Seasonal
Sleuths
Overview:
What
are your students' ideas about seasons and change? Find out and then invite
the class to become seasonal sleuths in their schoolyard and neighborhood!
Laying
the Groundwork
Engage students
by having them observe these four seasonal photos. You can click on the
photos and print them or have students look at large versions online.
Each
photo includes the same questions. Discuss them as a class, have students
write responses, or get small groups to discuss them before sharing
their ideas with the class. Finally, ask students to put the photos
in order as they see fit.
Exploration
1. Use students'
observations and ideas as a springboard for discussion. As you explore
their notions about seasons and change, ask some of these questions:
- What
sounds, colors, smells, and sights are part of _____ (season)? (Create
a class chart.)
- What
things do you do during _____ (season) (such as play certain sports
or celebrate holidays)?
- How
does _____ (season) make you feel? What do you like or dislike
about it?
- What
things tell you that seasons are changing? (For instance, How do
we know when we're going from fall to winter?)
- Does
_____ (season) in our community look different than it does in
the picture? How? Why do you think it's different?
- What
changes do you notice happening to plants in _____ (season)? to
animals?
- What
do you think will happen to our tulips over the winter? In the
spring? Why?
2. Use this
this chart (or create a class-size one) to track changes every month
or two beginning in the fall. Fill out as many categories as are practical.
Print a new chart for each round of observations.
Making
Connections
As
students keep track of and reflect on seasonal changes in their own tulip
gardens and school grounds, start to ask them questions that help them
make connections between different factors (e.g., a change in weather
and appearance of buds or insects).
Digging
Deeper: Seasonal Walk
Consider
taking your students on a fall walk in the neighborhood so they can see,
hear, and otherwise experience the season. Bring along containers, such
as paper bags and jars, clipboards and pencils, drawing paper, hand lenses,
thermometers, and so on. Have students draw and otherwise record seasonal
signs they uncover. Invite them to bring back appropriate items to further
examine and discuss in the classroom. (See Collector's
Corner.).
Assessment
Check
that students can discuss changes in weather, natural events, and other
factors associated with the seasons. They should begin to understand
that spring changes in temperature (as the earth is warmed by the sun)
is behind most of these changes.
National
Science Education Standards (K-4)
- Ask a
question about objects, organisms, events.
- Employ
simple equipment/tools to gather data and extend senses.
- Use data
to conduct a reasonable explanation.
- Plants
and animals have life cycles.
- Weather
changes from day to day and over the seasons.
- The behavior
of individual organisms is influenced by internal cues (such as hunger)
and by external cues (such as a change in the environment).
|