Unit Plan Template s1

Unit Plan Template

Note: Type in the gray areas.

Unit Author
First and Last Name / Camille Cherry
Author's E-mail Address /
Course Name(s) / Computers in the Classroom
Course Number(s) / LTEC 4100
Course Section(s) / .021
School City, State, Zip / Denton, Texas, 76201
Instructor Name(s): / Dr. Gerald Knezek

Intel® Teach to the Future 3

© 2001 Intel. All rights reserved.

Intel® Teach to the Future 3

© 2001 Intel. All rights reserved.

Unit Overview
Unit Plan Title / The Four Seasons
Curriculum-Framing Questions
Essential Question / Why are the seasons important?
Unit Questions / What happens during each season?
What activities can we do during each season?
What types of clothes do we wear during each season?
Unit Summary
This is a unit on the Earth’s four seasons. It will focus on the importance of the seasons and what characteristics are related to each season. Students will learn about the four seasons by participating in a class discussion, making a season’s tree for each season, singing songs, creating their own song verse, and doing online activities.

Intel® Teach to the Future 3

© 2001 Intel. All rights reserved.

Subject Area(s): (List all subjects that apply)
Science – Kindergarten
Technology - Kindergarten

Intel® Teach to the Future 3

© 2001 Intel. All rights reserved.

Grade Level (Click boxes of all grade levels that apply)
K-2
6-8
ESL
Gifted and Talented / 3-5
9-12
Resource
Other:

Intel® Teach to the Future 3

© 2001 Intel. All rights reserved.

Intel® Teach to the Future 3

Student Objectives/Learning Outcomes
Student will be able to understand what characteristics are related to each season.
Student will be able to determine what months fall under each season.
Student will be able to determine which season certain activities are related to.
Student will be able to understand the importance of seasons.
Targeted State Frameworks/Content Standards/Benchmarks
§112.11. Science, Kindergarten, Beginning with school year 2010-2011.
(a) Introduction
(4)In Kindergarten, students observe and describe the natural world using their five senses. Students do science as inquiry in order to develop and enrich their abilities to understand scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms.
(C) Weather is recorded and discussed on a daily basis so students may begin to recognize patterns in the weather. Other patterns are observed in the appearance of objects in the sky.
(b) Knowledge and skills
(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:
(A) observe and describe weather changes from day to day and over seasons;
(B) identify events that have repeating patterns, including seasons of the year and day and night;
Procedures
The Four Seasons Unit will be a weeklong learning unit that consists of a different activity each day.
Activity 1 – Whole Class Activity
The class will participate in an in-depth discussion about what they already know about the seasons.
Activity 2 – Individual Activity
Students will participate in a fun hands-on project that involves making four seasons tree, one for each season. It’s a fun arts and craft project that will demonstrate their knowledge of how seasons affect the weather and trees. Once finished, each student will post their tree pictures under the correct season category on a season’s board.
Activity 3 – Whole Class Activity
The class will participate in a game where I think of a season and they will ask questions to try and determine which season it is.
Activity 4 – Whole Class Activity
The class will be introduced to the Seasons Song and watch and listen to the song on YouTube. After listening, the students will create their own original verse for the song.
Activity 5 – Individual Activity
The students will go to the computer lab and play on the Sheppard Software. This will be a fun activity for the students because this software involves interactive and effective learning techniques about the seasons that will help the student become more knowledgeable.
Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)
45 minutes each day for one week.
Prerequisite Skills
Knowledge:
Prior to this unit the student should know that there are four seasons and the names of each season.

Intel® Teach to the Future 3

Materials and Resources Required For Unit

Intel® Teach to the Future 3

Technology – Hardware (Click boxes of all equipment needed.)

Intel® Teach to the Future 3

Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection / Laser Disk
Printer
Projection System
Scanner
Television / VCR
Video Camera
Video Conferencing Equip.
Other:
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM / Image Processing
Internet Web Browser
Multimedia / Web Page Development
Word Processing
Other:

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Printed Materials / Seasons categories, lyrics to songs
Supplies / Manila paper, white paper, markers, crayons, colored pencils, seasons board, tape,
Internet Resources / In class activities
Others
Accommodations for Differentiated Instruction
Resource Student / Teacher/aid assistance and I will utilize the inclusion specialists to offer the students more individualized support.
Gifted Student / During the in-depth discussion I will ask the students more challenging questions about their knowledge about the seasons and I will encourage them to pick the more difficult activities when playing on the Sheppard Software.
The gifted students will also have the option to create a season’s brochure using Microsoft Word to demonstrate their newfound knowledge of the seasons.
Student Assessment
Students’ original song verse and four season’s trees will be graded. The students will also be graded on their participation in the class discussion and participation on the Sheppard Software.

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