Reflection: Lesson Planning Weather & Temperature - Section 3: Temperature


In terms of thinking about the lesson and unit plan, I often struggled in thinking about how long content took to teach. Is this something that I should spend two days on? Three? What if my students are higher or lower than last year? What do I do?

In many respects, I think the best strategy is often to rely on your previous experience. I've heard numerous ideas on predicting students' work time ("take the amount of time it takes you and multiply by 3" being one from earlier in my teaching career), but have found that knowing your class and your students as the best option to pursue. For example, in 9th grade, students are generally familiar with temperature, Celsius and Fahrenheit, and using thermometers. If they aren't, then this section of the lesson is one you necessarily need to spend more time on (which could definitely mean that you spend less time elsewhere, and that's okay). You know your students the best. If your stuck, feel free to use my time estimates in all of my lessons as rough guides. I've done this a few times now, and I feel good about how much time each lesson needs to take. Of course, next year I plan to change some things here and there, but it's definitely true that temperature takes a much shorter time for students to master than something like humidity or air pressure (coming up later on in the unit!). A lot of it comes from experience, and if you don't have it yet, it's totally fine to lean on others for help and support here!

  How Long Do I Spend Teaching This?
  Lesson Planning: How Long Do I Spend Teaching This?
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Weather & Temperature

Unit 5: Meteorology
Lesson 1 of 17

Objective: SWBAT define weather and differentiate between weather and climate | SWBAT define temperature and correctly read a thermometer to determine the temperature of an object | SWBAT identify radiation, convection, and conduction as the three (3) main types of heat transfer

Big Idea: This is a busy lesson! In this introductory lesson, students identify thermometers as the instruments used to measure temperatures, examine kinetic energy as a function of molecular movement, and then examine the differences between weather and climate

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