Mathematics · Foundation

Active learning ideas

The Four Seasons

Young learners build concrete understanding by handling real materials and moving their bodies, which is ideal for grasping the four seasons. Activities that require sorting, ordering, and role-playing transform abstract concepts like weather patterns into tangible experiences they can discuss and remember.

• ACARA Content Descriptions
• AC9M8N02

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 25 min · Small Groups

Sorting Game: Seasonal Attire

Provide pictures of clothes and accessories. Students sort them into four baskets labelled summer, autumn, winter, spring, then justify choices with group partners. Extend by selecting outfits for story characters in different seasons.

What season is it now? How do you know?

Facilitation Tip

During the Sorting Game: Seasonal Attire, provide a mix of clothing items and ask students to justify their placements to a partner to deepen discussion.

What to look for

Give each student a card with a picture of clothing (e.g., shorts, jumper, scarf, t-shirt). Ask them to write the season they would wear it in and one word explaining why (e.g., 'Summer, hot').

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 30 min · Pairs

Sequence Cards: Seasons in Order

Distribute shuffled cards showing season images and key features. Pairs arrange them in cycle order starting from today, then present to the class. Add arrows to show repetition yearly.

What clothes do you wear in winter? What about in summer?

Facilitation Tip

When using Sequence Cards: Seasons in Order, have students physically stand in a circle holding cards to reinforce the cyclical nature of seasons.

What to look for

Hold up flashcards with images of seasonal activities (e.g., swimming, raking leaves, building a snowman, planting flowers). Ask students to call out the season associated with each activity.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 40 min · Whole Class

Class Calendar Wheel

As a whole class, construct a large wheel divided into four sections. Students add drawings or photos of current seasonal signs weekly, rotating a pointer to track progress through the cycle.

Can you put the four seasons in order, starting with the current season?

Facilitation Tip

In the Class Calendar Wheel activity, allow students to add sticky notes with local seasonal observations each week to connect the concept to their lived experience.

What to look for

Ask students: 'Imagine you are going on a picnic today. What season is it? How do you know?' Listen for their use of weather, clothing, or daylight clues.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 20 min · Individual

Routine Role-Play: Daily Changes

Individuals draw a daily routine card, then adapt it for a chosen season using props. Share in small groups, noting sequence changes like earlier bedtimes in winter.

What season is it now? How do you know?

Facilitation Tip

During Routine Role-Play: Daily Changes, give each student a character card with a seasonal routine to act out while others guess the season.

What to look for

Give each student a card with a picture of clothing (e.g., shorts, jumper, scarf, t-shirt). Ask them to write the season they would wear it in and one word explaining why (e.g., 'Summer, hot').

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teachers should anchor learning in students’ lived experiences by asking them to bring in one item that represents the current season. Avoid over-reliance on northern hemisphere examples, which can confuse Australian students. Use clear, consistent language like 'warm season' and 'cool season' before introducing formal names. Research shows young children learn best when they can physically manipulate materials and see immediate cause-and-effect relationships.

Students will confidently name the current season with supporting evidence, sequence all four seasons in order, and explain why certain clothing or activities suit specific seasons. They should use weather, daylight, and clothing cues fluently in their explanations.

---

Watch Out for These Misconceptions

• During Sorting Game: Seasonal Attire, watch for students grouping clothes by color or fabric rather than by season.

  Guide students to sort by seasonal suitability by asking, 'Would you wear this when it’s hot or cold? Would you use it in summer or winter?' and have them explain their choices aloud.

• During Sequence Cards: Seasons in Order, watch for students ordering seasons randomly or assuming the order is the same as the months of the year.

  Use the current season as the starting point and ask, 'What comes next in the cycle?' Repeat the question until all four seasons are in order, reinforcing the cyclical pattern.

• During Routine Role-Play: Daily Changes, watch for students describing weather without linking it to seasonal changes.

  Prompt students with, 'What season is it now? How do you know from the weather?' and have them adjust their role-play to reflect seasonal routines like wearing sunscreen in summer or mittens in winter.

---

Methods used in this brief

• Experiential Learning