Your Name: Katherine Desjardins

Grade Level for Instruction: Grade 2 (Science lesson)

Curriculum Title: Weather and the Four Seasons

Description of General Curriculum:

No matter where you are in the world, you will experience weather in many
different ways. You will also experience it in different ways depending on the time of
year it is. There are four different seasons that the students should know about:
winter, spring, summer and fall.

From this information, the project will be to create a four-square comparison of the
different seasons including factors/concepts from each season. As a class, we will
document different concepts that occur during each season on a large piece of paper
(ex: spring has lots of rain, winter contains snow, ice, etc.) The students will need to
use colors from the materials that will best match the season (blue = cold, red = hot)
It will also be personalized for each student containing a picture of them for every
corner. Once completed, all of the projects will be posted in the second-grade
hallway for the month of March to represent the grade’s theme of weather.

To cater to those disabled or gifted students, the same basic materials will be given
to each student to ensure equality. For those who want to add extra details or use
more complex materials, they will be available per request (an announcement will
be made in the beginning of class).

Goal(s) of the Integrated Arts Curriculum:

Arts goals-
VA.CR AL.2: I can choose from a range of materials, techniques and processes to
communicate an idea.
VA.CR AH.2: I can create a body of work that represents my personal style through a
range of approaches, materials, techniques and processes.
VA.P.IL.3: I can use given criteria to complete my artwork.
VA.P.NL.4: I can show and describe the idea of my artwork.

Other curricular goals-

2.E.2A.1: Analyze local weather data to predict daily and seasonal patterns over
time.
2.S.1A.2: Develop and use models to (1) understand or represent phenomena,
processes, and relationships, (2) test devices or solutions, or (3) communicate ideas
to others.

Materials List:
 18x24 drawing paper (one per student)
  Assorted colors of construction paper
 Oil pastels
 Watercolor paints
 Brushed
 Cups for water
 Glue sticks (1-2 per table)
 Rulers
 Scissors
 Pencils and erasers
 Sharpies
 Stickers
 Photo of each student (high contrast 8x11) (4 per student)
 Projector and computer

Resources and/or Images of Exemplar Artist(s) (with labels):

“Chapter 12: Teaching Art to Children with Special Needs & Chapter 13: Teaching
Art to Students Who Are Gifted.” Emphasis Art: a Qualitative Art Program for
Elementary and Middle Schools, by Robert D. Clements and Frank Wachowiak,
Allyn & Bacon, 2010, pp. 145–166.
Chart 1: This chart will be posted to students to show that different colors have different
temperatures. They will need to be used properly in this project.

Description of Procedures:
 Two days in advance:
o Take a photo of each student
o Put into high contrast
o Print 4 copies per student
 Have students review via discussion the concept of seasons and weather and
all things that occur during each season (write on a large piece of paper to be
used later)
 Present the lesson about weather, climate and seasons
 Hand each student a 18x24” piece of paper
 Distribute the following materials to each student:
o Scissors
o Pencil
o Glue stick
o Ruler
o One watercolor tray
 Set up the art table for the remaining materials (construction paper, oil
pastels, stamps, stickers, etc.)
 Instruct the students to fold the paper in half and then in half again
o Do it with them to ensure it is being done correctly
 At the top of each square, have the students write the four seasons (one in
each square)
 Hang the paper with all different factors from the discussion in the front of
the room
 Begin to have the students create a background for each season
o Discuss the color/temperature chart
 Post chart on the projector
o Talk about different concepts for each season
  Snow for winter
 Sun for summer
 Leaves for fall
 Flowers and rain for spring, etc.
o Show the students your example as an inspiration and guide
o Encourage students to try their own ideas
 Walk around while the backgrounds are being created to encourage support
and help when needed
 When the student completes a background for EACH season instruct them to
raise their hand
o Go over to the student for a check-off
o Instruct them to begin using their watercolors (and other special
materials if desired) to decorate/paint their ‘selfie’
 Remind students to use colors that are relevant to the season
and temperature
 Once the class has finished backgrounds and are all working on painting their
‘selfies’, continue to walk around for support and assistance
 Have the students raise their hand when they are done decorating each selfie
(4 total)
o Instruct them to trim off the edges and then paste on top of each
corresponding season
o When completed, give the student a sharpie to go over each season
‘title’ (winter, spring, summer, fall) and write their name on the
bottom right corner
 The following class day, have each student present his/her project and
explain and describe why they chose the colors or concepts for each season
 Hang each students’ work of art in the second grade hallway for sharing