You will learn
- Name seasons.
- Describe seasonal weather.
- Explain the Earth’s tilt in simple terms.
- Compare places.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Seasons repeat each year.
- Some places have wet and dry seasons.
- Other places have four seasons.
- Earth’s tilt causes seasons.
Words to know
a part of the year with typical weather
the part of the year with lots of rain
the part of the year with little rain
a lean to one side
1. Discover: The harmattan
In December, a dry dusty wind called the harmattan blows into West Africa. The mornings are cool and the air is hazy. “This is the dry season,” says Kofi’s grandmother. “The rains will return in April.”
Think: Why does the weather repeat each year?
2. Understand: Seasons
Idea 1: Seasons
A season is a part of the year with typical weather. Seasons repeat each year in the same order.
Idea 2: Different places
Many tropical places have a wet season and a dry season. Places far from the equator may have spring, summer, autumn and winter.
Idea 3: Why
Earth is tilted as it travels around the Sun. The tilt changes how much sunlight each place gets across the year.
3. Worked examples
Example 1 (I show you): Name
Lots of rain.
- Wet season.
- Months.
- Repeats.
Answer: That is the wet season.
Example 2 (We do it together): Name
Dry dusty wind.
- Harmattan.
- Dry season.
- December.
Answer: The harmattan comes in the dry season.
Example 3 (You try): Cause
Why seasons?
Show the steps and answer
- Tilt.
- Orbit.
- Sunlight changes.
Answer: Earth’s tilt causes seasons.
Did you know?
Near the poles the Sun may not rise for months in winter and not set for months in summer.
Why this matters
Seasons tell farmers when to plant and animals when to migrate.
4. Explore: Season wheel
Make a wheel of the seasons in your area.
- Draw a circle and divide it.
- Label wet and dry seasons or four seasons.
- Add weather, crops and clothes.
- Present your wheel.
Think about it: what did you notice?
What did you notice? Each season had its own weather and work.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ repeats each year.
- Heavy rain happens in the ___ season.
- Little rain happens in the ___ season.
- Earth’s ___ causes seasons.
Guided practice
Question 1. What is a season?
Weather period.
Question 2. What is the wet season?
Lots of rain.
Question 3. What is the dry season?
Little rain.
Independent practice
Level 1: Start
- What is a season?
- What is the wet season?
- What is the dry season?
- What is harmattan?
- What causes seasons?
Level 2: Grow
- Why do farmers care?
- Why do animals migrate?
- Why are poles different?
Level 3: Stretch
- Make a season wheel.
- Compare two places.
- Explain tilt.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
What season is it now?
Show a sample answer
Local.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Tilt.
Fix: Many have two.
8. Lesson summary and revision card
- I can name seasons.
- I can describe seasonal weather.
- I can explain the Earth’s tilt in simple terms.
- I can compare places.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Seasons repeat each year.
- Some places have wet and dry seasons.
- Other places have four seasons.
- Earth’s tilt causes seasons.
11. Next lesson
Next lesson: Weather and farming. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Name the seasons in your area. [2 marks]
- Compare wet and dry. [3 marks]
- Explain why seasons happen. [2 marks]
- Why do farmers need seasons? [2 marks]
- Safety rule? [1 mark]
Total: 10 marks.
Marking guide and model answers
- Name [1]; describe [1]
- Wet rainy [1]; dry little rain [1]; repeat [1]
- Tilt [1]; orbit/sunlight [1]
- Planting [1]; harvesting [1]
- Any [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a season?
- What is the wet season?
- What is the dry season?
- What is harmattan?
- What causes seasons?
- Why do farmers care?
- Why do animals migrate?
- Why are poles different?
- Make a season wheel.
- Compare two places.
Homework
Make a calendar with the seasons of your area and the weather in each.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a season? | Weather period. | 1 |
| 2. What is the wet season? | Lots of rain. | 1 |
| 3. What is the dry season? | Little rain. | 1 |
| 4. What is harmattan? | Dry wind. | 1 |
| 5. What causes seasons? | Tilt. | 1 |
| 6. Why do farmers care? | When to plant. | 1 |
| 7. Why do animals migrate? | Seasons change. | 1 |
| 8. Why are poles different? | Sunlight varies. | 1 |
| 9. Make a season wheel. | Wheel. | 1 |
| 10. Compare two places. | Table. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Weather period.; 2 Lots of rain.; 3 Little rain.; 4 Dry wind.; 5 Tilt.. Level 2: 1 When to plant.; 2 Seasons change.; 3 Sunlight varies.. Level 3: 1 Wheel.; 2 Table.; 3 Paragraph..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Name seasons | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Describe seasonal weather | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Explain the Earth’s tilt in simple terms | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Compare places | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Seasons are caused by distance from the Sun.” Tilt.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Describe seasons and explain why they happen.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns about seasons. You do not need to be an expert to help.
- Talk about seasons at home.
- Ask, “When do we plant?”
- Keep safe.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: name seasons; describe seasonal weather; explain the Earth’s tilt in simple terms; compare places.
Prerequisite knowledge. Grade 2 weather ideas: describing weather, the seasons, and how weather affects daily life.
Materials. Paper, pencils, coloured pens. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Prepare calendar templates.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Ask, “What happens each year?”
Explanation (10 min). Teach seasons.
Guided activity (10 min). Learners make wheels.
Independent activity (10 min). Learners compare.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Which season? What is it like?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Seasons are caused by distance from the Sun.” Tilt.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Describe seasons and explain why they happen. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 3 Unit 8, topic 7; Next Generation Science Standards, weather and climate; Cambridge Primary Science Stage 3, Earth and space; IB Primary Years Programme, how the world works. These sources informed the lesson.