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Four Seasons Lesson Plan

Unit topic or theme: Seasons

Grade Level: 4th
Teacher: Tatiana Nita
Scoala Gimnaziala C.A. Rosetti, Buzau
Lesson Objectives:

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:

Class discussion/ brainstorming

Group work
Computer activity
Story of the four seasons

Instructional Materials:

Poster paper, markers, crayons, scissors, glue, colored construction paper,

Theoretical Perspective:
This is important to teach students 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:

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:

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.
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 students 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
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 students will be allowed to walk around and see each others work.
Closure: Ask students to share within their group their favorite season and why it is their
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.
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.
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.