All About Climate - Lesson Plan and Resources
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Objectives:
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The students will learn about the differences between weather and climates.
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The students will be able to explain the causes of climate.
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The students will be able to explain different types of climate.
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The students will be able to name the location where each climate is found.
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The students will be able to explain the role climate plays in lifestyle.
Questions that encompasses the objective:
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Think about the city and state/province you live in. Describe the place—what does it look like?
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What is the weather like?
Prepare the Learner: Activating Prior Knowledge.
How will students prior knowledge be activated?
Warm up by asking students:
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What do you know about climate?
Common Core State Standards:
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CCSS.ELA-LITERACY.SL.2.1
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CCSS.ELA-LITERACY.SL.2.1 B
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CCSS.ELA-LITERACY.SL.2.4
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CCSS.ELA-LITERACY.W.2.2
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CCSS.ELA-LITERACY.W.3.2
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CCSS.ELA-LITERACY.W.3.2 B
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CCSS.ELA-LITERACY.SL.3.1
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CCSS.ELA-LITERACY.SL.3.4
Materials and Free Resources to Download for this Lesson:
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Introductory Activity: “What’s the Weather Like in…”
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“All About Weather” Science Journal (Student Copy & Teacher Copy)
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Page 59: Weather vs. Climate Venn Diagram
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Page 60: Causes for Climate
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Page 61: Types of Climate
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Page 62: Weather Map Symbols
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Page 63: El Niño and La Niña [Information Sheet]
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Activity: “Is It Weather or Climate? ”
Unit Resources:
Input:
What is the most important content in this lesson?
To reach this lesson’s objective, students need to understand:
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There are five causes for climate.
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There are twelve different types of climate.
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The location (s) where each climate can be found.
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Climate plays a role in a person’s lifestyle.
How will the learning of this content be facilitated?
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The teacher should begin class by handing out the “What’s the Weather Like in…” worksheet. On the worksheet, there will be ten countries. The students will need to write a description of the country’s weather/and/climate (i.e., if the country is Egypt, the students will need to write “dry”, “desert”, “very little rain”). While the students work, the teacher should write the names of the countries from the worksheet onto the board/chart paper. After about 10 minutes, the teacher should review the worksheet answers/responses with the students. The teacher should write some of the responses on the board/chart paper.
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After the activity discussion is done, the teacher will begin presenting the information on weather. If it is possible, project each page of the teacher’s copy of the “All About Weather” Science Journal worksheet onto the board using a projector or put into a PowerPoint document and project. The teacher’s copy of the journal has certain words/phrases that are bolded red and highlighted. It is important the teacher explain to the students those words/phrases are to be highlighted in their (students) journal. For this lesson, the teacher should review these pages:
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Page 59: Weather vs. Climate Venn Diagram
** This page reviews the differences between weather and climate**
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Page 60: Causes for Climate
**This page reviews the five causes for climate**
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Page 61: Types of Climate
**This page reviews the twelve different types of climate**
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Page 62: Weather Map Symbols
**This page reviews the different map symbols and what they represent**
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Page 63: El Niño and La Niña [Information Sheet]
**This page reviews El Niño and La Niña and what causes each**
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Activity/Assessment:
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After the information has been presented, the students will participate in the activity “Is It Weather or Climate?” The teacher should instruct the students to break into pairs. Each student will get a “Weather or Climate?” activity sheet. On desks around the room will be “Weather or Climate?” cards. The students will read the card and decide if the statement represents climate or weather. On their sheet, they will mark off the correct box that corresponds to the card. The teacher should allow the students about 15 minutes to go around the room read the cards, and complete the activity sheet.
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Closure
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For the closure, the teacher should review the key terms/ any content that was difficult for the students.
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Time/Application
3-5 minutes
Guided Introduction
Review the class/ agenda with the students:
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Introductory Activity: “What’s the Weather Like in…”
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Discussion: Science Journal (Pages 59-63)
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Activity/Assessment: “Is It Weather or Climate?”
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Discussion of Activity
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Closure
10 minutes
Introductory Activity: “What’s the Weather Like in…”
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Give each student a “What’s the Weather Like in…” worksheet.
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Instruct the students to complete the worksheet, describing the weather/climate for each country.
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On the board or chart paper, recreate the worksheet.
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Once all of the students have completed the worksheet, discuss some of the answers.
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Write the answers on the board/ chart paper.
15 Minutes
Weather vs. Climate | Climate Causes | Types of Climate | Weather Map Symbols | Weather or Climate
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Instruct the students to open to page 59 in their science journals.
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Project each page of the science journal onto the board either through a projector or PowerPoint presentation.
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The teacher copy has bolded red and highlighted words. The students will highlight those words in their science journal.
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Begin presenting the information. The pages that will be presented include: pages 59-63.
20 Minutes
Activity: “Is It Weather or Climate?”
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Hand out the “Weather or climate” activity sheet
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Instruct the students break into pairs.
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Tell the students that they will go around the room.
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Allow the students about 20 minutes to work on their projects before reconvening and having the students present.
10 minutes
Closure
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For the closure, the teacher should review the key terms/ any content that was difficult for the students.
Individualized Instruction/Scaffolding
English Language Learners will be supported in this lesson through data-based heterogeneous grouping, verbal and written repetition of new vocabulary words, and multiple representation of vocabulary words through printed images and video.
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