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Seasons Lesson Plan (Kindergarten) Mary Claire Hardy Day 1 Focus and Review Have pictures of the four seasons on the board and talk about what is in each one of the pictures.

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Day 1Focus and Review

  • Have pictures of the four seasons on the board and talk about what is in each one of the pictures.

  • Ask questions like: “What do you usually see around you in Fall…Winter…Spring…Summer?” and have a small discussion on what happens during the seasons.


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Day 1Objective

  • The learner will be able to identify the four seasons.

  • The learner will also be able to identify and label the apple trees according to the season.


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Day 1Input

  • ReadApple Tree! Apple Tree!by Mary Blocksma, which has to do with the changes the apple tree undergoes throughout the year.

  • Have four columns written on the board; one labeled fall, one labeled winter, one labeled spring and one summer.


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Day 1 Guided Practice

  • Turn to the page in “Apple Tree! Apple Tree!” that shows an apple tree in fall and write (in the “fall” column on the board) the student’s responses about what the tree and leaves look like.

  • Pass out a piece of brown construction paper to each student and have them fold in half “like a book” and trace (on the left side of the folded paper so you can fit two) their arm and hand, including fingers, to make a tree shape. Demonstrate first on my piece of paper at the front.


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Day 1 Guided Practice (cont.)

  • Do this again on the right side of the paper.

  • Have the students cut out each traced tree shape, there should be four.

  • Have them glue the four trees to a light blue piece of construction paper.

  • Pass out the label saying “fall” (already made) to each student and have them glue it under the first tree.


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Day 1 Guided Practice (cont.)

  • Ask the class which colors of tissue paper they think would go with a fall apple tree, then pass out the yellow, red, orange, brown, and green tissue paper to each table. (The colored tissue paper squares represent leaves.)

  • The students may take one tissue paper square at a time, crumble it up, and glue it to the top of the first piece of brown paper. Have the students continue in the same fashion with the other colored tissue paper squares. Encourage students to place some of the tissue squares to look as if they are falling from the tree to the ground.


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Day 1 Guided Practice

  • Turn to the page in “Apple Tree! Apple Tree!” that shows winter and record the student’s responses about what the tree and leaves look like on the board in the “winter” column.

  • Ask which of the materials left would be used with the winter tree. (cotton balls, light green, light pink, hot pink, dark green, red tissue paper)

  • Pass out the label that says “winter” and instruct them to glue it at the bottom of their second tree.


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Day 1 Independent Practice

  • Give each student two cotton balls. Have the students pull the cotton balls apart and glue the cotton to the second tree, as snow, by themselves.


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Closure and Reflection

  • Ask the students what season we are in right now and how they can tell.


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Day 2 Focus and Review

  • Have the seasons columns still on the board and read what was written about fall and winter the day before.

  • Tell them they are going to work on spring and summer trees today.


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Day 2 Objective

  • The learner will be able to identify the four seasons.

  • The learner will also be able to identify and label the apple trees according to the season.


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Day 2 Input

  • Read The Seasons of Arnold’s Apple Tree by Gail Gibbons.


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Day 2 Guided Practice

  • Turn to the page in Apple Tree! Apple Tree! that shows the spring apple tree: Write down (in the “spring” column on the board) the students' responses about what the tree and leaves look like.

  • Have the students glue the spring label at the bottom of the third tree.

  • Pass out the materials for the spring tree: light green, light pink, hot pink tissue paper squares (represents leaves and flower petals).


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Day 2 Guided Practice (cont.)

  • Turn to the page in Apple Tree! Apple Tree! that shows the summer apple tree: Write down the students' responses about what the tree and leaves look like.

  • Pass out the materials for the summer trees: dark red and green tissue paper and the summer labels.


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Independent Practice

  • The students make the spring tree using the materials given by themselves. They should use the same crumble method as with the fall tree.

  • The students should glue the summer label at the bottom of the fourth tree and make the summer tree the same way individually.


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Closure/Reflection

  • Organize students into four groups by what season their birthday falls in.

  • Have each group present the tree that corresponds with that season in front of the class and tell about their trees.


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Citation

  • "Seasonal Apple Trees." Teachershare.scholastic.com/Scholastic. Web. <http://teachershare.scholastic.com/resources/648?id=648>.


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