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What is it like Outside Today?


Science, Seasonal  



By – Scott Dan



Students will learn how to read and record temperature from an actual thermometer. 



  • Big thermometer
  • Seasons (pre-made with cardboard, cotton, carpet grass, silk flowers and leaves, paper bags for trees)
  • 8 two liter soda bottles
  • 8 thermometers
  • Paper thermometers (four for each student)
  • Season worksheet (one per student)
  • Glue sticks
  • Scissors
  • Tape
  • Crayons


Activities and Procedure:

  1. Call students over for circle time to do some counting drills with the big thermometer. (by ones, by twos, by fives, and by tens)
  2. Move the thermometer and have the children read it; introduce the word degrees.
  3. Ask what temperatures are hot and which ones are cold.
  4. Ask children to repeat the four seasons in order; do it continuously several times to help the students comprehend the idea of the seasonal cycle.
  5. Explain that today we are going to investigate the different temperatures of water in the different seasons.
  6. Teacher will explain that we are going to break off into group and also explain at that time how we work in groups, what each group will be doing today, and how to rotate.
  7. Teacher will then break them off into groups by counting (and tapping). “All number ones are at this station”, and so forth. At this time, tell them to pick up the season worksheet and the four paper thermometers from the counter before they go to their station.
  8. When at the stations, allow students several minutes to complete their task and have them rotate.
  • The students are to first look at the thermometer and find the temperature to the closest degree.
  • Next, the students are to take their paper thermometers and color it so that it looks just like the real thermometers.
  • Finally, the students will glue their paper thermometer to the season worksheet.
  • Students will then color in the rest of the picture until the teacher tells them to move on to the next center.
  • Teachers will give the signal for circle time.
  1. Call everyone into the circle when everyone is finished with each of the four seasons.
  2. Tell students to sit next to people in their groups. Start out by asking one of the students to share something about what they found out about the summer station. Ask the students to put up a “sun sticker” on the big thermometer so that it looks like their thermometer for the summer. Then go to another student within that same group and have that student share a different season. (Each season should have a sticker relevant to that season. Do this until each person in the group has gone. Continue doing this until each person in each group has gotten a turn at the big thermometer.
  3. Now it’s time for questions:
  • How many suns are up on the big thermometer?
  • Are all of the suns on the same temperature?
  • What does this mean?
  • Where does the red stuff inside the thermometer like to go when it’s summer? Winter? Fall/spring?
  • What does it mean when the thermometer goes up high?
  • What does it mean when the thermometer goes down really low?
  • If I wore a hat, scarf, boots, a heavy coat, a pair of pants, and gloves, what do you think the thermometer would look like? What season would it be?
  • If I put the thermometer way up here, what kind of clothes would I wear?
  • If I put the thermometer right here (60 degrees), what season do you think it is? What would you wear?
  1. Count off the students 1, 2, 3, 4 and then assign them where to stand. Let the students feel the water for each of the four seasons. Have them go back to their desk and finish coloring the season’s worksheet until everyone has gotten a turn to feel the water. Also, tell them to put their names on their papers.
  2. Finally, have them turn in their papers once everyone has finished feeling the water. They may finish coloring the paper once the teacher has had a chance to look them over.



The students will be evaluated on the following:

  1. Did they put up a sensible answer for the graphing portion of circle time?
  2. When we asked all of those questions at the end of circle time, was the student’s answer sensible?
  3. Did the student color a temperature that makes sense on their paper thermometer? Did they place it in the correct season?
  4. How did they act in their groups?


Directions: Color your thermometers so that each one would read an appropriate temperature for each one of the four seasons. Paste them in the correct box. Finally, you may color in the rest of the picture.

Name: ____________________________


















E-Mail Scott

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