Grade One Science  March 1 - April 12, 2019 

Unit 3 of 3: Seasonal Changes - Spring  Kyla Sacrey 

Unit Name: Seasonal Changes - Spring

Unit Length: 7 weeks at roughly 30 minutes per week

General Outcome(s): ​Students will...

1-6: Describe seasonal changes, and interpret the effects of seasonal changes on living things.

Date SLO(s) To-Print / Materials Learning Activity(/ies)

1. Describe the regular and predictable ❏ Student Booklets (to be 1. Show images of spring scenes and ask students what they notice
cycle of seasonal changes: used for each lesson) about spring that is different from winter, summer, or fall.
● Changes in sunlight ❏ Weather Tracking Sheet 2. Tell students that each day we are going to track the weather so
● Changes in weather (laminated to be coloured that we can make sure we are paying attention to the changes
each day) that occur in Spring.
4. Record observable seasonal changes ❏ Images of Spring PPT 3. Read the spring weather page as a class in the Student Booklet.
over a period of time. slides Have students trace the indicated words and cut and paste the
images with the description of the weather that corresponds.
4. ​If students finish early​, they can decorate their cover page.
March 1
(30 Student booklet page 1
min)
Assessment:
4​ - Students can easily point to and name differences between the seasons. They understand that things occur on a seasonal basis and that seasons
are cyclical.
3​ - Students can point to differences between the seasons and know that things happen on a seasonal basis.
2​ - Students can point to differences between the seasons but do not show an understanding of the things that happen only in certain seasons.
1​ - Students struggle to notice significant differences between seasons.

Differentiation:​ Having students focus on the vocabulary used to describe seasonal events and changes will help them build their understanding
of the things happening around them.

1. Describe the regular and predictable ❏ Apple Trees mini booklet 1. Tell students that for this class we will be discussing the way that
March 8
cycle of seasonal changes: ❏ Images of spring vs. plants change in the spring.
(30
● changes in sunlight Winter PPT slides 2. Show images of spring and winter scenes (or go outside if the
min)
● changes in weather ❏ Parts of a plant poster weather permits) and create a venn diagram as a class of the

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Grade One Science  March 1 - April 12, 2019 
Unit 3 of 3: Seasonal Changes - Spring  Kyla Sacrey 

❏ seeds similarities and differences between plants during the two

2. Identify and describe examples of ❏ potting soil seasons.
plant and animal changes that occur ❏ pot for flower 3. Together, read page two of the student booklet and fill it out.
on a seasonal basis: 4. As a closing activity, we will plant a class plant to be observed
● changes in form and appearance over the next few weeks!
● changes in location of living 5. Complete the ​Apple Trees Through the Seasons​ mini booklet
things
● changes in activity
● production of young on a
seasonal basis

4. Record observable seasonal changes

over a period of time.
Student booklet page 2

Assessment:
4​ - Students can easily point to the changes that happen in plants during the spring. They understand that plant life, like the seasons, is cyclical.
3​ - Students can point to the changes that happen in plants during the spring. They understand the general life cycle of a plant.
2​ - Students can point to the obvious changes that happen in plants during the spring but do not show an understanding of a plant’s life cycle.
1​ - Students struggle to point to the changes that happen in plants during the spring or other times of the year.

Differentiation: ​Having students compare and contrast is an important skill that will help them assess differences as we go through the unit. It
will also help students who are visual learners.

1. Describe the regular and predictable ❏ Black Bears mini booklet 1. For this class, we will be focusing on the changes that happen for
cycle of seasonal changes: ❏ Baby animals PPT slides animals in the spring.
March
● changes in sunlight 2. Show images of the baby animals for students to look at and ask
15
● changes in weather questions about.
(30
3. Read and complete page 3 of the student booklet together.
min)
2. Identify and describe examples of 4. Complete the ​Black Bears Through the Seasons​ mini booklet
plant and animal changes that occur on a
MAY
seasonal basis: Student booklet page 3
NEED
● changes in form and appearance
EXTRA
● changes in location of living
TIME
things
● changes in activity

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Grade One Science  March 1 - April 12, 2019 
Unit 3 of 3: Seasonal Changes - Spring  Kyla Sacrey 

● production of young on a
seasonal basis

4. Record observable seasonal changes

over a period of time.

Assessment:
4​ - Students can easily point to the changes that happen in animals during the spring. They understand that animal life changes during each season.
3​ - Students can point to the changes that happen in animals during the spring. They understand the general patterns of the animals discussed in
class.
2​ - Students can point to the obvious changes that happen in animal behaviour during the spring but do not show an understanding of animals
living patterns over different seasons.
1​ - Students struggle to point to the changes that happen in animals during the spring or other times of the year.

Differentiation: ​Understanding that animal behaviour changes during the seasons will help students understand that human behaviour changes
during the seasons as well. Focusing on only a few animals will help students remember the concepts more than the specifics.

1. Describe the regular and predictable -chart paper & makers 1. Tell students that just like animals and plants change during the
cycle of seasonal changes: -optional: templates for seasons, people do too! Ask if students can think of anything that
● changes in sunlight students to cut and paste to people do differently during the spring than during other
● changes in weather dress their silhouette in their seasons.
booklets (otherwise they can 2. Complete pages 4 and five of the Student Booklet (​Clothing in
2. Identify and describe examples of just be drawn and coloured) the Spring)​
plant and animal changes that occur 3. Ask a class, draw a picture of the clothing that we should be
on a seasonal basis: wearing for today’s spring weather.
March ● changes in form and appearance
22 ● changes in location of living
(30 things
min) ● changes in activity
● production of young on a
seasonal basis

3. Identify human preparations for

seasonal change and identify
activities that are done on a seasonal
basis. Student booklet pgs 4-5

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Grade One Science  March 1 - April 12, 2019 
Unit 3 of 3: Seasonal Changes - Spring  Kyla Sacrey 

Assessment:
4​ - Students can easily point to the changes that people make during the spring. They understand that our lives change with the seasons.
3​ - Students can point to the changes that people make during the spring. They understand the general reasons for these changes.
2​ - Students can point to the obvious changes that that people make during the spring but do not show an understanding of why people make
changes.
1​ - Students struggle to point to the changes that people make during the spring or other times of the year.

Differentiation: ​The lesson sequencing and visuals will help students apply the idea of cyclical changes to their own lives. Students can show
their understanding through their booklet or orally.

1. Describe the regular and predictable
cycle of seasonal changes:
● changes in sunlight
● changes in weather
2. Identify and describe examples of
plant and animal changes that occur on a
seasonal basis:
● changes in activity
-Chart paper & markers
Student booklet page 6
1. Brainstorm a list of seasonal spring activities as a class.
2. Have students complete page 6 of the student booklet (read it
together).
3. Tell students to try to keep their responses secret because once
they are done writing they will play a small game of charades
where they try to guess the spring activity that their partner is
acting out.

March 3. Identify human preparations for

29 seasonal change and identify
(30 activities that are done on a seasonal
min) basis.

Assessment:
4​ - Students can easily point to the activities that people do during the spring. They understand that some activities are seasonal and can articulate
why.
3​ - Students can point to the activities that people do during the spring and they understand that some activities are seasonal.
2​ - Students can point to the obvious activities that people do during the spring but do not show an understanding of why people do different
things during different times of the year.
1​ - Students struggle to point to the activities that people do during the spring or other times of the year.

Differentiation: ​Students can show their understanding through their booklet or orally during whole class discussion.

April 5 1. Describe the regular and predictable -PPT (or picture book) 1. Complete page 7 of the student booklet (reading it together as a

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Grade One Science  March 1 - April 12, 2019 
Unit 3 of 3: Seasonal Changes - Spring  Kyla Sacrey 

(30 cycle of seasonal changes: information about Easter and class).

min) ● changes in sunlight Earth Day 2. Discuss things that we associate with Easter and with Earth Day
● changes in weather Student booklet page 7 and have students record them on the lines provided.

2. Identify and describe examples of

plant and animal changes that occur on a
seasonal basis:
● changes in activity

Assessment:
4​ - Students can easily point to the events that people celebrate during the spring. They understand that some events are seasonal and can articulate
why.
3​ - Students can point to the events that people celebrate during the spring and they understand that events are seasonal.
2​ - Students do not show an understanding of why people celebrate different events during different times of the year.
1​ - Students struggle to point to the activities that people do during the spring or other times of the year.

Differentiation: ​Students can show their understanding through their booklet or orally during whole class discussion.

1. Describe the regular and predictable -Optional (depending on how 1. Go through the booklet together as a class and ask students to
cycle of seasonal changes: the unit progresses): Student review the key points from each page.
● changes in sunlight Spring Self Assessment Sheet 2. Have students complete the Spring Review “flipbook” activity on
● changes in weather pages 8-9 of their booklet.
3. Time permitting: students can colour all the signs of spring on the
2. Identify and describe examples of plan final page of their booklet.
and animal changes that occur on a
seasonal basis:
April 12
● changes in form and appearance
(30
● changes in location of living
min)
things
● changes in activity
● production of young on a
seasonal basis Students booklet pages 8-10

Assessment:
4​ - Students can easily point to and name differences between the seasons as they relate to plants, animals, and people. They understand that things
occur on a seasonal basis and that seasons and the events that correspond with them are cyclical.

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Grade One Science  March 1 - April 12, 2019 
Unit 3 of 3: Seasonal Changes - Spring  Kyla Sacrey 

3​ - Students can point to differences between the seasons as they relate to plants, animals, and people. and know that things (like certain activities
and events) happen on a seasonal basis.
2​ - Students can point to differences between the seasons as they relate to plants, animals, and people but do not show an understanding of the
things that happen only in certain seasons.
1​ - Students struggle to notice significant differences between seasons.

Differentiation: ​Students can show their understanding through class discussion or in their booklets.

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