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In this text set students will be learning about the Earth and the seasonal patterns we observe throughout the year. The standard for this text set is 1-ESS1-2: Make observations at different times of year to relate to the amount of daylight to the time of the year. After this lesson students will be able to demonstrate an understand of the standard stated above. I choose this standard because seasonal patterns of sunrise and sunsets can be observed, described, and predicted. During our morning routine everyday, we have a weather woman or man, look outside and tell us about the weather each day. We observe patterns across the week, and count up how many sunny, cloudy, windy, and rainy days we have each week. It is important for students to understand weather, and weather patterns throughout the year. Living in Upstate New York, we go through four seasons each year. Students need to understand why we have seasonal changes, and how we can observe and predict them.  

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In this text set students will be learning about the Earth and the seasonal patterns we observe throughout the year. The standard for this text set is 1-ESS1-2: Make observations at different times of year to relate to the amount of daylight to the time of the year. After this lesson students will be able to demonstrate an understand of the standard stated above. I choose this standard because seasonal patterns of sunrise and sunsets can be observed, described, and predicted. During our morning routine everyday, we have a weather woman or man, look outside and tell us about the weather each day. We observe patterns across the week, and count up how many sunny, cloudy, windy, and rainy days we have each week. It is important for students to understand weather, and weather patterns throughout the year. Living in Upstate New York, we go through four seasons each year. Students need to understand why we have seasonal changes, and how we can observe and predict them.  

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* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas . Integrated and reprinted with permission from the National Academy of Sciences.

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This text set is designed for students in first grade who will be learning about Earth's Place in the Universe. 

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This text set is designed for students in first grade who will be learning about Earth's Place in the Universe. 

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This narrative book, describes how fall weather affects actions of animals, and the growth of plants. I choose this text because we are entering the month of fall, and this book talks about the weather patterns as well as events during this time period. Students will use prior knowledge from reading The Reason for Seasons by Gail Gibbons. This text includes other important vocabulary such as harvest, leaves, and squirrels. This is the last book I would read to the class for this text set. I would read this book last, because Fall is the season we are currently in now. I would possibly start another unit next week by just focusing on weather patterns and activities we see and do In the Fall.

Questions
1. What are some activities you can do in Fall?
2. Where do the birds go In the fall? Why do they migrate down South?

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This informational book dives into how the position of the Earth relates to the sun and the seasons. I would start the text set off by reading this book aloud to the class. This book sets the tone of the text unit about observing patterns throughout the year. The beginning of the book starts off by explaining how the Sun warms the surface of the planet we live on. Students will need to use some prior knowledge to understand that we live on planet Earth and that the Sun gives off heat from the sky. I choose this text because it goes more into depth on the science area of why we have seasons. Gibbons discusses the Hemispheres, and how Earth spins on an axis. Gibbons uses great illustrations to show students how the Earth spins around the sun and is at different points of the hemispheres.

Questions:
1. During the winter, why is the daylight short? What hemisphere are we In during winter?
2. In what season do we have the longest day of sunlight?

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This predictable book, is about a group of children that put their creativity and teamwork to the test by using a huge snow mound. There are repetitive and rhyming patterns in this book such as rumbling, rattling, rolling, plow and rounding. This book is about a snowy day in the winter, and the kids are anxious to eat, get their warmest clothes on and get on out into the snow. I choose this text because I was instantly joyful after reading this text. It reminded me of snow days when I was a child. However, this book also goes into depth about the weather patterns you see in winter. Such as a snow plow coming by, and uses vocabulary words such as tunneling, hollowed, and snow mounds that will further students knowledge on the season of winter. Students learn about working together, but are also learning about the patterns they see during the winter season. To spark the students prior knowledge, I would reference The Reasons for Seasons by Gail Gibbons. This is the second book I would read to the class.

Questions:
1. What are some fun activities you can do in the winter? Have you ever seen a snow plow come by?
2.

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This informational book explains the fascinating changes that take place in nature each year. This book goes in-depth about why there are four seasons, and the patterns that appear in each season. I choose this text because it directly aligns with the standard that I am teaching. This book also has information on why leaves change color in autumn, migration, and how animals and plants survive in the winter. Throughout reading this text I want students to learn about the patterns during the four different seasons. This text provides knowledge on why we have different seasons on Earth. In the beginning of the book, it discusses northern and Southern Hemispheres as well as the Earth being on a tilt. I would read this book third, to go more into depth about different seasons.
Q uestions:
1. What are the four different seasons we have in New York? What season is before winter?
2. What happens to plants in the summer time?

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1. Climate - the usual temperature or weather in a particular place. (The Reasons for Seasons pg. 18)
I choose to include climate in the vocabulary included because climate is term that is often used when describing the weather. For example, someone may ask "What is the climate in California?" A student may not understand, but knowing that climate and weather are very similar would allow them to be able to answer this question.
I would teach this term by having students bring home a journal each night. For their homework that night, they would draw picture of the climate in their city right now.
2. Seasons- four different times of the year with four different types of weather.
(The Reasons for Seasons pg. 6), Changing Seasons pg. 1) One way I would teach this vocabulary would be by having students fill out a graphic organizer. In LeMaster & Wiliams (2013) it mentions that students colloborated and worked together to create a graphic organizer. Students would work with one other student, and put together in the order the seasons go.
3. Search- looking at someone or trying to find someone. ( Fall, pg.6)
To teach this vocabulary word, students be to go outside and observe the weather going on. Specifically paying attention to the details around them by using their five senses. Students would take a clipboard outside and jot down what they observe.
4.Carefully- being extra kind and cautious to a person or object. (The Place in the Snow, pg.24)
To further understand this vocabulary term, students will describe their favorite season. First they will write three sentences on why that is their favorite season in their journal. Next they will draw a picture at the top as well.
5. Migrate - to move from one place to another place for a certain period of time such as winter. (Changing Seasons, pg. 22) (Fall, pg.10)
To help students understand this term, watching a video on birds migrating to South may provide them with a better example.

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Students will be learning these four big ideas within this text set.
1. 4 different seasons
2.  Daylight savings
3. Weather in the four seasons
4. Earth's place in the Universe

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1. Neuman, S.B., & Wright, T.S. (2013).  Supporting content-rich vocabulary through book reading. All About Words. Teachers College Press, NY, NY.  pp. 62-82
2. Lemaster, J,, & Wilett, V. (2019).  Pushes, Pulls, and Playgrounds. Science & Children, 56(7) 50-56
3. https://www.getepic.com/app/read/9875

** All four of the books I choose I used from get-epic.com**