Lesson plan

What’s the Season?

What makes winter so special? What about spring, summer, and fall? In this lesson students will get to think all about what happens in each of the four seasons!
Grade Subject View aligned standards

No standards associated with this content.

Which set of standards are you looking for?

  • Students will be able to use complete sentences to talk to a partner and write about weather patterns found in the different seasons.
(5 minutes)
  • Ask students if they know what season it is. Have them share their ideas with the class.
  • Ask students to think about different kinds of weather, having them share ideas of the different kinds of weather they have seen.
  • Make a class anchor chart to record each of the four seasons and the associated weather.
(10 minutes)
  • Read aloud the book The Seasons of Arnold’s Apple Tree by Gail Gibbons
  • Pause throughout the book to notice the different seasons and associated weather patterns.
  • After reading, you can define a season by saying, “As the earth moves around the sun, we have four different seasons: Spring, Summer, Fall, and Winter. Each season has a different kind of weather.”
(10 minutes)
  • Create a chart titled "Turn and Talk" and write the rules for partner discussion:
    1. Sit knee to knee
    2. Listen to your partner
    3. Take turns
    4. Talk about the topic
  • Ask students to give you a thumbs up if they can agree to follow the rules to turn and talk to a partner.
  • Prompt students to think about what season we are in right now. Encourage students to think about the story, and information about the seasons.
  • Have students turn and talk to a partner to describe the kinds of weather that happen in the current season (e.g., in the fall it can be windy and the leaves fall from the trees).
  • Explain that now students will get to draw a picture and write about one of the four seasons.
  • Demonstrate making a sketch of a summer scene and writing a complete sentence about summer weather.
  • Review how to write a complete sentence by reminding students that a sentence must start with an uppercase letter in the first word and end with end punctuation such as a period or exclamation mark after the last word. You can also remind students that a sentence should be one complete thought, such as, “In summer it is sunny.”
  • Remind students that they can use the class anchor chart to help them as they write their sentences.
(20 minutes)
  • Pass out paper and pencils to each student for them to draw their season picture and write their sentences.
  • Circulate around the room and support students as needed.
(10 minutes)
  • Read aloud the book The Seasons of Arnold’s Apple Tree by Gail Gibbons


  • Encourage students to add details to their pictures and write another sentence to describe the weather in each season.


  • Work individually or in a small group to help students write weather words and complete their sentences.
  • Provide pre-written sentence stems for students to use while writing sentences.
(5 minutes)
  • Ask students to trade their worksheets with a partner to read each other’s sentence.
  • Collect student work samples to check if students were able to connect seasons with appropriate weather options and if they were able to write complete sentences.
(5 minutes)
  • Gather class back together and share several of the student work samples with the class.
  • Refer back to the seasons and weather patterns as you celebrate student work.

Add to collection

Create new collection

Create new collection

New Collection


New Collection>

0 items