THE SEASONS: Spring, Summer, Fall & Winter
Guillermina Delgado
Bent Elementary School
Spring 2007
Fred Hultstrand History in Pictures
Collection, NDIRS-NDSU, Fargo.
The goal of this unit is for students to use and analyze primary sources, read books, and
use technology to name and describe the four seasons. The students will be able to
observe and examine photos that will help them visualize the seasons for them to be able
to explain how seasons change and what happens during each season.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Grade level
Curriculum fit
Materials
Back to Navigation Bar
Students will:
 observe and examine primary sources that exemplify
the changes that occur when the seasons change.
 use primary sources to see, read, and analyze how
and why seasons happen.
 use technology to get information as well as to
produce an assessment evaluation.
6 days
2nd Grade/Bilingual
Science & Language Arts
 Photo Analysis Worksheet
 Spanish Photo A.W.
 Kid Pix 4
 www.windows.ucar.edu/
 Scott Foresman Science Textbook (second grade)
 Books:
o Four Seasons Make a Year
By: Anne Rockwell and Megan Halsey
o What Makes the Seasons?
By: Megan Montague Cash
o Readinga-z.com leveled books: Summer,
Winter, Fall, It is Spring, Changing Seasons,
and Spring is Here
An Adventure of the American Mind
Illinois State University









o Non-fiction books from library
Websites:
www.windows.ucar.edu/
http://www.sfscience.com/spanish/grade_2/unit_C/c
hap_2/index.htm
pencils
photographs from Library of Congress (image table)
computers
printers
checklist
rubric
Illinois State Learning Standards
Back to Navigation Bar
Science:
GOAL 12: Understand the fundamental concepts,
principles and interconnections of the life, physical
and earth/space science.
 12E. Know and apply concepts that describe the
features and process of the Earth and its resources:
o 12. E.1b. Identify and describe patterns of
weather and seasonal change.
 12F. Know and apply concepts that explain the
composition and structure of the universe and
Earth’s place in it.
o 12.F.1b Identify daily, seasonal and annual
patterns related to the Earth’s rotation and
revolution.
Language Arts:
GOAL 3: Write to communicate for a variety of
purposes.
 3.A. Use correct grammar, spelling, punctuation,
capitalization and structure.
o 3.A.1 Construct complete sentences which
demonstrate subject/verb agreement;
appropriate capitalization and punctuation;
correct spelling of appropriate, highfrequency words; and appropriate use of the
eight parts of speech.
 3.C. Communicate ideas in writing to accomplish a
variety of purposes.
o 3.C.1b Create media compositions or
productions which convey meaning visually
for a variety of purpose. (use of available
An Adventure of the American Mind
Illinois State University
technology)
Procedures
Back to Navigation Bar
Day One:
 Begin building background by reading the book:
Four Seasons Make a Year
by: Anne Rockwell and Megan Halsey (this will
introduce the unit) during read aloud time.
 Then, during guided reading groups use the
Readinga-z.com books (in Spanish): Summer,
Winter, Fall, It is Spring, Changing Seasons, and
Spring is Here (depending on their reading level).
 During Science time integrate and begin reading the
chapter on Weather and Climate with the other class
from Scott Foresman Textbook.
Day Two:
 Have the photographs from the Library of Congress
(printed and laminated), then ask the students to
work in their groups.
 Each group will take a set of pictures and categorize
them by season. Once they are in categories they
will chose one photograph to analyze it using the
“Photograph Analysis Worksheet.”-(In Spanish)
Day Three:
 Visit the library and students will be asked to check
out non-fiction books that deal with season and/or
weather.
 The Media Specialist will have them out already.
She will also guide them through the process of
getting to the website from www.windows.ucar.edu/
where they will read the article/page: What causes
the season?-which is available in Spanish and at
three reading levels.
 Once they finish reading they will have to compare
and contrast two seasons using a Venn Diagram in
using the program Kid Pix 4 where they will
compare two seasons.
Day Four:
 Teacher will read aloud: What Makes the Seasons?
By: Megan Montague Cash
 The students will then complete another Photograph
An Adventure of the American Mind
Illinois State University
Analysis sheet for another photograph.
Day Five:
 Teacher will reserve laptops, students will then
partner up and read: “When is the Earth farthest,
closest to the Sun?” from www.windows.ucar.edu/
(Windows to the Universe)
 The students will get to this web site by using the
Library of Congress page “Everyday Mysteries” (the
teacher will guide them through it).
 First go to www.loc.gov, then click on kids, families
link, click on “Everyday Mysteries,” click on
browse other questions, go into
“Meteorology/Climatology” and click on last link
option: “Why is it hot in Summer and cold in
Winter?”
 The teacher will read this as the students follow
along. Then the students will go to Windows of the
Universe website and read with their partners.
Day Six:
 Discuss with students about the seasons and what
causes them to occur.
 This will be a wrap up of the unit.
 The media specialist teacher will ask the students to
use Kid Pix 4 to make a 4 square table in which they
will have to import a picture or clip-art drawing (one
for each season), title each box with the season, and
type/write one to two sentences about that season. T
 This will demonstrate their understanding of the
seasons. (This will be their evaluation.)
Evaluation
Back to Navigation Bar



Extension
Students will complete their 4 block table during
computer/library time with the media specialist.
The rubric found in the rubric section will be used to
asses the students work.
The students will also have a check list that they can
use to check off the work as they complete it during
the duration of the entire unit.
Back to Navigation Bar

Students can go to Scott Foresman’s textbook
website:
www.sfscience.com/EXTENSION
An Adventure of the American Mind
Illinois State University
Here they can chose a language either English or
Spanish to read and complete questions on this topic.
An Adventure of the American Mind
Illinois State University
Primary Resources from the Library of Congress
Back to Navigation Bar
Image
Description
Citation
URL
WINTER:
Image of two
children ice skating
in Lincoln Park in
Chicago, Illinois.
Chicago Daily
News negatives
collection, DN0003285. Courtesy
of the Chicago
Historical Society.
Fred Hultstrand
History in Pictures
Collection, NDIRSNDSU, Fargo.
http://memory.loc.gov/c
gibin/query/r?ammem/cdn
:@field(NUMBER+@b
and(ichicdn+n003285))
Chicago Daily
News negatives
collection, DN00087363. Courtesy
of the Chicago
Historical Society.
http://memory.loc.gov/c
gibin/query/r?ammem/cdn
:@field(NUMBER+@b
and(ichicdn+n087363))
Chicago Daily
News negatives
collection, DN00067849. Courtesy
of the Chicago
Historical Society.
http://memory.loc.gov/c
gibin/query/r?ammem/cdn
:@field(NUMBER+@b
and(ichicdn+n067849))
Library of
Congress, Prints &
Photographs
Division, FSA-OWI
Collection,
[reproduction
number, LCUSF34-028871-D
DLC]
http://memory.loc.gov/c
gibin/query/r?ammem/fsa
all:@field(NUMBER+
@band(fsa+8b37974))
WINTER:
Elevated view of
portion of town in
winter, with snow
on ground. City of
Park River, North
Dakota : winter of
1890.
WINTER:
Image of three
young women
wearing skis and
holding hands,
skiing on snowcovered ground near
Chicago, Illinois.
Trees are visible in
the background.
FALL:
Portrait of Miss
Dorothy Fessenden,
raking a yard in
Highland Park,
Illinois.
FALL:
Farmer raking
leaves. Grundy
County, Iowa.
http://memory.loc.gov/c
gibin/query/r?ammem/ngp
:@field(NUMBER+@b
and(ndfahult+b335))
An Adventure of the American Mind
Illinois State University
FALL:
Boy raking up
leaves on front
lawn, Bradford,
Vermont.
SPRING:
Boys flying a kite in
front of community
center, FSA ...
camp, Robstown,
Tex.
SUMMER:
Grandchildren of
Kenny and Martha
Pettry in the
swimming pool
behind the house.
Children swimming
during the summer
time.
SUMMER:
Glen Echo
amusement park.
Swimming pool
close-up, Glen
Echo.
SPRING:
Cherry trees in
bloom near
Palisade, Colorado;
mature fruit orchard
in spring time with
cherry blossoms.
, Library of
Congress, Prints &
Photographs
Division, FSA-OWI
Collection,
[reproduction
number, LCUSF33-012437-M2
DLC]
Library of
Congress, Prints &
Photographs
Division, FSA-OWI
Collection,
[reproduction
number, LCUSF35-294]
The Coal River
Folklife Collection
(AFC 1999/008).
Library of
Congress, Archive
of Folk Culture,
American Folklife
Center, , CRF-MHC047-17,
http://memory.loc.gov/c
gibin/query/r?ammem/fsa
all:@field(NUMBER+
@band(fsa+8a27260))
Library of
Congress, Prints and
Photographs
Division, Theodor
Horydczak
Collection
[Reproduction
Number; LC-H8241690-001]
Western
History/Genealogy
Department, Denver
Public Library
Colorado 80204.
http://memory.loc.gov/c
gibin/query/r?ammem/hor
yd:@field(NUMBER+
@band(thc+5a48614))
http://memory.loc.gov/c
gibin/query/r?ammem/fsa
all:@field(NUMBER+
@band(fsac+1a34257))
http://memory.loc.gov/c
gibin/query/r?ammem/cm
ns:@field(DOCID+@lit
(cmns001136))
http://memory.loc.gov/c
gibin/query/r?ammem/ha
wp:@field(NUMBER+
@band(codhawp+00070
854))
An Adventure of the American Mind
Illinois State University
Spring:
Tulip garden.
Library of
Congress, Prints and
Photographs
Division, Theodor
Horydczak
Collection,
[Reproduction
Number: LC-H8CT-G01-005 DLC ]
http://memory.loc.gov/c
gibin/query/r?ammem/hor
yd:@field(NUMBER+
@band(thc+5a50994))
FALL:
Harvest display:
fodder shock with
pumpkins and
chrysanthemums.
The Coal River
Folklife Collection
(AFC 1999/008).
Library of
Congress, Archive
of Folk Culture,
American Folklife ,
CRF-WB-C002-07,
http://memory.loc.gov/c
gibin/query/r?ammem/cm
ns:@field(DOCID+@lit
(cmns001320))
An Adventure of the American Mind
Illinois State University
Rubric
Back to Navigation Bar
The Seasons
ID: 180254
Objectives
The student
described in
writing, the
occurrence of each
one of the four
seasons.
The student
imported a
photograph or a
picture from clip art
that depicts the
seasons.
The student
labeled the boxes.
Low Performance
1 point
Shows little or no
understanding of at
least 2 of the
events/seasons
described.
1 point
Pictures do not
correspond with
written work or
season.
1 point
Labels do not
correspond with
seasons/events
described.
The student wrote 1 point
in complete
Wrote using phrases
sentences.
with little or no
meaning.
Average
Exemplary
Performance
2 points
Shows moderate
understanding of 3
events/seasons
described.
3 points
Shows clear
understanding of all 4
events/seasons.
2 points
Pictures somewhat
correspond with
seasons and
event/season
described.
2 points
2-3 labels correspond
to season/events
described.
3 points
Pictures clearly depict
the four
seasons/events
described.
2 points
Wrote at least two
complete phrases
with meaning.
Earned
Points
3 points
All 4 labels are correct
and correspond to
seasons/events
described.
3 points
Wrote in complete
sentences which
include a capital letter
and a period at the
end.
Score:
An Adventure of the American Mind
Illinois State University
Handouts
Back to Navigation Bar
Nombre:_______________
Fecha:__________
Las Estaciones del Año
Primavera
Verano
Otoño
Tarea
Invierno
Pon una
√ si lo
hiciste.
1. Compare dos estaciones usando
un diagrama Venn.
2. Analicé dos fotografías usando
la hoja de análisis.
3. Participe en la discusión del
salón.
4. Complete la tabla de cuatro
cuadros describiendo las cuatro
estaciones e incluí una foto o
dibujo para cada una.
kddkk
An Adventure of the American Mind
Illinois State University
Hoja de análisis de fotografías
Paso 1: Observación
A. Estudia la fotografía por 2 minutos. Fórmate una impresión de la fotografía y
luego examina/fíjate en los pequeños detalles. Luego, divide la foto en cuadros y
estudia cada sección para ver se hay algunos detalles nuevos que sean visibles.
B. Usa la tabla que esta debajo para hacer una lista de personas, objetos, y
actividades en la fotografía.
Actividades
Personas
Objetos
Paso 2. Inferir
Basándote en lo que has observado arriba, escribe tres cosas que puedes inferir de
esta fotografía.
1.__________________________________
____________________________________
____________________________________
________
2.__________________________________
____________________________________
____________________________________
________
3.__________________________________
____________________________________
____________________________________
________
Paso 3. Preguntas
A. ¿En qué preguntas piensas o te hace pensar cuando ves esta foto?
____________________________________
____________________________________
____________________________________
____________________________________
______________________________
B. ¿Dónde podrías encontrar las respuestas ha estas preguntas?
____________________________________
____________________________________
____________________________________
____________________________________
______________________________
Photo Analysis Worksheet
Step 1. Observation
Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual
items. Next, divide the photo into quadrants and study each section to see what new details become visible.
Use the chart below to list people, objects, and activities in the photograph.
Activities
People
Objects
Step 2. Inference
Based on what you have observed above, list three things you might infer from this photograph
1.
2.
3.
Step 3. Questions
What questions does this photograph raise in your mind?
Where could you find answers to them?
Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408