Michelle V.
Amanda C.
Four Seasons
1. Given the topic of seasons, the students will find one song for each season and share with the
class.
2. Given a sheet of paper, the students will divide the paper into four sections and draw a picture
of each season, one in each section
Standard: 3.2.2 The weather can be described in measureable quantities and changes from day to
day and with the seasons.
Concepts: There are many songs for each season and everyone has their own idea of what each
season looks like.
Advanced Preparations/Materials: Teacher needs to come up with and find some songs and
songbooks about each season, and have construction paper and a variety of art supplies available
for student use.
Intro: Start the lesson by singing the “Mr. Sun” song. Have everyone else join along with you. If some
students do not know how it goes, teach them with the echo response method; teacher sings then
class echoes. Ask the class, “What season is this song explaining?” Children most likely respond with
summer. Wait for responses; explain that this song is most likely about summer or spring.
Procedure/Method: Divide the class into four groups, each group will receive a season. In these
groups, students will have to come up with as many songs relating to their given season as they can.
After giving them time to think, the groups can share with the class the list of different songs their
group came up with, and sing one of those songs in front of the class. If needed, the groups can use
the songbooks provided to find songs about their season.
After they sing songs, ask the class, “What are the four seasons?” Children most likely respond
spring, summer, fall, winter. Wait for responses and then answer with winter, spring, summer, and
fall. Then ask the class, “In your own words describe what happens in each of the seasons?”
Children most likely respond with spring is rainy and flowers bloom, summer its hot and sunny, fall
leaves change color and fall to the ground, and winter there is snow covering the ground. Wait for
responses and then explain that summer is hot and sunny, fall is where the leaves fall off the trees
and it gets colder, winter is snowy and lakes freeze over, and in spring the snow melts, it rains a lot,
and flowers start blooming. Ask the students to “predict the majority of the students in the class’s
favorite season”. Students will most likely predict summer. Than as a class, tally up everyone’s
favorite season to see what the favorite season in the class is.
They will receive art supplies to make the picture of the four seasons. The teacher will demonstrate
how to fold the paper into four sections for each season and how each season should have one
section of the paper. Aloud ask the students to “classify what pictures would go into each of the
four sections.” The picture with snow is winter, the picture with rain is spring, the picture with sun is
summer, and the picture with changing leaves is fall.
Michelle V.
Amanda C.
Connections: This lesson can connect in with other classes such as music, art, and science. Music
would be connected because of the songs will be singing, art because of the pictures we are making,
and science because it is based off of weather.
Closure: Students can show that class there pictures. They will need to explain each of the seasons
and why they drew what they did. Other students can ask any questions they have about their
classmate’s artwork.
Assessment: Share with the class their pictures. The teacher will grade them using a checklist that
the students have been able to see while producing their pictures.
Modification: For special education students: during the picture activity, have the picture already
made into four sections and ready to go for them. For the gifted and talented students, they should
be able to write one sentence about each section of their picture.
Extensions: They could create a song as a whole class about the weather.
Mr. Sun
Oh Mister Sun, Sun,
Mister Golden Sun,
Please shine down on me
Oh Mister Sun, Sun
Mister Golden Sun,
Hiding behind a tree
Oh Mister Sun, Sun,
Mister Gold Sun,
Hiding behind a tree….
These little children
Are asking you
To please come out
So we can play with you
These little children
Are asking you
To please come out
So we can play with you
Oh Mister Sun, Sun
Mister Golden Sun
Please shine down on me!
Oh Mister Sun, Sun
Mister Golden Sun
Please shine down on me
Oh Mister Sun, Sun,
Mister Golden Sun,
Please shine down on me
Michelle V.
Amanda C.
It’s a Cloudy Day
It’s a cloudy day, and Mr. Sun has gone away
Behind the clouds so high that are floating by
I love to watch the water vapor in the sky
And make the magic pictures that fill my eyes
It’s cloudy day when cirrus, stratus, cumulus come your way
It’s a cloudy day when cirrus, stratus, cumulus come your way
It’s a cloudy day no matter if they’re white or gray
They roll out and in with the breeze or wind I wonder where theyre
Going and where they’ve been?
I wonder where the clouds all start and end?
It’s a cloudy day when cirrus, stratus, cumulus, come your way
It’s a cloudy day when cirrus, stratus, cumulus, come you way
It’s a cloudy day!
Autumn Song
The leaves are turning red and gold;
They tell us it will soon be cold
When will it be warm again
When the leaves comes back again
The leaves are turning dry and brown
The leaves are falling, falling down
When will the spring be seen again
When the leaves turn green again
Let it Snow
Oh the weather outside is frightful,
But the fire is so delightful
And since we’ve no place to go
Let it snow, let it snow, let it snow
It doesn’t show signs of stopping
And I’ve bought some corn for popping
The lights are turned way down low
Let it snow, let it snow, let it snow
When we finally kiss goodnight
How Ill hate going out in the storm
But if you’ll really hold me tight
All the way home I’ll be warm
The fire is slowly dying
And, my dear, we’re still good-bying
But as long as you love me so
Let it snow, let it snow, let it snow
Michelle V.
Amanda C.
Weather
1. Given a weather chart, the students will monitor and record the daily temperature changes by
keeping a weather chart.
2. Given the lesson, the students will explore the weather changes by keeping a weather chart
Standard: 3.2.2 The weather can be described in measureable quantities and changes from day to
day and with the seasons.
Concepts: Students will be able to keep a log of different weather patterns for a period of time.
Advanced Preperations/Materials: The teacher should have a weather chart made up so that the
student can easily graph weather patterns, the students should each have their own graph so they
can graph them as well. There should be one thermometer outside viewable to students, so they
can record the temperature. Have an example of the previous year’s weather and temperature
charts so that the students have something to base their hypothesis on.
Intro: Have the students look outside and “in their own words describe in detail the weather they
see outside the classroom window”. If this takes place in the fall, students will likely respond saying
the leaves are changing colors or there are leaves blowing on the ground. The teacher should give
examples of what weather he/she saw that weekend or earlier in the week.
Procedures/Method: Start by asking the students “Describe what you think that the weather will
look like in the next week?” Using the same example of fall most likely, the students will say next
week will be colder than this week with more leaves. Wait for them to respond and follow it up with
another question. What do you think that the temperature ranges on this graph will be?” Most
likely, the students will have a wide variety of temperatures ranging from 20-80 degrees. Explain to
the students that different seasons have different temperature ranges, in the summer it is hot
whereas in the winter it is cold.
Have the students pull out their weather charts and have them try to figure out what will be on the
x- and y-axis. Ask them “What measurement should on the bottom of each graph?” Most likely the
students will say that they do not know, since they have probably not had much experience with
graphs yet. Wait for response and explain to the students that the days should go on the bottom of
their graphs because that is a constant variable so it will be easier for them to see the changes in the
temperature. Then ask, “Since we know that the days go on the bottom, what measurement will
go on the side of the graphs?” Students will respond saying the temperature. Let them respond and
then respond as the teacher by saying that the variable that changes is either weather or
temperature, so that should go on the side of the graph.
Connection: This lesson can connect with subjects such as math and science. Math is connected by
using charts and learning about the placements of the graphs, and science because of the weather
we are charting.
Michelle V.
Amanda C.
Closure: Students can talk to their partners about how much the weather has changed by looking at
the graphs they have created. The partners can than write down a prediction as to what they believe
that they weather patterns will be like for the next week. The teacher can keep track and then show
the students what the next week’s weather looks like. The group that predicted the closest to the
actual pattern receives an extra credit point.
Assessment: Write a paragraph summarizing what the weather was like for the week. They must
include three different weather patterns that we talked about during the week.
Modifications: For special education students, we can have the dot pre-placed on the chart so they
just have to connect the dots. Gifted and talented students have to explain to the class why it might
be warmer or colder at different times of the day.
Extensions: Have the students check the temperature at the beginning, middle, and ending of the
day to see if there is a difference in temperature at the day progresses.
Michelle V.
Amanda C.
Temperature
100
90
80
70
60
50
40
30
20
10
0
Monday
Tuesday
Wednesday
Thursday
Friday
Michelle V.
Amanda C.
Weather in each season
1. Given the photographs of different seasons, the class will be able to describe what the weather
is like during all four seasons.
2. Given the topic of seasons, the class will be able to create a collage of all four seasons using
different images that correlate with each season.
Standard: 3.2.2 The weather can be described in measureable quantities and changes from day to
day and with the seasons.
Advanced Preparation/Materials: The teacher will have enlarged pictures of all four seasons ready
to share with the class. Magazines, scissors, glue for the collage.
Concepts: Students will be able to identify the seasons by looking at different pictures.
Intro: Bring multiple enlarged pictures of different seasons for the class to study. Ask the students to
describe the pictures, as well as what type of seasons they occur in.
Procedure/Method: Begin by asking the students to “Describe the types of weather patterns that
occur right now?” Students will most likely respond by saying that in the fall, there is leave falling
and temperatures are getting colder. Depending on what season this lesson is being taught, the
teacher will have to adjust the answer to the following season’s weather pattern. Than have, the
students predict, “What will happen in the coming up season?” Students will most likely respond
saying that in winter snowfalls and it get really cold. The teacher will explain the next season’s
patterns depending on what the next season is.
Show the students the photographs of the four different seasons and have them describe what is
occurring in each of the photographs. Have them look at details in the pictures that show what
season it is; example winter= gloves, snowflakes, snow-pants, etc. They should than write a
paragraph of what they see in each of the photographs of the seasons. Ask them the prompt
questions, “Compare and contrast the seasons?” and “Describe your favorite season and justify
why?” Students will most likely say that summer is hottest and winter is coldest and spring and fall
are closest to the same. Their favorite season might be summer because it is warm out and they can
go swimming.
Bring out collage materials and ask the students raise their hands and “Describe in your own words
what a collage is?” Students will most likely respond with collage is a mess of little papers that make
a picture. Let them answer and then respond by saying a collage is an assembly of different
materials to form a new piece of art. We are going to make a collage about the four seasons. Make
sure to include the little details that we talked about earlier when we studied the pictures. Have
them be creative and work as individuals.
Connections: This lesson connects with different subjects including art, language arts, and science.
Art is connected to this lesson because of the collage we are making, language arts is used as the
Michelle V.
Amanda C.
students write down information talked about in class, and science is used when we talk about the
weather.
Closure: Have the students share their collages with the students. The students should share the
different details they put into their collage and why they put them into their art. They should also
explain what their favorite part of each season is.
Assessment: Create a rubric for the collage that the students produce. Have the student’s rate him
or herself on how they think that they did as well as having the teacher rate them on their work and
if it is done with the preset standards given.
Modifications: For special education students, the teacher could have a worksheet made out laying
out the sentences, this way they only have to fill in a word or two about the weather. For the
excelled students, they can read and report deeper on the topic of weather.
Extensions: After talking about the current seasons, the class could go outside and enjoy the current
weather and log about it in their journals.
Michelle V.
Amanda C.
http://www.enchantedlearning.com/language/english/label/seasons/