The Four Seasons

SCIENCE LESSON FOR FIRST GRADE ESL AND NATIVE ENGLISH
SPEAKERS, EARLY INTERMEDIATE PROFICIENCY LEVEL

AMANDA WENZEL

OBJECTIVES

Language Objectives: read, write out, aurally
recognize, and orally state the names of the 4
seasons. They will be able to aurally identify and
read the descriptions and/or definitions of each
season and match corresponding vocabulary as
well as recognize pictures of the named season.
Content Objectives: name and put in order the
various phases of the changing seasons, naming
associated aspects along with way. Students will
be able to recognize, match, and spell seasons
as well as make connections between differences
in humans as well as nature when the seasons
change.

VOCABULARY TERMS:
 Spring-

The season following winter where flowers begin to bloom
and nature becomes green again due to heavy rain. Warmer
weather emerges which melts the winter snow, frozen bodies of
water melt and animals that have been in hibernation emerge.
 Summer – The season following spring where the weather is
sunny and hot, reaching the highest temperatures of any season.
 Fall – The season following summer where temperatures cool.
Nature becomes less apparent, leaves turn brown; animals begin
to gather food supply for the upcoming winter. Cooler air, wind,
and clouds are associated with this season.
 Winter – The season following fall where temperatures reach their
lowest point, animals go into hibernation, and snow is apparent.
 Hibernation – When animals go into hiding over the winter
months to survive the harsh weather.
 Months of the Year- January, February, March, April, May, June,
July, August, September, October, November, December

SUPPLEMENTARY MATERIALS:
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Seasons “centers” with associated setting
and weather surroundings as
well as supplemental attire
Seasons worksheets
Calendar
Seasons and activities
board games and associated
tokens
Cloze worksheet
CD players and associated songs to
accompany season centers.

SIOP FEATURES:

Lesson Preparation – teacher would prepare vocabulary, materials, activities;
content and language objectives clearly stated, adaptation of content to ESL
students by starting with the basic differences in seasons and repeating them
throughout the lesson; meaningful activities that teach the concepts, appeal to a
variety of learning styles, and are engaging and fun.
Building Background – links made between past learning about the four
seasons and their common weather and characteristics, vocabulary emphasized
and repeated throughout the lesson.
Comprehensible Input – speech appropriate, clear explanations, make content
concepts clear through modeling by teacher, using body movements in centers
activities, visuals (calendar, centers, worksheets).
Interaction – interaction between teacher and students as well as student
interaction during group activities and teacher clarification of key concepts
through repetition.
Strategies – scaffolding techniques by teacher-led group discussion using
calendar, students given an assigned “season center” where they complete the
rest of assigned tasks, students demonstrate what they learned through “seasons
cloze quiz.”  Finally, concepts are reviewed and solidified with seasons and
activities board game.
Meaningful Activities- calendar review, seasons “centers” with associated
settings and attire, seasons and activities board game, cloze review

45 MINUTE LESSON BREAKDOWN:
Part 1 - (10 minutes): Calendar Review

Teacher leads “circle time” warm up review of calendar and months.
Begins by asking students what day it is today and what the weather is like
outside.
When students name the day’s date, talk about the weather associated
with this date, and lead into discussion about current season
Continue discussion on seasons by discussing months in sequence as well
as weather in those months. Talk about associated season. Repeat names
of seasons and write them down on the board as discussed.
Individually hand each student a photo of a season without its name. Each
student will independently identify their picture’s season and locate that
season’s associated center (4 corners of the room, each decorated as
spring, summer, fall, or winter). Four to five students will be in each group.

Part 2 - (10 minutes): Seasons Centers Group
Work (half circle shaped tables) – meaningful
and task-based activity

Each center will have a CD player and associated CD to play. Winter will
have “Let it Snow,” spring/summer will have “Here comes the Sun” etc.
Let students explore their centers together for approximately 30 seconds.
Centers will be decorated with items associated with each season (ring
classroom bell or clap hands to get student’s attention after exploration)
 Spring-cover in greenery and flowers
 Summer- have large sun be the focal point, include flowers and grass,
summer items such as empty sunscreen bottles and water bottles
 Fall- cover in autumn leaves and clouds
 Winter- cut out snowflakes and white clouds, snow shovels, winter hats
and gloves
At each center, have the “four seasons” writing worksheets as well as the
“four seasons…when do…?” worksheets in a pile on the table.
Instruct two students to complete one of the named worksheets and other
students to complete the opposite worksheet. Pair and share after

Part 3 - (15 min): Seasons and Activities Board Game

After completion of centers worksheets, have students find a partner and play
the seasons board game.
Provide different colored “tokens” or pennies/dimes as board markers

Part 4 - (10 min): Review – Cloze quiz and Wrap-Up

to

Once students finish board game, have them return
their desks and administer Cloze quiz review
*Do not grade as a quiz, just use to assess student’s

knowledge

Part 5- If there is time leftover…

Fly Swatter game! 


Write new vocabulary terms on the board
Have students line up in two lines, one fly swatter at the beginning of each line
Describe a given scenario (this season is very cold and there is snowfall on the
ground…)
When the student recognizes the vocabulary term, they “swat” the correct