Grade 1 – Science – Seasonal Clothing

Subject/Grade: Science/ Grade 1 & K  Lesson Title: Seasonal Clothing Teacher: Karlee Michael
Stage 1: Identify Desired Results
Established Goals: (Learning outcome/s & indicator/s from curriculum)

DS 1.2 – Inquire into the ways in which plants, animals, and humans adapt to daily and seasonal changes by changing their appearance, behaviour, and/or location.

Describe ways in which humans prepare to adapt to daily and seasonal changes (e.g., characteristics of clothing worn in different seasons, movement patterns of First Nations to follow animal migration, and features of buildings that keep people warm and dry).

Understandings: (can also be written as ‘I Can’ statements)

I can… 

  • identify the characteristics of each season, including weather, temperature, and activities.
  • explain why certain clothing items are appropriate or not appropriate for specific seasons.
  • recognize that some clothing items can be suitable for multiple seasons
Students will know…

  • how to identify clothing items appropriate for each season based on their characteristics and functionality.
Students will be able to…

  • to actively participate in class discussion 
  • to identify appropriate clothing items for each season by matching them to their respective season cards.
  • Work independently on their worksheet
Stage 2: Determine Evidence for Assessing Learning
Assess students’ participation in class discussions by observing their contributions, questions, and responses. Take note of students who actively engage in the conversation and demonstrate a solid understanding of the topic.
Stage 3: Build Learning Plan
Set (Engagement):                                      Time: 5 mins

Begin by discussing the concept of seasons with the students. Ask them to name the four seasons (spring, summer, fall, winter) 

When they name each season stick up the season card on the board all next to each other with room to put other cards under 

Talk briefly about the characteristics of each season (e.g., weather, temperature, activities).

Development:                                              Time: 20 mins

Show picture cards of clothing items and ask students to identify which season each set of clothing is for.

Have a discussion on why that item is on isn’t acceptable for that season and that some clothing items can be good for multiple seasons 

Stick the card on the board under the season that it is most appropriate for 


Students will be colouring in the winter clothing items in blue and summer clothing items in red

Take cards off of board so students have to figure it out on their own

Closure:                                                        Time: 2-3 mins

Go through worksheet with students and see what they got for answers 

Have them clean up and get ready for the next thing


Season & Clothing Cards

Sticky Tack




If Needed:

Brain Break 

Possible Adaptations/


-Pair students up or assign small groups with mixed abilities to work together during activities. Encourage peer collaboration and support, where more advanced students can help their peers

-Allow students to demonstrate their understanding through alternative response formats. If the worksheet is challenging for them, I could do some work with them verbally to work on their skills.

-Provide extended time for completing activities or worksheets to accommodate students who may require additional processing time or have fine motor difficulties.

-Offer language support for English language learners by providing translated instructions or bilingual vocabulary lists related to seasonal changes and clothing items

Management Strategies:

  • Circulate around the room while students are working on the work sheet provide support, answer questions, and ensure that they are staying on task
  • Use visual timer so students are aware of how much time they have left for their individual work time. 
  • Use attention grabbers as needed to refocus. 
  • Put on brain break video if students are struggling to focus and need to get wiggles out. 
  • Quickly and calmly redirect off-task behavior by using non-verbal cues or verbal reminders
Stage 4: Reflection
 Professional Development Goal is…