What's the Season?

Purpose of this lesson is to help students understand how weather can change from season to season.  In Weather 2: What’s the Season?, students focus on the second portion of the benchmark: “things such as temperature and rain (or snow) tend to be high, low, or medium in the same months every year.” Students identify the seasonal patterns in temperature and precipitation. Through guided discussion and using dress-up clothes, students consider the expected temperatures and events of each of the four seasons.  An assessment activity is included in the lesson plan.

Standards & Objectives

Learning objectives: 

Purpose:

To help students understand how weather can change from season to season.

 

Essential and guiding questions: 
  • What do the winter clothes have in common? (They are all heavy and designed to cover and keep the body warm.)
  • What do the summer clothes have in common? (They are all light weight and do not cover as much of the body. They are designed to allow heat to escape.)
  • What other things do we do to keep ourselves comfortable in the winter? (We stay indoors, exercise, use heat to keep our homes warm, etc.)
  • What other ways do we prepare for cold, snowy weather? (We gather wood, build a fire, turn up the thermostat, put more blankets on the bed, go shopping for winter coats, put snow tires on the car, buy a snow shovel, etc.)
  • What other things do we do to keep ourselves comfortable in the summer? (We stay indoors, don’t exercise, seek shade, and go swimming or splash in water from the hose.)
  • What other ways do we prepare for hot weather? (We turn up the air conditioner, take blankets off the bed, buy a fan, etc.)
  • What is it about that activity that allows it to be done only in the given season? (For example, sledding requires snow, and it only snows in winter.)
  • Could that activity be done at other times of the year? Why/why not? (For example, football could be played in the spring, but usually is played in the fall. This is because of tradition and favorable weather. Fall is usually dryer than spring.)
  • What are some other things that make you think of winter? (Examples could include things like holidays [Christmas, New Year], snow, cold weather, etc.)
  • What are some other things that make you think of spring? (Examples could include flowers blooming, lots of rain, warmer weather, etc.)
  • What are some other things that make you think of summer? (Examples could include hot weather, picnics, beach, etc.)
  • What are some other things that make you think of fall? (Examples could include leaves changing color, leaves falling from trees, cooler weather, etc.)
  • How often do seasons occur? (Each season occurs once a year.)
  • Do you notice a pattern, or cycle, to the seasons? (Yes. The pattern is winter, spring, summer, fall and the pattern keeps repeating itself.)

Lesson Variations

Blooms taxonomy level: 
Understanding
Extension suggestions: 
  • Extensions:
  • You can extend the ideas in this lesson by taking your students through the Science NetLinks lesson series on the sky, which encourages students to observe the daytime and nighttime sky regularly to identify sequences of changes and to look for patterns in these changes. The first lesson in the series is Sky 1: Objects in the Sky.
  • Why It’s Essential, from Xpeditions, gets students to think about other aspects of seasonal changes that were not discussed here.
  • From The Weather Dude, the Musical Meteorology site encourages kids to learn about the weather by learning songs about clouds, rain, thunderstorms, etc.

 

Helpful Hints

Materials:

  • A collection of dress-up clothes (include both warm-weather and cold-weather clothes)
  • Colored pencils
  • Rulers
  • Scissors
  •  

References

Contributors: