Elementary GLOBE Seasons Module

Becca Hatheway, Kerry Zarlengo, Lisa Gardiner, Elementary GLOBE; University Corporation for Atmospheric Research

In these activities and story book, students wonder why hummingbirds have stopped visiting their school. They learn about the needs of the hummingbirds, the seasonal changes where they live, and the environment where the hummingbirds spend the winter. Students describe the seasonal changes in a local habitat, observe how colors in nature change through the seasons, and research hummingbirds.

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Notes from our reviewers

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There is a [link https://www.globe.gov/web/elementary-globe/overview/teacher-implementation-guide 'teaching implementation guide'] on the Globe Elementary main web page that discusses how an educator can implement the storybook guided units in their classroom. At the end of the story book there is a section on "Teaching Notes" that provides more background information for the teacher. For the second activity it may be helpful to brainstorm other types of changes that are apparent in locations that do not have large seasonal variations in color (e.g., the Southern USA).
All of the activities focus on observation skills and relating the real world to models (ie. drawings, figures, etc). Through a year-long series of observing and journaling students will form a hypothesis about the seasons. In the year-long observation activity, students observe the colors of the seasons using color squares helping to hone in the subtle details and makes for higher level observations. Passed initial science review - expert science review pending.
Variety of ethnicities represented in Hummingbird Mystery Storybook. Connecting other countries in the lessons makes context relatable to many students. Critical Thinking Skills are supported by a strong "KWL model". Cross content writing and reading are essential and incorporated in the activities through journaling. The hummingbird research project is a simple and easy introduction into how scientific research is done. Through the unit there are several opportunities to extend the lessons to reach and engage older audiences (e.g., research a different migratory bird). The last activity suggests pen pal exchange with a school in Central America, which would facilitate several other types of learning opportunities (ie, about other cultures, climates, languages).