Science.1.9
The student is expected to describe and predict the patterns of seasons of the year such as order of occurrence and changes in nature.
Knowledge and Skills Statement
Earth and space. The student knows that the natural world has recognizable patterns.
Demonstrated Proficiency
Provide students with a simple timeline with four sections. Have students use the timeline to show the correct sequence of the seasons and draw a picture to describe each season under the coordinating section of the timeline. Student timelines should be labeled Spring, Summer, Fall, and Winter. Pictures that they draw should include clear indications of the differences between the seasons. Spring pictures may show newly growing plants. Summer pictures may show people outside in shorts and t-shirts while the sun is high in the sky. Fall pictures might show changing leaf colors on trees, and winter pictures might show snow on the ground.
After students have drawn their timelines, provide them pictures or scenarios. Ask them what season that scenario might be occurring in and why. For example, an image might show a person wearing short sleeves and sandals and eating ice cream in a sunny park. Students would likely identify this as a summer image because the sun is shining and the person is wearing light clothing and eating ice cream. Then ask them what season will come next and how they know. Students should be able to explain that the seasons are predictable and that summer always comes after spring, but before the fall.
Further Explanation
Seasonal patterns include the seasonal weather patterns, leaves changing color, animals storing food for winter, and migration. Another pattern is having more light during the day in the summer than in the winter. A student could predict that some trees will begin to lose their leaves in October or November, and that they will see flowers start to bloom in March or April.
Supporting Information
Research
Harr, Natalie, and Richard E. Lee. “Nature Detectives.” Science and Children 48, no. 3 (2010): 34–39. http://www.jstor.org/stable/43175758.
Summary: "Nature Detectives" describes a year-long study completed in a 1st-grade classroom. It explains the importance of students conducting investigations outside and how this can happen right on their campus. Being outside during this investigation allowed students to ask meaningful questions about nature and observe the life cycles and adaptations of the animals near their school. Students used various science tools to make observations and predictions about seasonal changes. They labeled and drew diagrams to represent their findings. Students worked collaboratively during this project and then discussed their data as a class, with the teacher modeling and scaffolding how the journal entries might look.