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The Four Seasons - PDF


									The Four Seasons

 Developed By                           Carol M. Arbing
 Suggested Length                       Lessons #1, #2, #4: 60 minutes
                                        Lesson #3: 30 minutes
 Suggested Grade Level(s)               1, 2
 Subject Areas                          Social Studies, Visual Arts, Language Arts,
                                        Science, Technology

Students will explore various aspects of seasons. They will examine Robert
Harris’ artwork, read children’s literature, and discuss seasonal characteristics,
clothing, activities, and animal adaptations.

Links to Curriculum Outcomes
Students will (be expected to)
   • explore art and artists from past and present (visual arts)
   • demonstrate an understanding that people have changed technology over
      time to meet their needs, wants and interests (social studies)
   • identify and describe examples of interactions among people, technology
      and the environments (social studies)
   • sustain engagement in writing and other forms of representation (drawing,
      role play, plasticine art, collage, etc.) (language arts)
   • investigate and describe daily changes in the characteristics, behaviours,
      and location of living things (science)
   • investigate and describe human preparations for seasonal changes

Links to Telling Stories: Themes / Key Words
   • seasons
   • clothing
   • fads
   • temperate climate

Art Works
   • Beazeley sketchbook, Margaret Beazeley, CAG H-90.8b
   • In Ecouen, Robert Harris, CAG H-1194
   • In an Orchard in the Adirondacks, Robert Harris, CAG H-8143
   • In Charlottetown, Falconwood Park, Robert Harris, CAG H-2154
   • Pressing For the Answer, Robert Harris, CAG H-2229
   •   Mrs. George Rogers “Fairholme”, photo from Harris family album, CAG H-
   •   Untitled, Robert Harris, CAG H-1314
   •   Long Lake, P.E. Island, Robert Harris, CAG H-1106

This unit would be useful for the language arts theme “circular tales” and a
science theme on daily and seasonal changes.

Lesson #1: What Season Is It?
Objective       Using four Harris paintings and the story “Four Seasons for Toby”
                as references, students will list seasonal characteristics and use
                them to compose acrostic poems. Students will use pastels to draw
                a picture of their favorite season, on which they will display their

Related Art Work(s)
   • Beazeley sketchbook, Margaret Beazeley, CAG H-90.8b
   • In Ecouen, Robert Harris, CAG H-1194
   • In an Orchard in the Adirondacks, Robert Harris, CAG H-8143
   • In Charlottetown, Falconwood Park, Robert Harris, CAG H-2154

  • “Four Seasons for Toby, Dorothy”, Joan Harris, 1987
  • chart paper
  • markers
  • pastels
  • 8 1/2” X 14” paper

             1. Read “Four Seasons for Toby” (or another book about seasons).
                Note how the pictures support the text. Ask students:
                • What was the story about?

             2. View Robert Harris’ paintings. Ask:
                • What do the story and paintings have in common?

             3. Name the seasons.
                • Have students brainstorm characteristics of each season. List
                  responses on chart paper.
         4. Survey students:
            If [season’s name] is your favorite, raise your hand. Mark numerical
            results on the chart.
            Ask students:
            • Which season is the favorite? least favorite?
            • Discuss reasons for their choices.

         5. Show and read an example of an acrostic poem about one of the
            seasons (first letter of each line forms a word - a season - when
            read vertically). Have students write a poem about their favorite
            season. Younger students may choose to write a descriptive
            sentence(s) instead of a poem.

         6. Revisit Harris’ works. Define background and foreground. Note
            the many colors used. Brainstorm ideas for simple compositions
            for each season. Have students fold an 8 1/2” X 14” paper in half,
            illustrate their favorite season on one half using pastels, and print
            their poem or sentences on the other half.

         7. Display students’ work with a title banner.

Ideas for Assessment
Note whether students can name and describe characteristics of each season.

Lesson #2: What Are You Wearing?
Objective   Students will explore styles, fads, the impact of weather forecasts
            on what we wear, and the importance of dressing appropriately for
            the weather. Students will make a “clothing collage” to demonstrate
            their understanding of seasonal clothing.

Related Art Work(s)
   • Pressing for the Answer, Robert Harris, CAG H-2229
   • Mrs. George Rogers “Fairholme”, photo from Harris family album, CAG H-

  • books about clothing
  • The Jacket I Wear in the Snow, Shirley Neitzel, 1994
  • magazines
  • scissors
  • glue
  • 8 1/2” X 14” paper
             1. View and discuss the referenced works. Ask:
                • What seasons are portrayed in each piece?
                • How do you know?

             2. Use books to show how clothing styles have changed since the
                Victorian era to the present. Define and discuss “fads”.

             3. Read aloud The Jacket I Wear in the Winter. Review and list the
                winter clothing mentioned. Revisit Harris’ painting. Compare
                clothing worn in each. Ask:
                • Are there similarities?
                • List other examples of seasonal clothing.

             4. Talk together about how weather forecasting impacts what we wear
                (e.g. prediction of rain: rubber boots, rain slicker). Talk about
                technological change and its impact: natural fibers (cotton, wool,
                linen) versus man-made materials (nylon, polyester, thinsulate).
                Technology has made clothing lighter, warmer, water repellent and
                more flexible and breathable.

             5. Have students cut pictures of seasonal clothing from magazines,
                sort by season, and glue them on a quarter folded 8 1/2” X 14”
                paper. If unable to find pictures, students might draw them.

Ideas for Assessment
Note whether students sorted seasonal clothing appropriately.

Lesson #3: Seasonal Activities
Objective       Robert Harris paintings will spark discussion about seasonal
                activities. Students will learn how technology has brought about
                greater participation in activities year round as well as how
                seasonal change affects such participation. A game of charades
                will conclude the lesson.

Related Art Work(s)
   • Untitled, Robert Harris, CAG H-1314
   • Pressing for the Answer, Robert Harris, CAG H-2229

  • chart paper
  • markers
   •   envelopes
   •   sets of suggestions of seasonal activities on cut up sheets of paper

             1. View works referenced above. Ask students:
                • What is happening in each painting?
                • What seasons are depicted?

             2. Discuss how some activities are affected by seasonal change (e.g.
                gardening, picnicking, skiing). Discuss how the weather forecast
                impacts our scheduled activities (e.g. snow days, rain dates for
                class trips, beach plans).

             3. On chart paper, brainstorm activities typical of each season using
                Harris’ paintings to get started.
                Ask students “What if”:
                • I wanted to swim in December?
                • I wanted to ice skate or play ice hockey in the Summer?
                • I wanted to ski in January but there wasn’t any snow on the
                • I wanted to ski in the summer?
                Discuss how technology has enabled us to participate in certain
                activities “out of season” (e.g. indoor pools, ice rinks, snow making
                machines, airplanes).

             4. Form small groups. Give students an envelope with seasonal
                activity suggestions such as:
                • raking
                • skiing
                • biking
                • shoveling
                • gardening
                • ice skating
                • building a sand castle
                Each student randomly chooses an activity from the envelope and
                acts it out. Others must guess the activity and the season to which
                it belongs.

Ideas for Assessment
Observe knowledge of seasons and activities and cooperative participation.
Lesson #4: Animals in Season!
Objective       Students will learn about animals of the Atlantic Provinces by
                investigating how seasonal change impacts animal behaviour and
                location. A Robert Harris watercolor and the story Have You Seen
                Birds? provide reference points.

Related Art Work(s)
   • Long Lake, P.E. Island, Robert Harris, CAG H-1106

  • Have You Seen Birds, Joanne F. Oppenheim (Barbara Reid: illustrator),
  • drawing utensils
  • 8 1/2” X 14” paper

             1. Discuss the type of climate in Atlantic Canada. Have students go
                to: Consider
                the section “temperate deciduous forest biome”. Have students
                read through descriptions of familiar animals to find seasonal
                behaviours (e.g. hibernation, migration).

             2. If unable to use computers, define a temperate climate and ask
                students to give examples of wild animals in their area (Atlantic
                Provinces: fox, beaver, geese, rabbit, bear, chipmunk, skunk, deer).
                Brainstorm seasonal behaviors of the animals.

             3. Define “adaptation”. As an example of adaptation, discuss
                migration and how some birds find food in the winter.

             4. View Robert Harris’ painting. Ask:
                • Are there sheep in the Atlantic Provinces?
                • What are the sheep doing?
                • What season is in the painting?
                • Mention how animal fur (or wool) gets thicker in winter (similar
                   to humans wearing coats in winter). Mention other adaptations.

             5. Draw attention to plasticine art while reading Have You Seen
                Birds? Ask students to describe some of the ways that Barbara
                Reid uses plasticine to create her images. Ask:
                • What did you learn about birds and seasons from her
          6. On chart paper, draw a “season clock” (a circle, divided in quarters,
             labeled Winter, Spring, Summer, Fall). Fill the clock with examples
             from students of animal activities for each season.

          7. Have students choose an animal. On each half of an 8 1/2” X 14”
             paper, draw an activity that their animal does in two different
             seasons (e.g. bear hibernates in winter; eats berries in summer).
          8. Display their artwork.

Computer Option

Bringing it all Together
Go on a sensory walk in a local park. Have students use their senses to “feel” the
season: close eyes and listen to sounds; smell the air; see and touch the natural
environment (bark, leaves). Taste a seasonal treat like hot chocolate with
marshmallows in winter.

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