Exploring Seasons

Lesson Overview

Year Level: Year 1
Subject: Humanities and Social Sciences (HASS)
Duration: 60 minutes
Class Size: 18 students

Curriculum Area: Geography - Places and Spaces
Australian Curriculum Focus: Students will understand that weather and seasons affect daily life (ACHASSK032).
Objective: By the end of this lesson, students will be able to identify the four seasons and understand that different events occur in each season.

Materials

• Book: All Through the Year by Jane Godwin and Anna Walker
• Whiteboard and markers
• A4 paper and coloured pencils
• Large calendar showing seasons
• Paint sticks and small pieces of card (for making a seasonal 'event' card)

Lesson Structure

Introduction (Whole Class - 15 minutes)

1. Welcome and Introduction (5 minutes)

   • Gather students on the mat.
   • Briefly discuss the concept of time passing and how we mark changes with the seasons.
   • Prompt question: "What do you do differently in winter than in summer?"

2. Read Aloud (10 minutes)

   • Read the book All Through the Year.
   • Pause occasionally to ask predictive questions or connect to students' experiences, e.g., "Who has seen leaves change colour in autumn?"

Exploration (Whole Class - 10 minutes)

1. Discussion on the Mat

   • Discuss key events from the book that occur in each season.
   • Use the large calendar to visually connect the months to their seasons in Australia.

2. Draw from Prior Knowledge

   • Ask children to share what they know about each season. Record answers on the whiteboard. Encourage them to mention activities, clothing, and weather.

Activity: Creating Seasonal Event Cards (Small Groups - 25 minutes)

1. Group Instructions (5 minutes)

   • Divide students into four groups. Assign each group a season: Spring, Summer, Autumn, Winter.
   • Explain that each group will create a card representing activities or events in their assigned season.

2. Creating the Cards (15 minutes)

   • Provide each group with A4 paper and coloured pencils.
   • Ask them to draw or colour scenes or activities specific to their season.
   • Encourage creativity: summer can include beach scenes, and winter can include playing in puddles.
   • Circulate and engage with each group, asking questions and providing assistance.

3. Group Presentations (5 minutes)

   • Each group presents their completed card. They describe the represented season and activities/events linked to it.
   • Encourage the rest of the class to ask questions or provide additional ideas.

Conclusion (Whole Class - 10 minutes)

1. Reflect and Connect

   • Re-gather on the mat.
   • Review the four seasons using the calendar and highlight key points from the group presentations.
   • Discuss how seasons impact students' lives in Australian contexts.

2. Wrap-up Activity

   • As a class, vote on what the class’s favourite season is and discuss why.

Assessment and Reflection

• Observation: Note student participation and engagement during discussions and activities.
• Reflection: Ask students to think about their favourite activity in each season. Encourage them to bring photos or items related to their favourite season for the next class show and tell.

By providing both whole class and small group activities, this lesson caters to diverse learning styles and encourages active participation, helping Year 1 students in Australia to grasp the concept of seasons effectively.