Unit Plan 24 (Grade 1 Science): Weather, Seasons & Daylight

Focus: Use observations and simple data to connect temperature, sunlight/daylight, and seasonal changes, explaining that the amount of daylight relates to the time of year.

Grade Level: 1

Subject Area: Science (Earth & Space Science • Weather & Seasons • Patterns)

Total Unit Duration: 5 sessions (one week), 30–45 minutes per session

I. Introduction

In this unit, students investigate how weather and seasons connect to patterns we can observe, especially changes in temperature and daylight. Students use classroom observations, picture-based data, and simple graphs to compare what it feels like outside during different seasons and how long the day seems to last. They learn to describe patterns such as “winter days have less daylight and feel colder” and “summer days have more daylight and feel warmer” (using local examples when possible).

Across the week, students practice making careful observations, organizing information in tables, and using graphs to describe patterns. They connect seasonal daylight patterns to the NGSS idea that the amount of daylight changes at different times of year. The unit ends with a Weather–Seasons–Daylight Pattern Poster that includes a data display, a pattern statement, and a prediction supported by evidence.

Essential Questions

• How can we describe weather in different seasons using observations (temperature, clothing, sunlight)?
• How does the amount of daylight change at different times of year?
• What patterns do we notice when we compare temperature and daylight across seasons?
• How can a table or graph help us explain a seasonal pattern?
• How can we use patterns to make a prediction about a different time of year?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Make and record observations about temperature and sunlight/daylight using kid-friendly tools (pictures, feeling words, simple numbers).
2. Compare seasonal examples (winter/spring/summer/fall) to identify patterns in temperature and daylight.
3. Organize seasonal weather and daylight information in a simple table and represent it with a graph (pictograph/bar graph).
4. Describe the pattern that the amount of daylight changes with the time of year.
5. Use evidence from data to make a simple prediction about daylight and temperature in another season.
6. Create a Weather–Seasons–Daylight Pattern Poster showing evidence, a pattern statement, and a prediction.

Standards Alignment — Grade 1 (NGSS-Aligned)

• 1-ESS1-2 — Make observations at different times of year to relate the amount of daylight to the time of year.
  • Example: Compare daylight observations/data from different seasons and describe the pattern (more/less daylight).

Success Criteria — Student Language

• I can observe and record information about weather (temperature) and daylight.
• I can compare seasons and tell which has more or less daylight.
• I can use a table or graph to show a seasonal pattern.
• I can explain that daylight changes with the time of year.
• I can make a prediction using evidence and the words season, daylight, pattern, and because.