Session Outline • Discuss the four seasons with the children and the common weather patterns associated with each. •Talk about daylight hours in the different seasons and how in the Winter we often wake up and go to bed when it’s dark, but in the summer it is light. Briefly explain this is due to the earth’s distance from the sun. • Hold up various items of clothing and props and the children are to shout out a season in which we need them. (E.g. wooly hat & gloves = winter; sunglasses and sun cap = summer; umbrella = spring; warm jumper & kite = Autumn). • Can the trees and plants change their clothes in each of the seasons? • How do the trees adapt or change in each season and how is this related to the weather & daylight hours? In the Winter, the Earth is further away from the sun and so there are less daylight hours and the temperature is colder than in the Summer. This causes the trees to loose their leaves in the winter as the trees need warmth and sunlight to grow. As the Earth gets closer to the sun in the Spring, the Earth warms up and there are more daylight hours and so new life starts to grow as buds on trees. As the daylight hours reach their longest and temperature the warmest, during the summer plants are blooming. When the temperature starts to drop again and daylight hours get shorter, leaves start to fall and tree produce fruits containing seeds in preparation for their new life-cycle. • Can the children look carefully at the trees in their outdoor learning area and identify which season it is? • Are there any trees which do not fit this pattern? (Evergreen) • Can the children find any Evergreen trees in their outdoor learning area? Look at the structure and features of the evergreens. Do these trees differ in any way from deciduous trees which may give reasons for the differences? (Evergreen leaves are usually hardier, thicker and waxier.) • Can the children predict how the trees in their outdoor environment will change throughout the seasons? • Take a group photograph in front of a deciduous trees in their outdoor learning area to save/ print ready to compare in future seasons. Differentiation: HA - Can they find any species which show different stages of their season-cycles or are all the species in the same stages? LA- Concentrate on one species to describe and study. Extension: In Pairs, can they put the Tree Season Cycle Pictures into the correct seasons? Can they identify the evergreen and deciduous trees? (Scroll down for resources) Lesson Objectives Children will be know the basic seasonal-cycles of common plants and trees. Children will associate these changes with weather conditions across the seasons. Resources • Tree Season Cycle Chart & Sorting Cards (scroll down) • Clothes throughout different Seasons. (e.g. wooly hat & gloves; sunglasses & sun cap; umbrella; warm jumper & kite.) • Camera Key Vocabulary life-cycle, seed, shoot, root, leaf, bud, twig, flower, berry, fruit, seed, branch, shape, colour, size, pattern, features, season, spring, summer, autumn, winter, temperature, daylight, weather, light, sun, climate. Risk Assessments Generic Site RA. Curriculum Links Science: (Y1) Observe changes across the four seasons; Observe and describe weather associated with the seasons and how day length varies; Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. (Y2) Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. (KS1 SE) Observing closely, using simple equipment; Gathering and recording data to help in answering questions. Geography: (KS1) Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes; Identify seasonal and daily weather patterns in the United Kingdom; Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. Learning Outcomes LA - Children will be know the basic seasonal-cycle of a common tree MA - Children will be able to describe the seasonal-cycle of a common tree and note the differences between evergreen and deciduous. HA - Children will be able to describe the seasonal-cycle of common trees, noting the difference between evergreen and deciduous. They can name different parts of plants throughout the seasons using www.outdoorlearningmadeeasy.co.uk © Seasonal Plant Cycles GEOGRAPHY SCIENCE KS1 TOPICS KS1 SEASONAL CHANGES PLANTS THE WEATHER Sample by www.outdoorlearningmadeeasy.co.uk©
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Session Outline • Discuss the four seasons with the children and the common weather patterns associated with each.
• Talk about daylight hours in the different seasons and how in the Winter we often wake up and go to bed when it’s dark, but in the summer it is light. Briefly explain this is due to the earth’s distance from the sun.
• Hold up various items of clothing and props and the children are to shout out a season in which we need them. (E.g. wooly hat & gloves = winter; sunglasses and sun cap = summer; umbrella = spring; warm jumper & kite = Autumn).
• Can the trees and plants change their clothes in each of the seasons? • How do the trees adapt or change in each season and how is this related to the weather & daylight hours?
In the Winter, the Earth is further away from the sun and so there are less daylight hours and the temperature is colder than in the Summer. This causes the trees to loose their leaves in the winter as the trees need warmth and sunlight to grow. As the Earth gets closer to the sun in the Spring, the Earth warms up and there are more daylight hours and so new life starts to grow as buds on trees. As the daylight hours reach their longest and temperature the warmest, during the summer plants are blooming. When the temperature starts to drop again and daylight hours get shorter, leaves start to fall and tree produce fruits containing seeds in preparation for their new life-cycle.
• Can the children look carefully at the trees in their outdoor learning area and identify which season it is? • Are there any trees which do not fit this pattern? (Evergreen) • Can the children find any Evergreen trees in their outdoor learning area? Look at the structure and
features of the evergreens. Do these trees differ in any way from deciduous trees which may give reasons for the differences? (Evergreen leaves are usually hardier, thicker and waxier.)
• Can the children predict how the trees in their outdoor environment will change throughout the seasons? • Take a group photograph in front of a deciduous trees in their outdoor learning area to save/ print ready
to compare in future seasons. Differentiation: HA - Can they find any species which show different stages of their season-cycles or are all the species in the same stages? LA- Concentrate on one species to describe and study. Extension: In Pairs, can they put the Tree Season Cycle Pictures into the correct seasons? Can they identify the evergreen and deciduous trees? (Scroll down for resources)
Lesson Objectives Children will be know the basic seasonal-cycles of common plants and trees. Children will associate these changes with weather conditions across the seasons. Resources • Tree Season Cycle Chart & Sorting Cards (scroll down) • Clothes throughout different Seasons. (e.g. wooly hat & gloves; sunglasses & sun cap; umbrella; warm jumper & kite.)
• Camera Key Vocabulary life-cycle, seed, shoot, root, leaf, bud, twig, flower, berry, fruit, seed, branch, shape, colour, size, pattern, features, season, spring, summer, autumn, winter, temperature, daylight, weather, light, sun, climate. Risk Assessments Generic Site RA.
Curriculum Links
Science: (Y1) Observe changes across the four seasons; Observe and describe weather associated with the seasons and how day length varies; Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. (Y2) Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. (KS1 SE) Observing closely, using simple equipment; Gathering and recording data to help in answering questions. Geography: (KS1) Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes; Identify seasonal and daily weather patterns in the United Kingdom; Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
Learning Outcomes
LA - Children will be know the basic
seasonal-cycle of a common tree
MA - Children will be able to describe the seasonal-cycle of a
common tree and note the differences
between evergreen and deciduous.
HA - Children will be able to describe the seasonal-cycle of
common trees, noting the difference between
evergreen and deciduous. They can name different parts of plants throughout the seasons using
www.outdoorlearningmadeeasy.co.uk ©
Seasonal Plant Cycles
GEOGRAPHYSCIENCE
KS1
TOPICS
KS1SEASONAL CHANGES PLANTS THE WEATHER
Sam
ple b
y ww
w.outd
oorlearningm
adeeasy.co.uk©
www.outdoorlearningmadeeasy.co.uk ©
Tree Season Cycle- Sorting Cards Sheet A Print, cut and laminate enough sets for one between each pair
Seasonal Plant Cycles
GEOGRAPHYSCIENCEKS1
TOPICS
KS1SEASONAL CHANGES PLANTS THE WEATHER
Oak
Oak
Oak
Oak
Holly
Holly
Sam
ple b
y ww
w.outd
oorlearningm
adeeasy.co.uk©
www.outdoorlearningmadeeasy.co.uk ©
Tree Season Cycle- Sorting Cards Sheet B Print, cut and laminate enough sets for one between each pair
Holly
Holly
Elder
Elder
Elder
Elder
Seasonal Plant Cycles
GEOGRAPHYSCIENCEKS1
TOPICS
KS1SEASONAL CHANGES PLANTS THE WEATHER
Sam
ple b
y ww
w.outd
oorlearningm
adeeasy.co.uk©
www.outdoorlearningmadeeasy.co.uk ©
Tree Season Cycle Chart- Answers
Spring Summer Autumn Winter
Oak
Holly
Elder
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Seasonal Plant Cycles
GEOGRAPHYSCIENCEKS1
TOPICS
KS1SEASONAL CHANGES PLANTS THE WEATHER
Sam
ple b
y ww
w.outd
oorlearningm
adeeasy.co.uk©
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