Climates Around the World

Name: Nicholle Shell

Grade Level: 3rd
Materials Required:
- Climate pictures (one per student)
- Climate Chart (one per student)
- Exit Slip (one per student)
- Climate map (one per student)
- Colored pencils or crayons
- Smart board

Time Allotted: 66 minutes

Subject(s): Science

Michigan Content Expectations:

3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.
Objective(s):

Objective 1: The student will obtain information on climates in different regions of the world on
the climate chart worksheet and earn 14 out of 19 points.
Objective 2: The student will describe climates in different regions of the world on the exit slip
and earn 6 out of 8 points.

Assessment:

Objective 1 Informal Formative Assessment: The teacher will observe students during discussions
and guided practice.
Objective 1 Formal Formative Assessment: Students will be completing a climate chart during
guided instruction. They will find their information for this chart by searching websites provided
by the teacher.
Objective 2 Informal Formative Assessment: The teacher will observe students during discussions
and guided practice.
Objective 2 Formal Formative Assessment: Students will be completing an exit slip that requires
them to describe the climates. Each climate will be described in one sentence.
Excellent 2
One sentence for each climate
All information is accurate

Adequate 1.5
One sentence for 3 out of 4
climates
75% of the information is
accurate

Needs Improvement 1
One sentence for 2 or 1 out of 4
climates
Half of the information is
accurate

You could generate data by recording the scores the students earn in a grade book. If they have not met
the level of proficiency on the assessment that means they do not understand something. One way to
potentially fix that is to reword the content in a different way or give the students more practice with the

concept. On the climate chart if the student has random answers I would know that they need help with
knowing how to find information.

Anticipatory Set: Allotted Time: 5 minutes

a Access the video World Biomes: An Introduction to Climate at
http://www.youtube.com/watch?v=ZouWWVyz9v8&safe=active and have the students
watch the first minute of the video. After students have watched the video ask them,
What were some of the different things you saw? Have a short discussion about the
video.
b Over the past couple of weeks we have been talking about the different resources in
Michigan. You have learned what resources we have and how we use them.
c Today we are going to learn about different climates of the world. Our two learning goals
for today are to find information on different climates of the word and to describe the
different climates of the world.
d It is important to learn about the different climates to know if our resources here in
Michigan could survive in other climates. As we go through our lesson today I want you to
think about the different resources we have here in Michigan and think about whether they
could survive in another climate.
e Also make sure that you are participating. I want you all to be engaged in the lesson.

State Purpose and Objective of Lesson:

a Tell the students what: stated above in part c (Today we are going to learn about different
climates of the world. Our two learning goals for today are to find information on different
climates of the word and to describe the different climates of the world. )
b
c

Tell them why: stated above in part d (It is important to learn about the different climates
to know if our resources here in Michigan could survive in other climates.)
How might this lesson connect to prior or upcoming lesson? How does it relate to a larger
theme or concept? Stated above in part b (Over the past couple of weeks we have been
talking about the different resources in Michigan. You have learned what resources we
have and how we use them. Today we are going to learn about different climates of the
world.)

Instruction:
a Direct Interactive Instruction:
The teacher will:
i The teacher will facilitate a discussion on climate
ii The teacher will model what students will be doing at the computer lab
iii The teacher will observe and help students during guided practice
iv The teacher will facilitate a discussion about what the students discovered during
guided practice
v The teacher will explain the exit slip
The student will:
vi The student will participate in class discussion

vii The student will pay attention while the teacher is giving directions and modeling
what they will be doing
viii The student will complete the climate chart
ix The student will participate in a discussion about what they just learned
x The student will complete the exit slip
Allotted Time: 10 minutes
Hand out the photographs and display them on the board. Tell them that they are going to be learning
about 4 different climates. Write the 4 different climates on the board. Have the students guess which
picture goes with which climate. Once all of the photos and climates have been accurately matched
explain what temperate means. Tell the students that temperate means not extreme or in this case not too
hot and not too cold. Have the students take a couple of minutes to look at the pictures. Then have a class
discussion about what they see. Ask students to describe what they see in the arctic picture. Ask them
what they think the weather would be in this climate. Also ask them where they think the arctic climate
might be. As students are answering the question write the answers on the photograph. Do this for the
three other pictures and climates. (Direct Instruction)
Allotted Time: 10
Hand out climate chart. You are going to be doing some research on the different climates. This means
that we will be going to the computer lab. As you are doing your research you are going to be filling in
this chart. (Strategy #29) Display the chart on the screen. I am going to show you how you are going to
fill this in. The first thing is that when you get to the computer lab you need to log in and go to edmodo.
On edmodo there will be a document that has links to websites. You will need to open this up. Model
doing all of the steps so the students can view what you are doing. Once the document is open click on
one of the links. Click on kbears.com. Now on this website you will find information about the different
climates. For example if I click on tropical then in the bottom left hand corner there is a picture. Under
that picture it says click to enlarge. You are going to click on that picture and it will take you to a new
page. On this page there is information about tropical climates. As you look through the information you
are going to be answering the questions on the chart that I passed out. For example the first question
says, What is the average temperature? By reading and looking at this information can someone tell
me what they think the average temperature is for a tropical climate? (70-85F) Have a student answer.
Show the class that the student got the answer by reading the information on the website. Are there any
questions? You will be able to work with a partner. When you and your partner have completed your
chart hand it to me and I will have something else for you to do. (Modeling)
Allotted Time: 20 minutes
Bring the students to the computer lab and let them work. Walk around and answer any questions the
students may have. If students finish early hand them the climate map. Have them go to www.kbears.com
and use the map on the website to have them complete their map. Make sure you have crayons or colored
pencils for them to use on the map. (Guided Practice)
Allotted Time: 10 minutes
After coming back from the computer lab discuss what the students have found. As you go through each
climate ask if resources from Michigan could survive in that climate and have them explain their answer.
Independent Practice: Allotted Time: 8 minutes
Students will be completing an exit slip. On this exit slip students will be using the information that they
learned and creating a sentence that describes each climate.

Differentiated Consideration (Adjust instruction and assessments, tools, resources or activities

for students who):
If a student has finished quickly but not mastered the objectives I would see where they are
struggling. If they are struggling at finding the information, show them how to read in order to
find the appropriate information. If they were just messing around tell them they need to go
back and try again.
If a student struggles to complete the exit slip because of the writing have them tell you the
four sentences orally instead of writing them.
Students who show proficiency early may watch Climate Tales Episode 1 at
http://climatekids.nasa.gov/climate-tales/.
Some students may not be proficient near the end of a lesson because they need more time to
work. If this is the case I would allow those students more time on their assignment. I do not
want them to not be proficient just because they need more time to work. However, it would
only work to give a student more time if they did not waste their time during class.

For students who struggle using technology, provide books that provide the same content and
have the students read and look through those.

Closure: Allotted Time: 3 minutes

a Can someone remind me of our two goals today? (Student will answer.) Today you found
information on and described different climates.
b Show me with thumbs or thumbs down can trees grow in the desert? Why or why not?
c Thumbs up or thumbs down can apples grow in the arctic? Why or why not?
d Remember that not all resources can grow in every climate. So the next time you eat an
apple or cherry be thankful we live in a climate that can produce such fruit.

6 References:
Nelson, R. (2011). World biomes: An introduction to climate. Retrieved from
http://www.youtube.com/watch?v=ZouWWVyz9v8&safe=active
Yallop, A. (2012). My arctic sunrise in the arctic [Photograph]. Retrieved November 21, 2014, from
http://www.greenpeace.org
(2006). Climate map. Retrieved from http://www.kbteachers.com
Explanation of Identified Instructional Strategies:

Why I selected that particular strategy?

o I chose to use a comparison matrix to help students organize the new information that they
would be learning about the different climates. The standard has students describing
different climates and by having an organized chart they are better able to do that.
The benefits of that strategy over another.
o The benefits of this strategy are that all of the information is one spot and it is organized. It
makes it easier for the students to see the connections and the differences between the
different climates.
Possible cons or barriers that you may encounter from utilization of the strategy.
o Possible cons to this strategy are that there is a lot of information all at once and it is a lot
of writing and reading. That could be difficult for students who struggle with reading and
writing.