PR-6171IRE Science A STEM Approach - 1st Class

Earth and the Environment
IN THE SKY AND ON THE LAND
Lesson 4
Lesson Plan
Introduction:
1. Show the images of a landscape at . Discuss what a landscape
is and add a definition to a word wall—’an area of land that can be viewed at one time from one
place’. What season do you think it is in each picture? How do you know? How does each landscape
change? In pairs, pupils write their thoughts on a mini whiteboard.
Development:
2. Show the video reviewing what the seasons are and then as a class,
complete the simple sequencing activity. You may want to display the months and seasons on the
working wall. As a class, discuss what a season is and the pattern it follows. What season are we in
now? What season will come next? What was before? Does it always go in this pattern? What kind of
weather do you see in each season?
3. Write a class definition for season and reinforce how it is different to the weather; for example,
each season has certain weather patterns, like in the winter you can expect it to be cold, rainy and
cloudy.
4. Watch a time-lapse video of Earth over a year, showing the changes in the landscape through the
seasons . With a partner, pupils discuss the seasonal changes they
viewed.
5. Set up four large pieces of paper at the front of the classroom, labelled with each season. Ask
pupils the following questions for each season, and instruct pupils to write or draw an answer on a
sticky note and place it on the appropriate season poster for the class to see. What things do you
see out on the street? What do the trees look like? What animals do you see? What colours do you
see? What does the sky look like? What does the land look like? How many people do you see and
what are they doing? What places do people visit? What are people wearing? What kind of weather
do you see?
6. Individually, pupils choose a season and a landscape they are familiar with. It could be the view
out of the classroom window, a view of the playground or a view of the school street. Their task is
to draw the scene and include all the things they have observed and would expect to see in that
area during that season. In summer there may be lots of children wearing T-shirts in the sunshine,
but in winter there may be less children because it is raining, cloudy and windy. Encourage them
to capture every detail and how it changes (page 146 provides a template to draw a view from
a window). Alternatively, pupils may choose one of the scenes on pages 147–148 to draw the
appropriate details.
Differentiation
• Challenge pupils to write a few accompanying sentences for their landscape view from a
window in their science books.
• Some pupils can be provided with keywords associated with all seasons and choose which
ones apply to their season. They use these keywords to help them with their pictures and also to
complete simple sentences to describe their picture.
Reflection:
Viewing sample
7. The artwork can be displayed around the classroom and working wall, grouped according to the
seasons. Pupils can compare the landscapes and discuss any drawings that may have features that
are not typical for that season or are different from the other drawings.
Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 1st Science: 145
CLASS
A STEM APPROACH