1. Student Page
[Teacher Page]
Seasons
Title A WebQuest for Third Grade Students
Introduction Designed by
Task
Emma Chandler
Process ekc9@zips.uakron.edu
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Introduction
Title There are four seasons: fall, spring, summer
Introduction and winter. During this lesson, I will read four stories
Task about seasons that are written by Linda Glaser. After
Process
our shared reading, you will be identifying
characteristics of each season by working in groups of
Evaluation
five to six. It is important to learn about each season
Conclusion
to understand the activities, clothing, holidays, plant
and animal behavior and weather that each season
consists of.
Credits

3. Student Page
[Teacher Page]
The Task
Title After our seasons lesson is completed, you will be able
Introduction to compare and contrast:
Task
Activities that are completed during each
Process
season
Evaluation
Clothing that is worn during each season
Conclusion Holidays that are celebrated during each season
Plant and animal behavior that occurs during
each season
Seasonal weather changes
In order to complete this lesson, you will use these
websites:
http://www.sheppardsoftware.com/scienceforkids/seasons/sea
http://www.weatherwizkids.com/weather-words.htm
Credits

4. Student Page
[Teacher Page]
The Process
To accomplish the task, you must perform
Title
these step-by-step instructions. After performing
Introduction these step-by-step instructions, you will have
Task completed the seasons lesson.
Process
Evaluation • First, your teacher will pose a prereading activity
Conclusion about seasons.
• Second, your teacher will read four stories written
by Linda Glaser: It’s Fall, It’s Spring, It’s Summer and
It’s Winter.
• Third, the class will be placed into groups of four to
five students. Each group will be assigned a season.
• You and your group need will write down
characteristics of your season.
• After fifteen minutes, groups will present their
season’s characteristics to the class.
Credits

5. 6. Click on this link,
http://www.weatherwizkids.com/weather-words.htm
7. You will write down the definitions for
the following words: Autumn, Clear Sky,
Drizzle, Fog, Frost, Hail, Lightening, Rain,
Sleet, Snow, Spring, Summer,
Temperature, Thunder and Winter.
8. Record the day’s weather onto your
calendar handout using the definitions
from Step Seven. Record the weather for
a whole week.
9. Compare and contrast all four seasons
on your Venn diagram handout.
10. Click on this link,
http://www.sheppardsoftware.com/scienceforkids/seasons/seaso
11. Lastly, pick a season from the website
and play games to end your lesson on
seasons.

6. Student Page
[Teacher Page]
Evaluation
Title
Introduction Literature Circle – Listening and
Task Sharing : Seasons
Process
CATEGORY 4 3 2 1
Evaluation
Respects Others Student listens Student listens Student interrupts Student interrupts
Conclusion quietly, does not quietly and does once or twice, but often by
interrupt, and not interrupt. comments are whispering,
stays in assigned Moves a couple of relevant. Stays in making comments
place without times, but does assigned place or noises that
distracting not distract others. without distracting distract others OR
fidgeting. movements. moves around in
ways that distract
others.
Comprehension Student seems to Student seems to Student Student has
understand entire understand most understands some trouble
story and of the story and parts of the story understanding or
accurately answers accurately answers and accurately remembering most
3 questions related 2 questions related answers 1 parts of the story.
to the story. to the story. question related to
the story.
Credits

7. Collaborative Work Skills : Seasons
CATEGORY 4 3 2 1
Contributions Routinely provides Usually provides Sometimes Rarely provides
useful ideas when useful ideas when provides useful useful ideas when
participating in the participating in the ideas when participating in the
group and in group and in participating in the group and in
classroom classroom group and in classroom
discussion. A discussion. A classroom discussion. May
definite leader strong group discussion. A refuse to
who contributes a member who tries satisfactory group participate.
lot of effort. hard! member who does
what is required.
Quality of Work Provides work of Provides high Provides work that Provides work that
the highest quality. quality work. occasionally needs usually needs to
to be be
checked/redone checked/redone
by other group by others to
members to ensure quality.
Focus on the task Consistently stays Focuses on the ensure quality.
Focuses on the Rarely focuses on
focused on the task and what task and what the task and what
task and what needs to be done needs to be done needs to be done.
needs to be done. most of the time. some of the time. Lets others do the
Very self-directed. Other group Other group work.
members can members must
count on this sometimes nag,
person. prod, and remind
to keep this person
on-task.
Working with Almost always Usually listens to, Often listens to, Rarely listens to,
Others listens to, shares shares, with, and shares with, and shares with, and
with, and supports supports the supports the supports the
the efforts of efforts of others. efforts of others, efforts of others.
others. Tries to Does not but sometimes is Often is not a good
keep people cause "waves" in not a good team team player.
working well the group. member.
together.

8. Student Page
[Teacher Page]
Conclusion
Title Seasons affect our everyday lives. They affect
Introduction what activities are appropriate to participate in, the
Task clothing we are able to wear and the holidays that we
Process
prepare for. Also, seasons affect animal’s behavior and
plant growth and the weather changes. Seasons are
Evaluation
important to understand because they are
Conclusion
incorporated into our daily lives.
Credits

9. Student Page
[Teacher Page]
Credits &
Title
Introduction References
Task
Process
Evaluation "The Seasons - Games and Activities for
Conclusion Kids." Sheppard Software: Fun
Free Online Learning Games and
Activities for Kids. Web. 21 Feb.
2012. <http://
www.sheppardsoftware.com/
scienceforkids/seasons/ seasons.htm>.
"Weather Wiz Kids Weather Information for
Kids." Weather Wiz Kids Weather
Information for Kids. Web. 21 Feb.
2012
http://www.weatherwizkids.com/
weather-words.htm>
Credits

10. [Student Page]
Teacher Page
Seasons
Title A WebQuest for Third Grade Students (Science and
Introduction Social Studies)
Learners
Designed by
Standards Emma Chandler
Process ekc9@zips.uakron.edu
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page

11. [Student Page]
Introduction
Teacher Page
Title (Teacher)
The lesson was developed when several of my
Introduction students asked me why the leaves were changing
Learners colors. We were finishing our summer vacation and
Standards
starting our school year. Therefore, it was beginning to
be Autumn. I explained to my class that there were
Process
four seasons and that a characteristic of Autumn was
Resources
that the leaves on the trees become red, orange and
Evaluation yellow. The students were interested in learning more
Teacher Script about seasons. As a result, we began our seasons
Conclusion lesson.
Seasons are a part of our everyday lives. It is
simple to incorporate seasons into any subject and
content area. Children may read books about seasons
and write a story about their favorite seasons.
Children may observe and record information about
weather and the length of each season. It is important
for students to learn about seasons because they
Credits
affect our environment.

12. [Student Page]
Teacher Page
Learners (Teacher)
Title This lesson is anchored in third grade
Introduction science. The content standard that is being
Learners demonstrated is Standard 2 Objective 3. The
Standards
children will compare and contrast seasonal
weather changes.
Process
Resources
Prior to beginning this lesson, students will need
Evaluation to know that the four seasons all possess similar
Teacher Script and different characteristics from each other. The
Conclusion seasons change due to the tilt of the Earth’s axis
and its rotation.
Credits

13. [Student Page]
Curriculum Standards
Teacher Page
Title (Teacher)
Students will learn:
Introduction
Learners Math Standards Addressed
Standards
•Measure the temperature and weather
Process
Resources
Science Standards Addressed
Evaluation
Teacher Script •Compare and contrast seasonal weather changes
Conclusion •Plant and animal behavior
Social Studies Standards Addressed
•Seasonal activities
•Clothing
•Holidays
During this lesson, students also learned to
Credits
compare, observe and categorize.

14. [Student Page]
The Process
Teacher Page
Title (Teacher)
The seasons lesson is organized into several steps.
Elementary school teachers teach their students all
Introduction
subjects. Therefore, there is no need to involve more
Learners
than one class. The lesson will be taught over a five-
Standards day period. It is an multi-disciplinary study.
Process
Resources Students will be divided into groups of four to five
Evaluation students. They will present the characteristics of their
Teacher Script season.
Conclusion
A teacher executing a seasons lesson plan needs to be
able to give good directions and have all handouts and
worksheets created and ready to pass out. This lesson
is simple enough for a beginning teacher to execute.
Credits

15. • First, your teacher will pose a prereading activity about seasons.
• Second, your teacher will read four stories written by Linda Glaser: It’s Fall, It’s
Spring, It’s Summer and It’s Winter.
• Third, the class will be placed into groups of four to five students. Each group will be
assigned a season.
• You and your group need will write down characteristics of your season.
• After fifteen minutes, groups will present their season’s characteristics to the class.
6. Click on this link, http://www.weatherwizkids.com/weather-words.htm
7. You will write down the definitions for the following words: Autumn, Clear Sky,
Drizzle, Fog, Frost, Hail, Lightening, Rain, Sleet, Snow, Spring, Summer, Temperature,
Thunder and Winter.
8. Record the day’s weather onto your calendar handout using the definitions from
Step Seven. Record the weather for a whole week.
9. Compare and contrast all four seasons on your Venn diagram handout.
10. Click on this link,
http://www.sheppardsoftware.com/scienceforkids/seasons/seasons.htm
11. Lastly, pick a season from the website and play games to end your lesson on
seasons.

16. [Student Page]
Resources
Teacher Page
Title (Teacher)
Resources needed to implement this lesson:
Introduction
Learners •Linda Glaser’s stories
•Presentation paper
Standards
•Calendar handouts
Process
•Venn diagram handouts
Resources •Computers
Evaluation
Teacher Script Only one teacher is needed to implement the
Conclusion seasons lesson. The students will be working on the
seasons lessons in several parts. If the teacher only
demonstrates one part at a time, one teacher is
enough to teach this lesson. You do not need to
coordinate with a teacher at another school or with a
partner in industry or a museum or other entity.
Credits

17. [Student Page]
Teacher Page
Evaluation
Title
Introduction (Teacher)
Learners
Standards
Process To know that this lesson was successful,
Resources students should be able to identify characteristics of
Evaluation the seasons and of the weather, compare and contrast
Teacher Script characteristics of seasons, compare and contrast
seasonal weather changes, and view weather and
Conclusion
record findings. The rubric will help make sure that
students complete all of their work. Also, it is
important to make check lists, observations, etc. to
make sure that each student is reaching their full
potential.
Credits

18. [Student Page]
Teacher Script
Teacher Page
During a seasons lesson, teachers may have a difficult time fully
Title (Teacher)
making their lesson plan. This goes for any lesson plan because teachers
Introduction do not know how students will react to the information given. Below, is a
list of questions that a teacher might have about a lesson plan:
Learners
Standards •What to say at each point in the process
Process •What to click on
•What questions and misconceptions to anticipate
Resources
•How long to take at each point
Evaluation
Teacher Script During each point in the process, give students clear directions on what
Conclusion should be completed at that given step.
It is important to give students the URL to a website when needed to look
up information on a computer.
Two questions to anticipate about seasons are why do we have seasons
and how do animals and plants that are outside put of with the change of
seasons.
Elementary school students have a short attention span. Any part of a
lesson that lasts more than twenty minutes will be difficult for students
Credits
to pay attention to and complete.

19. [Student Page]
Conclusion
Teacher Page
Title Seasons are an(Teacher)to teach to
important lesson
Introduction elementary school students. Seasons help students
Learners learn about seasonal activities, clothing, holidays,
Standards
plant and animal behavior and weather. All of these
subtopics may be incorporated into all subjects and
Process
several content standards.
Resources
Evaluation
Teacher Script
Conclusion
Credits

20. [Student Page]
Credits & References
Teacher Page
Title (Teacher)
"Google Images." Google Images. Web. 24
Introduction
Feb. 2012. <http://
Learners images.google.com/>.
Standards "Science - 1st Grade Core." Utah
Process Education Network. Web. 21 Feb. 2012.
<http://www.uen.org/core/ core.do?
Resources
courseNum=3010>.
Evaluation
"This Is an Idea for Teaching Seasons and
Teacher Script Precipitation | HotChalk's Lesson
Conclusion Plans Page." HotChalk's Lesson
Plans Page. Web. 24 Feb. 2012.
<http://
www.lessonplanspage.com/
sciencemdseasonsandprecipidea2-htm/>.
Trevenen, Pamela. "A Look At the
Seasons." Utah Education Network. 12
Mar. 2011. Web. 21 Feb. 2012.
<http://www.uen.org/
Credits Lessonplan/preview.cgi? LPid=28141>.