DEPARTMENT OF EDUCATION AND TEACHER DEVELOPMENT

CLINICAL TEACHING
DIRECT INSTRUCTION

ED 468: INTRODUCTORY SUPERVISED TEACHING: __X___

ED 478: ADVANCED SUPERVISED TEACHING: ______
ED 467: INTERN TEACHING: ______
Candidate: Date:
Amanda Lockwood 02/08/17

Content Area: Grade Level:

Science 1
Subject Matter:
Four Seasons
Lesson Content Description:
Seasons happen in the same predictable pattern each year, each season has its own
characteristics, seasons happen because there is more or less sunlight throughout the
seasons with summer having the most sunlight and winter having the least.
This is the first lesson in 10 lesson unit focusing on daily and seasonal patterns.

Instructional Strategies/Method of Delivery: Direct Instruction, Whole Group Discussion

NGSS Standard:
1.ESS.1 Use observations of the sun, moon, and stars to describe patterns that can be
predicted.
1.ESS.2 Make observations at different times of year to relate amount of daylight to the
time of the year.
ELD Standard: (Bridging) 5. Listening actively Demonstrate active listening to read-alouds
and oral presentations by asking and answering detailed questions, with minimal
prompting and light support.
Common Core Lesson Objective:
SWBAT identify basic traits of each of the four seasons and know that our region receives
more sunlight in summer than in winter.

Assessment:
Formative:
Active participation, class discussion and anchor chart, observation, and completed Spring and
Summer sections of flip book.
Summative:
Completed Fall and Winter sections of flip book.
Lesson/Assessment Modifications: ELL: Special Needs
Visual and auditory instructions and modeling, visual and written cues from anchor chart
that will be viewable as an aid through independent practice, 1:1 support as needed.
Technology: Describe the types of technology you will be utilizing in your lesson to create
and enhance instruction
If no technology is used, please explain why.
BrainPop Jr. video describing seasons
Projector to model and guide students through first 2 sections of flip book
LESSON PREVIEW PRIOR TO TEACHING

Prior knowledge required for this lesson/objective success

Basic knowledge of how weather changes through each year (i.e. colder in winter
and warmer in summer)
Review sub-skills required for this lesson/objective
Categorizing

LESSON PRESENTATION

INTO

Step-by-Step Anticipatory Set/Orientation

Activate prior knowledge & diagnostic assessment by asking basic questions about 4
seasons
Introduce lesson topic and advise students will be making their own flip books
about the four seasons
Watch video https://jr.brainpop.com/science/weather/seasons/

Re-state Common Core Content Standard and Objective: Must tie into Assessment

Technology used to create and enhance the introduction to this lesson:

BrainPop Jr. website (internet), computer, & projector

EL: Special Needs Adaptations: Class discussion helps to activate prior knowledge, video
provides visual and auditory support prior to creating anchor chart and asking students
to complete work independently. Anchor chart will provide visual and verbal cues to
complete guided and independent practice.

THROUGH

Step-by-Step Modeling/Presentation of the Objective

Complete Anchor Chart about 4 seasons (teacher ensures to discuss activities for
each season, types of weather, what trees might look like, and types of clothes they
will wear)
Using anchor chart as a reference, model how to complete first page of flip book.

Technology used to create and enhance modeling examples:

Projector

EL: Special Needs Adaptations:

Illustrations to support written terms on anchor chart, class discussions to keep affective
filter low.

Step-by-Step Guided/Structured Practice of the Objective: Gradual Release of

Instruction
Complete the 2nd season with student input.

Technology used to create and enhance Guided Practice examples:

Projector
 EL: Special Needs Adaptations:
1:1 support as needed

Checking for Understanding/Formative Assessment of Each Students

Performance/Closure of Instruction
Complete anchor chart from student input as well as first half of flip book before
having students complete last 2 pages independently.
Rotate through classroom for progress monitoring, to confirm student
understanding and provide 1:1 support as necessary.

Technology used to create and enhance Checking for Understanding:

Projector
EL: Special Needs Adaptations:
1:1 support as needed

BEYOND

Independent Practice/Summative Assessment of Each Students Performance

Students complete final 2 pages of seasons flip book independently.

Final Closure of Lesson: Closure question to reinforce instruction learned

What did we learn about the sun that makes summer hotter than winter?

Technology used to create and enhance Independent Practice:

None

EL: Special Needs Adaptations:

1:1 support as needed

June 2014