Exploring Seasons Developed By Suggested Length Suggested Grade Level(s) Subject Areas Kelly Stewart Four 40 minute periods 8, 9 Social Studies, Visual Arts, Science Overview In this unit, students will explore the four seasons and create a better understanding of the changes that occur in our environment. Links to Curriculum Outcomes Students will (be expected to) demonstrate an understanding of the basic features of Canada's landscape and climate (social studies) identify the basic weather and climate patterns of Atlantic Canada (social studies) use, with confidence, experiences from their personal, social, cultural, and physical environments as a basis for visual expression (visual arts) explain patterns of change and their effects on Earth (science) Links to Telling Stories: Themes / Key Words climate seasons Art Works Untitled, Robert Harris, CAG H-630 Untitled, Robert Harris, CAG H-1850 Our Rooms Harbour View, Robert Harris, CAG H-8257 In Charlottetown, Falconwood Park, Robert Harris, CAG H-2154
Lesson #1: The Fabulous Four In this lesson students will explore the four seasons through four works of art. 1. Begin the lesson with the four Robert Harris works. Ask students to identify first impressions of the works and talk briefly with them about where these works were done and the medium(s) that Harris used. 2. Organize students into four groups. Place one of the Harris works in each corner of the room. Have the groups rotate around the room, going from station to station. The students might have a set of questions that they have to answer at each station, such as: What season is being portrayed? What justification can they give for their answer? What might the temperature be? What does each painting/sketch tell us about the seasons in Atlantic Canada? 3. Bring the four groups back together with five minutes remaining. Wrap up the lesson with discussion of the following questions: Why do we have seasons? Do all countries experience the seasons at the same time? Do all provinces in Atlantic Canada experience the seasons at the same time? Collect group response sheets. Ask students to identify one or two things that they learned about the seasons in Atlantic Canada. Lesson #2: The Reasons for the Seasons In this lesson students will, through Internet research, find and share answers about seasons and reasons for seasonal change.
one computer per group chart paper marker 1. Organize students in groups of two. Challenge each group to use the internet to investigate the seasons and find out as much information as they can on each one. Challenge them to keep track of the number of facts that they find through their research. Questions might be provided to get them started, such as: What causes the seasons to change? What sort of weather is typical in each season? When does each season begin? How many days does each season last for? Do all countries experience spring at the same time? Why do we have four seasons? 2. With fifteen minutes remaining, bring groups back together to share their findings. Create a list on chart paper of all of the facts that the students discovered on the seasons. 3. Note any findings that are apparently conflicting and briefly discuss the discrepancies. Observe whether or not students have shared factual information pertinent to the research topic. Create a rubric that could be completed by students in their groups of two. Lesson #3: The Changing Seasons In this lesson students compare seasons of years past to those we experience today and explore the issue of climate change in the present day. one computer per group
1. Begin the lesson with the Robert Harris paintings/sketches. Begin a discussion by asking the class what year they think the paintings and sketches represent. Could they be a hundred years ago? Fifty years ago? One year ago? Why? How did Harris suggest the sense of season in each work? 2. Explain to the class that Robert Harris was born in 1849 and died in 1919. The paintings are probably of the seasons Harris experienced during that time period. Ask the students to think about what may be different about the seasons we experience today compared to those experienced by Harris. Note together significant differences that they observe. 3. Organize students in groups of two and search the internet using key words such as climate change and global warming. Have them keep notes on the information they find and report their findings to their classmates before the end of the class. 4. Discuss together the evidence for global warming that exists today. Is it an important issue? Do those of us who live near the ocean have particular reason to be concerned? Ask students to predict climate change that might occur in the next 100 years, recording their predictions in an almanac-style piece. Their predictions should be supported with evidence of past climate change. Lesson #4: The Colors of the Seasons In this lesson students will work in groups to create monochromatic seasonal collages. 11 x 14 construction paper objects for collages - tissue paper, natural and found materials, string, etc. 1. Begin the lesson with the Robert Harris paintings/sketches. Draw students attention to the colors Harris used for each season. Discuss which colors are associated with each season and why. It might also be fun, at this point, to mention the seasonal colour schemes that have been promoted in the fashion industry.
2. Introduce students to the idea of creating a monochromatic collage. Only materials of the same color will be used in the collage. Choose a colour such as black or brown and have students brainstorm some examples of materials or objects that could be used in creating a black- or brown-only collage. Have them consider how they could achieve interest and contrast if only using the one colour. 3. Organize students in groups of three or four according to the season they would like to work with. Once students have formed their seasonal groups, encourage them to choose the colour for their collage (based on their chosen season) and get started on their collage. Students might think about their own experiences with seasons and their own reactions to seasons to come up with materials and objects to incorporate into their collage. 4. Once students have finished their work, have them create a title card and write a brief artists statement to explain their artistic choices (materials used, emotions suggested, personal involvement with the season, etc.) Bringing it all Together Create a gallery in the classroom where the season collages and accompanying artists statements can be mounted. Tour the gallery with invited guests, encouraging the artists to answer questions about their work.