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The Seasons

Go on a sensory nature walk to observe the changes in the local natural environment during each season. Choose a local tree to revisit and observe throughout the seasons. Explore the oak tree in autumn, the penguin in winter, the daffodil in spring and the bee in summer.

|Notes |

|Before bringing the children on the sensory walks, it is advisable to plan a route where they are likely to encounter some of the seasonal |

|items on the Student Book pages. |

|Teachers may wish to provide a nature table in the classroom for children to bring in natural seasonal objects. |

|Materials |Books |

|Scissors |Little Acorn by Melanie Joyce |

| |Naturama by Michael Fewer |

| |Wild Things at School by Éanna Ní Lamhna |

| |Snow Rabbit, Spring Rabbit: A Book of Changing Seasons by Il Sung Na |

| |A Tree for All Seasons by Robin Bernard |

| |The Seasons of Arnold’s Apple Tree by Gail Gibbons |

|Useful Links |

|YouTube: Seasons Song by Have Fun Teaching (Note: This video uses the word ‘fall’ instead of ‘autumn’.) |

|YouTube: The Science of Spring! by SciShow Kids |

|YouTube: The Science of Fall by SciShow Kids |

|1. sciencekids.co.nz/sciencefacts/animals/penguin.html |

| 2. za/discover/animals/insects/honey-bees |

|3. photos-show-exact-location-changes-different-times-year |

|4. reading_worksheets/poems/SEASONS_POEM_373318/ |

|Key Vocabulary |

|Autumn |Winter |Spring |Summer |

|leaves |conker |bare |webbed feet |nest |lambs |butterfly |honey |

|webs |blackberries |evergreen |bill |frog |February |snail |hives |

|hedgehog |Halloween |snowdrops |flippers |frogspawn |March |ants |workers |

|squirrel |bark |frost |feathers |blue tit |April |hay bale |drones |

|pine cone |August |icicles |eyes |daffodils |trunk |daisies |queen |

|acorn |September |penguin |November |flower bud |branch |dandelions |holidays |

|helicopter seed |October | |December |feather |roots |bees | |

| | | |January |moss |Easter | | |

| | | |Christmas | | | | |

|Integration |

|Music: Listen and respond to The Four Seasons by Vivaldi. Encourage the children to create soundscapes for each season, using percussion |

|instruments. |

|Visual Arts: Respond to Sunflowers by Van Gogh. Paint a picture of flowers. Create autumnal prints on paper or clay using leaves, pine cones |

|and other textural natural materials. Make felt penguin finger-puppets. |

|Language: Write poetry about the seasons. The unit ‘Kate’s Garden’ in Folens Starlight for Senior Infants can also be used to support the |

|teaching of seasonal changes in autumn. |

|Drama: Use movement and mime to replicate the seasons. |

|Home/Parental Involvement |

|Discuss key signs of each season throughout the year when out on walks with the family or in the garden. |

|Theme Overview |

|D indicates an Explorers Digital Resource on FolensOnline. |

|P indicates an Explorers Print Resource in the Explorers Student Book/Printable on FolensOnline.ie. |

|LESSON 1 |LESSON 2 |LESSON 3 |

|AUTUM|Focus: Introduction to autumn |Focus: Sensory walk |Focus: Our tree in autumn |

|N | | | |

| |Recall the four seasons. |D Signs of Autumn: Label |P A Tree in Autumn p. 13 |

| |Say ‘The Seasons Poem’ (see Useful Links). |Label the signs of autumn. |Choose a local tree. |

| |Record on a KWL chart what the children know |Recap the five senses with the children. |Examine it carefully. |

| |and want to know about autumn. |P Explore: Autumn p. 12 |Take photos of the tree. Display |

| |D Signs of Autumn: Story |Go on a sensory autumn walk. |the photos in the classroom. |

| |Listen to the story and discuss the signs of |Children record what they see, touch, hear |Make a bark and leaf rubbing. |

| |autumn. |and taste. | |

| |Circle time: Children say what they like to |Add to the L section of the KWL. | |

| |do in autumn. |D The Oak Tree: Story | |

| |D Signs of Autumn: Explore |Listen to the story of the oak tree. Answer | |

| |Recap the signs of autumn. |the questions. | |

|WINTE|Focus: Introduction to winter |Focus: Sensory walk |Focus: The penguin |

|R | | | |

| |Recall the four seasons. |D Signs of Winter: Label |Record on a KWL chart what the children know |

| |Say ‘The Seasons Poem’ (see Useful Links). |Label the signs of winter. |and want to know about penguins. |

| |Record on a KWL chart what the children know |Recap the five senses with the children. |D The Penguin: Story |

| |and want to know about winter. |P Explore: Winter p. 22 |Watch the video about the penguin. |

| |D Signs of Winter: Story |Go on a sensory winter walk. |Look at a picture of a penguin. Discuss the |

| |Discuss the signs of winter. |Children record what they see, |body parts. |

| |Circle time: Children say what they like to |touch and hear. |P The Penguin p. 23 and printable |

| |do in winter. |Add to the L section of the KWL. |Cut and stick the labels for the parts of the|

| |D Signs of Winter: Explore |Revisit the class tree and take a winter |penguin in the correct place. |

| |Recap the signs of winter. |photo. Display the photo |Add to the L section of the KWL. |

| | |in the classroom. | |

|SPRIN|Focus: Introduction to spring |Focus: Sensory walk |Focus: Our tree in spring |

|G | | | |

| |Recall the four seasons. |D Signs of Spring: Label |P A Tree in Spring p. 37 |

| |Say ‘The Seasons Poem’ (see Useful Links). |Label the signs of spring. |Revisit the class tree. |

| |Record on a KWL chart what the children know |Recap the five senses with the children. |Discuss how it has changed since winter and |

| |and want to know about spring. |D The Daffodil: Story |how it has stayed the same. |

| |D Signs of Spring: Story |Listen to the story about daffodils. |Draw the tree and label it. |

| |Discuss the signs of spring. |P Explore: Spring p. 36 |Identify the trunk, the branch and the roots.|

| |Circle time: Children say what they like to |Go on a sensory spring walk. |Explore around the tree. Record the things |

| |do in spring. |Children record what they see, touch and |observed around the tree. |

| |D Signs of Spring: Explore |hear. | |

| |Recap the signs of spring. |Add to the L section of the KWL. | |

|SUMME|Focus: Introduction to summer |Focus: Sensory walk |Focus: Amazing bees |

|R | | | |

| |Recall the four seasons. |D Signs of Summer: Label |P Amazing Bees! p. 47 |

| |Say ‘The Seasons Poem’ (see Useful Links). |Label the signs of summer. |Record on a KWL chart what the children know |

| |Record on a KWL chart what the children know |Recap the five senses with the children. |and want to know about honey bees. |

| |and want to know about winter. |P Explore: Summer p. 46 |D The Bee: Story |

| |D Signs of Summer: Story |Go on a sensory spring walk. |Watch the video about bees. |

| |Discuss the signs of summer. |Children record what they see, touch and |Look at a picture of a bee. Discuss the body |

| |Circle time: Children say what they like to |hear. |parts. |

| |do in summer. |Add to the L section of the KWL. |In pairs, recall facts about bees. Record |

| |D Signs of Summer: Explore |Revisit the class tree and take a summer |some facts on the page. |

| |Recap the signs of summer. |photo. Display the photo | |

| | |in the classroom. | |

| | |Discuss the changes that have happened to the| |

| | |tree over the four seasons. | |

|Curriculum Information |

|Geography |

|Strand and Strand Unit |Skills |

|Natural environments: The local natural environment |A sense of place and space |

|Become aware of, explore and discuss some aspects of the natural environments in the |A sense of place |

|immediate locality of the school |A sense of space |

|Record and communicate experiences and observations using oral language and pictures |Maps, globes and graphical skills |

|Natural environments: Weather |Picturing places |

|Observe and record the influences weather and seasonal changes have on people, animals |Geographical investigation skills |

|and plants in the locality |Questioning |

|Environmental awareness and care: Caring for my locality |Observing |

|Observe, discuss and appreciate the attributes of the local environment |Predicting |

| |Investigating and experimenting |

| |Estimating and measuring |

| |Analysing |

| |Recording and communicating |

|Science |

|Strand and Strand Unit |Skills |

|Living things: Myself |Working scientifically |

|Human processes |Questioning |

|Use all of the senses to become aware of and explore environments |Observing |

|Living things: Plants and animals |Predicting |

|Variety and characteristics of living things |Investigating and experimenting |

|Observe, discuss and identify a variety of plants and animals in different habitats in |Estimating and measuring |

|the immediate environment |Analysing |

|Recognise and identify the external parts of living things |Recording and communicating |

|Processes of life |Designing and making |

|Observe growth and change in some living things |Exploring |

| |Planning |

| |Making |

| |Evaluating |

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Junior and Senior Infants Teacher's Guide 92

93 Junior and Senior Infants Teacher's Guide

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