area
Title of lesson

Science, Reading, Writing

Goal/Objective

Students can identify the different seasons and explain key

details about each seasons.

Standards

RI.2.3, W.2.2, W.2.5, ESS1.B, SC-EP-2.3.2

Mentor Text:
Reading
Writing (your
models)
Necessary
Resources:
(worksheets,
people,
manipulatives,
etc.)
Technology

What are the seasons?

A Tree for all Seasons By Robin Bernard

Poster Boards, Sticker, glue, markers, coloring pencils, paint,

IPads for each student.

IPad
Procedures

7. Focus/Bell Work/Hook: how do you plan to get the students attention and focus
on the topic/content?
This is the introductory lesson on seasons. The class will begin by
having story time on the carpet where the teacher will read the story A
Tree for All Seasons.
8. Introduction of concept/goals/standards
Ask the students if they have a favorite time of year and what the
weather is like during that time of year.
Ask if the students to name some activities that you can do in each of
the seasons.
Once the students have shown they have a grasp on how each season is
different introduce them to the concept of researching information for
the seasons and creating posters.
9. Steps of the lesson: whole group, small group, individual work and
expectations for each step

This will be a small group activity.

The students will be broke up into four groups and each group will be
assigned a specific season.
The students will use the IPads to research:
The weather during each season, activities, what nature looks like in the given
seasons, how long each seasons lasts, characteristics that are unique to that
season, and special events such as holidays during their season.
With the information they gather they will present the posters to their
peers and teach them about the season.
After the posters have been presented the teacher will give an oral quiz
over the information on each of the posters.
These posters will be displayed throughout the unit as references for
the students.
10.Writing:
Research on IPads about their seasons
Planning the information for the poster
Rough draft the information for the posters. (Teacher will check to make
sure facts are correct.)
The groups will each make a poster about their seasons to present to
the class.
11.Assessment: how to you plan to assess if students did accomplish the goals of
the lesson?
The Poster that the students create have all of the required information
and the information is correct
Using the information on each poster the teacher will do an oral quiz
over each of the seasons.
Where does this lesson fit in the series of lessons in your unit?
This is the introductory lesson
What concepts do students need before this lesson?
That there are different seasons and we are effected by them each year.
What are next steps? How does this lesson prepare students for whats next?
The next step will be learning about how the seasons are created.
This lesson prepares them by teaching what the four seasons are and special details
about each season.
Reflection:
what do you expect to happen in the lesson, why?
The students should be able to identify key details about each season. I expect this
to happen because students will be required to do their own research and present the
information to the other students. The students will have to teach each other about
the seasons.
Purpose of the lesson?
To introduce the seasons and identify details that will help the students remember
the differences between each season.

Basic Lesson Template

Grade:

Subject/content
area
Title of lesson

Science and Writing

Goal/Objective

Students will understand how the sun creates the seasons.

Students will identify when we get the most sun and when we
get the least amount of sun.
Students will understand how to explain material.

Standards

RI.2.3, W.2.2, W.2.5, ESS1.B, SC-EP-2.3.2

Mentor Text:
Reading
Writing (your
models)
Necessary
Resources:
(worksheets,
people,
manipulatives,
etc.)
Technology

Seasons and the sun poem

Cause and effect paper on the sun and the seasons
Movie Maker

The Seasons and the Sun

Bill Nye clip about the seasons.

Globe and a flashlight.

Smartboard
Procedures

12.Focus/Bell Work/Hook: how do you plan to get the students attention and focus
on the topic/content?
Let the students watch the Bill Nye clip about the seasons and how the
sun creates them

 https://www.youtube.com/watch?v=KUU7IyfR34o
13.Introduction of concept/goals/standards
Ask the students what creates the seasons, when do we get the most
sunlight, which seasons is the warmest and why.
Inform them that the amount of sun we receive during the year
determines the seasons and how warm it is.
14.Steps of the lesson: whole group, small group, individual work and
expectations for each step
First discuss with the students the meaning of the word explain. Tell the
students you are describing how something happens. If you were going
to explain how you got to school you are going to tell the person if you
rode the bus, a car, or if you walked. You may tell the person what rode
you took. You give the person detail so that they will understand what is
going on.
Using a globe and a flashlight show the students how much light the
shines on the United States during summer, fall, winter, and spring.
Explain to the students that the more sun we receive the warmer
temperatures we will have and the days will become longer.
Let the students watch the season movie maker.
Explain to the students we have the most sun in the summer thats why
its so hot and the days are long. We have the least amount of sun in the
winter and we get the coldest temperatures during this seasons and we
also get snow.
Have the students write a paragraph explaining how the sun affects the
seasons. Tell the students that when they write a paragraph they must
include a topic sentence, your big ideas of the paragraph and then
supporting sentences and a conclusion sentence. Tell the students when
reading their paragraphs the teacher will be looking for this.
As the end of class the students will complete an exit slip with the
questions: what creates the seasons, when do we get the most sunlight,
which seasons is the warmest and why.
15.Writing:
The students will write a paragraph explaining how the sun creates the
seasons.
It must include which seasons receives the most sun and the least
amount of sun and how the amount of sun affects the temperature and
the length of the days during each season.
16.Assessment: how to you plan to assess if students did accomplish the goals of
the lesson?
The students will answer the questions: What creates the seasons?
When do we get the most sunlight? Which seasons is the warmest and
why? This will be an exit slip for the students.
Where does this lesson fit in the series of lessons in your unit?
This is the second lesson in the seasons unit. The students have been taught about
the different lessons and now they build on that knowledge to understand how it is
created.

What concepts do students need before this lesson?

What the seasons are and how each of them are different.
What are next steps? How does this lesson prepare students for whats next?
Students will learn about the different seasons weather and how it affects us.
We have established that each seasons has different temperatures and the days
length vary now we will build on that and talk about the different weather patterns
for each season.
Reflection:
what do you expect to happen in the lesson, why?
The students will be able to explain to the teacher how the sun creates the seasons
and the amount of sun each season gets and what characteristics this creates.
Purpose of the lesson?
To teach the students how the sun creates the season and the affect it has on the
earth.

Basic Lesson Template

Grade:

Subject/content
area
Title of lesson
Goal/Objective

Science, Writing, Reading

Standards
Mentor Text:
Reading
Writing (your
models)
Necessary
Resources:
(worksheets,
people,
manipulatives,
etc.)

How the Seasons Affect us.

Identify how the seasons have an effect on our lives.
Identify different things we do because of the seasons.
Explain cause and effect.
RI.2.3, W.2.2, W.2.5, ESS1.B, SC-EP-2.3.2
Article on how the weather affects us.

Local weather forecast video.

Technology
Procedures
17.Focus/Bell Work/Hook: how do you plan to get the students attention and focus
on the topic/content?
Begin the lesson by having the students watch the weather forecast for
that day.
18.Introduction of concept/goals/standards
Ask the students why they dont wear flip flops during the winter, or a
thick winter coat in the middle of summer.
Explain to the student that each seasons has different weather patterns
and it play a role in how we live.
19.Steps of the lesson: whole group, small group, individual work and
expectations for each step
First introduce the students to the concept of cause and effect.
A cause is why an event happens. An effect is an event that happens
because of a cause.
Give the students the example if you study all weekend for your spelling
test the effect will be that you get a good grade.
Explain to the students that the cause in the situation is you studied all
weekend and the effect is you earn a good grade.
Tell the students that the weathers affect on us is a cause and effect
relationship. Because it rains we have to have indoor recess is an
example of this.
Have the student watch a weather forecast and ask them how the
weather affected them today.
Tell the students that each season has its own special weather patterns.
In the winter it is cold and can snow, in the spring it is warming up and
rainy, in the summer it is hot, and in the fall it begins to cool down.
Explain to the students that the different weather patterns that each
season has affects us personal. We cannot wear our summer clothing in
the winter because it is too cold. We cant go sledding in the summer
because it is too warm for snow. Seasons have an effect on our health
because of pollen and hay fever. The seasons effect what type of food
we eat and when.
Have the students write down a few things that the seasons have an
effect on in their lives. Do a think pair share activity. The students will
share with a partner about how the seasons affect them and then the
students will share with the entire class.
Students will write a paragraph for each season telling about how each
seasons affects us it will include information about the weather,
activities they can only do during that season, and the weather in that
season affects them.
20.Writing:

Students will write a paragraph for each season telling about how each
seasons affects us it will include information about the weather,
activities they can only do during that season, and the weather in that
season affects them.
21.Assessment: how to you plan to assess if students did accomplish the goals of
the lesson?
The teacher will use the think pair share activity to assess how well the
students grasped this concept.
Where does this lesson fit in the series of lessons in your unit?
This will be the third lesson on seasons
What concepts do students need before this lesson?
The students should be able to identify the seasons
They should know how the seasons are created
They should know that the weather in each season is different
What are next steps? How does this lesson prepare students for whats next?
The students will begin working on their books about the seasons this lesson
prepares them by giving them important information that they will be able to
put into their books.
Reflection:
what do you expect to happen in the lesson, why?
The students should learn how the different seasons affect them, After reviewing the
material they will have enough knowledge to explain how they adjust their lives in
the different seasons.
Purpose of the lesson?
The students will learn about the different ways the seasons affect their daily lives.

Basic Lesson Template

Grade:

Subject/content
area

Science and informational writing

Title of lesson

Seasons writing workshop

Goal/Objective

The students will begin to create a book about the seasons

Standards

RI.2.3, W.2.2, W.2.5, ESS1.B, SC-EP-2.3.2

Mentor Text:
Reading
Writing (your
models)
Necessary
Resources:
(worksheets,
people,
manipulatives,
etc.)
Technology

The Reasons For the Seasons by Gail Gibbons

Writing paper, crayons, markers, pencils, anything to decorate

books with.

Procedures
22.Focus/Bell Work/Hook: how do you plan to get the students attention and focus
on the topic/content?
Read the story the story The Reasons for the Seasons to the class and
discuss with them all the things they have learned about the seasons.
23.Introduction of concept/goals/standards
Allow the students to tell the teacher multiple facts that they know
about the seasons.
The teacher will inform the students that they know so much about the
seasons that they could write a book about it, and that is what they are
going to do.
24.Steps of the lesson: whole group, small group, individual work and
expectations for each step
The students will work as individuals on creating a book about the
seasons.
They will have each paper they have wrote over the different facts
about the seasons along with the posters they have created and the
sample texts they have read.
The students must include all four seasons, the weather in each season,
how the sun creates the seasons, activities that are special to each
season, special events that happen during the seasons, and how each
season affects them personally.
The students will write 2-3 sentences on each of the subjects and draw
an illustration to go along with each page.
The students will be working on the rough draft of each page in this
lesson they will brainstorm what information they want in their book,
then conference with the teacher to help with organization and check

requirements, after this they will write out the rough drafts of each
paper.
The students must use correct grammar and must have correct facts.
The teacher will approve each page before they begin their final draft
and illustrations.
25.Writing:
Book about the seasons.
Book will include what the four seasons are, the weather in each of the seasons,
different activities that are unique to each seasons, how the seasons affect them,
and how the sun creates the seasons.
26.Assessment: how to you plan to assess if students did accomplish the goals of
the lesson?
The students will be able to identify the key details needed for the books
and be able to retell this information in their own words.
Where does this lesson fit in the series of lessons in your unit?
This is the fourth lesson in the unit.
What concepts do students need before this lesson?
The students will need to have the major information about the seasons
such as weather patterns, how the sun creates the seasons, how the
seasons affect us, etc.
What are next steps? How does this lesson prepare students for whats next?
The next step will be to create the final draft of their book, this lesson allowed them
to plan and create the rough draft.
Reflection:
what do you expect to happen in the lesson, why?
The students will plan out what information they want in their books and create a
rough draft. This will be the lesson where they begin to apply all of the information
they have learned over the unit into their informational writing.
Purpose of the lesson?
To plan and draft out their seasons books.

Basic Lesson Template

Grade:

Subject/content
area
Title of lesson

Science and informational writing

My Seasons Book

Goal/Objective

To create an informational book that includes key details about

the seasons and present them to the class.

Standards
Mentor Text:
Reading
Writing (your
models)
Necessary
Resources:
(worksheets,
people,
manipulatives,
etc.)
Technology

RI.2.3, W.2.2, W.2.5, ESS1.B, SC-EP-2.3.2

A Tree for all seasons, The seasons and the sun poem, The
reasons for the seasons, cause and effect paper on the seasons,
article on how the seasons affect us. (This will be used as
references during this lesson)
Writing paper, crayons, anything to decorate books with.

Procedures
27.Focus/Bell Work/Hook: how do you plan to get the students attention and focus
on the topic/content?
Have the students review the rough drafts of their books, ask them if
they can think of anything they may want to add.
28.Introduction of concept/goals/standards
Remind the students of all the text they have read and all of the papers
they have wrote on the subject of the seasons. Tell the students that
they have all of the information that they need to include in the books
and they just need to pull from what they already know.
Have the students discuss in groups things that they may want to have
in their books.

29.Steps of the lesson: whole group, small group, individual work and
expectations for each step
Students will begin the lesson by reviewing the rough drafts of their
books and try and find anything they may want to add. They will have
all of the papers and posters that they have already created to use as a
reference while reviewing their papers.
Then the students will break up into groups and discuss with their
groups what they have wrote and share their thoughts on the other
students book.
After this they will present the books to the teacher and the teacher will
look over the draft and give feed back or approve it for them to begin
their final copy.
The final copy will consist of the information about each season, each
seasons weather, activities you can do in each season, and how the sun
has an effect on each season.
After the students have wrote their passages for their books the
students will illustrate their books.
After the books are complete the students will present them to the class
and explain why they included the information in their books.
30.Writing:
The final draft of their book about the seasons which includes
information about each season, the weather for each season, how the
sun creates the seasons, and how the seasons affect us.
31.Assessment: how to you plan to assess if students did accomplish the goals of
the lesson?
The final product of their seasons book and the students presentation
justifying why they put certain information into their books.
Where does this lesson fit in the series of lessons in your unit?
This is the final lesson in the unit where the students present all the
information they have learned.
What concepts do students need before this lesson?
General information on the seasons, the weather for each season, activities in each
seasons, how the seasons affect us, and what crates the seasons
What are next steps? How does this lesson prepare students for whats next?
This is they final lesson, the students will present what they have learned and write a
booklet about the seasons
Reflection:
what do you expect to happen in the lesson, why?
Students to complete their informational writing on the seasons and
show an understanding about the seasons and their importance.
Purpose of the lesson?
To display the students knowledge of the season in a writing piece.