Andrea Heilman
10 October 2014
Title: Weather: The Four Seasons
Grade Level: 3rd
Duration of Lesson: This lesson will approximately take 1 class period.
Content Standard:
E.ES.01.22 Describe and compare weather related to the four seasons in terms of temperature,
cloud cover, precipitation, and wind.
E.ES.01.32 Observe and collect data of weather conditions over a period of time.
Technology Standard:
PK-2.CC.2. use a variety of developmentally appropriate digital tools (e.g., word processors,
paint programs) to communicate ideas to classmates, families, and others.
Goals & Objectives:
Students will be able to compare and contrast the temperature, cloud coverage, precipitation, and
wind of the four seasons.
Students will be able to identify the four seasons.
Students will be able to observe and collect weather related data from all the four seasons.
Students will be able to use a variety of digital tools.
Students will be able to communicate their ideas with classmates and teachers.
Materials Needed: Pencil, paper, journals, magazines, glue sticks, season related books,
computer, and projector.
Anticipatory Set: Read the book “The Four Seasons” By: Mary Rius. Ask questions to help get
children thinking about the four seasons such as:
“Why do we have seasons?”
“What makes the weather in each season change?”
Explain to the children that we have seasons because of the tilt of the Earth as it rotates on its
axis. Tell students that today we will be reading about the four seasons. Then we will talk about
the things that define the four seasons.
Procedure: Students will begin the lesson by having a whole group discussion about the four
seasons. Students will then we put into groups of four. Each group will have 15-20 minutes and
each of the four stations and rotate according to the teacher’s preference.
At each station, the students will work individually to complete the tasks given to them by the
teacher.
Once each station is complete, each student will have the option to share one of the three things
they created (short story, collage, or their three facts.)
Activity:
Weather Journals: Students will all have their own weather journal given to them at the
beginning of the year. We will have scheduled days where we go outside (three time during each
month) and we’ll record what we see in nature. (Colors, temperature, cloud formations,
precipitation, wind, etc.) At the end of the year, we will collect our data from our weather
journals to compare and contrast the similarities and differences of each season.
Stations: Let’s Learn About the Four Seasons!
Station one: Spring; students will do the following at the spring station. Use the magazine
provided to cut and paste things you find in the magazines that represent spring. (Rain drops, sun
shine, flowers, etc.)
Station two: Summer; Read the following books about summer that will help each student
define the characteristics. The Reasons for Seasons (Gail Gibbons), Four Seasons Make a Year
(Anne Rockwell), The Four Seasons (Mary Rius), Four Seasons Series (Nuria Roca).
Station three: Fall; Use the computer (individually or in a group of two) to use one of the three
websites already approved by the teacher to look up facts about fall. Write down three facts
about fall on the worksheet provided.
Station four: Winter; Use the winter word wall to help the students create a story about the
precipitation you find in winter. (Short story- 3 to 4 sentences)
Assessment: The students will be assessed based on the follow checklist rubric. (see next page)
Checklist Rubric: The Four Seasons
Students can identify the four seasons.
Students compare and contrast the weather characteristics of each season.
(wind, precipitation, cloud coverage, temperature)
Student’s share their story, spring collage, or facts they recorded on the overhead projector.
Students use technology (over-head projector) to help illustrate their story,
collage, or facts they recorded.
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