TEACHING Celebrate the Seasons
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1 TEACHING GUIDE TEACHING Celebrate the Seasons 3rd Grade Reading Level
2 2 TEACHING CELEBRATE THE SEASONS Standards Science Language Arts Writing Language Arts Reading Visual Arts Understands the composition and structure of the universe and Earth s place in it. Uses the general skills and strategies of the writing process. Uses the stylistic and rhetorical aspects of writing. Uses grammatical and mechanical conventions in written compositions. Gathers and uses information for research purposes. Uses the general skills and strategies of the reading process. Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art. Multiple Intelligences Utilized Linguistic, logical-mathematical, spatial, intrapersonal, interpersonal, and naturalistic Copyright 2005 by Lerner Publications Company All rights reserved. International copyright secured. Student pages may be reproduced by the classroom teacher for classroom use only, not for commercial resale. No other part of this teaching guide may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of Lerner Publications Company, except for the inclusion of brief quotations in an acknowledged review. Books in the Celebrate the Seasons series include: It s Fall! It s Spring! It s Summer! It s Winter! LernerClassroom A division of Lerner Publishing Group 241 First Avenue North Minneapolis, MN U.S.A Website address: Manufactured in the United States of America DP ISBN X PMS Green 355U
3 TEACHING CELEBRATE THE SEASONS 3 Lesson 1 Celebrate the Seasons Readers Theater Purpose: Students will build reading fluency skills. Materials Celebrate the Seasons books Objectives Read a Celebrate the Seasons book with fluency. Interact and perform with a group. Demonstrate understanding of a text through expression. Examine a text for meaning. Design a group plan for reading. Interpret a text orally. Activity Procedures Model Read a passage from one of the books without using expression. Read the same passage with expression. Ask students what the difference is between the two. Practice (small groups) Divide students into small groups of three or four students. Give each of the groups a copy of one of the books in the Celebrate the Seasons series. Students will decide how to divide the book between them. Students will practice reading the book with expression. Each group will perform their book for the rest of the class. Discuss After each performance, discuss how each of the seasons was presented in the text. Evaluate Evaluate students performances for reading fluency. Prepare Determine how to divide students into small groups for Readers Theater. Pretest What does it mean to read with expression? What is Readers Theater? Read Read the Celebrate the Seasons books.
4 4 TEACHING CELEBRATE THE SEASONS Lesson 2 Seasonal Differences Purpose: Students will determine factors that distinguish each season from the others. Materials Celebrate the Seasons books Seasonal Climate Differences p. 10 pencils Objectives Recognize the climate of each season in your area. Adapt information from text and illustrations to create a chart of seasonal weather. Compare and contrast seasons. Categorize types of precipitation and various temperatures by season. Select a preferred season. Articulate reasons for a preference for one season. Read Read the Celebrate the Seasons books. Students will look for climatic descriptions in the books. Model Refer back to the Celebrate the Seasons books to fill in Seasonal Climate Differences p. 10. Practice (students) Using the space at the bottom of Seasonal Climate Differences p. 10, students will write a paragraph about their favorite season. Discuss Students will read their completed paragraphs. Evaluate Collect and assess Seasonal Climate Differences p. 10 for completeness and understanding. Activity Procedures Prepare Copy Seasonal Climate Differences p. 10 for each student. Pretest What makes spring different from fall? How is winter different from summer? (Continue until you have touched on differences between all the seasons.) Define the words climate, precipitation, temperature, and wind.
5 TEACHING CELEBRATE THE SEASONS 5 Lesson 3 Temperatures through the Seasons Purpose: Students will look at the average temperatures of each season in a variety of locations. Materials Celebrate the Seasons books almanac, encyclopedia, or Internet access large classroom map of the United States pencils Objectives Identify four U.S. cities on a map. Obtain temperature information from a reference source. Record average temperatures for four U.S. cities. Compile a chart of average seasonal temperatures around the United States. Compare average seasonal temperatures for four U.S. cities. Conclude which city is the warmest and which is the coolest in each season. Activity Procedures small maps or atlases of the United States for each group Average Temperatures around the United States p. 11 The United States p. 12 small sticky notes Prepare Copy Average Temperatures around the United States p. 11 for each student. Copy The United States p. 12 for each student. Pretest What does the word average mean? Do you think there is a difference between temperatures in different parts of the United States during the same season? Why or why not? Read Read the Celebrate the Seasons books. Model Using the large classroom map, have students select four cities in four different regions of the United States. Mark these with small sticky notes. Demonstrate where to write this information on Average Temperatures around the United States p. 11. Demonstrate how to look up the average temperatures for one of the cities using the almanac, encyclopedia, or the Internet. Record this information on Average Temperatures around the United States p. 11. Practice (small groups) Students will select cities and mark them on The United States p. 12. Students complete Average Temperatures around the United States p. 11 using the selected cities. Discuss Is spring the same in all parts of the United States? Why or why not? Continue until you have discussed each of the seasons. Discuss reasons for temperature differences in different regions of the United States. Evaluate Evaluate Average Temperatures around the United States p. 11 and The United States p. 12 for completeness and understanding.
6 6 TEACHING CELEBRATE THE SEASONS Lesson 4 The Cycle of the Seasons Purpose: Students will build a model of the season cycle. Materials Celebrate the Seasons books Styrofoam balls blue pushpins green pushpins pencils or thin wooden skewers Objectives Recognize representations of the sun and Earth. Explain the season cycle in writing. Demonstrate why the seasons change. Document understanding of models. Assemble a model of Earth and the sun. Assess the relationship of the sun to a location on Earth to determine the season of that location. Activity Procedures light sources (flashlights or lamps without shades) Cycle of the Seasons p. 13 Prepare Prepare a model of Earth for each group by inserting a pencil or skewer into the center of each styrofoam ball. Draw an equator on each ball. Copy Cycle of the Seasons p. 13 for each student. Pretest What is a model? What is the difference between each of the seasons? Read Read the Celebrate the Seasons books. Model Explain to students that you are going to build a model of the season cycle. The Styrofoam ball represents Earth. Insert a green pushpin in either the northern or southern hemisphere to represent your school. Insert a blue pushpin in the opposite hemisphere. Ask for two student volunteers. One will hold the light source (sun) and the other will hold the Styrofoam ball (Earth). Move the Styrofoam ball so that the green pushpin is in the direct line of the light source. (You will have to tilt the model of the Earth slightly. This should give you an approximately 23.4 angle.) What season is it for the people where the green pushpin is? The blue pushpin? Carefully note where the North Pole is pointing. (The top of the pencil or skewer represents the North Pole.) Mark this point in some way. Throughout the Earth s rotation around the sun, the North Pole should always point to this point. Slowly have the Earth move around the sun, making sure the North Pole points to the same spot. (The sun should also turn so that the light stays on the Earth.) When the Earth is a quarter of the way around the sun, ask what season it is for the green pushpin? What about for the blue pushpin? Continue this throughout the entire rotation. Practice (small groups) Each group will create their own model and quiz one another on the seasons in each hemisphere. Students will complete Cycle of the Seasons p. 13. Discuss What did you learn about the way Earth goes around the sun? Did everyone in your group understand right away? What was the best way to help someone understand? Evaluate Observe students as they work with their models. Evaluate Cycle of the Seasons p. 13 for completeness and comprehension.
7 TEACHING CELEBRATE THE SEASONS 7 Lesson 5 What Do Your Senses Tell You about the Seasons? Purpose: Use each of the five senses to describe the seasons. Materials Celebrate the Seasons books My Seasonal Sense Chart p. 14 chart paper markers pencils Objectives Recall the five senses. Associate the five senses with the seasons. Extend ideas about the seasons through the use of the senses. Characterize the seasons through the use of the five senses. Generate ideas about each of the seasons. Assess personal perceptions of a season. Model Using one of the books, have students point out examples of when the author uses the senses to describe the seasons. Find five or six examples in the book. Practice (individually) Have students complete My Seasonal Sense Chart p. 14. Students will decide what the seasons feel like to them. If they need to, they may refer to the Celebrate the Seasons books to get them started. Challenge students to think creatively. See if they can each think of at least one unique thing about each of the seasons. Discuss How do you use your senses in each season? How does each of the seasons smell, sound, look, taste, and feel? Evaluate Collect My Seasonal Sense Chart p. 14 from each student. Evaluate for completeness and creativity. Activity Procedures Prepare Copy My Seasonal Sense Chart p. 14 for each student. Pretest What are the five senses? Write these down on chart paper so students can refer to them. Read Read the Celebrate the Seasons books.
8 8 TEACHING CELEBRATE THE SEASONS Lesson 6 Seasonal Poetry Purpose: Use the five senses to write short poetry about each season. Model Select a season. Using the examples read from My Seasonal Sense Chart p. 14, create a short poem for the season. (It does not have to rhyme.) Explain Poetry Rubric p. 15 to the students. This will guide them as they write their poems. Materials Celebrate the Seasons books completed My Seasonal Sense Chart p. 14 Poetry Rubric p. 15 Poetry of the Seasons p. 16 lined paper pencils crayons, markers, or colored pencils Practice (students) Students will write a poem for each of the seasons. Write rough drafts on lined paper. Have students exchange drafts with a partner and give one another feedback. Make changes based on these suggestions. Students will copy final drafts onto Poetry of the Seasons p. 16 and illustrate each poem. Objectives Describe a season through sensory details. Articulate feelings about a season. Illustrate a poem for each season. Characterize a season. Compose a poem for each season. Critique another student s work. Discuss Have students read one of their poems to the class. Evaluate Collect poems and evaluate them using Poetry Rubric p. 15. Activity Procedures Prepare Copy one Poetry Rubric p. 15 for each student. Copy four Poetry of the Seasons p. 16 for each student. Pretest Read some examples of strong images from students completed My Seasonal Sense Chart p. 14. Read Read the Celebrate the Seasons books.
9 TEACHING CELEBRATE THE SEASONS 9 Additional Resources BOOKS Bernard, Robin. A Tree for All Seasons. Washington D.C.: National Geographic Society, Follow a maple tree through the seasons of a year. Gibbons, Gail. The Reason for Seasons. New York: Holiday House, Brightly colored pictures illustrate the science of the seasons. Pluckrose, Henry A. Seasons. Milwaukee: Gareth Stevens, This book provides a basic introduction to seasonal change. Riley, Peter D. Seasons. Milwaukee: Gareth Stevens, Examine the seasons from a scientific perspective through this simple, comprehensible text. Singer, Marilyn. On the Same Day in March: A Tour of World s Weather. New York: HarperCollins, Look at the weather in seventeen global locations on the same day in March. Stewart, David. Seasons. New York: Franklin Watts, This book explains the seasons in a way that is easy for young readers to understand. Tagholm, Sally. The Complete Book of the Seasons. New York: Kingfisher, Readers explore the basic nature, weather, and activities related to the seasons, as well as learn about things such as seasonal festivals around the world. Zolotow, Charlotte. Seasons: A Book of Poems. New York: HarperCollins, Forty-plus poems look at children s lives through the seasons. WEBSITES Earth s Seasons astronomy/planets/earth/seasons.html This Enchanted Learning site offers information about the change of seasons, including a detailed chart, a quiz, and a worksheet for young children. The Four Seasons at PrimaryGames.com seasons.htm This site has many seasonal games, crafts, and coloring pages, as well as stationary for children. Seasons seasons/seasons.html Through animation, images, and text, visitors to this Science U site learn why the seasons occur. United States Climate Page Use this site to find information about temperature and precipitation for various cities in the United States. World Climate: Weather, Rainfall, and Temperature Find the average monthly temperatures and rainfall for cities all over the world.
10 10 Seasonal Climate Differences Name Date _ Winter Spring Summer Fall Precipitation Storms/Other Temperature Wind Write a short paragraph about your favorite season in the chart above. Be sure to include specific details that explain what you like about the season. Teaching Celebrate the Seasons
11 Average Temperatures around the United States 11 Name Date _ Select four cities from different parts of the United States and write them in the chart. Find the average temperatures of each and write them in the chart. City Winter Spring Summer Fall (January) (April) (July) (October) Which city has the coldest average temperature? Winter Spring Summer Fall Which city has the warmest average temperature? Winter Summer Spring Fall What do you notice? What might be the reason? Teaching Celebrate the Seasons
12 12 The United States Name Date Teaching Celebrate the Seasons
13 13 Cycle of the Seasons Name _ Date _ To complete this, you will need to think about the models we created in class. What was happening in the models? 1. Why do we have different seasons? 2.How long does it take the Earth to travel around the sun? 3.What would happen if the Earth were not tilted? Would we still have seasons? Why or why not? 4.When it is summer in the Northern Hemisphere, what season is it in the Southern Hemisphere? 5.Draw a picture that shows how the Earth and the sun are lined up when it is summer in the Northern Hemisphere. Teaching Celebrate the Seasons
14 14 My Seasonal Sense Chart Name Date _ Winter Spring Summer Fall Sight Smell Sound Taste Touch Teaching Celebrate the Seasons
15 Poetry Rubric 15 Name Date _ Category Points Use of Language Frequently uses rich and imaginative language to create vivid images. Often uses rich and imaginative language to create vivid images. Sometimes uses rich and imaginative language to create vivid images. Seldom uses rich and imaginative language to create vivid images. Organization The writing flows smoothly. It is easy for the reader to follow. Most of the writing flows smoothly. It is generally easy for the reader to follow. Some of the writing flows easily. Sometimes it is easy follow. The writing is difficult to follow. Illustrations All of the illustrations support the text. Most of the illustrations support the text. Some of the illustrations support the text. The illustrations do not support the text. Mechanics There are almost no spelling, punctuation, or grammar mistakes. There are very few spelling, punctuation, or grammar mistakes. There are some spelling, punctuation, or grammar mistakes. There are many spelling, punctuation, or grammar mistakes. Neatness The poems are neatly arranged and written. Many of the poems are neatly arranged and written. Some of the poems are neatly arranged and written. Few of the poems are neatly arranged and written. Total Teacher s Comments Teaching Celebrate the Seasons
16 16 Poetry of the Seasons by Teaching Celebrate the Seasons
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