Four Seasons Lesson Plan
Unit topic or theme: Language Arts, Earth Science
Grade Level: 2nd
Lesson Objectives:
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Students will be able to identify the four different seasons and state facts
about each season.
Students will be able to associate pictures with the four different seasons.
Students will be able to brainstorm the different characteristics of each
season.
Instructional Technique:
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Class discussion/ brainstorming
Group work
Computer activity
Story of the four seasons
Instructional Materials:
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Books
Poster paper, markers, crayons, scissors, glue, colored construction
paper, magazines
Computers
Theoretical Perspective:
This is important to teach student’s because they have to be aware of the
movement of the earth and Mother Nature. It is necessary to learn about the
different characteristics that are involved in each season. It is also important to
be able to distinguish the different seasons from one another and when each
season starts and ends.
ISTE Standards:
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Use input devices.
Demonstrate positive social and ethical behaviors when using technology.
Use technology resources for problem solving, communication, and
illustration of thoughts, ideas, and stories.
Curriculum Frameworks:
Standards:
3: Describe the weather changes from day to day and over the seasons.
5. Identify some events around us that have repeating patterns, including
the seasons of the year, day and night.
Procedure:
Introductory Activity: Tell the students about the four seasons (spring, summer,
fall, winter). Then begin to tell them why we have the four seasons (the causes of
them). For example, we have the four seasons because of the tilt in the earth and
the rotation of the axis. Read a book to the students about the four seasons.
After reading the book get students to think about the lesson by asking questions
about the book. Tell them characteristics in each season (weather, dates the
seasons start and end etc.)
Developmental Activity: Develop a class discussion. Ask the student’s to
brainstorm characteristics of each of the seasons. The teacher will make a chart
on the board and have separate boxes for each season (winter, spring, summer,
fall).
Students will get into groups and come up with some descriptive words about
each of the seasons. The teacher will then call on the different groups and write
on the board their ideas.
Once this is done, the students will be required to make their own poster (one per
group). They will divide their poster into four sections for each of the four
seasons. By using construction paper, magazines and self drawing they will
create a piece of art work that best describes each of the season.
The students will be allowed to tape their finished products on the wall in the
classroom. All of the student’s will be allowed to walk around and see each
other’s work.
Closure: Ask student’s to share within their group their favorite season and why
it is their favorite.
After the lesson the students will need to go onto a computer and go on our
interactive website “Exploring through the Four Seasons”. This will show how
well they learned the seasons. Each student will be given a piece of paper to
record how many tries it took them to get the right answer for each question. This
will be done individually for better assessment. When they are done with the
activity they will call the teacher over to report how they did.
Adaptations:
For students with special needs and ESL learners they will be allowed to have
more time to work on the lesson. However, pairing into groups will also be
beneficial for these students as well. Struggling readers will be guided by an aid
or by the teacher.
Evaluation:
A. The students will be assessed by the knowledge in their poster. The website
activity will also determine how well they learned the four seasons. Their
knowledge in brainstorming will reflect on their participation during class
discussion. This will help us get an idea of what they already know about the
seasons and what they still need to know.
-This will be documented by displaying their posters around the room for children
to examine along with parents when they come in for conferences. A lot of
documentation will be on their poster and what they draw and write about each
season. This lesson will be taught during the beginning of the school year
therefore will be kept as documentation to see their progress throughout the
year.
B. Concerns or questions about the lesson: A main concern is that if there are
any children that are blind they will have a hard time completing this lesson. We
rely on a lot of visual activities in this lesson that would not accommodate these
students. We would have to include an audio tape for these students. Another
concern is that there may not be enough computers for al the students which
could cause many problems. Therefore, the lesson would need to be done in a
classroom where there are sufficient computers to accommodate everyone.