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This is a changing seasons webquest


Art, Computers & Internet, Science  



Title – Seasons
By – Agnes Peeples
Primary Subject – Science
Secondary Subjects – Art, Computers / Internet
Grade Level – 2


  • Students will be able to comprehend the changing of the seasons and identify them via the internet, classroom discussions, and other activities.


      V.3 (EAW) Scientific Inquiry

  • All students will investigate and describe what makes up weather and how it changes from day to day or from season to season.

Technology Standard:

  • Know how to use basic input/output devices and other peripherals (scanners, digital camera.)

Learning Resources and Materials:

  • Computer (Inspiration software)
  • Digital camera (optional)
  • Pencil
  • Paper
  • Poster board
  • Glue

Development of Lesson:

  • Introduction:
      Students will be asked how many seasons there are. Students focus will be captured by watching a short PowerPoint presentation on the four seasons. The lesson will advance their knowledge of previous weather understandings. Lastly the students will go online to view a webquest activity. Students will take digital pictures of themselves to display at a later date for parental viewing (optional).
  • Methods/Procedures:
        Students will work as individuals on this project. Have a student handout one piece of lined paper to each student. Have the students number the lines 1-6. The students will be asked what they previously learned about seasons from home or in class. Then have them write down on the first two lines what they already know.
        Next discuss with the students what the weather is at this present time on

        and have them write down what season we are in right now. Ask the students which season starts at the beginning of the year.
        Then show the students a short PowerPoint presentation showing the seasons changing. Have the students write down how many seasons we have in a year on lines 3-6. Use answers as a basis for the final project.
        In addition have the students view a webquest activity online to add further education on the lesson.

        Then have the students each write down what their favorite seasons is on the bottom of the page and write why it is their favorite season. To finish up, have them draw or bring in an item from that season. Take a picture of each student to be placed on their project or students may draw a picture of themselves.
      Lastly, put entire project together on the poster board and give the students time to add extra drawings to their board. If classroom is equipped with more than one computer, they can put their final project together with Inspiration software. (Teacher will assist with Inspiration computer activity.)
  • Accommodations/Adaptations:
        Fictional Examples:
    • Josh is visually impaired, so I put his group in the front of the room and situated one of the higher learners in his group to assist him when I am teaching. Plus I gave the higher learner a study guide for their group.
    • Carrie has ADHD and cannot wait for the entire lesson to be finished. I reduced her anxiousness by giving her a puzzle to do while I was teaching the lesson. When I was finished teaching it, I went over it with her.
    • Bradley is a slow learner and is always getting up and walking around. I read to him each question in my original lesson plan, but I gave him a laminated visual aid at the beginning of the lesson for him to focus on.
    • Janet has trouble hearing, therefore I recorded my lesson plan the night before and brought in headphones so Janet could hear the entire lesson without the noise of the classroom.

Teacher Reflection:

  • Students will be graded on the length of time and effort they put into their project.
  • Teacher will assist with all activities.
  • Teacher should follow up with a journal entry.

E-Mail Agnes Peeples !

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