HASS · Year 1 · Our Places and Spaces · Term 3

Seasons and Their Impact

Students explore the concept of seasons, including how they are marked by changes in weather, plants, and animals.

• ACARA Content Descriptions
• AC9HASS1K06

About This Topic

Seasons in Australia arise from Earth's tilt and orbit, leading to changes in temperature, daylight, and weather patterns. Year 1 students identify these through observations of local weather, such as hot sunny summers, mild autumns with falling leaves, cool rainy winters, and spring blooms. They connect these shifts to plants that grow or shed leaves and animals that migrate, hibernate, or breed.

This topic supports AC9HASS1K06 by examining how seasons influence daily life and incorporating Aboriginal seasonal calendars, which track changes in nature like flowering plants or animal movements. Students discuss key questions: what each season feels like, plant and animal responses, and human adaptations in clothing and activities.

Active learning benefits this topic because children build understanding from direct experiences. Outdoor walks to note seasonal signs, group charts of observations, and role-playing daily routines make concepts personal and memorable, while respecting cultural knowledge strengthens community connections.

Key Questions

1. What does each season feel like? What happens to plants and animals in each season?
2. Did you know that many Aboriginal peoples have their own seasonal calendars based on what they see in nature? What things in nature do you notice that tell you a season is changing?
3. How do people change what they do and wear in different seasons?

Learning Objectives

• Identify observable changes in weather patterns associated with each of the four seasons in Australia.
• Describe how specific plants and animals in their local environment change their behavior or appearance during different seasons.
• Compare and contrast human clothing and activities across at least two different seasons.
• Explain one way Aboriginal peoples observe nature to understand seasonal changes.

Before You Start

Observing the Local Environment

Why: Students need foundational skills in observing and describing their immediate surroundings before they can identify seasonal changes within them.

Basic Weather Concepts (Sunny, Rainy, Windy, Hot, Cold)

Why: Understanding simple weather descriptors is necessary to build upon for more complex seasonal weather patterns.

Key Vocabulary

Season	A period of the year characterized by particular weather conditions, plant growth, and animal activity. Australia typically experiences four main seasons: summer, autumn, winter, and spring.
Weather	The state of the atmosphere at a particular place and time, including temperature, wind, rain, and sunshine. Weather changes noticeably from day to day and season to season.
Migration	The seasonal movement of animals from one region to another, often in search of food or breeding grounds. Some birds and insects migrate in response to changing seasons.
Hibernation	A state of inactivity that some animals enter during the winter months to conserve energy when food is scarce. Not common in Australia, but some small mammals might show reduced activity.
Seasonal Calendar	A way of tracking the year based on natural signs and changes observed in plants, animals, and the environment, often used by Aboriginal peoples.

Watch Out for These Misconceptions

Common Misconception

All seasons feel the same everywhere in Australia.

What to Teach Instead

Australia's seasons vary by region due to latitude and climate zones. Outdoor walks comparing local observations to images from other areas help students notice differences, while group discussions refine their understandings of diverse patterns.

Common Misconception

Animals sleep through the entire winter.

What to Teach Instead

Many animals remain active in winter but change behaviors like seeking shelter. Hands-on role-play of animal adaptations and observation journals tracking local wildlife reveal nuanced responses, correcting oversimplifications through evidence-based talk.

Common Misconception

Seasons are caused by Earth moving closer to or farther from the Sun.

What to Teach Instead

Seasons result from Earth's tilt, not distance changes. Simple models with tilted globes and flashlights during small group demos clarify this, as students test ideas and adjust based on shared results.

Active Learning Ideas

Outdoor Sensory Walk: Seasonal Changes

Lead students on a schoolyard walk to observe weather, plants, and animals. Provide clipboards for drawing or noting signs like falling leaves or bird nests. Follow with a class share-out to categorize observations by season.

30 min·Whole Class

Seasonal Observation Journals: Track It

Give each student a journal with four season pages. Over weeks, students add dated drawings or notes of daily weather and nature changes. Review journals to discuss patterns at unit end.

20 min·Individual

Aboriginal Calendar Match: Nature Signs

Print simple Aboriginal seasonal calendar images showing natural indicators. In groups, students match photos of local plants, animals, or weather to calendar months and discuss cultural observations.

35 min·Small Groups

What We Wear Wheel: Adaptations

Create a class wheel divided into seasons. Pairs add drawings of clothing and activities for each, then rotate to explain choices. Compile into a shared display.

25 min·Pairs

Real-World Connections

• Farmers, like fruit growers in the Riverina region of New South Wales, carefully observe seasonal changes to know when to plant seeds, water crops, and harvest produce. They rely on predictable weather patterns for successful yields.
• Clothing designers and manufacturers create different collections for specific seasons. For example, swimwear and light fabrics are produced for summer, while wool coats and waterproof jackets are made for winter, influencing what people buy and wear.

Assessment Ideas

Exit Ticket

Provide students with a worksheet showing four boxes, one for each season. Ask them to draw one thing they see, feel, or do in each season. For example, 'Draw what you wear in summer' or 'Draw what happens to trees in autumn'.

Discussion Prompt

Ask students: 'Imagine you are going on a picnic in summer and then again in winter. What three things would you pack differently for each picnic, and why?' Encourage them to think about clothing, food, and activities.

Quick Check

Show students pictures of different animals (e.g., a bird building a nest, a frog in water, a kangaroo with a joey, a possum sleeping). Ask them to point to the picture that shows an animal doing something related to a specific season and explain their choice.

Frequently Asked Questions

How to teach seasons in Australian Year 1 HASS?

Focus on local observations of weather, plants, and animals per AC9HASS1K06. Use key questions to guide inquiry into feelings, changes, and adaptations. Integrate Aboriginal calendars by comparing natural signs, ensuring content reflects Australia's diverse climates and cultures for relevance.

What are Aboriginal seasonal calendars for kids?

Aboriginal calendars observe nature cues like plant flowering, animal migrations, or insect behaviors to mark seasons, differing from Western models. In Year 1, share simple visuals from local groups, have students identify similar signs nearby, and discuss how these guide traditional activities.

Activities for seasons impact on plants and animals?

Try sensory walks to spot changes, journals for tracking, and group matching games with photos. These build evidence of impacts like leaf drop or bird nesting, helping students link observations to broader patterns while adapting to seasonal needs.

How does active learning help teach seasons?

Active approaches like outdoor observations and collaborative charts turn abstract patterns into tangible experiences. Students connect personal sensations, such as feeling cool winter air, to plant and animal changes, while group work on adaptations fosters discussion and cultural respect, making learning enduring and inclusive.