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The Color of Our Seasons

Collectively, the seasons create a rainbow. Students identify and draw natural elements from each season. Combined together this art piece is a rainbow of natural wonder.

  • Grade 1
  • 30 to 60 minutes
  • Directions

    1. Prepare for lesson by cutting brightly colored paper into 2 x2 inch (5x5 cm) squares. Organize paper by color.
    2. Excite students by reading selections from “Ring of Earth” by Jane Wallner. Discuss with students how the illustrator demonstrated various seasons of the year (animals, natural elements, weather, color).
    3. Create small learning groups; have students in each group list natural occurrences, weather and animals of a particular season. Allow groups to create a list of findings and present to the class. Discuss with class how colors often represent a particular season. Ask what color associations do they have with winter.
    4. Have students choose a small colored paper to represent each of the four seasons, four papers for each child. Students may take two of their favorite seasons and put back the color that represents their least favorite. On each paper draw one simple image representing an occurrence in nature during that season the color represents best. Students may refer to charts created by groups earlier helping inspire ideas.
    5. Using Crayola® Twistable Colored Pencils, students trace drawings in black and color images with colors related to the seasons they are representing (i.e. winter may be drawn on light blue paper, traced in black and colored in purple Twistable Colored Pencil). Once complete, students can place name and season on the back of paper. Papers can be submitted by sorting into color piles.
    6. A teacher or adult volunteer will need to assemble finished season squares of color. Unroll wide clear adhesive tape (packing tape) sticky side up; place drawings face down onto tape. Cover front and back with clear tape, creating long narrow columns of color. Arrange in order of color spectrum along a meter stick, adhere with clear tape to stick. Evenly space apart the columns. Collective piece is now ready to be displayed and enjoyed!
    7. Gather students together to view the finished piece. Look at the piece to decide and describe what season the class liked best. The least enjoyed season? What does the piece remind them of from nature? Why? Where would be the best place to display the piece in your school community?
  • Standards

    LA: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

    LA: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

    LA: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings.

    LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.

    LA: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

    MATH: Measure lengths indirectly and by iterating length units.

    MATH: Represent and interpret data.

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

    VA: Engage collaboratively in creative art making in response to an artistic problem.

    VA: Create art that represents natural and constructed environments.

    VA: Interpret art by categorizing subject matter and identifying the characteristics of form.

  • Adaptations

    Partner with other teachers in your grade level, creating an artwork of greater impact with added voice.

    Pieces could be created in three-dimensional form by creating small forms representing natural items in Crayola Model Magic and strung together.

    Create a graph that represents the color choice of the class.

    Challenge students to expand their learning by making a poem about their favorite season.

    Some students may find task more manageable if focusing on one season with one paper at a time.

    Visuals of environmental images may aide students in creating small pictures.


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