The Four Seasons

The Seasons – Science Project Lesson Plan

This unit integrates science, art, and dance. Students will have the opportunity to explain the different changes and characteristics of each of the four seasons. They will also draw a scene from their favorite seasons and do creative dance movements to express themselves. By the end of this unit, students will be able to identify the different seasons of the year as well as explain the occurrences and characteristics of each of the seasons. Students will be able to work collaboratively and be able to express themselves artistically.

Name: Diana Pyatigorsky

Subject: Science/Literacy

Grade: First Grade

Lesson Title: The Seasons

Materials:

• Caps, Hats, Socks and Mittens by Louise Borden
• The Seasons Handout
• Paper
• Pencils
• Crayons
• Markers

Pre-assessment of Student Knowledge: Students have strong knowledge of the seasonal changes and have completed a K-W-L Chart demonstrating their knowledge.

Content-Specific Standards:

Science:

Standard 1: Observe and describe weather conditions that occur during each season.

English Language Arts

SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings

Art

Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts and participate in various roles in the arts.

Objectives:

Students will discuss and explain the different changes and characteristics of each of the four seasons.
Students will draw a scene from his or her favorite season of the year.
Students will do creative movements to express themselves as if they were a certain season.

Procedure

Introduction and Motivation:

Teacher will begin a discussion by asking the students if they can name the different seasons of the year.

Students will write and describe the different seasons on the board. (Spring, Summer, Fall, Winter)
Students will name the sorts of occurrences that happen during the different seasons, and what characteristics each have.
Students will brainstorm what things they see, hear, feel, taste and smell during each of the seasons.

Direct Teaching:
Read Aloud of Caps, Hats, Socks and Mittens by Louise Borden
Teacher models personalizing The Seasons Handout and acting out one of the scenes.

Activities:
Using their resources, students will draw pictures of the four seasons using descriptions of the five senses, see, hear, smell and taste. Ex. Snowman, swimming, leaves, rainbow, etc…

Closure 10 min: Students will present their four season’s drawings to the class and act out their scenes.

Assessment: Teacher will assess understanding during conference time and during the share. Ask follow up questions if students are not confident with their explanations. Students will be assessed for their activity participation, their participation as audience members and their working material. Student project work will be reviewed against the rubric below.

Diversity: This lesson continues the work of opening a window into different modalities of learning such as Collaborative and Flexible grouping, scaffolding, varied time allowance, multiple intelligences, varied demonstrations, simulations, use of visuals and role play

Differentiation:

“A hands-on activity supports students who struggle with verbal skills” (Cornett, 2011). Using visual and tactile skills, students that struggle with writing are able to use the images to show that they understand the content. This lesson also supports concreteness of the topic with the use of pictures, labels and names

Student Work: Illustration Rubric