Integrated Themes Series: Seasons by Teacher Superstore

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Integrated Themes for 4-8 Year Olds

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Revised edition. Written by Pam Portman. © Ready-Ed Publications - 2007 Originally published by Ready-Ed Publications (1993) P.O. Box 276 Greenwood Western Australia 6024 Email: info@readyed.com.au Website: www.readyed.com.au

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 715 5

Integrated Themes for 4 - 8 Year Olds

From the Author

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Over the years I have developed an integrated thematic approach to teaching. During that time, working in schools and child care centres, I have been approached by colleagues needing ideas for resources in various subject areas or asking for copies of my programs. So this is for you! All of these programs are tried and tested. They will provide you with a means for planning programs using an integrated thematic approach, and keep your students interested throughout the day, because there are no stops and starts at lesson change time. With a little practice one lesson will flow into the next effortlessly. This book is also a springboard for your own ideas which mine may generate. Although the sequence suggested worked well for me you may choose to differ as you please, or omit some altogether. I found that, with a few modifications, the activities can be used for 4 to 8 year olds. Remember, they are suggestions, not a rigid format.

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Warning! This book is not for the faint-hearted. Dare to be different – use your own ideas for timetabling, but be sure to allocate sufficient time for each subject area during the week or fortnight.

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Don’t be afraid to drop your ideas for the day’s schedule to follow through a child’s special interest if it appeals to the students and it is relevant.

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Use the method of programming with which you feel most comfortable. I have discovered some principals are averse to innovations but always remember, you are the one who will be working from your programs. A word of caution, with a few years of relief teaching under my belt; DO check that a stranger could walk into your classroom, should you be sick for several days or even weeks, and be able to understand your programs so the theme continues as if you were there.

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Now it’s up to you. Best wishes. Enjoy yourselves and your students.

Pam Portman

Contents From the Author ............................... 2

Section 3:Winter

Teachers’ Notes ................................ 4

For the Teacher ................................ 24

Useful Websites ................................. 5

Fun in Winter .................................. 25

Throughout the Year ......................... 6

Winter Searches .............................. 26

Board Game ...................................... 7

Winter Puzzlers ............................... 27

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Cold, Colder, Coldest ..................... 28

For the Teacher ............................... 8-9

Munchies ......................................... 30

Summer Shadows ........................... 10

Clothes ............................................ 31

Your Shadow ................................... 11

Landscapes ...................................... 32

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Brolly Count .................................... 29

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Section 1: Summer

Fun in Summer ................................ 12 Summer Munchies .......................... 13

Section 4: Spring

Scrambled Summer ......................... 14

For the Teacher ................................ 33

Rainbows ......................................... 34 © R e a d y E d P u b l i c a t i o n s Summer Cloze ................................ 16 Spring Into It ................................. 35 f o rr e vi ew17puSpring r po se so nl y• Hot,• Hotter, Hottest ....................... Into Colour ........................ 36 Summer Searches ........................... 15

Canteen Puzzler .............................. 18 All Seasons ...................................... 37 For the Teacher ................................ 19

Weather Chart ................................ 39

Autumn Activities ........................... 20

Symbols for Weather Chart ............ 40

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Supersearch..................................... 38

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Section 2: Autumn

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Autumn Cloze ................................. 21

Evaluation ........................................ 41

Falling Leaves .................................. 22

Record Sheet .............................. 42-44

Colour The Leaves .......................... 23

Appendix: ........................................ 45 Evaluation Points ............................. 45

Special Note This is a theme which needs to be continued throughout the year. Some activities should be used on a daily basis, while others are seasonal. The depth at which the topics are studied will naturally depend on the ages and abilities of your students. Climatic conditions vary considerably around the country so some of the activities may need to be used in a season other than the one in which it is included. 3

General Learning Outcomes The students will: • demonstrate an awareness that the year is divided into four seasons, of the associated climatic changes and the ways in which these affect humans, animals and plants. • practise and consolidate previously learned skills and learn new skills.

r o e t s General Concepts Bo r e p u S

• There are four seasons.

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• Animals and plants respond to seasonal change.

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• Weather changes with the seasons. These changes may affect the clothes we wear, some of the foods we eat, our choice of leisure and recreational activities, and our health. • We can record weather conditions and use this information in a variety of ways. • The earth rotates as it revolves around the sun. One rotation=1 day. One revolution=1 year.

© ReadyEdPubl i cat i ons • Climatic conditions vary considerably in different parts of the country, and in •f orr ethe vi ew ur posesonl y• different countries, on same day. p • Objects can make shadows when placed between the sun and the ground. The length of night and day varies at different times in the year.

• Clouds can help predict weather conditions.

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• Some plants only grow at specific times of the year. • The seasons follow a specific sequence and are cyclical in nature.

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• Native and introduced species of plants react differently to seasonal changes.

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This topic is an excellent opportunity to reinforce the concepts of wise and caring interaction with the environment, covered in another title in this series, “The Environment”. Many of the worksheets in that title are suitable for use with this topic. Obviously, care of the environment should be included in discussions and demonstrated by adults as a model for the children to emulate.

Wise use of energy will arise when discussing how to keep cool in summer and warm in winter. While I acknowledge that air-conditioning is essential occasionally in some areas, it is worthwhile to realise that one large tree in front of a building is equivalent of ten room air-conditioners running for 20 hours each day. In winter we can take a hot shower, wear extra layers of clothing and be active to keep warm. The alternatives are healthier for us as well as conserving our resources. 4

Useful Websites Many of these websites are aimed at teachers of older students, however, good background information is provided.

Teacher Resources Seasons Lesson Plans www.theteachersguide.com/SeasonsLessonPlans.htm

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Seasons Web Resources teacher.scholastic.com/scholasticnews/games_quizzes/postcards/index.asp

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Seasons - Links Page for Seasons Resources edtech.kennesaw.edu/web/seasons.htm Learning about the Seasons www.kathimitchell.com/seasons.htm

Earth’s Seasons from Enchanted Learning * This excellent site includes story print outs for students to colour. www.enchantedlearning.com/subjects/astronomy/planets/earth/Seasons.shtml

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The Sun and the Seasons www.museum.vic.gov.au/Planetarium/constetour/fss/fss1.html

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Seasons Wikipedia Entry en.wikipedia.org/wiki/Season

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Science and Nature from the BBC www.bbc.co.uk/science/space/solarsystem/earth/solsticescience.shtml

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Seasons Online Interactives www.ers.north-ayrshire.gov.uk/seasons.htm

Sites for Kids Seasons Interactive Google search for seasons interactive - select McGraw Hill website Seasonal Postcard teacher.scholastic.com/scholasticnews/games_quizzes/postcards/index.asp 5

Throughout the Year Activity Suggestions Have a vase and bowl on your desk to hold flowers, fruits and vegetables in seasons. Discuss and photograph. Display photographs near weather charts for appropriate season.

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• Take photographs of the children at various times of the year to show how seasonal changes affect clothing and outdoor activities.

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• Record the weather throughout the school year. A chart and weather symbols are included after the blackline masters. Save and display each month’s chart so the children can observe climatic changes. These would be more effective if the symbols are coloured. Older children can have their own weather charts on concertina paper. These can also be used in maths and social studies for calendar activities. • A collection of photographs, pictures and posters is invaluable for discussions, picture talks and to motivate writing. It should include sport and other leisure activities, various weather conditions, hot and cold foods and, ideally, the same landscape at different times of the year.

• Weather charts, photographs, children’s art work and writing can be placed on permanent display throughout the year so they are easily accessible to jog the children’s memories.

Seasons: Art/Craft Work and Writing Winter

Spring

January

March

June

September

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February

Summer

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Autumn

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Summer

December

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July

October

May

August

November

• Weather charts and photographs could be attached to wide strips of crepe paper, e.g. red or yellow for summer, orange for autumn, blue for winter and green for spring. • All art work, writing and worksheets not displayed could be glued into a “seasons” scrapbook. 6

For All Seasons J

Board Game

Make a board game to use as evaluation.

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r o e t s Bo r e p ok Autumn Summer u S

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With very young children restrict the seasons to summer and winter when the differences are more pronounced. Have pictures of hot and cold foods and items of clothing which the children can place in the season square of their choice. Remember some items can be placed in more than one box. Flower, fruit and vegetable pictures can be included for older children. I hope you feel a sense of achievement that you have made every effort to extend your students’ awareness of the seasons and the ways in which they affect our lives. 7

For the Teacher

Section 1:

Summer

Activity Suggestions represent the earth’s revolution around the sun, which takes a year. Then ask the chld to turn around (rotate) as they move around the “sun” to represent a day. Rotation can also be shown by rotating a ball or globe (Earth) while shining a torch, to represent the sun, on one side to show day and night.

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• Discuss the children’s holiday activities, the weather, the children’s pets and gardens and relevant pictures from your poster collection. If any of your students have travelled to other countries, states or another part of the state this may be an ideal opportunity to introduce the concept of climatic differences.

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• Take a walk around the school grounds and local community. Observe such signs as gardens being watered, people wearing light-weight clothing, flowers, trees, animals, birds and noisy crickets. Take photographs.

• Draw the children’s attention to the contents of your vase and bowl. Explain that some flowers, fruits and vegetables are seasonal, at this time they are cheapest. They can sometimes be brought from further afield at other times of the year but are usually more expensive. Some can be preserved. Discuss some methods of preserving, e.g. freezing, canning, bottling, etc.

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• Have the children draw around each other’s shadows three or four times throughout the day, using different coloured chalks. Measure and record lengths. Observe the shadows of buildings and trees, too. Compare the sun’s position in the sky with the length and position of the shadows. (see Worksheets 1 and 2). After the final observation, discuss the shadows at the different times – length and position.

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• Use a large orange or yellow ball secured to the ground as the sun. Draw a large circle around the ball, along which a child can walk to 8

• Ask the children how their pets react to very hot weather - panting, moulting. Discuss the special care pets need in summer, e.g. fresh water, shade.

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the children have experienced the day’s weather, rather than in the morning.

• Discuss the ways in which we keep cool in summer – light-weight clothes, showers, swimming, staying in the shade whenever possible and indoors when the sun is strongest. • Cover the “Slip, Slop, Slap” aspect of skin care in summer and the reasons why we should use these protective measures.

Summer Activity Suggestions • Discuss the uses of water and the ways in which we can conserve this valuable resource.

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• Make a bird bath and feeding tray and place near the classroom windows. • Discuss the colours which are predominant in nature in summer. Use in art activities.

• Colour sand with tempera paint and make sand pictures or fill glass bottles.

• Visit a farm and note summer activities and farm animal behaviour. The school year ends as it began – in summer. A good time to review generally and encourage the children to predict weather conditions during the summer months.

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• Explain the difference between native and introduced plants – the care they require in summer, and native trees’ protective measures. Discuss why the early settlers brought seeds and animals with them.

The weather chart is almost finished and should look very colourful and easy to interpret, surrounded by photographs and flanked by the cardboard dolls and children’s work. All of which should jog the students’ memories when evaluation time arrives.

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• Include a discussion on other summer safety precautions – snakes, mosquitoes, flies, fire and water safety.

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Revise health and safety factors necessary during summer.

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• Used crumpled coloured patty pans, crumpled, for flowers and torn green paper for grass glued onto blue card for a summer collage. Use bright yellow crumpled pieces of crepe paper for the sun.

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• Have boy and girl cardboard dolls on permanent display dressed in summer clothes – use a variety of clothing.

Check out:

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• Place items in the sun and the shade and feel the difference in temperature after an hour or so. Do take care with metal objects. • Older children can compare temperatures indoors and outdoors.

Section 1: Summer

Summer Shadows This tree has two shadows. Colour in the correct shadow, looking carefully at the position of the sun.

Draw the tree’s shadow at midday.

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Complete the paragraph below.

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Your shadow is long when the sun is low in the sky.

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o c . cthe e The sun is low in sky early in the her r o t s _________________ ands late in the up er _________________.

The sun is highest in the sky at _________________.

Section 1: Summer

Your Shadow Draw a shadow for the stickman in each box, looking carefully to see where the sun is in each picture.

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o c . che e r o t r s write what time of Below the dotted lines inu each picture r pe ○

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day you think it is, using these words:

•midday •afternoon •morning You will use one of the words twice. 11

Section 1: Summer

Fun in Summer In the four boxes, draw pictures of things you like to do in summer.

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o c . che e r o t r Write a sentence abouts your favourite s summer activity. up er _______________________________ _______________________________ _______________________________

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Section 1: Summer

Summer Munchies Draw pictures of foods you like to eat when it is hot.

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What is your favourite food? ________________________ J Are there any summer fruits you don’t like? Write them here. J

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Section 1: Summer

Scrambled Summer J

Here are some words we use in summer. Write the correct spelling beside each word.

______________ r o e t s Bo r e •mersum ______________ p ok u S•ryd ______________ •anf

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•dashe

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•shoe

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•ewart

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•wims

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•loop

______________

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•oth

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Section 1: Summer

Summer Searches J

Summer Search 1: Can you find the words below? •summer •sunny •dry •pool

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Summer Search 2

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•hot •swim •shade

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•summer •dry •sprinkler •sun •holiday •water •pool •swim •tennis •pants •shade •hose •cool •beach •softball •ice •fan •hot •cricket •juice •drink

Section 1: Summer

Summer Cloze J

Fill in the missing words then decorate the page with pictures of things you associate with summer.

r o e t s Bo r e p ok cold u • We wear _______________ clothes and eat more S _______________ and salads.

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Summer is the hottest time of the year.

• We should try ______________ stay out of the sun _______________ the middle of the day.

• We ______________ tennis, cricket and ______________

and swim in the pool ______________ try and keep cool. • We ______________ wrap food scraps to keep

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mosquitoes ______________ not bother us.

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______________ away and use insect repellant so

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Section 1: Summer

Hot, Hotter, Hottest How well can you complete these weather activities?

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Look at the weather chart for this month. How many cloudy days were there? _________________ How many rainy days? _________________ How many sunny days? _________________

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Look at this graph of maximum temperatures for a week. What was the hottest day? ________ Was the temperature the same on more than one day? _____________ Which days were they? _____________________________ What was the coolest day? _____________________________ What was the temperature on:Monday:___ Wednesday:___ Saturday:___ Sunday:___

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. te of what you think Draw a graph o c . the minimumc temperatures e h week. r o were for the samee t r s super 40 35 30 25 20 15

Section 1: Summer

Canteen Puzzler J

Summer Canteen Menu SALADS Chicken

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1. On Monday Sue bought a chicken salad, a piece of fruit and a cup of lemonade.

How much did she spend? ___________ r o e t s Boa tuna and salad r e 2. On Tuesday she bought p sandwich, one piece of fruit ok $2.00 and a bottle of u S$1.50 mineral water.

Cheese

$1.00

How much did she spend? ___________

$1.50

3. On Wednesday, she bought a salad sandwich, two pieces of fruit and a carton of milk.

SANDWICHES Ham and salad

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Salmon

Answer the questions below.

Chicken and salad $1.80

How much did she spend? ___________

$1.60 4. On Thursday, her lunch was a ham and © Re adyEdsandwich, Publ i c at i o ns cheese a piece of fruit and a cup Ham and cheese $1.20 of orange squash. orr evi ew pur posesonl y• Chicken•f $1.20 Tuna

$1.00

Salad

70c

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FRUIT

30c

What did they cost altogether? ________

5. On Friday, she chose a cheese salad, a tuna sandwich, two pieces of fruit and a bottle of mineral water.

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Tuna and salad

These cost? ______________________

6. How much did Sue spend during the week? . te o _________________________________ Lemonade 10c c . c e 7. Which is the cheapest salad? Orange Squash 15ch r e o t r s s _________________________________ uper Milk 25c DRINKS

Mineral Water

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8. What is the most expensive salad? _________________________________ 9. What would you choose for lunch? _________________________________ 10.How much would it cost you? _________________________________

For the Teacher

Section 2:

Autumn

Activity Suggestions • Make leaf rubbings.

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• Read Eric Carle’s “The Very Hungry Caterpillar”. (ISBN: 0241003008) • As the leaves of some trees change colour and start to fall discuss the difference between deciduous and ever-green trees.

• As the children start to wear warmer clothes, add the same to the cardboard dolls. • Discuss the shortening days and lengthening nights.

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• Seasonal changes are often subtle and young children may find them difficult to identify in the first month. I recommend you mention the official start of autumn but concentrate on the changes as they naturally occur the weather chart, as the children start to wear warmer clothes, ‘new’ flowers, fruits and vegetables appear and the sun rises later and sets sooner.

• Wind dispersal of seeds is common in autumn. Collect seeds and test to see which “fly” well. Discuss the reason why some fly better than others, and other ways in which plants are propagated.

•u If space allows, start a flower and © ReadyEdP b l i c a t i o n s vegetable patch. Use the children’s fruit and vegetable scraps for •f orr evi ew pur p osesonl y• compost. Use organic gardening and

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• Show the children the “new” flowers in your vase and fruits and vegetables in your bowl.

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• Discuss bird migration and other changes in the behaviour of pets and native flora and fauna. After rain go on a worm and snail hunt, have the children describe how these animals feel to touch and how the animals respond to touch. Observe the way they move.

companion planting methods, explain why pesticides are not to be used. Include various methods of propagation. If space is limited, use medium and large plant pots, tyres and polystyrene vegie boxes to grow a variety of flowers, vegetables and herbs.

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• Make a collage of different coloured leaves.

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• Discuss the predominant colours in nature in autumn. Use in art work. An ideal time for studying colour combinations.

• Make and fly kites.

• Make acrostics of autumn words. • Remember to continue to use your camera.

Check out: www.teacherplanet.com/resource/ autumn.phpCheck out: www.teacherplanet.com/resource/ summer.php

Section 2: Autumn

Autumn Activities J

Here are some jumbled autumn words. Write the correct spelling beside each word.

dribs

stun _______________ r o e t s B r e o _________________ muunta _______________ p ok u S _________________ erd _______________

wronb

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lowley

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groena

_________________

corelo

_______________

wram

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vaesle

_________________

Colour the correct two circles to show which colours we mix to produce the new colour on the leaf.

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red

yellow

blue

green

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blue

yellow

green

brown 20

Section 2: Autumn

Autumn Cloze J

Fill in the missing words in this paragraph. It is autumn. The weather is cooler now.

r o e t s Bo r e p ok starting _______________ change colour u S and fall to _______________ ground. It is fun to _______________

through

them and listen to _______________ crunchy sound they make.

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The _______________ on some trees are

•f orr evi ew pur posesonl y• _______________ or jackets. Draw an autumn picture.

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We are eating _______________ hot meals now.

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Section 2: Autumn

Falling Leaves J

Some of the leaves have fallen from these trees. Count the leaves on each tree and those on the ground underneath.

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7. +

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Section 2: Autumn

Colour The Leaves J

Instructions

r o e t s Bo r e p othe • Colour 3rd, 6th and u k 9th leaves orange. S

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• Colour the 4th and 8th leaves yellow.

• Colour the 2nd and 7th leaves brown.

• Colour the 1st and 10th leaves green.

• Colour the 5th leaf red. © ReadyEdPub l i cat i ons •f orr evi ew pur posesonl y•

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For the Teacher

Section 3:

Winter

Activity Suggestions Climatic and other changes are more obvious now and comparisons are easier for young children.

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• Continue the weather chart and use of the camera, vase and bowl and work in your garden.

• Weather conditions around the country will vary but all children can talk about is snow and ice. Water can be frozen and the capacity of water and ice can be compared. Older children can measure the melting time of ice cubes. Show a video on weather conditions the children do not experience so they can appreciate the effect of weather conditions on plants and animals.

and the effect of moonlight on their gardens.

• Include several lessons on health care – staying away from others when you have a heavy cold, getting plenty of outdoor exercise, changing clothes and having a hot shower after being caught in heavy rain or snow.

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• Discuss the photos taken during your summer walk in the school grounds and local community. Repeat the exercise, noting differences and similarities. Take more photographs.

• On a dry, windy day discover the drying time of squares of various materials. • Compare indoor and outdoor temperatures on a very cold day.

© ReadyEd•P ub l i ca t i o ncotton s Make a collage picture using wool for clouds, twigs for bare trees, sand mixed with dark brown tempera •f orr evi ew pur p o s e s o n l y • for the soil and black or grey cotton

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• Discuss the ways in which our pets keep warm – many animals grow thicker coats and birds fluff out their feathers.

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• Sprout carrot tops on saucers, potatoes and onions balanced on a jar of water, cut the bottom third of a carrot, turn upside down, scoop out centre and fill with water. Suspend with wire to produce a carrot fern. Water regularly.

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• Take photographs of the children in warm clothing. The cardboard dolls can now wear long pants, sweaters, raincoats and hats.

• Discuss the clothes we wear, the foods we eat and games we play and what the children do at home in winter. • Plant bulbs in pots in the classroom.

• The days are much shorter now and the children have more opportunity to observe the night sky. Draw their attention to the phases of the moon 24

• Collect bare twigs, secure in paper cups or the lids of cans with plasticene or plaster of paris, stick on cotton wool for snow.

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• Discuss animal hibernation and migration.

thread stretched diagonally across the picture for rain.

• Visit the farm again. Compare activities with those observed on previous visit. Check out: www.teacherplanet.com/resource/ winter.php

Section 3: Winter

Fun in Winter In the four boxes draw pictures of things you like to do in winter.

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o c . che e Finish the sentence: r o t r s super In winter I like to __________________ because _________________________ _______________________________ _______________________________

Section 3: Winter

Winter Searches J

Find the words in Search 1. •winter •wind •ice

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Find the words in Search 2.

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•winter •cold •fire •soup •netball •frozen •trees •boots •fingers •snow •frost •windy •rain •footy •hockey •bare •coat •woollen •toes

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•cold •frost •fire

Section 3: Winter

Winter Puzzlers J

Here are some scrambled words we may use in winter. Write the correct spelling beside each word.

Fill in the missing words in this paragraph, then decorate the back of the page with pictures of things you associate with winter.

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the year.

•wnid ________________ •trinew _______________ •freezes ______________

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r o e t s Bo r e p ok u Winter is the coldest season of S •cei __________________ • In some places snow _____________ and water in pools _____________ ponds.

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•opus ________________

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ReadyEdPubl i cat i ons •strof© ________________ • We wear _____________ • f o r r e v i e w p u r posesonl y• •loyowl _______________ clothes and eat more _____________ meals. •reif__________________

• We play such _____________ as netball, footy and _____________ .

o c • Our animals grow . che e r o _____________ coats and t r s supesome r animals,

_____________ as lizards, hibernate until _____________ weather is warm again. 27

Section 3: Winter

Cold, Colder, Coldest J

r o e t s Bo r e p ok u Circle the correct S word in this sentence. It was

hot

cold

this month.

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Teac he r

Look at the weather chart for the current month. How many sunny days? _________________________ How many rainy days? _________________________ How many cloudy days? _________________________

Draw the graph for the week’s temperatures from 20° the information given.

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Monday 14° Tuesday 18° Wednesday 10° Thursday 15° Friday 15° Saturday 20°

Temperatures

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M T W T

Days of the Week

Section 3: Winter

Brolly Count Draw lines from the umbrella handles to match the number of raindrops on each umbrella.

r o e t s Bo r e p ok u S

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2 1

4 3

6 5

8 7

10 9 29

Summer & Winter J

Munchies

Colour in and cut out the food and drink pictures at the bottom of the page. Paste them in the correct box.

Winter r o e t s Bo r e p ok u S

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Summer

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Summer & Winter J

Clothes

Colour in and cut out the clothes pictures below and paste each in the correct box.

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Winter

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Summer

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Cut out these pictures.

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Summer & Winter J

Landscapes

Draw a summer and a winter scene in the boxes. Make the differences clear to see.

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Summer

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. te o • ________________________________________________ c . c e her r _________________________________________________ o t s super Write a sentence about each of your pictures.

_________________________________________________

• ________________________________________________ _________________________________________________ _________________________________________________ 32

For the Teacher

Section 4:

Spring

Activity Suggestions This is another season when early changes may be subtle. Initial concentration should be on maintaining the weather chart, drawing the children’s attention to the vase and bowl, and to signs of activity in the garden, pots of bulbs, etc.

r o e t s Bo r e p ok u S

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• Provide each child with a magnifying glass with which to observe new growth on trees and shrubs, e.g. bark, blossoms, insects, etc. • Observe such signs of spring as blossoms on fruit trees, birds which had migrated returning, animals (reptiles) which had hibernated reappearing, and signs of new life in your garden and plant pots.

• Spatter paint using tree, flower, vegetable, fruit and animal shapes.

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• Marigolds can be started in egg cartons and pumpkins in egg shells. These can be transplanted into your garden later.

• Observe different cloud patterns, discuss the ways in which they can help you forecast the weather.

• When you see a rainbow grab the opportunity to discuss the spectrum. Use a prism to fascinate the children. Let them use the flat side of crayon or pastel stubs to make their own rainbows.

• Gradually, the cardboard dolls will be able to shed their winter clothes, but may still need their rain coats and hats.

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• Bare branches can now be covered with tiny pieces of crumpled green paper to represent new growth.

children’s understanding of colour. Have a special day for each colour of the spectrum. Write colour poems, make monochrome collages using material scraps, wool and other items as well as various kinds of paper. Look for items which “use” the day’s colour – traffic lights, flowers, fruits and vegetables, animals and birds.

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• Spend some time outdoors in mid-late spring simply listening to the sounds of spring.

Check out:

www.teacherplanet.com/ resource/spring.php

Section 3: Spring

Rainbows Colour in the rainbow using the correct colour sequence: - red, orange, yellow, green, blue, indigo, violet

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We can see the colours of the rainbow all around us. Use them to colour in the pictures below. Use each colour once only.

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Section 3: Spring

Spring Into It Here is a winter scene. Add the changes you would see when spring arrives.

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List some changes here:

_______________________________________________ _______________________________________________ _______________________________________________ 35

Section 3: Spring

Spring Into Colour J

Fill in the missing words and colour in the flowers correctly.

r o e t s Bo purple r make e p ok u S and

and

yellow

make

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red

green

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and

green

make

Draw1 thing of each colour in the box below.

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red

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For All Seasons J

All Seasons

Fill in the missing words in these sentences. 1. If the weather is hot, the season is:

6. Some animals hibernate in:

Teac he r is:

____________________

3. If your shadow is small the sun is:

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r o e t ____________________ s Bo r e ____________________ p ok u 2. When it S snows, the season

7. We wear warm clothes in: ____________________

8.u Name the four seasons: © ReadyEdP bl i c a t i o ns 4. Leaves turn brown, orange ____________________ • f o r r e v i e w p u r p osesonl y• and yellow and fall from the trees in:

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5. Most bulbs flower in:

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____________________ 9. Name the colours of the rainbow:

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For All Seasons

Find these words in the Word Search below.

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•bare •beach •coat •cold •dry •dull •footy •frost •hot •ice •rain •safety •summer•sun •water •windy

•boots •cricket •fan •hockey •native •snow •tennis •woollen

•bright •deciduous •fingers •holiday •new •spring •toes •wet

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o t t o o f r o z e n m b f e d l o c e e f i l r s t e g a h r r s n l b n s n e c b l o s s o m s a h i k a j l E i a o i n© dR ye ma edy qt d w aPu ub bl yc at ei vn bsf i n•if nr rr sv wi ow u p bu ur c o hs ee i m ol t • f j o e e p s on y e s d g i i n w a t e r w a e b f h u e f p r k n i r d u s l d f c m o q t r i c k e t k y e m g k e n o h s p j g n b b s e a s o n s o c u p o o l s r g i r u r b e i s p r i n k l e r w e e c i m d y n t p r i d n o i f u n v r e g m h s w e t i b u f n d r w a e s o h e d a h s e n a o w r a n e t f s m t r i f e t o g r u d r y f n i e t i e n r e s s c k e s o w t y n v n o w r u l t e p n s i d c o o l i e h o s e t g y e z t u d e f l o d r t o b u l a e f r o s t u n w o f e r h m e r i f s o t a l p l w t a o c e d u s p e c k s w o o l l e n z n i a r

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h t o w o h o c k e y e m a h s t w e n

•blossoms •cool •evergreen •frozen •icy •seasons •swim •winter

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•autumn •buds •drink •fire •hose •pool •sprinkler •trees

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Supersearch

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Weather Chart Month:

Sunday

Monday

Tuesday Wednesday Thursday

Saturday

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Teac he r

Sunday

r o e t s Bo r e p Wednesday ok u Monday Thursday Friday S Tuesday Friday

Saturday

Tuesday Wednesday Thursday

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Sunday

Friday

Saturday

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Sunday

. t Monday Saturday e Tuesday Wednesday Thursday Friday o c . che e r o t r s super Monday

Tuesday Wednesday Thursday

Friday

Saturday

Symbols for Weather Chart

sunny

windy

cloudy

windy

rainy

foggy

snow

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sunny

r o e t s Bo r rainy foggy e p ok u S cloudy

snow

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sunny

cloudy

windy

rainy

foggy

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snow

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windy

rainy

foggy

snow

Evaluation

For the Teacher

The minute you start the first discussion on the Seasons you can start evaluating the student’s knowledge of the topic.

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Formative Evaluation

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Summative Evaluation

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Formative evaluation should begin at this stage and continue throughout the program. Both knowledge and understandings and skills can be evaluated during discussions, practical activities and written work.

The summative (final) evaluation should be only a small part of the evaluation. This time is often stressful for the children who have to work their way through test after test, and for the teacher who has to mark and record the results of all tests. This need not be!

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Use anecdotal recording throughout the program plus a checklist of the concepts and the skills you are planning to teach and/or consolidate. Then the summative evaluation will be the icing on the cake when you hopefully discover how far each child has progressed. Use sheets for this section of evaluation similar to those used throughout the program. Include discussions and even drama, gardening activities and art and craft as part of your evaluation. Even games have a place here – those which involve classifying are ideal. For younger children, sorting boxes which contain a variety of material could prove very useful here too.

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However, if you, or your school consider written work essential for evaluation, make up sheets similar to the black line masters.

Seasons

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r o e t s Bo r e p ok u S

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• Shadows

• Earth - revolution = 1 year

• Earth - rotation = 1 day

• Health

• Leisure/Recreational activities

• Food

• Clothing

• Climate Characteristics SPRING

• Climate Characteristics WINTER

• Climate Characteristics AUTUMN

• Climate Characteristics SUMMER

• Sequence of Seasons

• Names of seasons

For the Teacher

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Record Sheet

Concepts

Record Sheet

• Seasonal Plants

• Native plants

• Clouds as weather predictors

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Seasons

• Introduced plants

Concepts (continued)

For the Teacher

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Seasons

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• Individual activities

• Initiates new personal activities

• Reads more on topic for interest

• Stories etc.

• Sheets

• Completion of written work

• Participation practical sessions

• Correct dramatic interpretations

• Makes pertinent contributions

• Participates in discussions

For the Teacher

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Record Sheet

Skills

For the Teacher

Appendix: Evaluation Points

These points for evaluation cover a wide range of skills likely to be employed by children in meeting the objectives of the program.

r o e t s Bo r e p ok English u S

The students will:

• participate in both small group and whole class discussions; • demonstrate courtesy in discussion; • listen carefully to both adults and their peers; • make only relevant contributions to discussions; • speak clearly and confidently; • listen to a wide variety of literature and discuss the content; • demonstrate an understanding that print holds a message and that the message remains constant; • read orally at the correct pitch, tone and pace; • read silently at an acceptable speed; • demonstrate an understanding of what they read through discussion, drama, and correct completion of written work; • correct miscues within a reasonable time; • read additional material on topics of interest and by favoured authors; • use drama to demonstrate understanding of a concept, to re-enact a story heard or read, to communicate a message; • write with the reader in mind; • write using a variety of styles; • use peer conferencing to edit their writing;

• edit their work before requesting a teacher conference; • use “invented spelling” for unfamiliar words; • demonstrate an understanding of sentences, words and the fact that letters can produce different sounds in isolation or letter blends; • identify rhyming and non-rhyming words; • participate in choral speaking, identifying the rhythm used.

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Teachers can use the list to select the appropriate skills according to the ages and/or abilities of the children in their care.

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Mathematics

• identify colours and shapes; • demonstrate an understanding of 1:1 correspondence and the concept of sets; • participate in free play with a wide variety of materials; • use ordinal number in rhymes and songs; • sort, match, group and share; • add a given number to a set; • take a given number from a set; • investigate order relations; • participate in sequencing activities; • use repeated addition; • use pictographs; • play games of chance;

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• use the resource centre to aquire information; • sequence information in a logical order; • use library skills commensurate with age and development; • identify the various parts of the library; • distinguish between fact and fiction; • demonstrate the ability to alphabetize; • give talks/picture talks to class members.

r o e t s Bo r e p ok u S Mapping

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• combine, separate sets of objects; • create patterns to examine number facts; • use problem solving skills efficiently; • play games to develop an understanding of position and movement, paths, regions and boundaries; appreciate the attributes of objects; • use modelling materials; • identify the characteristics and names of: 2-D shapes; 3-D shapes; • demonstrate an understanding of symmetry; • participate in building, constructing, arranging and stacking activities; • measure by direct comparison; • participate in pouring, filling, emptying, stacking and packing activities; • measure ingredients correctly using arbitrary units; • participate in balancing, throwing, rolling and carrying, cooking, modelling, shaping and lifting activities; • demonstrate an understanding of simple time concepts; • respond to rhythmic patterns; • demonstrate an understanding of area through painting, cutting out, covering, cutting up, reassembling, pattern making, framing, tracing; • use arbitrary units of measurement for length, area, volume and capacity, mass and time.

• participate in simple mapping activities; • demonstrate an understanding of positional terms; • make and use simple maps and models; • use the alpha-numerical system accurately with maps and pictures; compare distances between objects and places.

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S&E / SOSE / HSIE The students will: Verbal

• demonstrate the ability to aquire information through listening and observing from various sources; 46

• collect and interpret information; • record information in simple graphs; • compare amounts represented in simple terms.

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Graphs and Tables

Pictures and Diagrams

• record information by drawing and painting; • collect pictorial information from a variety of sources; • interpret pictorial information; • use photographs as a source of information; • interpret information from pictures and photographs.

Science The students will: • demonstrate their ability to observe, classify, communicate, measure, infer, predict and identify space and time relationships through participation in discussions and completion of written work with at least 80% accuracy.

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The students will:

• demonstrate their understanding of the need to observe the necessary safety precautions when approaching unknown animals through discussion and practical application.

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r o e t s Bo r e p o u k Health / PDHPE S

•f orr evi ew pur posesonl y•

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• participate in a variety of music activities (singing, dance, movement to music); • demonstrate an appreciation of beat and rhythm through a range of activities.

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The students will:

o c . The students will: che e r o t r s super Art/Craft

• use a variety of media to produce work which will demonstrate their understanding of the concepts studied.

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