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Grades 3–5 · Seasons & change

Four Seasons Signal

Do different animals visit our water spot in different seasons?

Students track how the hidden animal community at a local water spot changes across seasons, using one sample kit per testing round to compare which animals show up as the weather changes.

Start a Starter Kit quote

Grade band

Grades 3–5

Time required

4 class periods (repeated across 2 seasons)

Class size

20–30 students, one kit per season

Sample type

Water, one vial

Standards and outcomes

  • 3-LS4-3 — Construct an argument that some organisms survive well, some less well, in different habitats.
  • 4-LS1-1 — Internal and external structures support survival, growth and reproduction.
  • 5-LS2-1 — Describe the movement of matter among plants, animals, and the environment.
  • 5-ESS3-1 — Obtain and combine information about ways individuals and communities protect Earth's resources.

How one kit serves a whole class

Each Starter Kit round gives the class one sample vial and up to five target species, for $200, and can be repeated in a new season to compare results — working in any geography with seasonal change.

Choose one

Research tracks

Track A — Who Comes and Goes

Migration and seasonal visitors

Driving question. Do some animals only show up in certain seasons?

Species to pick. Five animals with different seasonal patterns: a migrating bird, a hibernating amphibian, a year-round fish, a warm-season insect-eater, and a cold-tolerant animal.

What students take away. Students connect genetic detections to what they know about migration and hibernation.

Track B — Warm Water, Cold Water

Temperature and animal activity

Driving question. Does water temperature change which animals are active and detectable?

Species to pick. Animals grouped by temperature preference: warm-water lovers versus cold-water lovers.

What students take away. Students build a simple graph linking temperature to detections.

Track C — Same Spot, Two Seasons

Comparing across time

Driving question. How different will our results look if we test the same spot twice, months apart?

Species to pick. The same five species, tested once in each of two seasons chosen by the class.

What students take away. Students practice comparing two rounds of data and explaining differences.

The lesson sequence

Step by step, with teacher notes

  1. 01

    Season One Predictions

    45 minutes

    Students discuss what season it currently is and predict which animals are likely active right now versus animals that might be hiding, migrating, or hibernating.

    Teacher notes

    • Say: 'Nature has its own calendar — today we predict who is 'awake' at our water spot right now.'
    • Use a simple seasons wheel poster to review what each season means for local animals.
    • Vote on five target species as a class using picture cards.
    • Remind students that this project works in any season and any climate — the wheel just gets relabeled.

    Materials

    • Seasons wheel poster
    • Animal picture cards
    • Prediction worksheet

    Student prompts

    • What season is it right now, and what does that mean for animals?
    • Which animal do you think is most active today?
    • Which animal might be hiding, sleeping, or far away right now?
  2. 02

    Season One Sample Collection

    50–60 minutes

    Four crews collect water from four spots, combine it into one cup, and the adult helper seals it into the official sample vial, following the same composite process as any single-round project.

    Teacher notes

    • Only the teacher or adult helper fills and seals the official sample vial.
    • Say: 'Remember this exact spot and this exact process — we will do it again later in a different season.'
    • Take a photo of the site and the weather conditions to compare to the second round later.
    • Remind students to wear gloves and record the water temperature carefully — this matters a lot for this project.
    • Label the vial with the season name as well as the date.

    Materials

    • Sample cups (4)
    • Gloves
    • Thermometer
    • One official sample vial
    • Camera or tablet

    Student prompts

    • Crew 1 — measure and record water temperature.
    • Crew 2 — scoop water from the shoreline.
    • Crew 3 — scoop water from open water.
    • Crew 4 — record weather and any animals seen or heard.
  3. 03

    Waiting and Wondering

    40 minutes, during the 7–10 day wait

    Students journal about what they expect to change if the class repeats this test in a different season, and review how DNA breaks down over time as a reminder that timing matters.

    Teacher notes

    • Say: 'DNA doesn't last forever in water — that is one reason timing and season matter so much.'
    • Have students draw a simple 'before and after' prediction picture for a future season's test.
    • Ask: 'What do you think will be the biggest difference between seasons?'
    • Remind the class results take about 7 to 10 days.

    Materials

    • Science journals
    • Crayons
    • Seasons wheel poster

    Student prompts

    • What animal do you predict will disappear from our results in a different season?
    • What animal do you predict will stay the same?
    • Why does DNA not last forever in the water?
  4. 04

    Comparing the Seasons

    45 minutes

    Once a second round of testing (in a different season) is complete, the class compares both Field Journal charts side by side and completes the 'I think / I saw / Because' sentence to explain one change.

    Teacher notes

    • Say: 'Now we have two snapshots of the same spot — let's see what changed and what stayed the same.'
    • Model comparing two simple bar charts side by side on the board.
    • Discuss surprises kindly, especially animals that appeared or disappeared.
    • Celebrate the class's full-year (or full-unit) data collection as real, ongoing science.

    Materials

    • Both seasons' Field Journal printouts
    • Comparison chart worksheet
    • Sentence frame worksheet

    Student prompts

    • I think our water spot's animals changed/did not change between seasons.
    • I saw... (name a difference between the two rounds).
    • Because... (connect to temperature, migration, or hibernation).

Student handout

For every student

Thinking prompts

  • Draw what our water spot looks like in the current season.
  • List the five species our class is tracking.
  • Predict which animal will disappear or appear in the next season.
  • Describe one job you did during sample collection.
  • Record the water temperature on collection day.
  • Write one question about how seasons affect animals.

Data sheet

  • Date and season of sample collection:
  • Water temperature:
  • Air temperature and weather:
  • Water clarity and color:
  • Any animals seen or heard directly:
  • Class prediction for each of the five species this season:

Discussion questions

  • Why might an animal's DNA signal be strong in one season and weak in another?
  • How does temperature affect which animals are active?
  • What is the difference between migration and hibernation?
  • Why is it useful to test the same spot more than once a year?
  • What season do you think would show the most animal activity, and why?

Field checklist

  • Gloves on before touching sampling equipment.
  • Water temperature measured and recorded accurately.
  • Sub-samples pulled from the same four spots each round for fair comparison.
  • Only the teacher or adult helper fills and seals the official sample vial.
  • Vial labeled with class name, date, and season.
  • Weather and site photo recorded for comparison across seasons.

Analysis

Picture-based results analysis

  1. 1.Lay both seasons' Field Journal charts side by side.
  2. 2.Circle animals found in season one but not season two, and vice versa.
  3. 3.Match temperature data to which animals were found each round.
  4. 4.Fill in an 'I think / I saw / Because' sentence explaining one seasonal change.
  5. 5.Color a two-bar chart comparing total detections between the two seasons.

Assessment

20-point rubric

Seasonal prediction

5 pts

Student makes a reasonable prediction connecting season to animal activity.

Careful data recording

5 pts

Student accurately records temperature, weather, and site conditions.

Comparing two rounds of results

5 pts

Student correctly identifies at least one similarity and one difference between seasons.

I think / I saw / Because sentence

5 pts

Student completes the sentence frame clearly, linking evidence to a seasonal idea.

Go further

Extensions

  • Create a class 'seasonal calendar' poster showing when each species was detected.
  • Interview a grandparent or community member about seasonal animal changes they remember.
  • Graph water temperature against number of species detected across the year.
  • Predict and test a third season if time and budget allow.

For the teacher

Answer key and misconceptions

  • Animals can be more or less active, or migrate away, depending on the season.
  • DNA breaks down over time in water, so timing of collection matters for what we detect.
  • Comparing two seasons helps scientists understand patterns of change, not just a single snapshot.
  • Results usually come back in 7 to 10 days after each round of testing.
  • Temperature is one major factor that affects which animals are active and detectable in water.

Ready to run it with your class?

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