Winter: Animals, Weather, and Seasonal Change
Suggested grades: 1–4, adaptable Subjects: Science, Reading, Mathematics, Art Time: 3–4 sessions
Literature connection: Eyes of the Gray Wolf by Jonathan London, plus teacher-selected informational texts about animals in winter.
Learning Objectives
- Describe observable changes associated with winter weather.
- Explain several ways animals respond to seasonal conditions, using reliable sources.
- Record and represent weather data.
- Distinguish informational statements from imaginative storytelling.
Materials
Winter-themed literature; age-appropriate animal nonfiction; thermometer if available; weather-recording sheet; graph paper; art materials; optional puppets.
Procedure
- Read and notice: Read selected literature passages. Identify what the text tells us about winter and what is part of the story's imaginative or literary presentation.
- Animal research: Small groups research one animal and determine how it responds to winter. Possible topics include migration, staying active, finding food, changing behavior, or seasonal physical changes. Do not assume every animal responds the same way.
- Weather data: Record local temperature or other available weather observations for several days. Make a simple graph and discuss patterns and limitations of a short data set.
- Visual project: Create a winter habitat mural showing accurate labels. Students may add fictional elements, but label them as imaginative.
- Puppet or dramatic retelling: Students can use puppets to present a short animal scenario. Focus on vocabulary and factual details rather than imitating hunting behavior.
- Personal book: Students create a short “Animals in Winter” book with one researched fact per page.
Assessment
Students explain one winter-related animal behavior, interpret their weather graph, and identify which statements in their work came from a source versus imagination.
Differentiation
Provide picture vocabulary, sentence frames, preselected sources, partner reading, oral dictation, and large-print graph templates. Students may present through drawing, speech, or writing.
Teacher Note
The original music and movement ideas may be retained as optional enrichment, but avoid presenting a generalized “Native American” music category. If cultural music is included, use a specific, appropriately sourced tradition and provide context.