Sun, Earth, and the Four Seasons

Materials Needed

• A flashlight
• A ball or globe
• Four pieces of paper labeled Spring, Summer, Fall, and Winter
• Crayons, markers, or colored pencils
• Paper
• Optional: leaves, a flower, a scarf, sunglasses, or a small fan
• Optional: a short child-friendly song about the seasons

Learning Objectives

By the end of the lesson, the child will be able to:

• Name the four seasons.
• Describe at least one kind of weather or change connected to each season.
• Explain in simple words that Earth moves around the Sun.
• Sort pictures, objects, or ideas by season.
• Share one observation about the season happening outside.

Success Criteria

The child is successful when they can:

• Say the names of all four seasons, with help if needed.
• Match at least three seasonal clues correctly.
• Use the sentence frame: “In _____, I notice _____.”
• Show or tell one way weather changes during the year.

Lesson Snapshot

• Age: 4 years
• Time: 30–45 minutes, in short activity blocks
• Big idea: Earth travels around the Sun, and the amount of warmth and light we receive changes during the year. This helps create different seasons.
• Vocabulary: season, Earth, Sun, weather, warm, cool, light

Introduction: Hook and Objectives

1. Weather Detective Hook

Look outside together. Ask:

• “What do you see in the sky?”
• “Is the air warm or cool?”
• “What are people wearing?”
• “What season might it be?”

Invite the child to pretend to be a weather detective. Say:

“Today we will investigate the four seasons. We will learn how the Sun and Earth help make the seasons, and we will look for clues about each season.”

Body: Explore and Learn

2. I Do: Meet the Four Seasons

Show the four labeled papers one at a time. Use simple descriptions and movements.

• Spring: “Spring is when many plants begin to grow. We may see flowers and rain.” Make a growing motion with your hands.
• Summer: “Summer is often warm and bright. We may wear shorts or use sunglasses.” Pretend to fan yourself.
• Fall: “In fall, some leaves change color and fall from trees. The air may become cooler.” Pretend to let leaves fall.
• Winter: “Winter is often cold. Some places have snow or ice.” Hug yourself and shiver gently.

Quick check: Hold up one seasonal paper and ask, “What might we see or wear in this season?” Accept words, gestures, drawings, or sounds as answers.

3. I Do: Demonstrate the Sun and Earth

Dim the room slightly if possible. Hold the flashlight still to represent the Sun. Hold the ball or globe to represent Earth.

1. Shine the flashlight on one side of the ball.
2. Say, “The Sun gives Earth light and warmth.”
3. Slowly move the ball around the flashlight.
4. Say, “Earth travels around the Sun. As Earth travels, different parts of Earth get different amounts of light and warmth. This helps make the seasons.”

Keep the explanation simple. Avoid saying that Earth moves closer to and farther from the Sun as the main reason for seasons. Say:

“The Sun is like a giant lamp. Earth moves around it. Different places get more or less sunlight during the year.”

4. We Do: Act Out the Seasons

Take turns holding the ball and moving around the flashlight. The adult names a season, and the child acts it out.

• Spring: Crouch down, then slowly grow like a flower.
• Summer: Pretend to swim, enjoy sunshine, or eat a cool treat.
• Fall: Spin slowly like a falling leaf.
• Winter: Pretend to build a snow person or bundle up in warm clothes.

Ask:

• “Which season feels warm?”
• “Which season might have snow?”
• “When might we see flowers?”
• “When might leaves change color?”

5. We Do: Seasonal Sorting Game

Place the four season papers on the floor or table. Name or draw clues such as:

• Snow boots
• Flowers
• Sunglasses
• Falling leaves
• A raincoat
• A warm coat
• A picnic
• A growing plant

Invite the child to place each clue under a season. Ask the child to explain each choice using:

“I put _____ in _____ because _____.”

Formative assessment: Notice whether the child can match clues to seasons and explain their thinking. If needed, offer two choices: “Does the snow boot go with summer or winter?”

6. You Do: My Favorite Season

Invite the child to choose one season and create a drawing, collage, movement routine, or short pretend scene showing that season.

Prompt the child with:

• “What would you wear?”
• “What would you see outside?”
• “What would you do?”
• “Would the air feel warm, cool, or cold?”

Ask the child to share their work using this sentence:

“My favorite season is _____. In this season, I see _____.”

Real-World Connection: Seasonal Walk

Take a short walk indoors or outdoors. Look for three season clues. The child may look for:

• Sunshine or clouds
• Flowers or green plants
• Dry or falling leaves
• People wearing coats or light clothing
• Rain, frost, snow, or puddles

Record the clues with words, drawings, or simple marks. Explain that seasons can look different in different places. For example, some places have snow in winter, while other places have rain or mild weather.

Conclusion: Review and Recap

7. Tell Me What You Learned

Ask the child to complete these statements:

• “The four seasons are _____, _____, _____, and _____.”
• “The Sun gives Earth _____ and _____.”
• “Earth travels around the _____.”
• “In my season, I notice _____.”

Recap together:

“The Sun gives Earth light and warmth. Earth travels around the Sun. During the year, places on Earth receive different amounts of sunlight. This helps create spring, summer, fall, and winter.”

8. Exit Demonstration

Ask the child to choose one option:

• Point to the season that matches a spoken clue.
• Draw one season and tell about it.
• Act out a season while the adult guesses it.
• Place four seasonal objects or drawings in the correct order.

Assessment

Formative Assessment

• Listen for correct use of season names.
• Observe the child’s seasonal sorting.
• Ask questions during the flashlight demonstration.
• Check whether the child can describe weather, clothing, plants, or activities connected to a season.

Summative Assessment

The child completes a “Season Expert” demonstration by naming or identifying at least three seasons, matching three seasonal clues, and explaining one simple idea about the Sun, Earth, or weather.

Differentiation and Support

For a Child Who Needs More Support

• Focus on two seasons at a time before introducing all four.
• Use real objects, gestures, and sensory clues.
• Offer sentence starters such as “I see _____” or “It feels _____.”
• Give two choices instead of asking open-ended questions.
• Allow pointing, acting, drawing, or using sign language instead of speaking.

For a Child Ready for More Challenge

• Ask the child to put the seasons in order.
• Invite the child to explain why the Sun is important to Earth.
• Compare seasons in two different places.
• Create a simple four-page season book.
• Track the weather for one week and look for patterns.

Optional Follow-Up Activities

• Season Songs: Sing a song with one verse for each season.
• Season Hunt: Find one item at home that reminds you of each season.
• Weather Chart: Draw the weather each day for a week.
• Season Dance: Make four movements, one for each season, and perform them in order.
• Nature Art: Create a picture using safe natural materials such as fallen leaves, grass, or small twigs.