Wilson EDUC 353 Name: Giana Dente Target Grade Level: 3rd Grade different Regions UbD Lesson

Plan Template Stage 1: Desired Results Date: November 30, 2013 Curriculum Topic: Weather and Climate in

Established Goals: 3.ESS2.2. Weather and Climate- Students who demonstrate understating can: obtain and combine information to describe climates in different regions of the world. 3.SL.3.4. Presentation of knowledge and ideas- Report on a topic with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.

Understandings: Essential Question(s): Students will understand In your own words The differences between climate and weather what is your definition of How different regions can have different climates based weather and on where it is located climate? The location of the equator effects certain regions What makes temperature and climate, some will be much warmer than weather different others that are further from the equator from a climate? How meteorologists can predict the weather Why are some The differences between tropical, coastal, alpine, and regions in the world desert climates warmer than others? As a meteorologist what are some ways to determine what the weather will be like? How can you tell if

a region is in a tropical, desert, alpine, or coastal climate? Imagine that almost every summer for the past decade it has been hotter than usual. Could this be a sign of climate change? Yes or no? Why do you think that different climates exist?

Students will know Students will be able to Tropical Climate- A climate characterized by being Use cooperative warm and moist year round, lush and with lots of learning to create precipitation. concept maps of different regions Coastal Climate- A climate near large bodies of water that are either in the and characterized by cool temperatures and winds. tropical, coastal, Desert Climate- A climate characterized by little desert, or alpine precipitation, hot days and cold nights. climate to Alpine Climate- A climate characterized by low understand the temperatures, high altitude, winds and short growing weather or climate seasons in that area Meteorologist-A scientist who studies and predicts the Understand how weather. Meteorologists use sophisticated equipment, certain like Doppler radar and supercomputers, but they also rely characteristics and on old-fashioned sky watching. attributes of regions Weather- The state of the atmosphere at a given time can affect the and place, with respect to variables such as temperature, climate or weather moisture, wind velocity and barometric pressure. of a place Climate-The meteorological conditions (weather), Explain in your own including temperature, precipitation and wind that words what weather characteristically prevail in a particular region. and climate is Sometimes described as averaged weather. A region of Be a meteorologist

the earth having particular meteorological conditions (she lives in a cold climate). Seasons-Natural divisions of the year (spring, summer, fall and winter) in the north and south temperate zones. Each season, beginning astronomically at an equinox or solstice, is characterized by specific meteorological or climatic conditions. Two divisions of the year (rainy and dry) in some tropical regions. Altitude-The height above a reference level, especially above sea level or above the earths surface. Latitude-The angular distance of any point on the surface of the earth north or south of the equator. A region of the earth considered in relation to its distance from the equator; for example, temperate latitudes. Longitude/Latitude- A system of lines is used to find the location of any place on the surface of the Earth Commonly called a grid system, it is made up of two sets of lines that cross each other. One setlines of latituderuns in an east-west direction. The other set lines of longituderuns in a north-south direction. Equator-The imaginary great circle around the earths surface, equidistant from the poles and perpendicular to the earths axis of rotation. It divides the earth into the Northern Hemisphere and the Southern Hemisphere.

and report to the class about what the weather and climate is based on whichever region the group has chosen (Regions must be located in the tropical, coastal, alpine, or desert climate) Use descriptive details, realia of objects that relate to their region, and facts that were researched in the computer lab to present to the class what the weather and climate is of their region.

Stage 2: Assessment Evidence

Performance Tasks: Other Evidence: Students will begin the lesson by the teacher introducing Nurturing the differences between climate and weather. The teacher childrens sense of will go to http://www.weather.com/ and project it on the wonder their interest Smart Board. The teacher will show real life examples of and excitement in the daily weather compared to a climate change. The finding out about students will be able to visualize that climate is a change the world is at the of weather overtime, whereas weather is the daily heart of the science everyday temperature outside. Weather can have curriculum in the

symbols such as clouds, rain, snow, sun, fog, etc. The teacher will point out these symbols while exploring the website with the students. To make sure that the students are engaged and paying attention to the exploration on the Smart Board, they will be asked to take notes in their science notebooks. With these notes the students will then be paired in groups of 4 with six students in each group (If the class size is larger then the students can be grouped based on class size). The different regions that the students will have to focus on will distinguish the 4 groups. These regions will be located in either the tropical, coastal, alpine, or desert climates. For example, if a group has the tropical climate then a region that they can chose will be Brazil and so on depending on the different climates. The groups will be given a climate but they will choose which region of that climate they would want to focus on. First, the students will have to write down characteristics of their climate based on food that people eat, the clothing they wear, and any other facts that they know about their climate using a concept web. This will guide the group to choose a certain region based on their information. Students can use the computers in the computer lab to find facts about their region based on weather and climate as well. After gathering the information on their specific region, the students will then have to report back to the class about their regions climate and weather. One student in the group will be a meteorologist who will report to the class what the weather is like for their specific region. Students must use words such as latitude, longitude, windy, clouds, air temperature, equator, seasons, altitude, and so on. The students have knowledge of these words from the introduction piece that the teacher presented. The remainder of the group will explain different topics of their region based on the climate, and other characteristics of the area, which led to why their climate and weather is the way that it is. This can be done on

primary grades. Teaching children how to think like scientists is its focus (Bickart, Jablon, Dodge 2001). Students in primary grades are always wondering about the weather and why it rains or snows in some areas and not others, therefore this lesson is related to their everyday lives and will be beneficial to them. By having the students work in groups, researching their regions climate and weather, and collecting data to formulate their understanding of the climate in their region is part of the goal for this lesson. According to Building the Primary Classroom, Scientists use tools to help them collect and analyze data. They use what they learn to construct explanations or answer questions. Communicating

index cards (shown below) and then presented to the class. The students will become news anchors, meteorologists, and experts on their regions climate and weather. The teacher will film each groups presentation for record of students participation and work.

findings is an important part of the process because scientists want other people to repeat their findings with the work of others (Bickart, Jablon, Dodge 2001).

Stage 3: Learning Plan

Learning Activities: W= Students will be learning the importance of weather and climate through learning about different regions and its climate. There will be a clear distinction of why one regions weather and climate is different from another by the students researching the location of where the region is, what the people wear, the foods that are popular in the area, and the daily weather, which will effect the climate through the years. Students will understand the importance of weather and how location is the reason as to why some regions are warmer than others or have different climates then others. By researching, the students will be able to relate where they live and the weather to other areas in different climates around them by taking notes. When the students report to the class as a meteorologist and news anchor this will be a fun and interactive way for the groups to present all of the hard work and research that they did to create a presentation and teach the class about their regions weather and climate. Therefore, giving the class knowledge about the different types of regions that are in certain climate areas. H= The students will be engaged throughout this lesson by exploring the weather channel to learn about the differences between weather and climate and look at the symbols that meteorologists use to determine what the weather will be like for that day. Students will then be interested in the lesson when the teacher tells them that they will be able to choose whatever region they would like based on whichever climate they have been given. The climates are tropical, coastal, alpine, or desert.

This will allow the students creativity to come into place when choosing whichever region they would like to research. Then the students will be able to either be a meteorologist, anchor, cue card changer, or presenter of their information that was found. Students can have fun with this and dress in suits and dresses, or however they would want to represent themselves (must be formal attire). Or if they are the meteorologists, students must bring in realia to represent how the weather is like in their specific region. For example, if it is raining the meteorologist should wear a raincoat or bring in an umbrella. If the students are focusing on a region in the desert climate they can bring in realia objects such as a shovel, cactus, or dress in warm attire. E= The teacher will explore the weather channel website with the class and have the students take notes. In addition, the teacher will be observing the students to make sure that each of them are taking notes and answering the essential questions as a class with guidance from the teacher while exploring as a whole. On chart paper the teacher will then make a T-chart to distinguish what the difference is between weather and climate. The students can write this in their science notebooks to refer back to. The teacher will show diagrams of weather and climate from a real source that is relatable to their everyday lives. Students will be able to use the computer lab to research their regions and learn more about the weather and climate in each. Once the students write down notes and facts on their region then they will create a concept web with information that they want to include. Students can use their concept map to present to the class on the day of their presentation. R= The students will be given multiple opportunities to rethink and revaluate their learning through their presentation because there are assignments throughout the lesson to follow up the final presentation. The students will be getting assessed through their participation and note taking at the beginning of the lesson. Students will then be placed into groups where the region that they want to focus on will be chosen. Once the students have a region they will first create a concept map on the climate that they have to see how much each of them know about that climate, and then research (on appropriate websites given by the teacher) additional facts on their region. This will give students the chance to research and explore different areas to learn more

about climate and weather. E= Students will have plenty of feedback from peers as well as the teacher through formative assessment that will be observable and ongoing. The teacher will be walking around, asking essential questions and making sure that all students are involved and participating. There will be evidence of the students work, which will be displayed at their final presentation or performance. The teacher will videotape the students presentation and then watch the video to grade the students. They will be graded based on their report of the topic, facts, realia of objects, descriptive details and any information or creativity. The teacher must look for evidence while watching the video of their understanding on weather and climate for whichever region they chose (teacher rubric given below). In addition, the teacher will meet with the group prior to their presentation to make sure that each student has a job to perform and to give feedback to the groups before they present to the class. The meetings will take place during the week after every student has a job and researched their region. T= This lesson will meet the needs of all students individual learning styles. The presentation will be differentiated by the specific jobs that will be offered. Any of the students can be the meteorologist, anchor, present their concept web charts on the specific climate that they had (tropical, desert, coastal, alpine climate), notecard or dialogue holder for the presenters (cue cards), or the artistic and creative aspect of the project. Every job can be worked on as a whole group or individually and then presented as a group. All types of learners will be able to participate and learn this lesson through different concepts. The students who are intrapersonal can be the recorder of the group and write down the facts and information that they find in the library. The artistic students can draw or create a diagram of objects, characteristics, or any other evidence that shows examples of the region that was chosen. The interpersonal students can either be the news anchor, or meteorologist. For the students who are diagnosed with ADHD or are bodilykinesthetic learners, these students can be involved in the lesson by holding the notecards for the meteorologist or news anchor while the weather and climate of their region is being reported. In addition, these students can be engaged by switching the

slides on the smart board, or actively asking questions to the class after their presentation is done. For the ELL learners, they can bring in realia objects to represent real life visuals of their region to the class. O= First, the teacher will introduce the class to the weather channel website, where the class as a whole will explore the website. The teacher will point out the specific results of weather and climate in our area to make it relatable to the students. While the exploration is going on the students will be taking notes in their science notebooks and adding the key words (listed above) that are important to determine the weather or climate. Then, the teacher will group the students into groups of six in each for a specific climate. There are 4 specific climates that the class will be focusing on in order to choose a region in a climate (tropical, coastal, desert, and alpine climates). Once the groups research their climates the students will have a better understanding of what characteristics the climate has which will make choosing a region easier. When the region is chosen the students will research more on the specific regions weather and climate and what distinguishes it from the other regions. The students will reference the notes they took on the weather channel and the vocabulary words that were learned. Along with these researched facts the students can make a concept web with important key words. From this concept map they will list the characteristics that their region has, such as location on the map (near the equator), weather (rainy, cloudy, foggy, etc.) and other additional qualities that can include the clothes and foods that are popular in that area. This will allow the students to form connections to how the climate and weather is like through the clothing and foods that people are accustomed to. Finally with all of this information the students will decide which job they would like to have for the presentation. The jobs will either consist of a meteorologist, a news anchor, cue card holder, power point presenters of information from the concept web, and who brings creative aspects to the project (drawings, realia, arts and crafts, etc.). The teacher will then meet with each group and discuss what is expected of their jobs so that the students have a clear expectation. Then the teacher will listen to what ideas the students have for their group and then give immediate feedback. The students will work on their projects and then at

the end of the week have a science presentation of their regions climate and weather. The teacher will videotape each groups presentation for comments and the final grade. The students will then be given copies of each video, which will be added into their portfolio. Resources

Itemized Attachments: http://www.weatherwizkids.com/weather-climate.htm http://www.weather.com/ http://www.teachengineering.org/view_lesson.php?url=c ollection/cub_/lessons/cub_earth/cub_earth_lesson3.xml Dictionary.com. Lexico Publishing Group, LLC. Accessed March 14, 2006. (Source of some vocabulary definitions, with some adaptation) http://www.dictionary.com Bickart, Toni S., Judy R. Jablon, Diane Trister. Dodge, and Toni S. Bickart. Building the Primary Classroom: A Handbook for Teacher Educators. Washington, DC: Teaching Strategies, 2001. Print.

worksheet:

**Example of Students Research**

Example family scenarios, as provided on the Clothing & Food Note Cards attachment. Copyright Jay Shah, ITL Program, College of Engineering, University of Colorado at Boulder, 2005.

** Rubric for Teacher to grade presentation**

4 Descriptive Details Used all of the terms and descriptive details in their presentation on their regions weather or climate due to its location. All required elements are present and additional elements that add to the report (e.g., thoughtful comments, graphics) have been added. The group functioned exceptionally well. All members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! All students in group can clearly explain why they felt the vocabulary, audio and graphics they chose fit their intended audience. 3 Used some terms and location of their region to describe the weather and climate. 2 Minimal terms and descriptive details are missing in the report. 1 Several terms and details are missing in the report.

Factual information on the regions climate and weather

All required elements are present.

Group work and Participation

The group functioned pretty well. Most members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! All students in group can explain why they felt the vocabulary, audio and graphics they chose fit their intended audience.

One required element is missing, but additional elements that add to the report (e.g., thoughtful comments, graphics) have been added. The group functioned fairly well but was dominated by one or two members. The group (all members) was almost always on task!

Several required elements are missing.

Some members of the group were often off task AND/OR were overtly disrespectful to others in the group AND/OR were typically disregarded by other group members. Limited attention to audience in designing newscast AND/OR one or fewer members of the group can explain how the element relate to the audience. Either no research was done or it was not clear that the group used it in the newscast.

Presentation

Research

Group researched the subject and integrated 3 or more "tidbits" from their research into their newscast.

Group researched the subject and integrated 2 "tidbits" from their research into their newscast.

There was some awareness of the audience, but not all of the students can describe how the vocabulary, audio and graphics they chose fit their intended audience Group researched the subject and integrated 1 "tidbit" from their research into their newscast.