Winter, Spring, Summer & Fall: A Lesson Plan about the Four Seasons

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Objectives:

  • The students will learn about the four seasons.

  • The students will be able to name the date each season begins on.

  • The students will be able to describe the how the season affects the weather.

  • The students will be able to explain how the Earth's angle determines the seasons.

  • The students will develop an understanding that regions near the equator do not experience four seasons.

Questions that encompasses the objective:

  • Think about the four seasons. Which season is your favorite?

  • How would you describe the weather for your favorite season? 

Prepare the Learner: Activating Prior Knowledge. 

How will students prior knowledge be activated?

Warm up by asking students:

  • What do you know about the four seasons?

Common Core State Standards:

  • CCSS.ELA-LITERACY.SL.2.1

  • CCSS.ELA-LITERACY.SL.2.1 B

  • CCSS.ELA-LITERACY.SL.2.4

  • CCSS.ELA-LITERACY.W.2.2

  • CCSS.ELA-LITERACY.W.3.2

  • CCSS.ELA-LITERACY.W.3.2 B

  • CCSS.ELA-LITERACY.SL.3.1

  • CCSS.ELA-LITERACY.SL.3.4

Materials and Free Resources to Download for this Lesson: 

Unit Resources:

Input:
What is the most important content in this lesson?
To reach this lesson’s objective, students need to understand:

  • Why the Earth has four seasons.

  • How the Earth’s angle determines the seasons.

  • Regions near the equator do not experience four seasons.

How will the learning of this content be facilitated?

  • The teacher should begin class by handing out the “Describe the Seasons” worksheet. The worksheet is divided into four boxes, one for each season. In each box, the students need to write words associated with the season. The words can describe the weather, clothing worn, activities done during that season, etc. The teacher should allow the students about 10 minutes to complete the worksheet. Once all of the students have finished the worksheet, the teacher should review some of the words the students wrote. If the teacher prefers, on the board/chart paper draw four boxes and write some of the responses in the boxes.

  • After the activity discussion is done, the teacher will begin presenting the information on weather. If it is possible, project each page of the teacher’s copy of the “All About Weather” Science Journal worksheet onto the board using a projector or put into a PowerPoint document and project.  The teacher’s copy of the journal has certain words/phrases that are bolded red and highlighted. It is important the teacher explain to the students those words/phrases are to be highlighted in their (students) journal. For this lesson, the teacher should review these pages:

  • Pages 54-55: Why Do We Have Four Seasons?

** These pages review how the Earth’s tilt gives us four seasons**

  • Page 56: The Equator and Seasons

**This page reviews why countries near the Equator do not experience all four seasons**

  • Pages 57-58: Seasonal Weather [Activity Sheet]

**These pages review the typical weather for each season**

  • After the information has been presented, the students will participate in the activity “My Favorite Season”. The students can either work individually or with a partner (whichever the teacher prefers. **Note- if the students work in pairs, only one poster board is needed**). Each student will get a “My Favorite Season” notes sheet, cardstock/construction paper, and a poster board. The teacher should instruct the students to first complete the “My Favorite Season” notes sheet. After the students complete the notes sheet, they will create a poster board based on the sheet. The teacher should allow the students about 20 minutes to work on their projects. Once the students have completed the projects, the teacher should reconvene and have the students present.

  • For the closure, the teacher should review what was learned in class about the seasons and go over the key terms and any content that was difficult for the students.

Time/Application
3-5 minutes
Guided Introduction

Review the class/ agenda with the students:

  • Introductory Activity: “Describe the Seasons”

  • Discussion: Science Journal (Pages 54-58)

  • Video: “My Favorite Season”

  • Discussion of Activity

  • Closure

1o minutes

Introductory Activity: “Describe the Seasons”

  • Give each student a “Describe the Seasons” worksheet.

  • Instruct the students to complete the worksheet.

  • On the board or chart paper, recreate the four boxes that are on the worksheet.

  • Once all of the students have completed the worksheet, discuss some of the answers.

  • Write the answers in the boxes you created on the board/ chart paper.

15 Minutes

Why Do We Have Four Seasons? | Equator and Seasons | Seasonal Weather

  • Instruct the students to open to page 16 in their science journals.

  • Project each page of the science journal onto the board either through a projector or PowerPoint presentation.

  • The teacher copy has bolded red and highlighted words. The students will highlight those words in their science journal.

  • Begin presenting the information. The pages that will be presented include: pages 54-58.

15 Minutes

Activity: “My Favorite Season”

  • Hand out the “My Favorite Seasons” note sheet

  • Instruct the students to first complete the “My Favorite Season” notes sheet.

  • After the students complete the notes sheet, instruct the students to create a poster board based on the sheet.

  • Allow the students about 20 minutes to work on their projects before reconvening and having the students present.

10 minutes

Closure

  • For the closure, the teacher should review what was learned in class about the seasons and go over the key terms and any content that was difficult for the students.


Individualized Instruction/Scaffolding

English Language Learners will be supported in this lesson through data-based heterogeneous grouping, verbal and written repetition of new vocabulary words, and multiple representation of vocabulary words through printed images and video.

Ecosystems, Biomes, and Habitats PowerPoint and Activities

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