Seasonal Scenes

Seasonal Scenes lesson plan

How do the seasons change our plants?

  • 1.

    Organize students into four groups. Assign each of the groups with a mature plant in the fall of the school year, plants located outdoors in their school yard. Have students discuss among group members what the plant looks like, whether o not it has blooms, etc.

  • 2.

    Each member of the group uses Crayola® Construction Paper and Crayola Construction Paper Crayons to re-create their interpretation of how the plant looks. Have students label the plant with the date. Place the illustration in a student portfolio.

  • 3.

    One week later, have the group get together again and take a good look at their plant. What, if anything has changed? Is the plant taller? Are the blooms still there? After discussing what they see, each student will create an illustration of their plant and label it with the date. Place this illustration in student portfolios next to the first illustration.

  • 4.

    Repeat Step #3 as many times as is reasonable with your schedule. Each time, students should illustrate what they see, documenting changes they have observed.

  • 5.

    Once the observation portion of this lesson is complete, have student groups come together, line up their illustrations from first to last, and discuss the changes that have taken place with their plant.

  • 6.

    Come back together as a whole class. Share what each group has seen. Encourage student to note any and all commonalities among groups.

  • 7.

    What conclusions can the students draw from what each group has observed? Document student contributions using Crayola Dry Erase Markers and a classroom white board.

  • 8.

    Pose the questions: If we continued to observe our plants, what would we expect to see? How do we know?

Standards

  • LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
  • LA: Speak audibly and express thoughts, feelings, and ideas clearly.
  • SCI: Use and share observations of local weather conditions to describe patterns over time.
  • VA: Students will investigate, plan and work through materials and ideas to make works of art and design.

Adaptations

  • Apply this process to an animal that is a class pet, such as a turtle. How does it look when you first come to class? How does the turtle look a week later? A month later? Several months later?