8. Weather's Impact on Climate (Day 1)

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SWBAT differentiate weather and climate after analyzing six climate regions and factors that influence the climate in that area.

Big Idea

Students will create a climate zone map by analyzing weather data for a specific region.

Lesson Overview

5e Lesson Plan Model

Many of my science lessons are based upon and taught using the 5E lesson plan model: Engage, Explore, Explain, Elaborate, and Evaluate. This lesson plan model allows me to incorporate a variety of learning opportunities and strategies for students.  With multiple learning experiences, students can gain new ideas, demonstrate thinking, draw conclusions, develop critical thinking skills, and interact with peers through discussions and hands-on activities.  With each stage in this lesson model, I select strategies that will serve students best for the concepts and content being delivered to them.  These strategies were selected for this lesson to facilitate peer discussions, participation in a group activity, reflective learning practices, and accountability for learning.

Lesson Synopsis

The Weather's Impact on Climate lesson takes place over the course of two day or class periods. It provides students the opportunity to develop an understanding of different climate regions of the world by analyzing temperature and precipitation data about each region.  They create a data table to represent the data about each region. In addition, they locate these regions using latitude coordinates and illustrate them on a world map model.  They use the information in the data table to determine the factors that influence climate in that region.  

Next Generation Science Standards  

This lesson will address the following NGSS Standard(s): 

5-ESS-2 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Students distinguish how weather and climate differ in connection to the way the geosphere, biosphere, hydrosphere and atmosphere all interact with one another.  By exploring the different climate regions in the world, student develop an understanding of factors effect the climate in that area.

Science & Engineering Practices

Students are engaged in the following scientific and engineering Practices.

2.  Developing and Using Models: Students create a map using latitude coordinate to represent six climate regions in the world

6.  Constructing explanations: Students use the data in the table about six climate regions to develop an understanding of factors that effect climate in an area. 

8. Obtaining, evaluating, and communicating information:  Students obtain information about six climate regions in the world, evaluate their location in relation to the equator and average weather patterns to determine factors that effect climate in that area.  The information is communicated in a data table and on a world map. 

Crosscutting Concepts

The lesson Weather's Impact on Climate (Day 1) will correlate to other interdisciplinary areas.  These Crosscutting Concepts include

1.) Patterns: Weather patterns are used to determine climate of an area.

2.) Cause and Effect: Understanding the relationship between weather patterns and their impact on determining climate.

Disciplinary Core Ideas

Disciplinary Core Ideas within this lesson include:

ESS2.D Weather and Climate: Climate describes patterns of typical weather conditions over   different scales and variations.  Weather patterns can be predicted, observed, and analyzed.


Importance of Modeling to

Develop Student Responsibility, Accountability, and Independence 

Depending upon the time of year, this lesson is taught, teachers should consider modeling how groups should work together; establish group norms for activities, class discussions, and partner talks.  In addition, it is important to model think aloud strategies.  This will set up students to be more expressive and develop thinking skills during the activity.  The first half of the year, I model what group work and/or talks “look like and sound like.”  I intervene the moment students are off task with reminders and redirecting.  By the second and last half of the year, I am able to ask students, “Who can give of three reminders for group activities to be successful?” Who can tell us two reminders for partner talks?”  Students take responsibility for becoming successful learners.  Again before teaching this lesson, consider the time of year, it may be necessary to do a lot of front loading to get students to eventually become more independent and transition through the lessons in a timely manner.

Model Globe Toss: It is a good idea to model a "safe" toss with a student by tossing the inflatable globe. I remind to avoid the face and an underhand toss is best.


15 minutes

Today, I activate my students' minds today with a globe toss activity. I explain,"when you catch the inflatable globe, name the continent, country, state, or island your right hand is on. Once you identify the name of the place, you tell us the kind of weather you expect at this location and why." I record responses on the board throughout the toss.  My intention with this activity is to see if students make the connection of where places are located in relation to the equator. 

After several tosses, as a class we analyze the variety of climates and weather patterns shared and displayed on the board. I ask them, "Is climate the same everywhere on Earth? If someone did not know what kind of weather patterns or climate that place experienced, a question mark is placed in its spot to later be explored by the student. Once several locations are identified, students return to their seats to further explore climates in the world.


35 minutes

After launching off with our globe toss to identify weather in different areas of the world, I shift students thinking by stating a brief introduction about weather's effect on climate.

I direct students to take their interactive notebook from the center of their group tables. We are using them during this portion of the lesson while exploring six climate regions of the world.  Then to set our goal for the day, I ask a student to read the standards board aloud:

"Today we will gather data on six climate regions in the world by reading and analyzing climate region data cards and organizing the information on a data table. We will use this data tomorrow to determine factors that influence the climate of that area."

I move on from here and ask students what kinds of climate they already know about.  After a few shares, their responses indicate they have awareness of how the equator plays a major impact in our weather and climate. We discuss the ones they came up with and identify six different climate regions in the world. I display a world climate map through the projector for them to have a visual model of this concept.  

With the world climate map displayed, I instruct students to open their interactive notebook to the next clean page and on the input page (right side), write the title: Weather vs Climate-Input and take the map from the center of the table. (Their maps are pasted into their notebook once completed) Then, I hand out the climate zones data table packet and review the directions with the whole class by having a student read them out loud, while I provide any clarification necessary.

I continue saying, "You are exploring the six climate regions of the world by analyzing the factors that influence climate on the climate data cards and charting the data on the climate zones data table." I remind them to read the information carefully and record accurately because they are using the data chart to create a climate zone map which will be used as part of tomorrow's lesson. This activity provides students the opportunity to use analytic skills in combination with map skills to recognize the world has six climate regions that are determined by their location and weather patterns over the course of many years.

While students are working, I am walking around monitoring how they are completing the table. When students complete their table, I direct them to their output page.  Here, I tell them to write the title: Output and be ready to use the information from the table to reflect on climate zones in the world.


Reflect on Day 1

15 minutes

Before ending day 1 of our lesson, I direct students to the output page  they just set up to write a reflection on the climate zones in the world. I bring their attention to the board for their exit questions and state,"after analyzing the information in the table, I want you to answer the questions to show your understanding of the information in the table."  

1.)  Which climate region is closest to the equator?  How do you think being near the equator affects the temperatures and precipitation in that area?

2.)  Which climate region is furthest form the equator?  How do you think being far away form the equator affects the temperature and precipitation of that area?

3.)  Find Massachusetts. Which climate zone would you classify this in and why?

My intention with these questions is to for them to recognize the climate regions are determined by their relation to the equator, become familiar with types of data used to determine climate of an area or region, and identify two factors that determine climate.

Students work on these questions until the end of class.  I let them know we are reviewing responses at the start of class tomorrow.