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Simple Signs of the Seasons

Sparkling snowflakes, raindrops, flowers, or crispy leaves let everyone know that the seasons are changing. What season is new for you?

  • Grade 1
    Grade 2
  • 30 to 60 minutes
  • Directions

    1. Talk with members of the class about changes in weather, plants, and the sky as the seasons shift from one to another. Examine evidence such as fallen leaves, the first crocus of spring, or snowflakes. Write the names of the four seasons in temperate climates. Use Crayola no-mess Color Wonder™ Markers and Paper to make signs of the changing seasons.
    2. To create a fall scene, students might cut out leaves from Color Wonder Paper. Crumple them so they look dried. Open up the leaves and use Color Wonder Markers to decorate them. The color is smooth to apply and it’s fun to watch hues appear. Try combining colors. Change pressure to create lighter and darker shades. Glue leaves onto your favorite fall color paper. Air-dry the glue before displaying. If Color Wonder products are not available, white construction paper and Crayola Washable Markers can be substituted.
    3. Students can use the blue Color Wonder Marker to create a winter wonderland. Fold a small square of Color Wonder Paper in half, and then in half again into a triangle. Carefully cut or tear out a few pieces to make a snowflake. Be prepared to provide adult assistance if needed. Open up the paper and add blue dots for color. Use Crayola Glitter Glue to create a frosty sheen. Air-dry the glue.
    4. Students may choose to take another piece of Color Wonder Paper and create a swirling snowstorm with the blue marker. Glue snowflakes on the background.
    5. Students think up signs of summer and spring and make them, too. Display seasonal wonders in the classroom or school hallway. Provide a time in the school day for students to present their artwork to classmates and explain their choices.
  • Standards

    LA: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

    LA: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

    LA: Read with sufficient accuracy and fluency to support comprehension.

    LA: Recall information from experiences or gather information from provided sources to answer a question

    LA: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

    LA: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies.

    SCI: Make observations at different times of year to relate the amount of daylight to the time of year.

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

    VA: Know the differences among visual characteristics and purposes of art in order to convey ideas.

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

  • Adaptations

    Possible classroom resources include: The Seasons of Arnold's Apple Tree by Gail Gibbons; Tree For All Seasons by Robin Bernard; Four Seasons Make a Year by Anne Rockwell

    Students work in small groups to discuss events that take place during season change. For example, fall is thought of as harvest time. What crops are harvested in your area? Spring brings the return of birds in some parts of the world. What birds might you see in the spring?

    Students work in teams of 4 to create 3-D dioramas in shoeboxes to show how animal habitats change with the seasons. Display each group's dioramas in the classroom for sharing with classmates.

    Students collaborate to create a list of terms that describe each of the seasons. Have these words written and displayed in the classroom. Ask students to work together to compose original poems about each of the four seasons. Once the writing is complete and revises, as necessary, have students illustrate the poems. Display in the classroom for sharing.


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