Purpose of The Lesson: Essential Idea/Question Driving The Project

Lesson Plan for Weather Conditions in Different Seasons
PURPOSE OF THE LESSON

(What will the students learn? How does this learning fit within project goals?)
The purpose of this lesson is for students to better understand how temperature and weather conditions differ across the globe. Students will learn about another geographical location on our planet and will be able to compare how the weather conditions and temperature patterns can vastly differ on any chosen day. This learning ties into the overall unit goals of learning how to summarize and compare weather patterns using both graphic and narrative forms, and students will be able to describe how weather affects their daily life and the choices they make about clothing and transportation.
Essential Idea/Question Driving the Project:

1 2 How do weather conditions and average temperatures differ across countries in different seasons on the same chosen day? Why does temperature differ across different areas of the globe?
Standard for this Lesson:

From the Maryland State Science CurriculumStandard 2.0 Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfers of energy) of the environment, Earth, and the universe that occur over time.
Topic for this Lesson:

Topic E: Interaction of hydrosphere and atmosphere.
Indicator for this Lesson:

Indicator 2: Recognize and describe that each season has different weather conditions. Objective B: Compare average daily temperatures during different seasons.
Lesson Objective:
Students will be able to research a geographical location (their vacation destination) outside of the United States and study its temperature and weather conditions in order to compare them to the conditions of their own geographical location in a comparison chart and summary.
Evidence (Formative Assessment):

(How will students apply? What will they produce?)
Students will compare their destination locations average temperature and weather conditions over a weeks span to their current locations information by producing a comparison chart and writing a brief summary of their findings and how they will prepare for their trip based on those findings.
INSTRUCTIONAL DECISION-MAKING
(What knowledge of my students influences my instructional decision in this lesson? How will my instruction remove barriers to learning and/or build on students strengths?) Knowledge of Students: - Many students may have family members that live outside of the United States, allowing them to choose a country they are interested in can bridge connections to their personal lives - Students are still struggling with mastering the skill of summarizing, so we have opted to have students practice this skill by summarizing their findings of weather/temperature conditions in both the United States and another country Remove Barriers/Build Student Strengths: - Students will have the opportunity to utilize any previous knowledge they may have about countries outside the United States to conduct research on a chosen vacation destination - Students are able to utilize websites and technology, something many students are familiar with and confident in using - Students are able to actively engage in their learning by doing their own research, rather than having to listen to a lecture (it is a student-led activity, which is more engaging for students)
INSTRUCTIONAL PROCEDURES
Instructional Materials:
- Computer - Graphic Organizer (to take notes on their research) - Globes/maps - Chart Outline
Technology:
- Weather websites (Weather.com & NOAA.gov) - Weather Channel on television
Management Considerations (Routines and Transitions):

Routines: - Computer Use- when using computers in the classroom, students may only visit educational sites, and the teacher must be able to see their screens at all times, students may share a computer with only one other student (should never be a group of students huddled over one computer) - All resources in the classroom are free game for students to use in their exploration (this include all text/reference books, maps, globes, atlases in the classroom) Transitions: - When students begin their transition into the lesson following my instructions, they will be expected to move to the appropriate area quietly and wait for further instructions. - If we are working in a classroom with a limited number of computers available for use, students who are working at their desks will move to the computers, and when they are finished they will tap a student on the shoulder waiting at their desk to take their place at the computer. - Students will be dismissed from the central area to return back to their seat only when they are seated quietly. - Following the conclusion of the lesson, students will not be permitted to get in line to leave the classroom and on to the next session of the day until their area is clean.
Learning Experience
Event Procedure/Activity & Questioning Strategies
LAUNCH
(10 min)
Ask Questions (Teacher Actions): -Decide what is hot? What is cold? -How do you know/ how can you tell that something is hot or cold? - What does it mean to you when the weather report says is is 98 degrees F? - - - What about 28 degrees F? - When would you expect to see these temperatures? -Discuss with your students the many characteristics of fall, winter, spring, summer weather Imagine (Student Activities): - If you could choose any place in the world to go on a vacation, where would you go? Why? Would it be hot or cold?
EXPLORE
(25 min)
Research one geographical location that is in a different season than the United States that you would like to visit on your Winter Break (the location
is their choice). Answer the following questions: -Based on the average weather conditions, what season does it appear the location is in this time of year? -What type of clothing will I wear? -What should I pack for my vacation? PRESENT
(15 min)
(Student Actions): Students will share and summarize the information they discovered during their exploration of the chosen destination with two other class members. While students are sharing, the teacher may facilitate discussion by asking questions while walking around. (Teacher Actions): The teacher may ask: Why do you think it is very warm in this country and snowing in another? The teacher can then present to the class the reasons why certain geographical locations have different weather conditions for the same seasons. (Close to equator, distance from sun, etc)
APPLY
(10 min)
Compare the chosen countries weather conditions and temperatures with our current conditions using a five-day forecast (weather website) and record the information within a comparison chart. Within the chart, write a summary of your key findings and explain the differences that you discovered most crucial. Lesson will conclude with a classroom discussion facilitated by the teacher. Questions to ask: - Where were your destination countries located? What was the average temperature like there? - Why are different countries in different seasons across the globe? - What made you choose the destination country you picked? What was so desirable about that country? - What was your biggest takeaway from this activity today? (use for teachers to have students self-assess)
CLOSURE
(10 min)

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Lesson Plan for Weather Conditions in Different Seasons