9. Weather's Impact on Climate (Day 2)
Lesson 9 of 9
Objective: SWBT differentiate between weather and climate by identifying factors that determine climate in an area.
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.
The Weather vs Climate lesson takes place over the course of two days 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 from day one. Based on the information, students determine specific factors that contribute to defining that climate zone and view the Weather vs Climate Studyjams video They note the differences in their interactive notebook and diagram the factors of climate using a graphic organizer to display the relationship among them. Finally, students create an advertisement that persuades people to visit a specific climate zone. They use the information in the data table to determine the factors that influence climate in that region.
Why do I teach this lesson?
Many of students have limited science background as they have not had formal science instruction prior to entering middle school; therefore I incorporate directed inquiry tasks within many parts of this unit. In the lesson on the weather vs climate students are provided specific tasks that incorporate what they have learned about weather to develop an understanding about the meaning of climate.
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 hydrosphere and atmosphere interact with one another. By exploring six different climate regions in the world on day 1, students analyze the data collected to develop an understanding of factors that determine the climate in that area. With this information, students create an advertisement that persuades people to visit a specific climate zone.
Students are engaged in the following scientific and engineering Practices.
6. Constructing explanations: Students use the data in the table about six climate regions to develop an understanding of factors that impact 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.
The lesson Weather and Climate (Day 2) 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 factors and their impact on determining climate.
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.
I re-engage students into the next phase of the lesson by reviewing their responses to the questions from they completed yesterday in their interactive notebook.
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?
I select a few students to read out loud. While someone reads, I ask other students to acknowledge if the the information they hear is accurate by giving a thumbs up or randomly ask a student to repeat information a classmate shared. By asking them to acknowledge the information shared, I make sure others are active listeners.
By reviewing student responses, I am re-engaging them into moving forward into the next half of the this lesson where they are applying the information learned about each of climate zone to create a travel advertisement about one of them.
After listening to student responses, I instruct students to open their interactive notebook and write the title: Weather vs Climate-Input. We are using the notebooks during this portion of the lesson to differentiate between the terms weather and climate.
To help students make a distinction between these terms, I show them Studyjams Weather vs Climate video.
This is an interactive video that summarizes the key concepts that define weather and climate. I selected this video because it presents a summary of the two terms using animation, music, and graphics, which keep students attention and entertained. While the video is playing, I am observing students actions and reactions.
After viewing the video, I redirect students to their interactive notebook. As a class, we discuss and come up with a definition for each term-weather and climate, using evidence from our past investigations in the unit, yesterday's climate zone map, and information from the studyjams video. Students display these terms in their interactive notebook.
When the the two terms are defined, I tell students to think about where we live. I pull them into discussion by asking these questions: What kind of temperatures and storms do we experience? Do we experience the same weather all the time? How often does our weather change? Do the temperatures and precipitation stay the same throughout the year?
Then I tell them to think about weather in Florida. (this is a place commonly known by my students) Why do you think the weather is different there? What is different about Florida's location from where we live? While they think about these questions, I remind them of the climate data table they created yesterday and tell them we are analyzing it to determine factors that affect climate. I project these factors to discuss as a whole class, and have students create a concept map in their interactive notebook. I selected this graphic organizer for students to create a visual sense of the factors that impact climate. It helps students recognize the relationship between these factors and how they contribute to the weather and climate of a particular area.
I instruct students to keep their interactive notebook out as they are using the climate zone data table and concept map as a resource for completing the next task.
At this point in the lesson, I explain how people determine where to vacation or live based on climate of an area and often research the area before going. I share with them they are taking what they have learned about climates in the world and creating an advertisement that persuades people to visit a specific region. I tell the students they can select the climate zone they would like to create an advertisement for others to visit.
I continue explaining that they are applying information they learned from the data climate cards, data table, and notes about weather and climate to design their advertisement. They can use the template design I have given them to organize their notes and later use as a model for the brochure. I hand out the assignment and go on outlining the directions and rubric with the whole class.
After discussing and taking questions, I give the students seat choice, allowing them to find a spot in the room to help them focus and be on task. While students are working, I am walking around the room, monitoring their work habits, and clarifying any questions that arise or if I notice inaccuracies in their notes. Students work for the remainder of the class time. At the end of class, I inform students they are working on the assignment over the next few days. I tell them to be prepared to present their advertisements to the class.
After creating a brochure advertising different climate regions, I ask students to fill out the exit ticket. I use this exit ticket as a formative assessment to identify areas students understanding and / or misconceptions. I tell the students to place the exit ticket in the bucket on the way out to their next class.