Day 1 Discussion Guide

Objective

Students will use visual evidence and guided questions to observe and describe how day length changes in the Sonoran Desert during fall, and begin using the term “shorter days.”

Materials

• Sonoran Desert Day/Night Picture Cards
• Chart paper or whiteboard
• Markers
• Vocabulary Sentence Strips

Discussion Flow

1. Activate Prior Knowledge (2 minutes)

• Gather students in a circle. Show a daytime desert image, then an evening image.
• Ask: “What do you notice?”
  • Encourage students to describe colors, shadows, and brightness.
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2. Compare & Contrast (5 minutes)

• Display both pictures side by side.
• Guiding Questions:
  1. “How are these two pictures different?”
     • Listen for answers about light, sky color, sun position.
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  2. “When we look at fall, do you think days get longer, shorter, or stay the same?”
     • Record key words on chart paper: longer, shorter, same.
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3. Introduce Vocabulary (3 minutes)

• Write “shorter days”, “sunrise”, and “sunset” on chart paper.
• Use Vocabulary Sentence Strips to model:
  • “In fall, days are shorter.”
  • “Sunset happens earlier.”
• Have volunteers point to each strip and read aloud.

4. Quick Turn & Talk (5 minutes)

• Pair students. Give sentence frame:

  “In fall, days are ______.”

• One partner speaks; the other listens and then repeats.
• Circulate and offer extra wait time or simplified frames (e.g., “Days are __.”).

5. Share & Record (3 minutes)

• Invite 2–3 students to share their Turn & Talk sentences.
• Record complete sentences on chart paper under “In fall, days are ___.”

Differentiation & Accommodations

• ELL Supports:

• Provide sentence frames and point to picture cards as visual anchors.
• Allow responses in first language then translate.

• Students with IEP/504 Plans:

• Seat near teacher/peer buddy.
• Offer extra processing time; repeat directions.
• Use visual timer to signal transitions.

• All Learners:

• Use gestures when saying vocabulary (e.g., stretch arms wide for “longer”).
• Keep charts and sentence strips visible throughout the lesson.

Next Steps

Tomorrow, students will use their understanding of shorter days to build a paper cactus craft and discuss how light and shadow affect their model.

Day 1 Shorter Days Sorting

Objective

Students will practice sorting visual cards into “Longer Day” and “Shorter Day” categories to reinforce their understanding of how day length changes in fall.

Materials

• Sonoran Desert Day/Night Picture Cards
• Shorter Days Worksheet
• Scissors
• Glue sticks
• Visual timer

Instructions

1. Review (2 minutes)

• Remind students of the term “shorter days.”
• Show one “day” card and one “evening” card; ask: “Which one shows a shorter day?”

1. Sort & Paste (15 minutes)

• Distribute a set of picture cards and a worksheet to each student.
• Model the first sort: glue a daytime card under the “Longer Day” column and an evening card under “Shorter Day.”
• Instruct students to cut apart their cards and glue each card in the correct column on their worksheet.
• Circulate to prompt reasoning: “Why is this a shorter day picture?”
• Use the visual timer to signal halfway and two‐minute warnings.

1. Partner Check (5 minutes)

• Pair students to compare their sorted worksheets.
• Partners ask each other: “How did you decide where to put this card?”
• Encourage descriptive language: “I see a dark sky, so it goes under shorter day.”

1. Share & Reflect (5 minutes)

• Invite 2–3 volunteers to show their worksheet and explain one choice.
• Post a quick class chart: “We know it’s a shorter day when ___.”

Differentiation & Accommodations

• ELL Support: Provide sentence frame on chart paper: “I put this under ____ because ___.”
• Students with Fine‐Motor Needs: Offer pre‐cut cards or allow pointing instead of cutting/gluing.
• Extra Time: Allow students who need more time to finish sorting during centers or free time.

Assessment

• Informally assess each student’s sorting accuracy and their ability to justify choices verbally during partner check and share-out.

Day 2 Cactus Craft

Objective

Students will build a 3D paper cactus model using templates and toothpicks, practice fine-motor coordination, and describe desert plant adaptations using key vocabulary.

Materials

• Cactus Craft Template
• Cactus Craft Step-by-Step Guide
• Green construction paper
• Toothpicks
• Glue sticks
• Scissors
• Markers
• Visual timer

Instructions

1. Review & Vocabulary (5 minutes)

• Display the sample paper cactus and ask: “What parts do you see? Which part keeps the cactus upright?”
• Review stem, spines, and segments on chart paper.

1. Guided Demonstration (10 minutes)

• Show the Cactus Craft Step-by-Step Guide.
• Model each step slowly: cutting segments, folding along the dotted line, inserting toothpicks as spines, and gluing the base to stand.
• Think aloud: “I’m folding here to make the cactus round.”

1. Independent Crafting (10 minutes)

• Distribute templates, paper, toothpicks, and tools to each student.
• Encourage them to follow the guide and sample model.
• Circulate to assist with cutting, folding, and gluing; offer extra wait time and visual cues for ELL and students with IEP/504 plans.
• Use the visual timer for halfway and two-minute warnings.

1. Partner Share & Reflection (5 minutes)

• Pair students to show their cactus and ask: “How many spines did you add? Why did you place them there?”
• Use a sentence frame on chart paper: “My cactus has ____ spines because ______.”
• Invite volunteers to share with the whole class.

Differentiation & Accommodations

• ELL Supports:
  • Use picture icons next to each instruction step for clarity.
  • Provide sentence frames and model responses.
• Fine-Motor Support:
  • Offer pre-cut cactus segments or assistive cutting tools.
  • Provide larger toothpicks or straws as alternatives.
• Extra Time:
  • Allow continuation during centers or next session for students who need it.

Assessment

• Observe each student’s ability to follow steps and assemble the cactus.
• Listen for correct use of vocabulary (stem, spines, segments) during share time.

Day 3 Discussion Guide

Objective

Students will observe and describe how the fall season in the Sonoran Desert compares to fall in other U.S. regions, using comparative language to discuss foliage colors and climate differences.

Materials

• US Fall Regions Poster
• Comparative Discussion Sentence Strips
• Sample photos: desert cacti with fruit, colorful maples (teacher‐provided)
• Chart paper or whiteboard
• Markers

Discussion Flow

1. Activate Prior Knowledge (3 minutes)

• Gather students and display the US Fall Regions Poster.
• Point to Arizona. Ask: “What happens to plants here in the fall?”
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• Then point to a state like Vermont. Ask: “What colors do you think leaves turn there?”
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2. Compare & Contrast (7 minutes)

• Show side‐by‐side photos: a Sonoran Desert cactus and a maple tree with red/orange leaves.
• Guiding Questions:
  1. “How are the plants different in these two pictures?”
     • Listen for differences in color, shape, and leaf presence.
     Potential response blank:
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
  2. “Why do you think leaves change color in some places but not here?”
     • Discuss climate and temperature changes.
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3. Introduce Comparative Vocabulary (5 minutes)

• Write these frames on chart paper using the Comparative Discussion Sentence Strips:
  • “In Arizona, leaves are ___.”
  • “In Vermont, leaves are ___.”
• Model each sentence with fills: “In Arizona, leaves stay green.”
• Have volunteers point to each strip and read aloud.

4. Quick Turn & Talk (5 minutes)

• Pair students and give each pair the two frames:

  “In Arizona, leaves are ______.”
  “In [another state], leaves are ______.”

• One student fills in the first; partner fills the second.
• Circulate to provide visual cues and sentence starters for ELL and IEP learners.
• Provide extra wait time as needed.

Potential Turn & Talk script blanks:
In Arizona, leaves are ______.
In Vermont, leaves are ______.

5. Share & Record (5 minutes)

• Invite 2–3 pairs to share their sentences.
• Record student responses on chart paper under two columns: “Arizona” and “Other States.”
• Reinforce comparative words: different, because, in contrast.

Differentiation & Accommodations

• ELL Supports:

• Provide picture icons next to each sentence strip.
• Allow one‐word or phrase responses if needed.

• Students with IEP/504 Plans:

• Seat near teacher or peer buddy.
• Offer printed sentence frames with fill‐in blank spaces.
• Use a visual timer for each discussion segment.

• All Learners:

• Use gestures to show “compare” (two hands side by side).
• Keep chart paper visible throughout the discussion.

Next Steps

After our discussion, students will practice what they learned by coloring fall leaves and pumpkins in different colors during our coloring activity today. Tomorrow (Day 4), we will use those colors to create a fall collage with construction paper and tissue paper.

Day 3 Coloring Activity

Objective

Students will color fall leaves and pumpkins using warm color hues and practice comparative language by describing their color choices.

Materials

• Fall Leaves & Pumpkins Coloring Sheets
• Crayons or Colored Pencils (red, orange, yellow, brown)
• Comparative Discussion Sentence Strips
• Visual Timer

Instructions

1. Review & Model (3 minutes)

• Display a sample colored sheet.
• Remind students of our comparative phrases: “In Arizona, leaves are ___,” using the Comparative Discussion Sentence Strips.

1. Independent Coloring (15 minutes)

• Distribute coloring sheets and coloring tools to each student.
• Instruct students to color leaves in warm fall hues and pumpkins orange with brown stems.
• Circulate to assist with fine‐motor support, color choices, and prompt language: “I am coloring my leaf ___ because ___.”
• Use the visual timer to signal the halfway point and a two‐minute warning.

1. Partner Share (7 minutes)

• Pair students to exchange their sheets.
• Each student uses the sentence frame: “I colored my ___ (leaf/pumpkin) ___ (color) because ___.”
• Encourage complete sentences and descriptive language.

1. Share‐Out & Reflection (5 minutes)

• Invite 2–3 volunteers to show their sheet and complete the frame aloud.
• Record student responses on chart paper under columns: Arizona and Other States.

Differentiation & Accommodations

• ELL Supports: Provide color word cards and picture icons next to each frame.
• Fine‐Motor Support: Offer thicker crayons or adapted grips; allow scribbling if needed.
• Extra Time: Permit students who need more time to finish during centers or free time.

Assessment

• Observe students’ use of warm fall colors and their ability to use comparative language during partner share and share‐out.

Day 4 Fall Collage

Objective

Students will synthesize their learning by creating a mixed-media fall collage representing both the Sonoran Desert and other U.S. fall visuals, then use comparative language to explain their artistic choices.

Materials

• Collage Background Template
• Construction paper sheets (red, orange, yellow, brown, green)
• Tissue paper squares (red, orange, yellow, brown)
• Tissue Paper Leaf Cutouts
• Glue sticks
• Safety scissors
• Fall Collage Reflection Prompt Cards
• Visual timer

Instructions

1. Review & Model (5 minutes)

• Display samples from previous sessions (cactus model, colored leaves).
• Ask: “What colors and textures did we use for Arizona fall? What about other states?”
• Explain today’s task: glue desert shapes and leafy textures on the background template.

1. Collage Creation (15 minutes)

• Distribute one Collage Background Template to each student.
• Model layering:
  • Glue green construction paper shapes for cacti and desert ground.
  • Add tissue paper leaf cutouts for other-state foliage in warm hues.
• Encourage intentional color choices: green for cacti, red/orange/yellow for leaves.
• Circulate to support cutting, gluing, and composition; use the visual timer for halfway and two-minute warnings.

1. Partner Share (5 minutes)

• Pair students to exchange collages and Fall Collage Reflection Prompt Cards.
• Each student uses a prompt to say: “I used ___ because ___.”
• Reinforce comparative words: in contrast, because.

1. Reflection & Wrap-Up (5 minutes)

• Invite 2–3 volunteers to share their collage and complete a reflection card sentence.
• Record examples on chart paper: “I used ___ because ___.”
• Celebrate how fall looks different across regions and applaud creativity.

Differentiation & Accommodations

• ELL Supports:
  • Provide picture icons on prompt cards.
  • Model sentence frames and allow first-language responses.
• Fine-Motor Support:
  • Offer pre-cut shapes and adapted scissors.
  • Allow folding or tearing instead of cutting.
• Extra Time:
  • Permit continuation during centers or free time for students needing more time.

Assessment

• Observe students’ ability to combine materials and use comparative language during partner share and whole-class reflection.