Introductory Activity: Tell the students about each season and explain to them why the seasons change

and why we have

them. Read a book to the students that explains the four seasons and distinct details. For example, explain how we have
the four seasons due to the tilt in the earth and rotation of the axis. Describe particular characteristics with each season, for
example, winter has snow and the low temperatures.
**Fun activity to do: What do I wear? Provide students with clothes that correlate with each season- for example: winter
coat jacket. Students will be able to identify the proper clothes for each given season, while interacting with their peers and
also get to play dress up!
Thematic Unit Planning Matrix- One daily/weekly lesson, 45 minutes, for 1 month
Content
Area(Theme): The
Four Seasons
(Fall, Spring,
Summer and
Winter)
Arts Integration

Focus Area

Changing
colors of
leaves (fall)

Thematic
Questions/
Objectives

Centers

Technology
Integration
(References,
Software and/or
Resources)

Assessment
and/or Rubric
Scale

Student
Products or
Portfolio

Common Core or PA
Standards

Are students
able to
identify why
the leaves
change with
the seasons
(specifically
fall)? Do
students
efficiently
use fine
motor skills
to create a
collage? Are
students able

The class
will be
instructed
as a
whole.
However,
tables will
be
divided
into
groups of
4-5 where
they will
discuss
their

Students will need

a variety of colored
construction paper
for leaves (yellow,
brown, orange, red,
etc.). Students will
need glue to glue
the leaves onto the
paper/tree they
create. Students
can either tear the
paper to create
leaves or cut out
(with scissors).
Students must

Students will be
based off of a
scale of 1-4 (1
being the least
proficient and 4
being the most).
Assessment
Rubric will be
used to assess
students'
mastery of the
objectives.
Students will be
given a rubric
prior to the

Students will
be able to
create their
own fall scene
and understand
why leaves
change/ what
makes them
change color.
Students will
create a
colorful image
that depicts
their
imagination

*Standard - 9.1.3.B
Recognize, know, use
and demonstrate a
variety of appropriate
arts elements and
principles to produce,
review and revise
original works in the
arts.
*Standard - 9.1.3.D
Use knowledge of
varied styles within
each art form through a
performance or

to use their creation

imagination with
and apply
peers.
their
knowledge to
create a
collage?

create a product
that is colorful as
possible.

assignment to and
exhibition of unique
ensure success. understanding work.
of fall.

Language Arts

Literacy
development
and the
seasons

Are students
able to
answer
questions if
given about
specific
seasons? Do
students
understand
the
difference
between the
seasons?
Are students
able to
identify
specific
characteristic
s regarding
each
season?

There will
be an
independ
ent
reading
station for
each
specified
season.
Students
will rotate
every 20
minutes
to a new
station to
ensure
understan
ding on
each
season.

Teacher will provide

students with given
books for each
season. For
example, a specific
book that has to do
with summer. There
must be multiple
books for each
season fall,
winter, summer,
spring.

Students will be
based off of a
scale of 1-4 (1
being the least
proficient and 4
being the most).
Assessment
Rubric will be
used to assess
students'
mastery of the
objectives.
Students will be
given a rubric
prior to the
assignment to
ensure success.

Students will
gain knowledge
on each
season through
independent
reading
centers.
Instead of
learning about
the seasons as
a whole,
students will
have a better
understanding
on each
individual
season due to
the specified
books chosen
for each
station.

*Standard - CC.1.2.2.L
Read and comprehend
literary non-fiction and
informational text on
grade level, reading
independently and
proficiently.

Mathematics

Symmetry
and defining
what object
goes with

Are students
able to
identify the
shapes and

There will
be a
center for
each

Students will need

construction paper
to create their given
objects. x

Students will be
based off of a
scale of 1-4 (1
being the least

Students will
be able to
identify what
shape goes

*Standard CC.2.4.2.A.1 Measure

and estimate lengths in
standard units using

Science

what season. connect

them to a
given
season? Are
students able
to show
proper
understandin
g of
symmetry
with each
given object?

given
season.
After
creating
the four
objects
assigned
(snowflak
e, sun,
flower
and leaf)
students
will take
the object
to the
given
season
station.

The change
in seasons

Students
will have
a station
for each
season.
There will
be a tree
at each
station
and
students
will have
to create
the tree
for the

Students will
develop and
understand
how the
seasons
change and
why. Are
students able
to identify
physical
changes
over time?
Do students
understand
environment

Teacher will provide

construction paper
and a layout of a
tree. There will be
ribbons that will
have to be glued to
each tree that
coordinate different
seasonal colors.

proficient and 4
being the most).
Assessment
Rubric will be
used to assess
students'
mastery of the
objectives.
Students will be
given a rubric
prior to the
assignment to
ensure success.

with what
appropriate tools.
season. For
example, the
hot sun shape
goes with
summer, the
flower goes
with spring, the
snowflake goes
with winter, the
leaf goes with
fall. Students
will create their
own objects
and fold them
in half to see
how symmetry
works.

Students will be
based off of a
scale of 1-4 (1
being the least
proficient and 4
being the most).
Assessment
Rubric will be
used to assess
students'
mastery of the
objectives.
Students will be
given a rubric
prior to the

Students will
understand
how trees
change in each
season and
identify color
changes.

*Standard - 4.1.2.D
Identify differences in
living things (color,
shape, size, etc.) and
describe how
adaptations are
important for survival.

al change?
Social Studies

Holidays and Do students

seasons
grasp the
history
behind each
season? Are
students able
to connect
each season
with specific
holidays?

given
season.
There will
not be
centers.
This is an
open
interactiv
e, fun
environm
ent for
the
students.
We will
have this
time the
main rug
in the
room.

assignment to
ensure success.
A CD or audio
player must be
defined. Songs will
be played for
specific holidays
and students must
identify what
season would go
with the given
music. CDs will
have to be provided
for each holiday.
For example
spring will have
songs for St.
Patricks Day,
Christmas music for
Winter, etc.

Students will be
based off of a
scale of 1-4 (1
being the least
proficient and 4
being the most).
Assessment
Rubric will be
used to assess
students'
mastery of the
objectives.
Students will be
given a rubric
prior to the
assignment to
ensure success.
x

Students will
enjoy songs for
each holiday
and be able to
connect them
with a given
season.
Students will
have
understanding
on the history
of the holidays
after the
educator
explaining.

*Standard - 8.2.1.C
Identify holiday and
cultural celebrations in
a community and why
they are celebrated.