Karen Festa- Special Education Teacher
Lesson: The Four Seasons (Two weeks long)
Grade level: Kindergarten
The Four Seasons (Two weeks)
Introduction:
Read The Seasons of Arnold’s Apple Tree by Gail Gibbons. Have you ever wondered why you wake up and see snow on the ground one morning, and then beautiful flowers blooming another morning? The reason that you do not see the same weather conditions every day is because the Earth has seasons. The seasons move in a cycle in the order of spring, summer, fall, and winter. Seasons are changes in weather which last for a certain period of time. The Earth has four seasons. These seasons are winter, spring, autumn, and summer.
Ask: Does anyone know what season it is right now? How do you know?
Goals:
The science unit at the kindergarten level is an introduction to weather. The emphasis in kindergarten will be on observation and description of daily weather changes and patterns. How people are affected by the weather and the identification types of weather and the local weather patterns will be the main focus. The goal of this lesson is to introduce each season and identify characteristics of each season. The students will also learn that the sun is the source of the Earth’s heat and light.
Pre-Activities:
The pre-activities will take place the week prior to introducing the Four Seasons. Each day, the students will learn about a season (summer, fall, winter, spring).

Summer (Monday):
In the summer time, insects buzz and hum from leaf to flower. High in a tree, bird's nests are hidden by green leaves with baby birds in the nest. The days are long, sunny, and hot. At this point, the earth is facing the sun and tilted towards the sun. It is important to remember that while you have summer at your house, other people across the world are having the winter season at their houses.
Clothing for the Summer
Normally, in the summer, shorts, t-shirts, sandals, and sneakers are worn. Sunglasses help to keep the sun light out of your eyes. It is very important to wear sun screen when you are out in the sun. Many people wear bathing suits and go swimming in the summer.
Fall (Tuesday):
Fall is a season when leaves change color and fall off the trees. Another name for fall is autumn. During fall, leaves turn red, orange, yellow, and brown. Bird's nests are empty and dry leaves crunch beneath walking feet. Days grow short and cool, and crops are harvested.
Clothing for the Fall
In the autumn, most people wear pants and a sweat shirt or sweater. The weather is usually cool enough for a jacket too.
Winter (Wednesday):
In the winter, temperatures are colder than any other season. The part of earth experiencing winter is tilted and turned far away from the sun. There may be snow or ice in the weather forecast. Tree branches are bare. Some animals go into hibernation in the winter. Days are short and nights are long. It is important to remember that when you are experiencing the winter season, there are also people experiencing the summer season at the same time.
Clothing for the Winter
Typically, boots, a heavy coat, a scarf, a hat, and warm gloves or mittens are worn. Sometimes snowsuits can be worn too. Indoors, pants and sweaters are the most common pieces of clothing worn.
Spring (Thursday):
In the spring time, days grow longer than they were in the winter, and the temperature begins to feel warmer. Tiny green buds appear on tree branches and flowers burst into bloom. Grass becomes bright green again, after being a dull winter brown. Animals come out of hibernation in the spring.
Clothing for the Spring
In the spring, the weather starts off cooler but then becomes warmer. There is a variety of clothing worn in the spring because of these temperature differences. Sometimes people wear shorts and a t-shirt, while other times they may need pants and a sweat shirt.
The Earth and Sun (Friday):
You will present the sun (a yellow styrofoam ball) to your students and ask them if they know what it is.

Say, this is something very big, very bright, gives us heat and light, and is yellow. It starts
with the letter S. What is it? The next item you will present will be the globe. Give them clues.

Say: It shows different places on the Earth. It is round, has continents, oceans, and
mountains on it. Pull it out and identify it as a Globe. Have children repeat “Globe”. Put by the sun.

Explain to the students that you will be the Earth (globe) and fast-forward through the year.
Start at the current month, hold the globe and rotate it counterclockwise as you
move. Go clockwise around the sun.

Say: It takes 12 months for the sun to orbit around the Earth. Ask the students to guess what “orbit” means. It means circles around. Explain to the children that the Earth rotates as it orbits (circles) the sun. This process takes one whole year.

Point out where Narragansett, RI is located on the globe; put a bright sticky there, and have
children watch again as you rotate around the sun. Ask the children what happens to the sticky as the Earth rotates around the sun. Explain that it turns away from the sun and back towards the sun again.
Sometimes we are facing the sun more than at other times. The more we face the sun, the warmer we are. The more we turn away from the sun, the colder we are. Ask children to show how they look when they’re cold (Lead them by crossing arms and shivering). Ask them to show you how they look when they are hot (start fanning yourself).

Say: We go through different seasons as the Earth rotates the sun. We have four seasons where we live. They relate to where the Earth is around the sun.

Lesson:
Have each student identify the four seasons. Using the classroom smart board, visit the website Google Images. Tell the students they will be creating a “weather mobile” during the week. Ask them to help you select images to print for our weather mobiles. Under the Google search, use words like: “weather symbols”, “weather icons” and “weather seasons.” Also visit the website cute little boy weather clip art. Have the students select images to print for the weather mobiles as well. Talk about the differences we saw in the clip art. Ask the students which kind they liked better and why. Tell the students that they will be able to choose which type of clip art they’d like in their mobiles.
Art/Writing Assignment:
Following the lesson, Take a trip outdoors with the students and help each student collect two sticks that are about the same length. Cross the sticks or twigs to make a plus sign, and wrap the yarn around the spot where both sticks cross. Tie securely, and add another piece of yarn tied to the middle to hang the mobile from. Ask the students to name the four seasons. Once they named all four, discuss what types of weather you might see and feel during each season. Present the children with various clip art photos that they can choose for each season. Have each student label the season on the back of the photo with a marker. Punch a hole in top of each picture and tie to the student’s mobile. Hang the weather mobiles up in a special place in the classroom.
Extension:
Gather the students together at the circle rug. Remind them about the mobile they created and the clip art they chose. Have each student share his/her mobile and point to the side that matches the day’s season. Tell the students that during centers a choice activity at the computer centers will be to play the game “Dress Bobingo!” Explain to them that they need to help Bobingo dress for each season by selecting the correct clothes to wear each time. Demonstrate how to play using the website: http://www.bbc.co.uk/wales/bobinogs/games/game.shtml?1

Modifications:
For students who may have difficulty remembering types of seasons I would provide picture supports through board maker or clip art which depict summer, fall, winter, and spring. I would use picture supports to help students decide which type of season it is currently and which type of season they like best.
For students who have difficulty writing, I would have each season typed on paper and have the students identify the correct season “word” and match it with the appropriate clip art picture for the mobile.
Assessments:
Anecdotal records of teacher observation will be taken during each student’s opportunity to share his/her mobile and by watching them interact with the computer activity. The teacher will look for the following when observing:
· Can the student identify and label each season.
· Is the student able to identify characteristics of each season (sunny, cloudy, hot, windy, longer nights, etc.)
· Are the students able to accurately identify the appropriate clothing for “Bobingo” using the computer program?
Rhode Island Physical Science Grade Level Expectations:
Grade Span Expectations (K-4)
PS2 (K-4) SAE+INQ – 6
Experiment, observe, or predict how heat might move from one object to another.

PS2 (K-2)–6
Students demonstrate an understanding of energy by…
6a describing that the sun warms land and water.
6b describing that objects change in temperature
By adding or subtracting heat.

PS2 (3-4)–6
Students demonstrate an understanding of energy by…
6a describing how heat moves from warm objects to cold objects until
both objects are the same temperature.
6b showing that heat moves from one object to another causing temperature change
(e.g., when land heats
up it warms the air).
PS 2 - Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed.