Seasons
Author: Raegan Barnett Based on lesson by: raegan barnett Date Created: 10/8/2002 8:32:15 PM EST
VITAL INFORMATION
Subject(s): Science
Topic or Unit of Study: Weather and Climate
Grade/Level: 4
Objective: To allow students the chance to become familiar with the role that the Earth and Sun play in the seasons.
Summary: *Students will watch an experiment that illustrates the role of the Earth and Sun in seasons. *Students will be able to discuss characteristics of the sun and the Earth. *Students will be able to draw a picture as well as complete a short writing assignment that explains what their favorite season is.
IMPLEMENTATION
Learning Context: This activity is the second lesson of a weather and climate unit. The first lesson familiarized the children with terms and concepts of weather. This lesson will allow the students to apply some of their terms about weather into particular seasons.
Procedure: * The activity will begin by having a discussion with the children about what they already know about sun and earth. * As a group, we will compare and contrast the characteristics of the Earth and the sun as prepare for our science experiment. * There will be an experiment of the four seasons that will be performed by the teacher. The experiment will show how the tilt of the Earth determines the season. * After the experiment, the children will have a brief review and receive the instructions for their writing/art assignment. * The art assignment is for the children to illustrate a picture of their favorite season and then to write a brief summary about why they chose that season and what are the characteristics of it that they like most. * The assignments will be displayed and shared with the rest of the class.
Sample Student Products: There will be a model of what the finished assignment will look like. The teacher will show them this before they begin.
Collaboration: Students will work collaboratively & individually.
Time Allotment: 1 class period. 40 Min. per class.
Author's Comments & Reflections: Consider what your students already know and what they don't before you begin teaching the lesson. My focus was developed through interviews with my students.
MATERIALS AND RESOURCES
Instructional Materials: We will have the experiment to get us started with the project and also a discussion. Links:  1.  nasa
Resources: Materials and resources: construction paper, writing paper, pencils, markers, colored pencils, flashlight for experiment and a globe.
STANDARDS & ASSESSMENT
Standards: MI- Michigan Curriculum Frameworks • Subject: Science • Strand V: Using Scientific Knowledge in Earth Science In the earth sciences, real-world contexts are often described in terms of systems and subsystems, such as atmospheric systems, crustal systems, solar systems, or galaxies, which are useful in explaining phenomena, including volcanic eruptions, earthquakes, thunderstorms, and eclipses. • Standard V.3: The Atmosphere and Weather All students will investigate and describe what makes up weather and how it changes from day to day, from season to season and over long periods of time; explain what causes different kinds of weather; and analyze the relationships between human activities and the atmosphere. Weather is composed of patterns of moisture, temperature and pressure which move through the atmosphere. • Grade E - Elementary  Performance Benchmark 2: Describe weather conditions and climates. ( Key concepts: Temperature-cold, hot, warm, cool. Cloud cover-cloudy, fog, partly cloudy. Precipitation-rain, snow, hail. Wind-breezy, windy, calm. Severe weather-thunderstorms, lightning, tornadoes, high winds, blizzards. Climates-desert (hot and dry), continental (seasonal changes), tropical (hot and humid), polar. Tools: Thermometer, wind sock. Real-world contexts: Daily changes in weather; examples of severe weather; examples of climates, including desert, mountain, polar, temperate.)  Performance Benchmark 3: Describe seasonal changes in weather. ( Key concepts: Seasons-fall, winter, spring, summer. Real-world contexts: Examples of visible seasonal changes in nature.)
Assessment Plan: The students will be assessed by their project as well as a class discussion
Rubrics: