Winter vs. Summer

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Students learn about winter and summer through hands-on activities that connect science, math, and language arts.

OBJECTIVE
Students will:

1. Identify pictures of winter and summer
2. Compare and contrast winter and summer
3. Sort and classify winter and summer clothing
4. Participate in independent writing

MATERIALS

1. Magazines (Add to your parent wish list. Specify that you want magazines about food, clothing, animals, and plants.)
2. Paper plates
3. T-charts with the words "Winter" and "Summer" written at the top
4. Winter and summer clothing, such as mittens, ski coats, bathing suits, shorts, etc.
5. Eleven pieces of 18" x 11" construction paper, any color
6. Writing paper
7. Picture of each student's face
8. Pencils
9. Glue
10. The Snowy Day by Ezra Jack Keats
11. Summer by Maria Rius

DIRECTIONS
Day 1

Step 1:  Read The Snowy Day by Ezra Jack Keats (or any story that has several pictures of winter).

Step 2: Ask the students which images in the book let them know it was winter. List their resonses on the T-Chart.  

Step 3: Have the students go to their seats and cut out pictures from the magazines that correlate with winter. (Have the students place their winter pictures on a paper plate set in the middle of the table.)

Example of a season bulletin board

Step 4: When students have gathered a substantial pile of winter pictures, invite them to glue pictures in collage form to construction paper. Make sure you have enough pictures to fill up five pieces of 18" x 12" pieces of construction paper. (The teacher is to cut out each piece of construction paper into the letters that spell winter. For example, take the first collage, trace a large "w" out of the paper, and cut it out.)

Step 5: Display the collage on a bulletin board.

Day 2

Step 1: Read Summer by Maria Rius (or any story that has many pictures of summer).

Step 2: Use the Winter/Summer T-Chart. List the students' responses to the book that depicted the summer season.

Step 3: Have the students go to their seats and cut out pictures from the magazines that correlate with summer.

Repeat the rest of the steps from Day 1, this time with summer.

Day 3

Step 1: Put all the winter and summer clothes in a big pile in the middle of the carpet. Have the students sit in a circle around the big pile of clothes.

Step 2: Ask the students what type of clothing they see in the pile.

Step 3: Tell the students that they are going to sort the clothing into two groups, winter and summer.

Step 4: Have the students sort the clothing.

Step 5: Each student is to select an article of clothing. 

Step 6: Split the class in half and have the students who selected a winter clothing item sit at the tables. The other students may go to a center. Each student needs to have a sheet of writing paper. The students are to write these words: "In the winter, I wear ____________." Have them sound out and write the name of the article of clothing that they selected in the space provided.

Step 7: Switch the groups. Have the students who selected a summer clothing item sit at the tables. Each student needs to have a sheet of writing paper. The students are to write these words: "In the summer, I wear ____________." Have them sound out and write the name of the article of clothing that they selected in the space provided.

Step 8: Have all the students come back to their seats. Give each student a picture of his or her face and glue it to the top of the writing paper. Have the students draw a self-portrait of themselves wearing the article of clothing that they chose.

Step 9: Have the Winter/Summer T-Chart displayed so the students may add details to their pictures such as a snowfall for winter or a bright sun for summer.

ASSESS STUDENTS

• Did students cut out the correct pictures depicting winter and summer?
• Could students sort and classify winter and summer clothing?

EVALUATE THE LESSON

• Could the students differentiate between winter and summer?
• Could the students follow one- and two-step directions?
• Could the students stay on task?

Winter Weather Day 4: What Makes the Wind Blow?
Activities for teaching students about wind properties. This lesson plan includes a hot-air balloon experiment and wind-themed poetry writing.

Winter Weather Day 5: Follow Up
Students review what they have learned about winter weather by writing and making a pinwheel.

Winter Weather Week Day 2: Today's Temperature
Teaches students about cold weather by having them take temperatures. Students also write about their own experience with weather.

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