Understanding Seasons

Overview

In this 40-minute lesson, Grade 1 students will explore the four seasons: spring, summer, fall, and winter. They will investigate the characteristics of each season, observing changes in weather, nature, and daily activities. Using a collaborative seasonal chart activity, students will connect concrete examples to seasonal changes, meeting Ontario’s Science and Technology curriculum requirements for understanding daily and seasonal changes.

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Curriculum Connections

Ontario Curriculum: Science and Technology, Grade 1 (2007)
Overall Expectation:

• 1.1: Assess daily and seasonal changes in the local environment and describe their effects on plants and animals (including humans).

Specific Expectations:

• 1.1.1: Identify characteristics of different seasons and describe how these changes affect their daily lives.
• 1.1.2: Observe and record changes in natural phenomena (weather, plants, animals) that occur with seasons.
• 1.1.3: Communicate observations using oral language and drawings.

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Learning Goals

By the end of the lesson, students will be able to:

• Name and sequence the four seasons correctly.
• Describe at least two distinguishing features of each season (e.g., temperature, weather, clothing, activities).
• Participate in creating a seasonal chart that visualises key characteristics of each season.
• Use appropriate vocabulary related to seasons (e.g., rain, snow, sun, leaves, flowers).

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Materials

• Large poster board or chart paper divided into four sections for each season
• Markers, crayons, or coloured pencils
• Seasonal picture cards (images of snow, flowers, sun, leaves, animals, activities)
• Weather symbols cut-outs (sun, cloud, rain, snowflake)
• Real object examples if possible (pinecone, leaf, flower, scarf)
• Whiteboard and marker for brainstorm
• “Seasons” song or rhyme (optional, for engagement and recall)

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Vocabulary

• Season
• Spring
• Summer
• Fall (Autumn)
• Winter
• Warm
• Cold
• Rainy
• Snowy

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Lesson Procedure

1. Introduction (5 minutes)

• Gather students in a circle and start with a question: "Can anyone tell me what season we are in right now?"
• Explain briefly that the year is made up of four seasons, each different from the others.
• Sing a simple "Seasons" song or chant to introduce the names of the four seasons.
• Use the whiteboard to write the words: Spring, Summer, Fall, Winter.

2. Explore and Discuss (10 minutes)

• Show the seasonal picture cards one by one, asking students to describe what they see.
• For each card, guide students to identify which season it represents and explain why (e.g., "This is a snowman—when do we see snow? Winter!").
• Discuss weather, typical clothes, activities, and nature in each season. Use real objects to support understanding.
• Incorporate students' personal experiences by asking: “What do you like to do in summer?” or “What clothes do you wear in the winter?”

3. Seasonal Chart Activity (15 minutes)

• Present the large poster board divided into four sections labelled with the seasons.
• Distribute seasonal picture cards and weather symbols among students.
• In small groups or pairs, have students place the cards and symbols in the correct season on the chart.
• Invite each group to explain one or two characteristics they placed on the chart, encouraging the use of seasonal vocabulary.
• Teacher writes short descriptive words or phrases under each picture on the chart with students’ help.

4. Interactive Game (5 minutes)

• Play a quick movement game called “Seasons Freeze”: Call out a season and students act out an activity or pose related to that season (e.g., "Winter" – shiver and pretend to put on a coat; "Summer" – pretend to swim).
• This brings movement and fun reinforcement.

5. Wrap-Up and Reflection (5 minutes)

• Review the completed seasonal chart as a class.
• Ask students to share one new thing they learned about any season.
• Encourage them to observe the season changes outside school and bring one example (a leaf, photo, or drawing) to share in the next lesson.

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Assessment

• Observation: Teacher will monitor participation and accurate identification of seasonal characteristics during discussion and chart activity.
• Student verbal contributions: Listen for use of appropriate vocabulary and correct connection of features to seasons.
• Seasonal Chart: Assess completeness and accuracy of pictures and words matched to the correct season.
• Anecdotal notes: Record individual understanding and ability to express seasonal differences.

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Differentiation and Extensions

• For students needing support: Provide additional visual cues and one-on-one assistance in sorting seasonal cards. Use gestures and modelling.
• For advanced learners: Challenge them to think about how animals and plants change through the seasons and share with the class.
• Home Connection: Send home a simple seasonal observation checklist for families to fill out together.

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Teacher Reflection

• Did students demonstrate understanding of seasonal differences through participation and discussion?
• Were students engaged during the chart activity and game?
• What adaptations might be needed for diverse learners?
• What worked well for introducing seasonal vocabulary in a meaningful context?

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This lesson fosters inquiry and observation skills, connects with students’ lived experiences, and aligns with Ontario’s First Grade Science and Technology strand on daily and seasonal changes, laying the foundation for further investigation throughout the unit.