THE SEASONS: Spring, Summer, Fall & Winter

An Adventure of the American Mind

IllinoisStateUniversity

Guillermina Delgado

BentElementary School

Spring 2007

An Adventure of the American Mind

IllinoisStateUniversity

Fred Hultstrand History in Pictures

Collection, NDIRS-NDSU, Fargo.

The goal of this unit is for students to use and analyze primary sources, read books, and use technology to name and describe the four seasons. The students will be able to observe and examine photos that will help them visualize the seasons for them to be able to explain how seasons change and what happens during each season.

Overview/ Materials/LOC Resources/Standards/Procedures/Evaluation/Rubric/Handouts/Extension

OverviewBack to Navigation Bar
Objectives / Students will:
  • observe and examine primary sources that exemplify the changes that occur when the seasons change.
  • use primary sources to see, read, and analyze how and why seasons happen.
  • use technology to get information as well as to produce an assessment evaluation.

Recommended time frame / 6 days
Grade level / 2nd Grade/Bilingual
Curriculum fit / Science & Language Arts
Materials /
  • Photo Analysis Worksheet
  • Spanish Photo A.W.
  • Kid Pix 4
  • Scott Foresman Science Textbook (second grade)
  • Books:
  • Four Seasons Make a Year
By: Anne Rockwell and Megan Halsey
  • What Makes the Seasons?
By: Megan Montague Cash
  • Readinga-z.com leveled books: Summer, Winter, Fall, It is Spring, Changing Seasons, and Spring is Here
  • Non-fiction books from library
  • Websites:
  • pencils
  • photographs from Library of Congress (image table)
  • computers
  • printers
  • checklist
  • rubric

IllinoisState Learning StandardsBack to Navigation Bar
Science:
GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space science.
  • 12E. Know and apply concepts that describe the features and process of the Earth and its resources:
  • 12. E.1b. Identify and describe patterns of weather and seasonal change.
  • 12F. Know and apply concepts that explain the composition and structure of the universe and Earth’s place in it.
  • 12.F.1b Identify daily, seasonal and annual patterns related to the Earth’s rotation and revolution.
Language Arts:
GOAL 3: Write to communicate for a variety of purposes.
  • 3.A. Use correct grammar, spelling, punctuation, capitalization and structure.
  • 3.A.1 Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.
  • 3.C. Communicate ideas in writing to accomplish a variety of purposes.
  • 3.C.1b Create media compositions or productions which convey meaning visually for a variety of purpose. (use of available technology)

ProceduresBack to Navigation Bar
Day One:
  • Begin building background by reading the book: Four Seasons Make a Year
by: Anne Rockwell and Megan Halsey (this will introduce the unit) during read aloud time.
  • Then, during guided reading groups use the Readinga-z.com books (in Spanish): Summer, Winter, Fall, It is Spring, Changing Seasons, and Spring is Here (depending on their reading level).
  • During Science time integrate and begin reading the chapter on Weather and Climate with the other class from Scott Foresman Textbook.
Day Two:
  • Have the photographs from the Library of Congress (printed and laminated), then ask the students to work in their groups.
  • Each group will take a set of pictures and categorize them by season. Once they are in categories they will chose one photograph to analyze it using the “Photograph Analysis Worksheet.”-(In Spanish)
Day Three:
  • Visit the library and students will be asked to check out non-fiction books that deal with season and/or weather.
  • The Media Specialist will have them out already. She will also guide them through the process of getting to the website from where they will read the article/page: What causes the season?-which is available in Spanish and at three reading levels.
  • Once they finish reading they will have to compare and contrast two seasons using a Venn Diagram in using the program Kid Pix 4 where they will compare two seasons.
Day Four:
  • Teacher will read aloud: What Makes the Seasons? By: Megan Montague Cash
  • The students will then complete another Photograph Analysis sheet for another photograph.
Day Five:
  • Teacher will reserve laptops, students will then partner up and read: “When is the Earth farthest, closest to the Sun?” from (Windows to the Universe)
  • The students will get to this web site by using the Library of Congress page “Everyday Mysteries” (the teacher will guide them through it).
  • First go to then click on kids, families link, click on “Everyday Mysteries,” click on browse other questions, go into “Meteorology/Climatology” and click on last link option: “Why is it hot in Summer and cold in Winter?”
  • The teacher will read this as the students follow along. Then the students will go to Windows of the Universe website and read with their partners.
Day Six:
  • Discuss with students about the seasons and what causes them to occur.
  • This will be a wrap up of the unit.
  • The media specialist teacher will ask the students to use Kid Pix 4 to make a 4 square table in which they will have to import a picture or clip-art drawing (one for each season), title each box with the season, and type/write one to two sentences about that season. T
  • This will demonstrate their understanding of the seasons. (This will be their evaluation.)

EvaluationBack to Navigation Bar
  • Students will complete their 4 block table during computer/library time with the media specialist.
  • The rubric found in the rubric section will be used to asses the students work.
  • The students will also have a check list that they can use to check off the work as they complete it during the duration of the entire unit.

Extension Back to Navigation Bar
  • Students can go to Scott Foresman’s textbook website:

Here they can chose a language either English or Spanish to read and complete questions on this topic.

Primary Resources from the Library of Congress

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Image / Description / Citation / URL
/ WINTER:
Image of two children iceskating in Lincoln Park in Chicago, Illinois. / Chicago Daily News negatives collection, DN-0003285. Courtesy of the Chicago Historical Society. /
/ WINTER:
Elevated view of portion of town in winter, with snow on ground. City of Park River, North Dakota : winter of 1890. / Fred Hultstrand History in Pictures Collection, NDIRS-NDSU, Fargo. /
/ WINTER:
Image of three young women wearing skis and holding hands, skiing on snow-covered ground near Chicago, Illinois. Trees are visible in the background. / Chicago Daily News negatives collection, DN-00087363. Courtesy of the Chicago Historical Society. /
/ FALL:
Portrait of Miss Dorothy Fessenden, raking a yard in Highland Park, Illinois. / Chicago Daily News negatives collection, DN-00067849. Courtesy of the Chicago Historical Society. /
/ FALL:
Farmer raking leaves. Grundy County, Iowa. / Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, LC-USF34-028871-D DLC] /
/ FALL:
Boy raking up leaves on front lawn, Bradford, Vermont. / , Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, LC-USF33-012437-M2 DLC] /
/ SPRING:
Boys flying a kite in front of community center, FSA ... camp, Robstown, Tex. / Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, LC-USF35-294] /
/ SUMMER:
Grandchildren of Kenny and Martha Pettry in the swimming pool behind the house. Children swimming during the summer time. / The CoalRiver Folklife Collection (AFC 1999/008).
Library of Congress, Archive of Folk Culture, AmericanFolklifeCenter,, CRF-MH-C047-17, /
/ SUMMER:
Glen Echo amusement park. Swimming pool close-up, Glen Echo. / Library of Congress, Prints and Photographs Division, Theodor Horydczak Collection [Reproduction Number; LC-H824- 1690-001] /
/ SPRING:
Cherry trees in bloom near Palisade, Colorado; mature fruit orchard in spring time with cherry blossoms. / Western History/Genealogy Department, Denver Public Library Colorado 80204. /
/ Spring:
Tulip garden. / Library of Congress, Prints and Photographs Division, Theodor Horydczak Collection, [Reproduction Number: LC-H8-CT-G01-005 DLC ] /
/ FALL:
Harvest display: fodder shock with pumpkins and chrysanthemums. / The CoalRiver Folklife Collection (AFC 1999/008).
Library of Congress, Archive of Folk Culture, American Folklife , CRF-WB-C002-07, /

Rubric

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The Seasons
ID: 180254

Objectives / Low Performance / Average / Exemplary Performance / Earned
Points
The student described in writing, the occurrence of each one of the four seasons. / 1 point
Shows little or no understanding of at least 2 of the events/seasons described. / 2 points
Shows moderate understanding of 3 events/seasons described. / 3 points
Shows clear understanding of all 4 events/seasons. /
The student imported a photograph or a picture from clip art that depicts the seasons. / 1 point
Pictures do not correspond with written work or season. / 2 points
Pictures somewhat correspond with seasons and event/season described. / 3 points
Pictures clearly depict the four seasons/events described. /
The student labeled the boxes. / 1 point
Labels do not correspond with seasons/events described. / 2 points
2-3 labels correspond to season/events described. / 3 points
All 4 labels are correct and correspond to seasons/events described. /
The student wrote in complete sentences. / 1 point
Wrote using phrases with little or no meaning. / 2 points
Wrote at least two complete phrases with meaning. / 3 points
Wrote in complete sentences which include a capital letter and a period at the end. /
Score: /

Handouts

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Nombre:______Fecha:______

Las Estaciones del Año

Primavera
/ Verano
/ Otoño
/ Invierno

Tarea / Pon una √si lo hiciste.
1. Compare dos estaciones usando un diagrama Venn.
2. Analicé dos fotografías usando la hoja de análisis.
3. Participe en la discusión del salón.
4. Complete la tabla de cuatro cuadros describiendo las cuatro estaciones e incluí una foto o dibujo para cada una.

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An Adventure of the American Mind

IllinoisStateUniversity

Hoja de análisis de fotografías

Paso 1: Observación

A. Estudia la fotografía por 2 minutos. Fórmate una impresión de la fotografía y luego examina/fíjate en los pequeños detalles. Luego, divide la foto en cuadros y estudia cada sección para ver se hay algunos detalles nuevos que sean visibles.

B. Usa la tabla que esta debajo para hacer una lista de personas, objetos, y actividades en la fotografía.

Actividades

Personas

Objetos

Paso 2. Inferir

Basándote en lo que has observado arriba, escribe tres cosas que puedes inferir de esta fotografía.

1.______

2.______

3.______

Paso 3. Preguntas

A. ¿En qué preguntas piensas o te hace pensar cuando ves esta foto?

______

B. ¿Dónde podrías encontrar las respuestas ha estas preguntas?

______

Photo Analysis Worksheet

Step 1. Observation

Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible.

Use the chart below to list people, objects, and activities in the photograph.

Activities / People / Objects

Step 2. Inference

Based on what you have observed above, list three things you might infer from this photograph

1.

2.

3.

Step 3. Questions

What questions does this photograph raise in your mind?

Where could you find answers to them?

Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC20408