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WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Kindergarten Standard 2: Earth and Space Science. Students will gain an understanding of Earth and Space Science
through the study of earth materials, celestial movement, and weather.
Objective 3: Compare changes in weather over time.
a. Observe and record that weather changes occur from day-to-day and weather patterns occur from season to
season. SIOP 3
Content Walk-Away:
I will talk about the difference between summer and fall leaves. SIOP 1,10
Language Walk-Away:
I will talk about the difference between summer and fall leaves. SIOP 2,10
Vocabulary: chlorophyll SIOP 9
TEACHER BACKGROUND INFORMATION:
Seasons change as our earth (tilted at 23.5 degrees) revolves around the sun. When we receive more direct sunlight, the
result is summer heat; as the earth tilts away from the sun, we lose heat and experience winter cold. If one hemisphere is
experiencing summer, the opposite is experiencing winter. Midway between the summer and winter solstice (when the
North Pole is pointing as close to or far away from the sun) spring and fall occur.
Fall officially starts at the end of the summer solsticeusually on September 21st or 22nd. The history of fall began with
the time of harvest for people who depended on farming to survive. This time was even called harvest because it was
when fruits and vegetables were ready to be picked and stored.
One major sign of fall is the changing leaves. Leaves change color as a way to protect themselves from the temperatures
of winter. During winter, there is not enough light or water for photosynthesis. The trees begin to stop making food so the
chlorophyll (the green pigment) disappears. Chlorophyll is a dominant color pigment so it hides the other colors. Because
the trees stop making food, photosynthesis stops as well. The chlorophyll in the leaves breaks down allowing the other
colors to finally show.
Sources:
www.crh.noaa.gov/lmk/?n=seasons
www.teach-nology.come/themes/holidays/fall/
www.sciencemadesimple.com/leaves.html
www.uen.org
ASSESSMENT EVIDENCE (What evidence do I need to show
the students have learned the Walk-Away?) 5E-Evaluate
Formative Evidence (checking for understanding throughout the
lesson):
Students are participating in discussions about fall. They are
pointing out the sights and sounds of fall in the story. They are
following the rules on their leaf hunt. They are having
meaningful discussion about the differences in their leaves.
Content Walk-Away Evidence (Summative):
Students will talk about the difference between summer and fall
leaves.
Language Walk-Away Evidence (Summative):
Students will talk about the difference between summer and fall
leaves.
Approx.
Time
2 min
SIOP 26
5 min
SIOP 26
Success Criteria
Students are giving appropriate
examples of experiences theyve
had during fall and sharing
something they learned from the
video. SIOP 16
Assessment Strategy
Ask about how they experience
fall with all 5 senses and listen to
their discussion. Ask a few
students to share one thing they
learned after watching the video.
SIOP 15,30
Success Criteria
Students are pointing out the
colors they see (red, orange,
yellow, brown) and the sounds
they hear (squish, squash,
swoosh, splash, add crunch.)
SIOP 23,24
Assessment Strategy
Students are following the rules
on the rug and being attentive as I
read the story. They are pointing
out the sights and sounds of fall.
SIOP 30
Modification/accommodations:
Behavior: Sit them in places on the rug where they wont be distracted or be a distraction.
ELL: Point to the words while I read them.
HLL: Ask them to point out other examples of different senses they might think of while I read.
7 min
SIOP 26
to class we will be putting the leaves on a graph to see all the different colors we found at our school.
Be sure to stay in the playground. Any questions? SIOP 6,11,16,18,20,21,25
Formative Assessment:
Learning Goal
Students understand that because
it is fall there are different colored
leaves to find outside.
Success Criteria
Students are finding one summer
and one fall leaf.
Assessment Strategy
Students are following rules as
they go on a hunt for colorful
leaves. And they are choosing one
green leaf and one colorful leaf.
SIOP 30
Modification/accommodations:
Behavior: Proximity control. SIOP 5
ELL: Give them examples of the kinds of leaves they will find and choose. SIOP 4
HLL: While they are searching for leaves, ask them if they can see any other, less obvious, signs of fall. For
example, the chilly air, dying plants, etc. SIOP 5
3 min
SIOP 26
Success Criteria
Students hold up their summer
leaf and recognize their fall leaf
color and can place it under the
correct column.
Assessment Strategy
Observe students communicating
with each other about their
leaves. Listen for children
comparing summer/fall, color,
shape, and size. SIOP 30
Modification/accommodations:
Behavior: Place them with children that wont distract them and will keep them focused on what they are
supposed to be talking about. SIOP 17
ELL: Place with partners that can and are willing to help them compare their leaves. SIOP 17
HLL: Partner with children that struggle so they can get the conversation started. SIOP 17
4 min
SIOP 26
3 min
SIOP 26
SIOP Indicators
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills
(reading, writing, listening, speaking)
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Approximately 30 minutes. Video explaining why leaves change color, PowerPoint with book and chart, leaves, tape,
paper for leaf drawings.
REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
I can use the summative assessment data by comparing the pre-test answers to the post-test answers. If the students
did a better job circling just the fall leaves while participating in the post-test, then learning occurred. If students showed
no improvement between the two tests, then either my teaching directions werent clear enough, my lesson delivery was
inadequate, the students truly didnt understand the content, or they didnt truthfully answer the questions as best as they
could.
Formatively, each time I observed students gathering leaves, putting fall leaves on the graph, or just talking about their
fall and summer leaves in general, I was able to witness their understanding of the objective. When students brought me
two fall leaves, it usually took me asking Which leaf is your fall leaf? for them to turn around and bring me back one of
each like they were supposed to. In this situation, as the teacher, I know the activity wasnt clear or they didnt follow
directions, but they still understand the content. Other the other hand, I had students I had to re-teach while standing on
the playground because they still didnt understand there was a difference between summer and fall leaves.
One of the most effective things about this lesson was that it was engaging for the students. They enjoyed learning
about fall leaves and discovering them in a hands-on way. By the end I believe they understood the difference between fall
and summer leaves mainly because they got to interact with them. One positive I can take away from teaching this lesson
twice in my two kindergarten classes, is that I noticed improvements from the AM lesson and the PM lesson.
One improvement I can make for the next time I teach this lesson would be to give the students more opportunities to
use the subject language or vocabulary. Also, I neglected to post or read the walk-away for this lesson so the students were
never explicitly told the direction they would take or where they should direct their focus. One last improvement I could
make is to review the objective again during the closure. Use that time as a last formative assessment for me to ensure
understanding.
Some goals I can set to improve my overall teaching would be to: be precise and clear with any directions I give, be sure
to provide opportunity and encourage students to use the subject language and vocabulary, and create solid, thorough
assessments I can use to truly understand if each individual student understands the content.
Note: You must arrange to have at least 40 minutes to teach your lesson.