Title of Unit: All About Maps!

out of _5_ Title of Lesson: Climate Maps

Lesson Plan #_2_

1. Summary of the Lesson Plan:

This lesson is designed to introduce another type of map that most people use everyday. Students will learn how to read a climate map and understand some areas are drier than others, cooler than others, and hotter than others. The Magic School Bus and the Climate Challenge will be used in this lesson to talk about climate.

2. Target Population:
3rd Grade Level At Grade Level Whole Group discussion, small group activity, whole group assessment

3. Objectives:

G5.3.3 Compare uses of maps and globes. G5.3.4 Identify and explain simple spatial patterns on a map, i.e., population centers, farmland, mountains. G5.3.6 Recognize different types of special maps, i.e., neighborhood, school, and classroom.

4. Procedure: 1)
Ask students to come to the carpet and read them the story, The Magic School Bus and the Climate Challenge. Introduce to them that we will be learning about another type of map: climate map. Discuss with students if they have ever seen or used a climate map before. Explain that a climate is the weather of a place over a period of time. 2) Show a climate map of the United States. Ask students to find some of the elements of a climate map, such as the title and the map key. 3) Read over the map title to find what kind of information is on the map and identify the compass rose. Review and study the map key. Each color stands for a different climate on the map. Go over every color from key so students are aware where we can find each type of climate. 4) Next, have students move into groups to discuss questions. There should be 5 groups of 4. Each group should have a climate map with questions. Students should discuss responses to the following questions: a) What are the winters like in Seattle?
EDEL 453 Spring 2012 Karen Powell- Instructor Submitted by: Joslyn Bomgaars

Title of Unit: All About Maps! out of _5_ Title of Lesson: Climate Maps

Lesson Plan #_2_

b) Which cities are in areas with summers that are both hot and wet? c) If you wanted to live in an area with a dry climate, which city might you choose? d) Where could we live if it is cold all year round? 5) Walk around to each group to assure they are on task; ask questions from the following above to hear their response.

5. Assessment: Provide each student will a climate map. Ask them to think about what kind of climate they
would like to in and why. Have them write down their responses. Ask each student their climate and have them find a city on the map that would be best for their chosen climate. Have them walk up to the map and point to the city sharing their responses why they would want to live there. Once every student has shared, explain to the class the most popular cities and climates for closures.

6. Reflection:
What skills do students need in order to be successful with this lesson?

Students will need to understand the concept of a climate map. They really need to read the map key to understand what is going on the map. How will you follow up or extend this lesson? To follow up on this lesson, use the Skill Builder: Read a climate Map What can you do for students who dont grasp the concepts?

Pull students into a small group and review the climate map. Have them study the map key and identify each color and what they mean. I will make sure they understand before explaining there are parts in the United States that are different in climate, such as hot, cold, dry, cool, etc. Where do you anticipate having problems with this lesson?

I feel students may struggle identifying each color on the map where they may not be able to answer the following questions above.

7. Materials:
The Magic School Bus and the Climate Challenge by Joanna Cole & Bruce Degen Climate Map of United States

EDEL 453 Spring 2012

Karen Powell- Instructor

Submitted by: Joslyn Bomgaars