Seasonal Ecosystems

Overview

This is Lesson 4 of 10 in the unit “Explorers of Systems.” Students examine how seasonal changes affect ecosystems and people, using drawings and simple models (Year 1) and short reports with evidence (Year 5).

Learning intentions

• Students will recognize that seasons change over time and observe weather patterns related to each season.
• Students will explain how seasonal changes affect plants, animals, and habitats.
• Students will describe how seasons affect human activities such as clothing, food, and daily routines.
• Students will communicate their understanding using drawings, models, and age-appropriate writing.

Success criteria

• I can match seasonal changes to what I notice in my environment (sky, temperature, plants, clothing).
• I can describe at least two effects of seasons on living things or habitats.
• I can give an example of how seasons affect people’s choices and activities.
• I can share my learning clearly, either through a labeled drawing (Year 1) or a short report (Year 5).

Curriculum links

• Reading and writing informational texts: use facts and details to explain a topic
• Writing to inform/explain: introduce a topic, use relevant facts, and conclude
• Speaking/listening: present ideas clearly and respond to questions
• Science and studies learning goals: observe and describe change in living systems and communities

Lesson structure (240 minutes)

1. 0–20 min: Warm-up observation walk Both students do a short “season check” indoors or near the home: what can we observe right now? Each student names one visible sign (leaves, shadows, clothing, daylight, weather). Teacher prompts: “What season might this be, and why?”

2. 20–55 min: Seasonal effect mini-lesson (pictures + discussion) Show 4 simple seasonal prompts (spring/summer/autumn/winter) with examples of what changes (day length cues, plant growth/leaf change, animal behaviors like migration/hibernation, and human routines).

• Year 1 focuses on identifying one change they can draw or point to.
• Year 5 focuses on linking changes to causes in the ecosystem (temperature, water availability, food supply).

3. 55–95 min: Year 1 drawing task — “My seasonal ecosystem page” Students create a page with:

• One season title and one weather cue
• Two living things (plant/animal) and how they look/act in that season
• One human effect (clothes, activities, or food). Teacher supports with sentence frames for labels: “In ___, I notice…” “This animal/plant…” “People…”

4. 95–130 min: Year 5 investigation planning — “Evidence map” Students build an “evidence map” with categories: living things, habitat, human activity. They choose one season and collect 3 evidence statements from teacher prompts (or photos/text you provide):

• Evidence 1: what changes in the habitat
• Evidence 2: how living things respond
• Evidence 3: what people do differently. Teacher checks for accuracy and encourages “because” reasoning.

5. 130–175 min: Build a simple model — “System web” Both students make a small system web on paper. Center: the season. Around it: habitat change, plants, animals, and people.

• Year 1 uses arrows and labels (teacher scribes if needed).
• Year 5 writes short explanation lines under each arrow.

6. 175–215 min: Communication time — share and revise

• Year 1 verbally describes their drawing; teacher asks 2 questions and adds one improvement label.
• Year 5 writes a short report (5–7 sentences) with an introduction, 2–3 facts, and a closing statement. Teacher reminds: facts should match their evidence map.

7. 215–240 min: Reflection and quick assessment Students complete a brief “Exit Ticket” in their mode:

• Year 1: draw one seasonal sign and circle one human effect.
• Year 5: write one claim (“Seasons affect ecosystems because…”) and one supporting detail. Teacher reviews and records what each student demonstrated.

Resources

• Seasonal picture cards or printed images (spring/summer/autumn/winter)
• Drawing paper, crayons/colored pencils, markers
• Scissors and glue or tape for the system web
• Printouts: “My seasonal ecosystem page” (Year 1) and “Evidence map + report organizer” (Year 5)
• Sentence frames for Year 1 labels and Year 5 report starters
• Optional: short teacher-provided photo set of local seasonal cues (leaves, sky, clothing examples)
• Timer or schedule cards to support both students
• Clipboards and a quiet spot for independent drawing/writing

Assessment

• Formative: teacher observation during walk and mini-lesson (check for correct seasonal associations and effect statements).
• Product: Year 1 drawing with labels and Year 5 report with evidence-based “because” reasoning.
• Exit ticket: identify at least one ecosystem effect and one human activity effect for each student.

Differentiation

• Year 1 support: provide tracing or pre-written label options; use fewer required elements (2 living things + 1 human effect) and allow verbal responses instead of full sentences.
• Year 1 extension: add a third living thing or include “how it changes” (e.g., “The leaves are…”).
• Year 5 support: reduce report length to 4–5 evidence-backed sentences; provide a word bank (habitat, food, shelter, activity).
• Year 5 extension: require one counterexample or comparison (“In one other season, the effect is different because…”), plus an added concluding sentence that generalizes across seasons.