You are on page 1of 3

Teacher:AmberWilliams&KateNeff

Title:
ClimateContributors

Lesson#:
3

Date:February92016

Context:
PreAP8thGradeScience;sixsectionswithvaryingneeds.Studentsincludehigherlevelstudentsand
studentsrequiringlearningassistantsorparaprofessionals.

ContentStandard(s)addressedbythelesson:
Colorado

Science,8thGradeStandard3concept1,2
https://www.cde.state.co.us/sites/default/files/documents/coscience/documents/science_8th_grade.pdf
NextGenerationScienceStandards
MSESS26:Unequalheatingandrotationofearthcausesatmosphericandoceaniccirculationcausingclimate
regions
MSESS25:motionsandinteractionsofairresultinweather
MSESS31:whyareourresourcesdistributedunevenly
MSESS21:cyclingofearthsmaterialsandtheenergyinvolved

Understandings:
Universal:Earthhostsanabundanceofclimatesspecifictotheirspecificareas.

Topical:Climateisdistinctlydifferentfromweatherandisinfluencedbymultiplefactors.

InquiryQuestions:
Whatisclimateexactlyandhowdoesitrelatetoweather?Whatarethefactorsthatcontributeto
climate?

LearningTargets
:Icanexplainthedifferencebetweenclimateandweatherandlistthefactorscontributingto
climate.

ThismeansIcandemonstratethisknowledgethroughmycreationofaclimatebrochureandmyperformanceduring
ourweeksdiscussions,journalquestions,andourexperimentalPlickerquiz.

ListofAssessments:
Preassessment:
JournalQuestionDay1:Orderthefollowingsurfacesfromleastsolarenergyabsorbedpersquaremeterto
mostandincludewhyyouhaveplacedtheminyourchosenorder:cityparkinglot,glacier,forest.
JournalQuestionDay2:Arethereregular,predictableaircurrents?Whatmightcausethese?Nameanythat
youcan.
JournalQuestionDay3:What
climate
wouldyoumostliketoliveinandwhattypesof
weather
couldyou
expectthere?
Postassessment:
Climatebrochure
Plickerquiz(endofweek3afterhydrologiccycleandenergylesson)
Endofunittest
Unitproject

LessonName:
Purpose:
Introducingstudentstothefactorsthatcontributetothecreationofaclimateandhelpingthemto
understandthedifferencebetweenclimateandweather.


Time:
threeeightyminuteclassperiods
MaterialsNeeded:
Powerpointwithjournalquestions,informativeslides
Glasstankdemonstration(Day2)
Redandbluefoodcoloring,dyedsalticecubesfordemonstration(Day2)
Paperforpilotdemonstrations(Day2)
Paperforworktime
Coloredpencils/artsuppliesforworktime(Days13)
Plickerpapersandquiz

AnticipatorySet(Day1):
Asajournalquestionhavestudentsindividuallyorderthefollowingsurfacesfromleastsolar
energyabsorbedpersquaremetertomostandincludewhytheyhaveplacedthemintheirchosenorder:cityparking
lot,glacier,forest.
Procedure/Activity(Day1):
1. Openingclass:readingtheagendaandlearningtarget(5min)
2. Journalquestionanddiscussion(10min)
3. Introducingalbedo,ice,andvegetation;slidesanddemonstration(15min)
4. Refreshers:Earthstiltandorbit,solarradiation(5min)
5. Climatebrochuresintroductionandworktime(25min)
6. Introducingtheunitproject,groups,andchoosingweatherdisasters(15min)
7. Closingdiscussionandannouncements(3min)
8. Exitticket(2min)
Closure(Day1):
Studentsaretoldthattheirexitticketisforthemtogettogetherwithintheirassignedgroupsand
chooseaweatherdisastercategorywhichwillthenbeapprovedbyMs.WilliamsandMs.Neff.

AnticipatorySet(Day2):
Reviewthepreviousclass,gooverlearningtargetandschedule,beginjournalquestion,
discuss.Journalquestion:Arethereregular,predictableaircurrents?Whatmightcausethese?Nameanythatyou
can.
Procedure/Activity(Day2):
1. Openingclass:readingtheagendaandlearningtarget(3min)
2. JournalquestionanddiscussionofElNio/LaNia(1520min)
3. Demonstrationsforcorioliseffectandconvectioncurrentsoftheatmosphereandocean(25min)
4. Continuedworktimeonclimatebrochures(20min)
5. Closingdiscussionandannouncements,unitprojectexitticket(12min)
Closure(Day2):
AsanexitticketstudentsareaskedtoaccesstheirGoogleClassroomandcreatedocumentstobe
sharedandusedfortheirweatherdisasterproject.Theyarethenaskedasagrouptochooseaspecificevent
selectionwithintheirdisastercategory.

AnticipatorySet(Day3):
Reviewthepreviousclass,gooverlearningtargetandschedule,beginjournalquestion,and
discuss.Journalquestion:What
climate
wouldyoumostliketoliveinandwhattypesof
weather
couldyouexpect
there?
Procedure/Activity(Day3):
1. Openingclass:readingtheagendaandlearningtarget(3min)
2. Journalquestionanddiscussion(7min)
3. Atmosphericgasesandgreenhouseeffectdemonstrations(15min)
4. Continuedworktimeonfinishingclimatebrochures(30min)
5. UnitProjectgrouptime(20min)

6. Closingdiscussionandexitticket(3min)
Closure(Day3):
Studentsbynowshouldbefinishedwiththeirclimatebrochures(tobefinishedashomeworkifnot
completed),whichwillbeturnedinvianotebookcheck.
Relatingtotheirunitprojects:
ALLgroupmembersmustbeinGoogleClassroombytheendoftodaysperiod.
Likewise,ALLgroupsmusthavedecidedonaspecificeventwithintheirdisastercategoryandhavecleareditwithMs.
WilliamsandMs.Neff.Asanexitticket,eachstudentmustwritedownthefollowingonapieceofpapertobeturned
in:a)whetherornottheyhavegainedaccesstoourprojectinGoogleclassroom,b)whatspecificeventtheirgroupis
coveringwithintheirchosendisastercategory,andc)whatrole/contentnumbertheyareindividuallyresponsiblefor
withintheirgroup.

Differentiation:
Studentsmayselfdifferentiatebasedonhowmuchtheygetdoneinclass,towhatdegree,andhowdetailedtheir
diagramsare.Alternativeworkwillbeprovidedforcertainstudentsandtheirparas*.

CoteachingStructuresUsed:
OneTeach,OneObserve
Duringtheopeningforeachlesson,asthenonleadingteachertakesattendance,
theyadditionallyobservefortheprogressofthelessonandstudentreceptionofthematerial.Laterduring
worktimethisinformationisrelayedforanylastminutechangestobemadetothelessonmaterial,etc.
OneTeach,OneAssist
Oneteacherispresentingthebulkoftheinformationandfacilitatingtherelated
discussionwhiletheassistingteacherbeginssetupfortherelateddemonstrationsordoessomesmallscale
behaviormanagementoransweringofindividualstudentsquestions.
ParallelTeaching
Aspartofademonstration,theclassisdividedinhalfandbothcoteacherseachtakeone
halfofthegroup.Withtheirsmallergroupsandintandem,coteacherspresentinteractivedemonstrations
tothestudents,keepinganeyeonthetimingandpaceoftheotherstudent/teachergroupintheclassroom.
TeamTeaching
Duringworktime,bothteachersworkasateaminassistingthestudentswiththeirprojects
oractinginbehaviormanagement.Studentstypicallyapproacheitherteacherwithquestionsregardingtheir
work,personalneeds,etc.Nooneteacherisseenasbeingmoreinchargethantheother.

*Withregardstotheworkgiventovariouskidsandtheirpara,differentiatedstudentsareexpectedtocompete
varyingnumbersofoursixclimatecontributors.Forexample,ratherthandoingafullbrochureofallsixcontributors,
theymaypick2,3,4,etc.Somestudentsalsousedafullpageposterlikeformatratherthanabrochure.Lastly,within
theclassesoverallsomestudentsworkedpredominatelyinpicturesanddiagrams,whileotherswroteexplanationsor
drewgraphs.