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Outside My Window

Students show what they know about how seasons affect our lives and what we do, see, and wear. Use Crayola® Washable Paints to create a window scene.

  • Grade 1
  • 30 Minutes or Less
  • Directions

    1. Organize students in a central place in the classroom such as the reading rug. Invite students to share their knowledge of the seasons of the year and the weather conditions they see outside windows where they live. On a classroom white board, use Crayola Dry-Erase Markers to list activities they like to do at each time of the year. Then ask: "How do you stay warm in cold weather and cool in warm weather?"
    2. Hang large sheets of white paper on an easel. Using Crayola® Washable Paints, students paint a scene that people would see looking out of a window where they live. Encourage them to paint themselves enjoying a seasonal activity. Include trees, sky, people dressed in seasonal clothing, and other clues showing the weather and time of year. Crayola Window Markers and/or Window Crayons can be substituted for washable paints.
    3. With friends, students sort and display your paintings in groups according to the seasons represented in artwork.
    4. Provide time in the school day for students to present their artwork to classmates and share their vision of the season.
  • Standards

    LA: With prompting and support, identify the main topic and retell key details of a text.

    LA: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

    LA: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

    LA: Add drawings or other visual displays to descriptions as desired to provide additional detail.

    LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

    MATH: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

    SCI: Observe, record, and share findings of local weather over a period of time.

    SS: Describe and speculate about physical system changes, such as seasons, climate and weather, and the water cycle.

    VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

    VA: Use visual structures of art to communicate ideas.

    VA: Select and use subject matter, symbols, and ideas to communicate meaning.

  • Adaptations

    Possible classroom resources include: Seasons by Blexbolex; The Reasons for Seasons by Gail Gibbons; Tree For All Seasons by Robin Bernard; Children's Weather Encyclopedia by Parragon Books; The Everything KIDS' Weather Book: From Tornadoes to Snowstorms, Puzzles, Games, and Facts That Make Weather for Kids Fun! by Joe Snedeker

    Have students take a piece of 9 X 12 construction paper and fold it into quarters. In each section, students write the name of one season. Use Crayola Washable Crayons or Crayola Slick Stix to draw what someone could see you doing outdoors in each season. Create a small booklet using the four season drawings. Cut drawings and organize them according to season illustrated. Have students, working in small groups, discuss each of the drawings from a particular season. Student groups can switch season books and discuss the season represented, and so on.

    Invite a local meteorologist to speak with the class. Prior to the meeting, students list questions they would like answered by the expert. After the meeting, students post their learning to a class blog or discuss their learning in small groups.

    Students investigate different types of clouds. What do they mean? Provide time in class morning routines for students to report on the day's weather and the types of clouds present.

    Students track trends in temperature in a month's time. Create a graph of the temperatures. Have students discuss the differences.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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