Activity Introduction

Quick summary: Students explore the way the seasons affect their favourite places in nature. Students begin the lesson by discussing the seasons, including the sequence of the seasons and the different features of each season. They then choose a place in nature that is special and familiar to them and create a picture of this place during their favourite season. Students share their work with the class, and consider ways that we can all help to look after our favourite places in nature.

Faber-Castell have long understood the importance of creativity to all people, especially to young people. They are also continuously searching for environmentally friendly processes and high-quality materials to enhance children’s creative experience throughout every development phase. For more information about Faber-Castell, click here.


Learning intention:

  • Students understand that there are different seasons and that each season has particular features that will affect natural places in different ways.
  • Students recognise that they have favourite places in nature and that these places need to be looked after.

21st century skills:

Australian Curriculum Mapping

Content descriptions:

Foundation Science

  • Daily and seasonal changes in our environment affect everyday life (ACSSU004)

Year 1 Science

  • Observable changes occur in the sky and landscape (ACSSU019)

Year 2 Science

  • Earth’s resources are used in a variety of ways (ACSSU032)

Foundation to Year 2 Visual Arts

  • Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)
  • Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)
  • Create and display artworks to communicate ideas to an audience (ACAVAM108)

Syllabus outcomes: STe-7NE, ST1-8ES, ST1-9ES, VAS1.1, VAS1.2.

General capabilities: Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.1.

Relevant parts of Foundation Science achievement standards: Students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things.

Relevant parts of Year 1 Science achievement standards: Students describe events that they encounter in their everyday lives, and the changes in their local environment.

Relevant parts of Year 2 Science achievement standards: Students identify that certain materials and resources have different uses.

Relevant parts of Foundation to Year 2 Visual Arts achievement standards: Students describe artworks they make and view and where and why artworks are made and presented. They make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.

Topic: Sustainability.

Unit of work: Creative Sustainability – Foundation to Year 2.

Time required: 60 minutes

Level of teacher scaffolding: High – Lead students in discussion and guide students in observational drawing activity.

Resources required: A range of art tools such as Grasp Crayons, Jumbo Colour Pencils, Connector Paint Box, Jumbo Wax Crayons, Jumbo Connector Pens and enough paper for each student. Art in different seasons flashcards.

Keywords: Visual arts, seasons, water, environment, sustainability, creativity.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.


Teacher Worksheet

Teacher preparation

Learning intentions: Students understand that there are different seasons and that each season has particular features that will affect natural places in different ways, including their own favourite places in nature. Students will be able to communicate this understanding through an artwork.

Success criteria: Students can…

  • ... describe what the seasons are.
  • ... explain how seasons have different types of weather that will affect our environment in different ways.
  • ... explain why and how to look after different places in our environment.
  • ... create an artwork.
  • ... choose a medium to best represent their artwork.
  • ... communicate ideas about their artwork with the class.

Teacher content information: Sustainability describes the ability to keep going at the same rate and in the same (or better) condition as before. In order for our world to be able to sustain us, as well as the generations to come, we need to change. It’s time to think differently

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