The Color of Seasons
Field Study 1
Overview: Using color students will relate seasonal changes to changes in habitat conditions of wildlife.

Time: 30-45 minutes

Location: Outdoors

Learner Outcomes:

  1. Students will be able to correctly categorize colors typically associated with a particular season.

Vocabulary

  1. Camouflage
  2. Migration
  3. Seasons

Materials

  1. Laminated circles divided into quarters and with the seasons labeled.
  2. Picture of ptarmigan in summer and in winter
  3. Pictures of various colored birds.
  4. Animals in Camouflage by Phyliss Limbacher Tildes

Preparation

  1. Designate four areas of similar coloring for student groups to hide play-dough birds.

 

Season Pies

Ask. . .

  • What are the four seasons we have in the San Luis Valley?
  • What season are you visiting the Refuge?
  • What does fall/winter/spring/summer sound/taste/smell/look/feel like?

Explain. . .

  • We are going to use our Eagle Eyes to explore the colors of all the seasons in the San Luis Valley.

Do. . .

  • Students collect as many colored natural objects as they can in 5 minutes.
  • Starting with the season in which they visit the Refuge, categorize their natural objects based on colors on the quartered circles.

Discuss. . .

  • Why do we find certain colors in certain seasons.
    • Fall (orange, yellows, browns)- leaves changing, seeds
    • Winter (white, brown, blues) snow, plant dormant, frozen water
    • Spring (browns, yellow greens)- sprouting plants
    • Summer (all colors, shades of green)- Flowers, green plants

WILD Life Colors

Ask. . .

  • What are some colors of WILD Life we might see today?
  • Do you think animals will try to blend in with the season they live the most in?

Read. . .

  • Animals in Camouflage by Phyliss Limbacher Tildes

Discuss. . .

  • For each animal in the book ask the students to find the hidden animal.
  • Then ask them what season might the animals survive best in.