Changing seasons

Long-term plan unit: 7 The natural environment

School:

Date:

Teacher name:

CLASS: 2

Number present:

absent:

Theme of the lesson: Changing seasons

Learning objectives(s) that this lesson is contributing to

2.S3 pronounce familiar words and expressions intelligibly

2.R3 recognise and identify some familiar sight words from local environment

Lesson objectives

Learners will be able to:

• name four seasons

• recognise short basic instructions

• identify objects

• describe the pictures

Success criteria

Learners have met this learning objective R3, if they can recognise four seasons and identify 6-8 season pictures.

Value links

• Cooperation Respect : when students work in pairs, they will learn to be polite and respectful to each other

Cross curricular

links

• Knowledge of the world

• Art

ICT skills

Previous learning

Basic vocabulary for talking about the weather and seasons

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Beginning

ORGANIZATIONAL MOMENT

Today we will be learning about the four seasons.

WARMING UP

Teacher has a pile of leaves on a garbage bag located in the middle of the floor in the classroom. When all of the pupils are in the room, the teacher will jump into the big pile of leaves causing excitement among the children.

Teacher offers the children the chance to play in the leaves.

Middle

INTRODUCTION

• Teacher asks pupils to compare the leaves and separate them into four similar characteristic categories.

• Pupils make four groups of different colours: yellow leaves, dark green leaves, light green leaves and brown leaves.

Teacher: They are four seasons!

Pupils watch flash animation- tree in the four seasons.

Teachers comments animation:

Spring has light green leaves on the trees

Summer has dark green leaves on the trees.

Autumn has yellow leaves on the trees.

Winter has brown leaves or no leaves on the trees.

WATCHING

• Pupils watch a video and read a short poem about seasons:

Spring is green.

Summer is bright.

Autumn is yellow.

Winter is white.

PAIR WORKING Listen to the teacher and answer the questions.

Example: How many months are there in a year?

There are twelve months in a year.

1. How many months are there in winter?

2. What colour are the snowflakes?

3. How many months are there in spring?

4. What colour are the trees in spring?

5. How many months are there in summer?

6. What colour are the flowers in summer?

7. How many months are there in autumn?

8. What colour are the leaves in autumn?

Descriptor A learner

• answers the questions;

• counts the months of the year;

• names the colours.

PPT

Flash animation- tree in the four seasons

Pictures

Four seasons video

End

FEEDBACK

Evaluation of the lesson by means of oral feedback from students – images of smiles.

Teacher asks guiding questions:

• Can you name four seasons?

• Can you describe trees?

• Do you know colours of seasons?

• Can you recite a poem about seasons?

Images of smiles

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

ICT links

• More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

• Through feedback task

• through observation of pair working

• through formative task

• White board is used no more than 10 minutes

• Use water based pens

• Health promoting techniques

• Breaks and physical activities used.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.