3rd Grade Weather and Climates Around The World - Caleb Nisley - 431 432 Unit Plan

Weather & Climates
Around the World

3rd Grade - Mr. Nisley
Weather & Climates
Around the World
3rd Grade - Mr. Nisley
Table of Contents:
● Rationale for Unit
● Student Introduction
● Summary of Content Areas
● Statement of Technology
● Inclusion of Arts
● Audience Identification & Analysis
● Classroom Environment
● Lesson 1: Science, Art
● Lesson 2: Language Arts, Technology, PE
● Lesson 3: Math, Health
● Lesson 4: Social Studies
● Lesson 5: Language Arts, Technology
● Culminating Activity/Summative Assessment Newspaper
Rationale
Throughout this unit students will be learning about weather and climates. Weather is
something that every student has experienced. Every day for the rest of the students’ lives,
weather will be all around them. This series of lessons uses the familiar themes of “Weather”
and “Climate” to help students learn and develop several important life skills. Throughout the
unit students will practice researching and gathering real information about the weather around
them. In addition to this, students will be learning about climates throughout the rest of the
world. Finally, students will learn to compare the climate that they live in with other climates
around the world. All of these skills are tied to the common core state standard: “SCI. 3-ESS2-2
Obtain and combine information to describe climates in different regions of the world.”
To complete the objectives mentioned above, 3rd grade students will create an
informative newspaper that is rich with information. In order to accomplish this task, students
will need to learn and utilize several new skills. These skills include:
● Conducting online research using reliable sources. (3-5.RI.1., RI.3.5)
● Using personal artwork to help convey information. (ART.VA.I.3.4)
● Displaying weather information in graphs, and using the data from the graph to solve
problems. (3.MD.B.3, 3-ESS2-1)
● Using cardinal directions to explain relative locations. (SS. 3 .G1.0.1)
● Using rhythm and/or music to convey information. (ART.M.II.3.2)
● Writing an informative article to convey information about climates around the world.
(LA. 3-W-2)
● Reporting on climates around the world by using relevant information and descriptive
details. (3-SL-4)
As students learn these important new skills they will be growing in their science, math,
language arts, social studies, physical education, health, technology, and arts knowledge/skills.
Grade appropriate standards are targeted for each of these subjects. Students will need to
integrate all of these new skills to accomplish their overarching goal. At the end of the unit
students will have the opportunity to share what they’ve been learning by presenting their
“Weather Newspaper” to the rest of the class.
Prior to this unit students should have at least a vague understanding of what the words
“Weather” and “Climate” mean. Students should also be somewhat familiar with graphs, maps,
computers, and informational texts. Although the tasks required throughout the unit may seem
demanding, each objective is broken down into smaller tasks. Students will be given all of the
time and resources that they need to be successful in each of these objectives.
Student Introduction
Dear 3rd graders,

Over the next couple weeks we will be completing a very exciting project
about weather and climates around the world. Weather is something that you have
to deal with everyday. In Michigan the weather seems to change quickly and
frequently. Climate is something that changes very slowly. Climates are based off
of the average temperatures/weather for an area, and climates stay the same for
many years at a time. Did you know that Michigan’s climate is called temperate?
We will be learning more about what that means over the next couple weeks.
We will learn plenty about the weather and climate in Michigan, but have
you ever wondered what the weather and climate is like in other parts of the world?
How does the climate in other parts of the world compare to where we live? We
will be gathering real weather information to answer that question.
Throughout the unit we will be keeping track of the information that we find
in a “Weather Folder.” At the end of the unit we will use all of the information that
we found to publish a newspaper. The newspaper will be filled with real weather
information from around the world. I hope you are as excited as I am!
See you on Monday,
-Mr. Nisley
Summary of Content Areas
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Newspaper

Project
Science X X X X X X
ELA X X X
Math X X
Social X X
Studies
Technology X X
Music X
Art X X
Physical X
Education
Health X
Statement of Technology
It is extremely important that students learn to utilize technology. Technology is
becoming more relevant every day, as jobs and educational opportunities continue to become
more closely tied to technology. For this reason technology is integrated into almost every lesson
in this unit.
Throughout the unit students will be using technology to accomplish their objectives.
Students will be conducting research, finding/using credible online sources, using online tools to
find real weather data, and using word processing programs to complete their writing tasks.
Students will become more fluent with technology as they work toward other content standards.
Inclusion of Arts
Inclusion of the arts is very important throughout this unit. Helping students to develop in
their artistic domains is a proven way to improve academic success in other subject areas. For
this reason health, music, art, and physical education are heavily integrated into this unit.
In addition to utilizing the arts to help teach the content standards, the culminating
activity requires creativity and artistic development. This culminating activity is a form of
assessment. This assessment places a heavy focus on real student experiences. To be successful,
students will need to apply their new skills within an authentic learning experience. Students will
need to solve real problems and think creatively in order to complete their newspaper. The final
activity is meaningful and memorable because it requires students to utilize multiple
intelligences and skill sets to accomplish their task
Audience Identification & Analysis
This unit is designed for a 3rd grade classroom of 20-25 students. Lessons are designed
around grade level expectations for this age level. Lessons are intended for a classroom full of
both male and female students.
Lessons are designed to accommodate several unique types of learners. This includes
anxious students, gifted students, readers who struggle with fluency (ELL), readers who struggle
with comprehension, students who are unmotivated/unfocused, and students who struggle with
organization. Several accommodations are in place for each of these diverse learners within each
lesson. See the accommodations section of each lesson to find out more.
Socioeconomic status can have a huge influence on a student. Students will have varying
needs depending on their background. Several steps have been taken throughout these lessons to
ensure that this diverse range of students will be successful. First, lessons are designed around a
warm classroom climate. This helps all students to feel valued and welcome. In addition to this,
students with limited background knowledge are anticipated within each lesson. Within each
lesson time is spent connecting to prior knowledge and building background knowledge. Finally,
individual conferencing takes place throughout each lesson. Individual conferencing is the best
way to assess and accommodate all of the unique students in a classroom.
Classroom Environment
Many procedures are in place throughout this unit. These procedures are designed to
ensure that the classroom climate remains as warm and inviting as possible. Schedules, transition
chimes, and regular student conferencing are put into place in order to ensure an anxiety free
environment. In addition to this, lessons are designed to integrate student input. Student
discussion/input is an important component in the classroom climate because it ensures that
students understand that their ideas (and their peers ideas) are valuable and important. Student
centered work helps students to understand that they are problem solvers.
Student choice is another important component of the classroom environment. Students
frequently have options about where and how they work. This is meant to accommodate the
many different needs of a diverse classroom. Students need to feel that they have the power to
make choices that will help them to be successful in completing their academic objectives.
Positive behavior is a focus within this classroom. Positive behaviors should be
recognized. Whenever possible, attention should not be directed toward negative behavior. The
greatest behavioral management resource in this classroom is a climate of respect. It is expected
that the teacher shows respect to the students, the students show respect to the teacher, and
students show respect to one another. Establishing a foundation of respect causes disrespectful
behavior to feel unnatural and unwelcome within the room. With that being said, if disrespect is
shown, the situation will be resolved through one-on-one conversations whenever possible. If
this is not enough, guardian contact (in a proactive and not reactive manner) may need to be
utilized.
Image Sources:
Sun and Cloud - http://images.clipartpanda.com/pool-clipart-nTBMRkETA.jpeg
Planet Earth - http://clipartix.com/wp-content/uploads/2017/12/World-clip-art-free-clipart-
images.jpg
Ferris State School of Education
Lesson Plan Format
Name: Caleb Nisley Date: 3/27/2018
Curriculum/Course: Science, Art (Visual) Grade level: 3rd
Time/Period: Materials:
50 Minutes -Weather Folders (For each student)
- 15 minute intro/video/explanation -Bin to store folders in
- 15 minute guided practice station work -Chromebooks or computer lab access
(5 minutes at each station) -Pens, pencils, colored pencils,
- 15 minutes of independent work on markers
comic strips -Document projector
- 5 minute closure -Youtube videos (See links throughout
lesson)
-Weather/Climate graphic organizer
-Climate comic strips sheet
-Climate zone information gathering
graphic organizer
-Climate zone station fact sheets
-Tape
-Transitioning bell or chime
Standards:
SCI. 3-ESS2-2 Obtain and combine information to describe climates in different regions of the
world.
ART.VA.I.3.4 Select, present, and evaluate personal artwork
Objectives (I can statements):

- After reading about polar, temperate, and tropical climate zones, 3rd grade students
will create 3 short comic strips (one for each climate zone). Each of the 3 comic strips
must include:
- At least one piece of information (fact) that helps to describe the climate of the
given climate zone.
- Personal artwork that helps to visually enhance the information being given.
Assessment (Formative, Summative):
Formative assessment:
- Comic strips will be used to monitor student progress. Students will need to use the
information that they read about to create comic strips which tell about the three
climate zones which are being explored. Each comic strip must include at least one
fact about the given climate zone. Each comic strip must also include complimentary
artwork. This means that there are six things which must be present in the comic
strips: One fact and one piece of artwork for each of the 3 climate zones.
- Provide feedback for students, as they will have an opportunity to revise all of
the work that they do throughout the unit. A revised comic strip can be added
to their culminating newspaper project.
- Conferencing will take place during group and independent work. This is an
opportunity to monitor progress and make adaptations.
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of

previous day’s lesson, check for understanding of previous knowledge, questions you will ask)
Introduction/Connecting to Prior Knowledge:

- Note: Prior to lesson, make sure that climate zone readings are taped in different
corners of the room. Also make sure to have labeled weather folders, and a weather
folder bin prepared. See lesson for more detail/context.
- Go over objective with students.
- “Today we are starting a new unit. This unit will be talking about ‘Weather’ and
‘Climate’.”
- “Does anyone have any ideas what the words ‘Weather’ and ‘Climate’ might
means?”
- “What is the weather like today?”
- “What about the climate?”
- “Let’s watch a short video discussing weather and climate.”
- Weather vs. Climate Video:
https://www.youtube.com/watch?v=YbAWny7FV3w
- Alternative Video Option (Higher Level). This video is much longer and more
detailed. This video could be watched throughout an entire science period,
and the rest of the activities could occur in a later lesson. Have students fill
out their own individual weather/climate sheets (see attachments) while
watching: https://www.youtube.com/watch?v=l9E0ZZC2gJ4
Steps in the lesson:

- Modeling:
- “Let’s talk about what we learned in the video. What is the difference between
weather and climate?”
- Place Weather/Climate graphic organizer (see attachments) on document
projector.
- Talk with the class about what they learned in the video. Fill out the organizer
as you discuss.
- Key Weather Points: Changes quickly, atmosphere, day to day, look
at forecast, measured over short period.
- Key Climate Points: Changes slowly, atmosphere,
observed/measured over long period of time, observes averages.
- Guided Practice:
- “So climates are general weather/temperature patterns that remain consistent
over long periods of time. There are many types of climates around the world.
Today we are going to keep things simple by talking about three general
types of climate zones that we find on our planet. These three general climate
zones do not perfectly describe every region in the world, but they give us a
general idea of the big, broad, main types of climates that we find.”
- “You just watched me fill out this graphic organizer with some details about
weather and climate. Today you are going to be filling out your own graphic
organizer (Show climate zones graphic organizer on document projector).
You will be going on a vacation across the world today. During your vacation
you will visit three different climate zones: Temperate, tropical, and polar.”
- “I am going to split you into several groups, and I will assign you a starting
point. At your starting point you will pick someone in your group to read (or
take turns reading) the information at the station. The rest of you will take
notes by adding important facts to the correct section in your graphic
organizer (consider visually demonstrating this on document projector). You
will use the information in these graphic organizers to make comic strips later
on, so make sure to add a lot of good details.”
- Extension activity: “Each station will also have a tricky question at the end
of the reading. I want you to think about these questions as you go on your
trip. If, later on, you finish your comic strips early, you will have an opportunity
to research one of these questions on your chromebooks. For now your main
objective is to take good notes about each climate zone.”
- “You will spend 5 minutes at each station”
- Accommodation: Consider printing off extra copies of the station
readings. During independent work, allow students who need extra
time to reference these. If comic strips are not completed, extra work
time will be given later on.
- Accommodation: Consider placing a timer on the document projector
so that anxious, unmotivated, or unorganized students can reference
it.
- Place students into groups. Use the grouping method that works best for the
specific class. Counting students off by 3’s is one way to quickly group the
students.
- Note: If class size is large, consider posting 2 of each station. Explain
to students that there are two reading locations at each station, and
that each group should be at their own reading location. This would
allow for smaller groups to visit each reading.
- Assign each group to a reading station. Instruct students to move to the next
station to their right when they hear the bell chime.
- Ring the chime every 5 minutes. Conference with groups as they work.
Ensure that students are reading, taking notes, and not struggling with
anything.
- After three 5 minute sections, inform students to return to their seats.
- Independent Practice:
- “Who can give me some examples of something you read about?”
- “Next we are going to be using our graphic organizers to do something fun. I
told you that at the end of the unit we are making a newspaper page. Every
good newspaper has a comic strip section. Today you are going to be making
three comic strips. They can be funny if you want.”
- “I need to see two things in your comic strips, though:
- 1. All three of your comic strips have to include something that
you learned about that specific climate zone. Real information,
not joke information.
- 2. All three of your comic strips should include pictures and
artwork that help to show the information you are explaining
about the climate zone.”
- Accommodation: Consider writing these two expectations on the
board or on the document projector. This will help unorganized
students by reminding them of their objective. This will also help
unmotivated students by clearly displaying the expectations that are
set for them.
- Remind students that if they finish early, they can work on researching one of
the questions that was posted at the stations. Have them show you the
completed comic strip first. If the comic strip is adequately completed, allow
them to pick a question and use their chromebooks to find answers.
- Pass out comic strip sheets, pencils, and coloring supplies.
- Accommodation: Place 15 minute timer on document projector.
- Accommodation: Split this lesson into 2 sessions: One for the stations, and
one for the independent work. This could allow for extra time if needed.
- Accommodation: Conference with students during independent work. This is
not only a good teaching practice in general, but also helps anxious students
to feel more peaceful about the work they are doing. This also helps
unmotivated students to stay on task. In addition to both of these things, this
is an opportunity to formatively assess student progress.
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit
restatement of the goals of the lesson.
- Ring chime, and review the objective on the document projector.

- Call on students who want to share one of their comic strips. Allow them to show it
on the document projector.
- Pass out “Weather and Climate” folders.
- Write student names on folders ahead of time.
- Explain: “These folders are something that you will use over the course of the
next 2 weeks. Every time we do a weather & climate activity we will add to
this folder. At the end of the unit we will use everything in this folder to create
a newspaper that features a bunch of information on weather and climates.
Please place your comic strips and notes inside the folders, and then place
the folders in the ‘Weather and Climates Bin’. This is where you will find and
return your folder each time we do a weather activity.”
- “Did anyone have an opportunity to find answers to the questions at each station?”
- Discuss these questions with the class.
Extension Activities:
- Students who were able to complete their comic strips early had an opportunity to
explore deeper/more challenging questions about each of the climate zones. These
questions required critical thinking and research skills.
Accommodation /Modification:
Specific Student/Group:
- Anxious Students
- Gifted Students
- Struggling Readers
- Comprehension
- Fluency
- Unmotivated Students
- Unorganized Students
Differentiation:
- Anxious Students: Timers were used for transitions, conferencing took place
throughout lesson, schedule/objectives are clearly stated.
- Gifted Students: The extension activity provides an opportunity for critical thinking
and research skill development.
- Struggling Readers: Bolded words are used to help students practice locating
important information in an informational text, visual imagery is used to help enhance
the information in the text.
- Unmotivated Students: Timers were used for transitions, conferencing took place
throughout lesson, schedule/objectives are clearly stated.
- Unorganized students: Graphic organizers are used throughout the lesson, good
organizational habits are modeled throughout the lesson, bolded words are used to
highlight important information.
What will I differentiate? Content Process Product Environment

Explain: Content is spoken, shown, written, worked on in groups, and worked on
independently. Students have an opportunity to write/draw notes in their graphic
organizers. Students have an opportunity to revisit reading material, or listen to another
student read.
How will I differentiate? For readiness By interest Learning profiles Ability

level Affect
Explain: Information in this lesson is presented in several ways. First, videos are used to
help visual and auditory learners. Many students are also drawn to/interested in videos and
cartoons. Graphic organizers are provided for students who like to organize/write out their
information. Stations are provided during guided practice to allow kinesthetic learners to
get out of their seats and move around. Group work and independent work are provided.
Pictures/maps accompany all readings to help visual learners.
Diversity:
- As is evidenced in the accommodations section, this classroom is composed of many
unique individuals. Information was presented in multiple ways as an attempt to
reach a broad range of unique individuals.
Technology:
- Document projector is used throughout lesson.

- Online videos are used multiple times.
- Chromebook research extension is provided.
Reflection/Teacher Notes:
- This lesson is part of a larger unit. The information learned and work completed will
be revisited in the culminating activity.
Sources/Citations: Follow links to find the original source/creator information.
- Climate Zones Map Image Source:
http://www.webquest.hawaii.edu/kahihi/sciencedictionary/images/degreemap.jpg
- Temperate Climate Photo Source: http://global.numud.com/wp-
content/uploads/2013/09/TemperateOceanicClimateNewZealand.jpg
- Tropical Climate Photo Source: https://media.gettyimages.com/photos/palm-trees-
on-tropical-beach-in-the-virgin-islands-picture-
id183275871?b=1&k=6&m=183275871&s=612x612&w=0&h=ATa4mxOht0c54xZyK
EukeDmDSFZX7bVLK6AxDS8svDo=
- Polar Climate Photo Source: https://media.gettyimages.com/photos/snowy-peaks-
picture-
id121716604?b=1&k=6&m=121716604&s=612x612&w=0&h=A_ZgxguC_0ojXf8VUw
yfOW2bnSSur2FPI0K-5xFOQ5Y=
- Weather vs. Climate Video: https://www.youtube.com/watch?v=YbAWny7FV3w
- Climate Video: https://www.youtube.com/watch?v=l9E0ZZC2gJ4
Weather Climate
Name:_________________
Climate Comic Strips
Tropical Climate Zone Comic Strip:
Temperate Climate Zone Comic Strip:
Polar Climate Zone Comic Strip:

Name:__________________
My Information on Different Climate Zones

As you move around to different stations, write down some of the most important details
that you learn about each climate zone. You will use this information to make your own
comic strips.
Tropical Temperate Polar

Temperate Climate Zone
Welcome to the temperate climate zone! Did you know that the
word temperate means “moderate” or “mild”? Maybe you have tried “mild”
taco sauce before. Mild taco sauce isn’t extremely hot, but it also isn’t
lacking spice completely. It is somewhere in the middle.
You may be wondering, “What does taco sauce have to do with
climates?” Like the taco sauce, the temperate climate zone is also mild.
Average temperatures in this region are not extremely hot, but they are
also not extremely cold.
Temperate climate zones can have unpredictable weather. It can be
sunny one moment and rainy/snowy the next moment. The temperature
can also vary greatly. Sometimes the temperature is hot, other times cold,
and many times it is somewhere in the middle.
If you look at the map, you can see that temperate climate zones are
in between the cold polar zones and the hot tropical zones. Once again,
this explains why temperate climate zones have “moderate” or “mild”
weather/temperature patterns.
Here is a question to consider: Have you ever been to a temperate
climate zone? Using the descriptions found in this reading, can you think of
any places that might be located within a temperate climate zone?
Tropical Climate Zone
Welcome to the tropical climate zone! I hope you packed

sunglasses, sunscreen, and a swimming suit.
If you look at the map you can see that this zone is located on top of
a line that is called the equator. The equator is an imaginary line that splits
the earth into hemispheres (equal halves of a sphere). The sun shines
more directly on the areas of the earth near the equator than it does on the
areas far away from the equator. This means that areas near the equator
receive a lot of solar (sun) energy. This makes the tropical region very
hot. The tropical climate zone is the hottest of all the climate zones.
Rainfall and thunderstorms are often common in tropical climate
zones. A combination of abundant (a lot of) rainfall and sunshine makes the
tropical region a great place for plant growth. This is why, unlike a
consistently dry desert, the tropical region is often full of plantlife.
When you think of our seasons you probably think of warm, hot, cool,
and cold temperatures that change throughout the year. Tropical regions
stay warm/hot throughout the year, so their seasons are often categorized
by “wet” and “dry” seasons. In some tropical regions, changes in the
atmosphere throughout the year lead to monsoons. Monsoons are
strong seasonal winds. If the monsoons bring rain they are called a wet
monsoon. If the monsoons do not bring rain they are called a dry
monsoon.
Here is a question to consider: Why does the equator receive more
direct solar (sun) energy? Do you have any ideas?
Polar Climate Zone
Brrrrrrrrrrrrrrrrr… Welcome to the polar climate zone! I hope you

brought a lot of warm clothing.
If you look at the map, you can see that the polar zones are far away
from the equator (the line in the middle). The equator is an imaginary line
that splits the earth into hemispheres (equal halves of a sphere). The sun
shines more directly on the areas of the earth near the equator than it does
on the areas far away from the equator. This means that since the polar
regions are far away from the equator, they receive less solar (sun)
energy. This makes the polar climate zone the coldest of all the climate
zones.
Temperatures in polar climate zones stay consistently cold. Since
the polar regions receive less direct sunlight, the snow and ice does not
melt very frequently. Consistently cold temperatures cause there to be
very little moisture in the air. This means that polar regions are often
very dry and receive very little precipitation (rainfall or snowfall).
Here is a question to consider: If it rarely snows in the polar climate
zone, why do we see so much snow all over the ground? What do you
think?
Lesson Plan Format
Curriculum/Course: L.A./Science/Tech/PE Grade level: 3rd
45 Minutes -Weather Folder
- 10 minute intro/warm-up game -Weather Folder Bin
- 10 minute explicit -Chromebooks or computer lab access
instruction/modeling/guided practice -Weather.com
- 15 minute independent practice -Pens, pencils, colored pencils,
- 10 minute closure discussion markers
-Document projector
-List of Cities (Attached)
-”Comparing Weather Climates”
Graphic Organizer
Standards:
Language Arts (Informational Reading) - RI.3.5 Use text features and search tools
(e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic
efficiently.
Science - 3-ESS2-2 Obtain and combine information to describe climates in different

regions of the world.
Technology - 3-5.RI.1. identify search strategies for locating information with support
from teachers or library media specialists
PE/Movement Component Included

- After being given a list of cities that are located in either polar, temperate, or tropical
climate zones, 3rd grade students will use internet search tools to locate and record
relevant weather information about 3 cities of their choice. Information will be recorded
on graphic organizers, and will include:
- Name, temperature, and 1 weather fact about a city found in a polar climate
zone.
- Name, temperature, and 1 weather fact about a city found in a temperate
climate zone.
- Name, temperature, and 1 weather fact about a city found in a tropical climate
zone.

Formative assessments:
- Student progress will be measured using their individual information gathering sheets.
These sheets will show weather or not the student can find relevant information using
an informational technology resource. Sheets must include:
- Name, temperature, and 1 weather fact about a city found in a polar climate
zone.
- Name, temperature, and 1 weather fact about a city found in a temperate
climate zone (Somewhere in Michigan).
- Name, temperature, and 1 weather fact about a city found in a tropical climate
zone.
- Students will be formatively assessed during the movement activity. This is an
opportunity to see which students may be struggling. See warm-up section for more
details.

- Pre-lesson preparation:
- Students should have been given a folder or binder that will be their “Weather
Folder” throughout the unit. Students will add to this portfolio, and will use it to
complete the culminating activity.
- Climate zone reading stations from lesson 1 should be left up, or placed back
up again.
- Some individual conferencing needs to take place before this lesson begins.
Students must select an area of Michigan that they are interested in studying
the weather for. Students may have someplace in mind (maybe they took a
trip someplace that interested them, or have a relative that lives somewhere
interesting...), it is fine if they just want to use the city that they live in, or they
may want to point to a certain place on a map (Example: Near a lake that
interests them, or far north in the Upper Peninsula). Before this lesson
begins, the teacher should write down each student’s preferred Michigan
region. As a backup, http://www.zipmap.net/Michigan.htm can be used to find
zip code data for each specific city. This shouldn’t be necessary, but if
students are having trouble finding weather data on a particular city, it may be
useful. Write down either the city name or zip code for students, and have
students add them to their weather notebooks.
- Alternative: If individual conferencing beforehand is not a viable
option, consider pre-selecting an area of Michigan for each student.
- Examples: Grand Rapids, Detroit, Lansing, Ann Arbor, Flint,
Kalamazoo, Saginaw, Dearborn, Traverse City, Livonia,
Warren, Muskegon, Southfield, Battle Creek, Novi, Bay City,
Mount Pleasant, Port Huron, Saint Joseph, Grand Haven,
Petoskey, Saugatuck, etc.
- Warm-up, Review of Yesterday, & Connecting to Background Knowledge:
- Go over objective.
- “Yesterday we learned that weather and climate are different. Weather
changes quickly, and climate changes slowly. We also learned about different
climate zones, and how the weather and climate varied in those different
zones.”
- “Today we will be learning all about how to check the weather. We will also
be comparing our weather with weather from around the world.”
- “Before we start, what would you describe the weather as today?”
- “Who can think of someplace else in the world that might have different
weather?”
- “If I wanted to know what the weather was like somewhere, maybe because I
was going to go on a trip, where could I find that information?”
- “Today we are going to be checking the weather of different places by
using informational internet resources.”
- “We have read a lot of informational books in this class, but that is not
the only place to find informational reading. The internet is also a good
place to find informational reading material. When you use the
internet, however, you need to make sure that the source is reliable.
Anyone can post something online, so not everything is always true.
Today I picked a well-known and reliable source for us to use. This is
a source that I use almost every day to check the weather.”
- “Tomorrow we are going to use the information we found to make bar graphs
that compare the weather from different places. Bar graphs are nice because
they allow us to easily make visual comparisons.”
- Warm-Up Review Game: “Before we begin, let’s take a little break to stand
up and play a game that reviews some of the things that we read about
yesterday.”
- (If students have not practiced locomotor movements in a while,
review: Walking, running, jumping, hopping, galloping, marching, and
skipping. Also review expectations for safe movement in the
classroom.)
- “Yesterday we talked about polar, temperate, and tropical climate
zones. Each of these zones has a station in our room (point them out).
I am going to say a fact about one of them. I will also say a type of
movement. Use that type of movement to get to the correct climate
zone.”
- Note: The first 3 questions are more simple/basic. The last
three are more challenging. This is an opportunity to
formatively assess two different levels of understanding.
- “Let’s begin: Gallop to the climate zone that is very hot.”
(Tropical)
- “Hop to the climate zone that has a moderate or mild
temperature.” (Temperate)
- “Skip to the climate zone with very cold temperatures.” (Polar)
- “Run to the climate zone that receives very little precipitation.”
(Polar, this is tricky because they don’t need to go anywhere.
This is an opportunity to see which students have a confident
understanding of the material.)
- “Walk to the climate zone that has wet and dry monsoonal
seasons.” (Tropical)
- “March to the climate zone that we live in (Michigan).”
(Temperate)
- “Walk back to your desks and have a seat.”

- Explicit Instructions & Modeling:
- Project computer screen to front of room.
- “Every day I check the weather to see what I should wear and how long I
should give myself to drive. One way to do this is to use the internet.”
- “I’m going to go to weather.com. In the search box I am going to type ‘Grand
Rapids Michigan’ because that is where I live. You will be using the area of
Michigan that you’ve selected for your project (see pre-lesson setup section).”
- “After I press enter to search, a lot of information pops up.”
- “What kinds of things do you notice?”
- “First, the temperature shows up on the screen. We can see a lot of other
things here too. We can see that it is cloudy, we can see how much humidity
is in the air, we can see what the chances of rain/snow are in the upcoming
hours, and we can see that it is 24 degrees Fahrenheit outside right now. I’m
going to take my graphic organizer (see attachments) and fill it out.”
- Switch between document projector and weather.com to demonstrate
how you find each of the pieces of information on the page, and how
you use that information to fill out the graphic organizer.
- Guided Practice:
- “Let’s try this one more time as a class. Who can think of a place that they
would like to know the weather for?”
- Search for the given location, explicitly explaining each step you are
taking.
- Ask for volunteers to tell you what kinds of information that they see.
- If there is time, feel free to search for several more places. If you
search for multiple places you can ask each student to give you a
piece of information that they see.
- Place the climate zone cities list on the document projector.
- Pass out the graphic organizers.
- Have students get their chromebooks (or wait until a computer lab is open to
do this activity).
- Review objective. Remind students what you are looking for.
- Extension Activity: “If you finish early, show me your work. If your work is
completed with a lot of great detail, I have a fun job for you. I want to see who
can find the hottest and coldest temperatures that are happening right now in
the world. You will have to think about what you’ve learned, and you will have
to practice searching. At the end we will see who was able to find the hottest
and coldest temperatures.”
- Give students time to use weather.com to fill out their graphic organizer. Have
students independently fill out this sheet.
- Accommodation: Consider placing a 15 minute timer on the document
projector.
- Accommodation: Conference with students as they work. If students need
some sort of modification to complete this task, such as verbally explaining
the information while you fill out the graphic organizer, allow them to do this.
The important thing is that the students are finding the information on their
own.
- Accommodation: Consider providing extra time later in the day for students
who need more time to complete this task.
- “Who thinks they found the hottest temperature?”

- “Coldest?”
- “How do these temperatures compare to our temperature? Are we
somewhere in the middle? Why do you think that is?”
- “Everyone put your chromebooks away and return to your seats.”
- Review objective
- Relevant Life Connection: “Today we learned an important life skill. We learned
how to use the internet to check the weather. This is something that you will likely
use many times in the future.”
- “Who wants to share something they learned about one of the places they searched
for?”
- “What climate zone was that place in?”
- “Please put the information gathering sheets that you used in your weather folder.
We will use this sheet tomorrow. When you’ve done that, put your folder in the
weather bin.”
- If students finish independent work early, challenge them to find the hottest and
coldest temperatures possible that are currently happening in the world. This
requires them to use climate zone knowledge as well as practice using search tools.
- Anxious Students
- Gifted Students
- Comprehension
- Fluency
Differentiation:
throughout lesson, schedule/objectives are clearly stated, extra time is provided,
organizational papers are provided, routines are utilized (weather folder/bin).
and research skill development, challenging questions are integrated into warm-up.
- Struggling Readers: Visuals accompany readings, fluent informational reading is
modeled, vocal assessment/help filling out organizer are optional.
- Unmotivated Students: Movement is utilized, tasks broken down into small sections,
timers were used for transitions, conferencing took place throughout lesson,
schedule/objectives are clearly stated.
organizational habits are modeled throughout the lesson, timers are used, routines
are used.

Explain: Students have a choice of what city in Michigan to research. Students have the
option to verbally explain the information they are finding. Content is practiced visually,
kinesthetically, as a group, as individuals, it is spoken, it is modeled, and it is practiced
using technology.

level Affect
Explain: The material is practiced in multiple ways (see above) to ensure that a variety of
learning profiles are being accommodated. Students have the option to select a city in
Michigan that fits their interests.
Diversity:
Students come from a variety of backgrounds. Some may have been born in Michigan.
Others may have taken a trip someplace in Michigan. This activity offers them an opportunity
to research/share information about that place. In addition to this, weather/climates from
diverse countries are shared. This will help students to see similarities and differences that
we share around the world, and it will help them to think about what it is like in other parts of
the world.
Technology:
- This lesson teaches students an important technology life skill; using internet
resources to check the weather.
- Students use chromebooks to do research and meet an informational reading
standard.
- A demonstration of finding reliable internet sources is shown.
-This is only one piece of a larger unit.
-Knowing how to check weather is an important life skill.
-Worksheets are attached.
Areas in Different Climate Zones
Polar Climate Zone Temperate Climate Tropical Climate

Zone Zone
- McMurdo, - Use the area of - Hilo, Hawaii,
Antarctica Michigan that you United States
have chosen
- Yukon Crossing, - Medan,
Canada Indonesia
- North Pole, - Santos, Brazil

Alaska
- Suva, Fiji
- Polaris, Canada
- Toamasina,
Madagascar
- West Palm
Beach, Florida,
United States
Name:_________________
Comparing Weather and Climates Around the World
Use the list of places shown at the front of the room. Choose one of these places from
each of the climate zones. Use the search bar on Weather.com to search for each
place. Use the information you find to fill out this chart. You will use this chart in
upcoming lessons.
Polar Climate Zone
The place that I searched for is:_______________________. It is ______ degrees here.
Another interesting fact is that:

(Examples: The low is -2 degrees, the UV index is 0, the sun will set at 8:43pm…)
Temperate Climate Zone
Tropical Climate Zone

Lesson Plan Format
Curriculum/Course: Math/Science Grade level: 3rd
50 Minutes -Weather Folders
- 2 minute intro -Weather Bin
- 15 minutes of explicit instruction and -Previous lesson sheets (In Weather
modeling. Folders)
- 10 minutes of guided practice. -Graphing paper
- 20 minutes of independent practice. -Pens, pencils, colored pencils,
- 3 minute conclusion. markers
-Document projector
-Fill in the blank worksheet
-Baggies of single unit Legos
-Partially filled out bar graph
worksheets (for use with Legos)
-Bar Graph Video (YouTube - Math &
Learning Videos 4 Kids):
https://www.youtube.com/watch?v=oY
XmY5axC2I
Standards:
CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories. Solve one- and two-step "how many more" and "how many less"
problems using information presented in scaled bar graphs. For example, draw a bar
graph in which each square in the bar graph might represent 5 pets.
3-ESS2-1 Represent data in tables and graphical displays to describe typical weather
conditions expected during a particular season.
3-ESS2-2 Obtain and combine information to describe climates in different regions of

the world.
Health Component Integrated into Guided Practice

- After collecting data on the temperatures of 3 regions (at least one Michigan), 3rd
grade students will create a bar graph that includes accurate data (for 3 regions), a
title, correct bar placement (for 3 regions), and correct labeling.
- Using the bar graph that they created, 3rd grade students will accurately fill in all of the
blank spaces on their temperature comparisons worksheet, indicating that they can
use the data to compare temperatures correctly.

- Teacher conferencing will take place during a Lego bar graph activity. The teacher will
meet with groups to see if/how students might be struggling.
- Students will use graph paper to create a bar graph containing comparisons of
Michigan weather (temperature) to the temperatures in 2 other areas.
- Chart includes appropriate title, and correctly labeled X and Y axis
- Bars are correct length.
- Numerical units that students select make sense for the data that they
collected (comparison of degrees).
- Students will accurately fill in blank spaces on temperature comparison worksheet.
- For example: The temperature in _____ today is _____ degrees warmer than
the temperature in _______.

- “Before we start, what would you describe the weather as today?”

- “Who can think of someplace else in the world that might have different weather?”
- “Yesterday we found weather information about places that were located in three
different climate zones: Polar, temperate, and tropical.”
- “Today we are going to use the information that we gathered yesterday. We are
going to make bar graphs that compare the weather from different places. Bar
graphs are nice because they allow us to easily make visual comparisons.”

- Explicit Instructions/Modeling:
- Show Video: Bar Graph Video (YouTube - Math & Learning Videos 4 Kids):
https://www.youtube.com/watch?v=oYXmY5axC2I
- Discuss: “What are some things that needed to be included in the bar
graph? What did the bar graph help us to see?”
- Pull out a filled out version of the temperature gathering sheet that was used
in yesterday’s lesson (See lesson 2). This sheet should include temperatures
from 3 different cities.
- Display sheet on document projector along with a blank sheet of graphing
paper.
- Use the data to create a bar graph on graphing paper.
- Include, demonstrate, and discuss: Title, numerical units on side,
(what are you counting by? Why? Where should you start? How many
units should each square be?), “Degrees Fahrenheit” label on side,
names of cities on bottom, “Name of city” label on bottom.
- Fill in the bars, carefully discussing how to fill in the correct amount for
each city.
- After making the bar graph, model how to use the bar graph to fill out the
weather comparisons sheet.
- Example: “My bar graph shows that it was 50 degrees in Grand
Rapids, Michigan, and that it was 80 degrees in Glendale, Arizona. I’m
going to use this information to fill out my weather comparisons
sheet.”
- The temperature I found for __Grand Rapids, Michigan__ was
_50_ degrees. It was _______ degrees warmer in __Glendale,
Arizona_ than it was in __Grand Rapids, Michigan_.
- “If I want to find out the difference in temperatures, what math
skill should I use?” (Subtraction)
- “80 - 50 = 30, so I can write 30 in my last space.”
- Guided Practice:
- “Now you guys are going to practice making bar graphs in your table groups.”
- Pass out baggies of single unit Legos and practice worksheets.
- “Use your baggies of Legos to create the bars. Place the bars on your
worksheets so that the bars correctly represent the data on the sheets. I’ll be
around to check your progress and help.”
- It may be a good idea to demonstrate how to do this, by making one of the
bars on the document projector. There is a front and back to the worksheet.
- Conference with students to make sure they understand the concepts
covered so far.
- See directions on attached practice worksheet.
- Explain extension activity (see extension section) for students who finish
early.
- Dismiss table groups to bring bags of Legos back, and get weather
notebooks. Have students pull out the temperature data that they recorded
from yesterday.
- Pass out graphing paper.
- Pass out weather comparisons worksheet.
- Students should now create a bar graph (as was modeled) to show the data
that they collected.
- Using the data/graph students should fill out their temperature comparison
sheets.
- Place objectives, specific expectations, and 20 minute timer on the document
projector.
- Conference with students as they work.
- After students have finished their graphs, tell them to put their sheets in their weather
notebooks.
- Review objective
- Review with the students what they’ve learned:
- “Today we learned an important life skill. We learned how to represent data in
graphs”
- “We also practiced making comparative statements when using our data.”
- Give students an opportunity to share their graphs, and allow them to also share one
comparison that they made.
- If students finish early, allow them to create a bar graph on a topic that interests
them. Let students use internet resources to gather information. For example:
amount of money made by each Star Wars film.
- Consider making a class bar graph (displayed on wall) that represents the amount of
rainfall/snowfall for each day of the week. If possible, set up a rain/snow collector
outside. Each day the inches of snow/rain could be collected by checking the
measurement outside. Data could be added to the graph throughout the week.
- Anxious Students
- Gifted Students
- Comprehension
- Fluency
Differentiation:
throughout lesson, schedule/objectives are clearly stated, extra time is provided,
organizational papers are provided, routines are utilized (weather folder/bin).
and research skill development to occur while studying a topic of interest.
- Struggling Readers: Students may work in groups and read directions as a group.
- Unmotivated Students: A hands on activity is integrated, a video is integrated, tasks
are broken down into small sections, timers are used for transitions, conferencing
takes place throughout lesson, schedule/objectives/expectations are clearly stated
and displayed.
organizational habits are modeled throughout the lesson, timers are used, routines
are used.
- Two conferencing periods are set up in this lesson.
- One conferencing period takes place during group work.
- Conferencing also takes place during independent work.
- Both of these periods are opportunities for the teacher to give direct guidance
and instruction to students who may be struggling in different ways.

Explain: Students will practice their skills in several different ways. Information is taught in
multiple ways. Students chose the locations that they will be creating a bar graph for.
Students also have an extension option that is centered around student choice/interest.
Students are also working toward the creation of their own individual (and unique)
culminating project.

level Affect
Explain: As mentioned above, this lesson is designed to meet the needs of several different
types of learners. The block activity is intended to help hands on learners. Modeling is used
to visually demonstrate the steps in the lesson. An extension is provided that would be
helpful for naturalistic learners. A group activity is provided for interpersonal learners.
Individual work time is provided for intrapersonal learners. In addition to this, students are
able to select cities that interest them. Extra time is provided at the end of the unit. This
lesson practices graphing at a variety of different ability levels (Legos, partially filled out,
not filled out at all, extension with numbers that are potentially more challenging…).
Diversity:
- Students will have varying background knowledge on the topics covered in this
lesson. This is why thorough demonstrations, project options, and authentic learning
experiences (using real data from a useful internet resource) are a focus.
- Students with different backgrounds have the option to select places that are
meaningful to them.
Technology:
- This lesson teaches students an important technology life skill; gathering data on the
internet and using that data to make statistical comparisons.
- Chromebooks are used in extension.
- Document projector is utilized throughout the lesson.
Sources:
- Bar Graph Video (YouTube - Math & Learning Videos 4 Kids):
https://www.youtube.com/watch?v=oYXmY5axC2I
- This is only one piece of a larger unit.
- Knowing how to check weather is an important life skill.
- Worksheets are attached.
Name:___________________
Bar Graph Practice

Use the blocks provided to fill out the bar graphs correctly. Use the data
provided in the given scenarios.
1. A poll was taken which asked all the 3rd graders in a school to report their favorite
healthy snack. 10 students liked apples, 40 students liked carrots, 25 students liked
carrots, 10 students liked grapes, and 35 students liked chicken breasts.
Preferred Healthy Snack Options Among 3rd Graders

# of Students
In School
50
40
30
20
10
0
Apples Carrots Hummus Grapes Chicken
Breast
2. A poll was taken which asked all the 3rd graders in a class to report their favorite
exercise activity. 10 students liked biking, 5 students liked soccer, 2 students liked
running, 4 students liked basketball, and 4 students liked hiking.
Preferred Exercise Activities Among 3rd Graders
# of Students
In Class
10
8
6
4
2
0
Biking Basketball Soccer Running Hiking
Name:_________________
Weather Comparisons
1. The temperature I found for _____________ was _____ degrees. It was _______ degrees
warmer in __________ than it was in _____________.
Math work:
2. 1. The temperature I found for _____________ was _____ degrees. It was _______ degrees
warmer in __________ than it was in _____________.
Math work:
Lesson Plan Format
Curriculum/Course: Social Studies, Art Grade level: 3rd

(Music)
- 10 minute opening -Weather Bin
- 10 minute explicit instruction -Chromebooks or computer lab access
- 10 guided practice -Pens, pencils, colored pencils,
- 10 minute independent practice markers
- 5 minute closing -Document projector
-Michigan Temperatures Map
(Attached, and URL is provided)
-Compass Rose Image:
https://www.embroideryonline.com/glo
balassets/products/na/na61/na614/na6
14.jpg
-Writing Directions Worksheet
Standards:
SS. 3 – G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative
location of significant places in the immediate environment.
ART.M.II.3.2 Create through exploration, improvisation, and composition, answers that are
rhythmic and melodic.

- Given a blank compass rose (to be filled out), a map, and a fill in the blank story, 3rd
grade students will correctly describe the relative locations of 4 areas in Michigan
using cardinal directions (North, South, East, and West).
- After being shown an example of a rhythmic phrase, 3rd grade students will work
together to create a rhyme, song, or rhythmic phrase that accurately describes the
cardinal directions.
- A short article will be given to students. The article will contain 4 blanks. Each
blank must be filled in with either North, South, East, or West. In addition to
this, a blank compass rose must be filled out. Eight points are possible in this
activity (4 directions, 4 blanks filled in with correct relative direction).
- Cardinal direction songs will be formatively assessed when each group
presents during guided practice. Were the directions correct? Did the song help
them to remember? Do they know which direction belongs to each point on a
compass rose?

- “We have talked a lot about weather and climate over the last few days. Today we
are going to look at one more reason why it is important to know what the weather is
in a given area.”
- Building background knowledge/Connecting to Experiences: “Today we are
going to be looking at a map that was published by the USDA. The USDA is the
United States Department of Agriculture. Agriculture has to do with farming,
cultivating soil, gardening, and getting animal products such as wool or food.”
- “This is a weather unit, though. Why in the world should we look at a map
published by the department of agriculture? Any ideas?”
- If no students respond, consider pulling up the website:
http://planthardiness.ars.usda.gov/PHZMWeb/ and clicking “Michigan” in the
drop down menu. This is an official government page, so remind students that
we are looking at a reliable source (Previously discussed in lesson 2).
- “What do you see on this map? What does this have to do with weather?
Farming?”
- “Different types of plants need different kinds of temperatures in order to
thrive and be strong. This map is designed to help gardeners and growers to
know what kind of temperature they might be able to expect in different parts
of Michigan. They can use this map to make an educated guess about where
to plant certain types of plants.”
- “Today we are going to be using this map to plan out an imaginary journey
across Michigan. We are going to be writing out directions for gardeners that
we will publish in our weather newspapers. In order to give directions, though,
we need to know how to let the reader know which way they should travel.”
- Pull up compass rose image:
https://www.embroideryonline.com/globalassets/products/na/na61/na614/na6
14.jpg
- “This image has a lot of letters on it. I see N, S, E, and W. These stand for
North, South, East, and West. These are directions that you will use a lot in
your life. North, South, East, and West are called ‘the cardinal directions’. We
will be using these directions today.”
- Look at objective.
- Explicit Instruction/Modeling:
- “Before we begin, I want to help you find a way to remember these
directions.”
- “The way that I remember is, I start at the top, then I remember the phrase
‘Never Eat Sour Watermelon’ (point to letters as you go). I have a little rhythm
for this phrase in my head. I know that if I start at the top, and wrap around
clockwise, my phrase will help me to remember North, East, South, West.”
- Demonstrate while pointing, “Never, Eat, Sour, Watermelon” then “North,
East, South, West.”
- Pull map back up.
- “I can use these directions to help me describe things on a map. For
example, if you start at Grand Rapids, I can see that you must travel up on
the map to get to Cadillac. If I were to tell a friend to travel ‘Up’ to get to
Cadillac, though, it wouldn’t make any sense outside of the context of the
map. We don’t travel ‘UP’ unless we want to go into the sky.”
- “Instead of telling my friend to travel “UP” let’s remember my phrase. Start at
the top… ‘Never… N… North’. I could tell my friend to travel North from
Grand Rapids in order to get to Cadillac.”
- Guided Practice:
- “Next I want you to work with your table partners to think of a song, rhyme, or
rhythmic phrase that can help you remember North (point up), East (point left,
which is their right if you are facing them), South (point down), and West
(point to the right, or their left).”
- “I will give you 5 minutes, and then each group will share.”
- After 5 minutes call on each group. Correct any misunderstandings.
- “Next we are going to be filling out blanks in an article. I will read this article,
and I will pause at the blanks. You will individually fill in all of the blanks on
the page. You will use the cardinal directions to fill in the blanks.”
- Pass out the ‘Writing Directions Using Cardinal Directions’ worksheet.
- Project the USDA Plant Hardiness Michigan Zone Map to the front of the
screen.
- Explain extension activity (See extension section)
- Have students fill out the compass on their own.
- Read through the directions.
- Read through the article at the bottom of the page. Model fluency.
- This is a challenging article. Take it slow and look for opportunities to
explain confusing parts.
- Pause at the blanks. When directions are given, point to the locations
that are being referenced on the map. Depending on the level of the
students, consider pointing out the path that will be followed, or
consider drawing a line and arrow. You are not currently assessing
map reading, so this is an appropriate accommodation if it is needed.
- Review objectives
- Dismiss table groups to put sheets in weather folder, and put weather folder in
weather bin.
- “We will use these articles when we do our newspaper projects.”
- “Did anyone come up with an answer to our extension question? What do you think?”
- If students finish filling out the compass early, have them write a response to the
following question on the back of the page. Project the question to the front of the
room using the document projector.
- “We know that when we look at a compass N means North, E means East, S
means South, and W means West. When we looked at the example earlier,
however, we also saw smaller letters in between the cardinal directions.
These letters were NE, SE, SW, and NW. What do you think these letters
mean? Do you notice a pattern?”
- Anxious Students
- Gifted Students
- Comprehension
- Fluency
Differentiation:
- Anxious Students: Schedule/objectives are clearly stated, extra time is provided at
the end of the unit, organizational papers are provided, routines are utilized (weather
folder/bin).
- Gifted Students: The extension activity provides an opportunity for students to
critically think about the material that is being learned. Students must utilize problem
solving and pattern recognition skills in order to find a solution.
- Struggling Readers: Fluent reading is modeled during independent practice. Reading
is not being assessed, so the material will be read aloud.
- Unmotivated Students: Relevant and real applicable information is used to teach the
content, a rhythmic group activity is integrated, tasks are broken down into small
sections, schedule/objectives/expectations are clearly stated and displayed.
- Unorganized students: A graphic organizer is used, good organizational habits are
modeled throughout the lesson, routines are used.

Explain: Students work through the material in several ways. A rhythmic activity is used,
and several “process” options are available within that rhythmic activity. Students will also
practice the material by using a real map. Students will work in groups and individually.
Students will have opportunities to organize new ideas in writing, verbally explain concepts
being learned, hear information rhythmically, and express information kinesthetically
(pointing in cardinal directions).

level Affect
Explain: As is mentioned above, several learning profiles are considered within this lesson.
This includes visual, kinesthetic, auditory, interpersonal, intrapersonal, linguistic, and
logical (see extension) learners. The lesson also considers readiness. Several levels of
difficulty are available during independent work. More advanced students may want to read
the material on their own, and may choose to complete the extension activity. Struggling
students can follow along with the group reading, and can see visual demonstrations of
directions on the map.
Diversity:
- This lesson serves two functions for a diverse classroom. First, it helps students who
were born in various parts of Michigan to learn more about the state. For students
who were not born in Michigan, this lesson will help them to understand more about
the state that they currently live in. If they are from outside of Michigan, this lesson
will help to improve their understanding, as they may be less familiar with the state
than other students.
Technology:
- An online map resource from a government source is utilized.

- Document projector is used.
Sources:
- USDA Plant Hardiness Zone Map Michigan:
http://planthardiness.ars.usda.gov/PHZMWeb/
- Compass Rose Image:
https://www.embroideryonline.com/globalassets/products/na/na61/na614/na614.jpg
- This is part of an ongoing unit.
- Information in this lesson will be utilized during the culminating project.
- Extra time will be available for students who need it. Time will be given to work on a
variety of activities during the culminating project.
*See links for sources and larger image

Name:______________________
Writing Directions Using Cardinal Directions
Before beginning the story, fill out

this blank compass with the
cardinal directions. Use the labelled
compass to help you fill in the
blanks in the story.
A Guide to Extreme Michigan Temperatures for

Gardeners and Farmers
Directions: We will read through this article as a class. When we reach each of the blanks, I (the
teacher) will pause and allow you to fill it in. You will fill in each blank with one of the cardinal directions
(North, South, East, or West). You will use each cardinal direction one time. You will fill this out on your
own. Use the map at the front of the room and the compass at the top of this page to help you.
If you are a farmer or gardener, this guide is intended for you. One thing that every
gardener should think about is the average annual extreme minimum temperatures. In other
words, you should have a prediction about what the temperature of an area will be when it is at
its absolute coldest. The USDA has published helpful information about this. The USDA
measured temperatures from 1976 to 2005, and used those temperatures to find the average
coldest temperatures. Those average temperatures will be used in this guide.
If you live in Grand Rapids you can expect the coldest temperatures to be around -5 to -
10 degrees Fahrenheit. If you travel _____________ from Grand Rapids to Kalamazoo, you can
expect temperatures to be about the same. Temperatures in Ann Arbor are also around that
same temperature. Traveling ______________ from Ann Arbor to Detroit will bring you to
slightly warmer average temperatures. If you travel ______________ from Grand Rapids to
Cadillac, however, you will likely notice a big difference. Cadillac’s coldest temperatures, on
average, reach -20 to -25 degrees Fahrenheit.
You may be wondering about temperatures in the Upper Peninsula (the strip of land at
the top of Michigan). If you live in Sault Ste Marie the average coldest temperatures are around
-20 to -25 degrees Fahrenheit. That is very cold. Travelling ________________ from Sault Ste
Marie to Marquette will warm things up a bit. Marquette’s average coldest temperatures are
around -10 to -15 degrees Fahrenheit.
Wherever you plan on farming or gardening, be sure to plan ahead. Average coldest
temperatures are an important factor to consider before planting crops.
Lesson Plan Format
Curriculum/Course: Language Arts Grade level: 3rd
- 10 Min Intro/Explicit Instruction -Weather Bin
- 30 Min Independent Work -Chromebooks or computer lab access
- 5 Min Conclusion -Pens, pencils, colored pencils,
markers
-Transition chime
-Paper
-Document projector
-Word Program (GoogleDocs)
-Youtube - What is a Tornado - SciShow
Kids -
https://www.youtube.com/watch?v=-
s3UwOq1P1E
Standards:
LA. 3-W-2.Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. a. Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions,
and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect
ideas within categories of information. d. Provide a concluding statement or section.
Science - 3-ESS2-2 Obtain and combine information to describe climates in different regions
of the world.

- After filling out a graphic organizer with facts that were found through internet
research, 3rd grade students will write an informative article about weather and
climates in different regions around the world. Articles will include:
- An introduction paragraph which explains what the article will be about.
- 1 paragraph about a region with a tropical climate that includes at least one
fact.
- 1 paragraph about a region with a temperate climate that includes at least one
fact.
- 1 paragraph about a region with a polar climate that includes at least one fact.
- A concluding paragraph that ties ideas together and wraps things up.
- An illustration that relates to the article.
- Note: This objective does not include component “C” (Linking phrases) of the common
core standard. If the classroom which is using this lesson has already
learned/practiced linking phrases, then it should be included within the lesson. If this
has not been practiced, however, it is appropriate to only focus on assessing the other
components within the standard. Focusing on too much new material may cause the
students to become overwhelmed and confused.

- Students will be assessed through their typed weather articles. Articles must include:
fact.
fact.
- An illustration that relates to the article (Illustration can be physically drawn and
turned in separately from the typed article).

- “In a previous lesson we did some internet research by looking at Weather.com.

Does anyone remember what we were looking for? What kinds of information did we
find?”
- Temperatures, facts, information on different climate zones
- “After we did our research we used the information we gathered in our graphic
organizers to create a bar graph.”
- “Today we are going to be using the information in our graphic organizers once
again.”

- Explicit Instruction/Modeling/Guided Practice:
- “We have almost finished all of the projects that will go into your newspaper.
We still need a front page article, though. Our front page article will be an
informational article about all the things we’ve been learning about weather
and climates around the world.”
- “Can anyone think of any important things that we need to include in a piece
of informational writing that we will put on the front page of our paper?”
- Introduction
- Facts
- Information
- Conclusion
- Picture(s)
- “We saw many of these things when we looked at our objective for the day.
I’m going to demonstrate how to do this. We are going to watch a video
together, try to pay attention and see if you can remember some facts and
pieces of information.”
- Show: https://www.youtube.com/watch?v=-s3UwOq1P1E
- After watching the video, have an interactive discussion with the class.
Project a piece of blank paper on the document projector. Demonstrate
writing an informative article. Ask for feedback. Demonstrate writing out the
elements which are required in the objective. See the “informative article”
demo sheet which is attached. Use this as a guide for writing out an
introduction, supporting paragraphs, and a conclusion that are based upon
the video that the class just watched.
- Accommodation: Consider making copies of the demo sheet for
students to reference.
- “Now that you have seen informational writing demonstrated, I want you to
type out your own article (use whatever word program the class is used to.
GoogleDocs is common).”
- “I want you to use the graphic organizer that you recorded information about
your three different areas (Polar, temperate, and tropical) on.”
- Extension: “You may also use chromebooks to research new information if
you would like. If you finish very quickly, use chromebooks to find more
information and facts.”
- “The important thing is that you include (Project these expectations to front of
room):
Your article will be about weather and climates around the world.
- 3 supporting paragraphs. Your three paragraphs will be about the
climate zones on your graphic organizer. 1 paragraph about each.
- 1 paragraph about a region with a tropical climate that includes
at least one fact.
- 1 paragraph about a region with a temperate climate that
includes at least one fact.
- 1 paragraph about a region with a polar climate that includes at
least one fact.
- An illustration that relates to the article. Make this illustration after
you’ve finished writing.
- If you finish all of this, raise your hand to show the teacher your work. If
everything is complete, you will have the opportunity to find more
facts/information on your chromebooks.
- Accommodation: “You may work wherever you’d like in the room. Choose a
place where you can stay on task and focus on your writing.”
- Dismiss table groups to get chromebooks and weather folders.
- Conference with students as they work. This is a challenging task for the
students, and it requires a lot of independent work. Different students will
require help with different things.
- Ring transition chime and have student close chromebooks.

- Revisit objectives.
- “Would anyone like to read one of the paragraphs that you wrote?”
- “We will have more time to work on this if you didn’t finish.”
- Dismiss table groups to return chromebooks and weather folders.
- Students who complete their article (using graphic organizer) early, will have an
opportunity to use their chromebooks to find extra information.
- Anxious Students
- Gifted Students
- Comprehension
- Fluency
Differentiation:
- Anxious Students: Schedule/objectives are clearly stated, extra time is provided at
the end of the unit, organizational papers are provided, routines are utilized (weather
folder/bin), conferencing takes place to help with any specific areas of trouble, breaks
can be utilized if students become overwhelmed.
- Gifted Students: The extension activity provides an opportunity for students to
conduct extra research. Extra research is fairly open-ended. Extra research must
relate to the climate zones being written about, but within that category the
information can vary. This allows for students to write about things that interest them.
- Struggling Readers: Reading tasks have been broken down over the course of
several days, the graphic organizer is intended to help organize complex information.
Step by step writing instructions are outlined several times. Word processing
software can help with spelling/grammar.
- Unmotivated Students: Schedule/objectives/expectations are clearly stated and
displayed, tasks are broken down over the course of several days, expectations can
be easily transitioned into a checklist of tasks.
- Unorganized students: A graphic organizer is used, good organizational habits are
modeled throughout the lesson, routines are used, tasks can be broken down into a
checklist.

Explain: Students may choose to work wherever they would like in the room. This allows
students to find a comfortable place that encourages them to focus on writing. Content is
taught in several ways. A video is shown, writing is modeled, tasks are organized and
displayed, technology is utilized, art is integrated, objectives/instructions are verbally
explained.

level Affect
Explain: Student interest is taken into consideration during the extension activity. The
tornado video is intended to capture student interest. As explained above, multiple learning
profiles are taken into consideration when teaching the material. Learning profiles are
taken into consideration when allowing students to work in different areas around the room.
Diversity:
- Different students will require different accommodations throughout this lesson.
Independent work can look very different from one learner to another. This lesson
integrates an open-ended work time which allows students to find a work
environment that helps them to be successful. Conferencing should also take place
throughout the lesson so that the needs of these diverse learners can be assessed
and accommodated.
Technology:
- Students will do research on chromebooks.

- Students will use word processing software on chromebooks.
- Videos are displayed using a computer and projector.
- A document projector is utilized multiple times.
Sources:
- Youtube - What is a Tornado - SciShow Kids - https://www.youtube.com/watch?v=-
s3UwOq1P1E
- This lesson is part of a larger unit.
- This piece of writing is one of the more challenging components of this unit, and
students will very likely need extra time.
- Extra time is provided during the culminating activity.
Use: Youtube - What is a Tornado - SciShow Kids - https://www.youtube.com/watch?v=-
s3UwOq1P1E
Pieces of Informative Article Examples
Introduction: explains what the article will be There are many types of weather in
about. Prepares the reader to learn more. the world. Sometimes weather can become
Excites the reader. very extreme and dangerous. One type of
extreme weather is a tornado.
Supporting Paragraph 1: Information and Tornadoes are columns of air that stretch
facts that support the topic which was from the sky to the ground. The wind spins
introduced in the introduction. and twists, so sometimes tornadoes are
called twisters.
Supporting Paragraph 2: More information Tornadoes form inside of

and facts that support the topic which was thunderstorms. This happens when cold and
introduced in the introduction. dry air collides with warm and wet air. The
fast moving collision of air causes a spinning
movement. This results in a tornado.
Supporting Paragraph 3: Even more Tornado winds can be very powerful

information and facts that support the topic and dangerous. Tornado winds can even
which was introduced in the introduction. move 500 km an hour. These winds can be
strong enough to pick up cars.
Conclusion: Ties ideas together and wraps Tornadoes are a very interesting type of
things up. extreme weather. The spinning wind which is
caused by colliding air can be very
dangerous.
Lesson Plan Format
Curriculum/Course: Multiple Grade level: 3rd
-Tasks leading up to this activity will be -Chromebooks or access to computer
completed over multiple lessons lab with printing
-Depending on the students’ needs, 2-3 blocks -Internet access
of 30-45 minutes should be provided for -Blank newspaper sheets
students to work on this project -Tasks checklist
-Presentations will last 5 minutes for each -Pencils
student -Markers
-Presentations will take a total of 1hr and 45 -Scissors
minutes, but this will span over several days -Glue
-Presentations will be split several blocks of -Document projector
time throughout the course of several days -Weather Folders
Standards:
3-SL-4. Report on a topic or text, tell a story, or recount an experience with appropriate facts
and relevant, descriptive details, speaking clearly at an understandable pace.
In addition to this SL standard, several other standards must be taken into consideration. This
culminating activity is a project which will be completed over the course of several other
lessons. These lessons will span multiple subject areas. Standards which are necessary for
completing this project include 3-ESS2-1, 3-ESS2-2, 3-MD-3, 3-RI-5, 3-RI-3, 3-W-2,
ART.VA.I.3.4, LA. 3-RI-5, TECH. 3-5.RI.1, LA. 3-W-2, and 3-G1.0.1. These standards will be
specifically focused on within the lessons which take place throughout the unit.

Note: This culminating activity serves as a summative assessment for material that has
been taught throughout the unit. There are a lot of components to the objective that are
listed here. This is because students will have been working toward these standards
throughout the entire unit. This activity/objective will be completed over the course of 5
lessons, not just this one.
After completing a 5 lesson unit on weather, 3rd grade students will design, create, and
present a newspaper page which includes:
- A bar graph containing temperature data for 3 different areas.
- 1 Michigan (Temperate) area, one tropical area, one polar area.
- Include section with comparative statements (How much more or less…).
- Numbering units selected make sense for given data
- 3 comic strips about different climate zones which will include:
- At least 1 fact about tropical climate zones
- At least 1 fact about temperate climate zones
- At least 1 fact about polar climate zones
- Personal artwork which helps to convey the facts
- An informative article about weather and climates in different regions around the world.
Articles will include:
fact.
fact.
- An illustration that relates to the article.
- Include usage cardinal directions to make a relative location comparison somewhere
in the newspaper. This can be integrated into the article (example: Traveling far North
from the temperate Michigan climate can lead to areas with a polar climate. Polar
climate zones are...). Students may also revise their “Extreme Michigan
Temperatures” article (see lesson 5) and cut/paste it onto the newspaper.
- Student will speak clearly and slowly enough to be understood.

Students will be assessed based off of the newspaper page that they have created. This will
serve as a summative assessment for several content areas. The only part of this assessment
that will not be assessed with the newspaper itself is the presentation component. The
presentation portion will assess the SL standard.
Components assessed in this project:
Science
- Inclusion of accurate information about weather and climates in temperate, polar, and
tropical climate zones.
Math
- A bar graph containing temperature data for 3 different areas.
- 1 Michigan (Temperate) area, one tropical area, one polar area.
- Include section with comparative statements (How much more or less…).
- Numbering units selected make sense for given data
Art/Language Arts (Text Features)
- Illustration to accompany front page informational article.
- 3 comic strips with illustrations that help to convey the information.
Language Arts - Reading Comprehension and Informational Writing
- An informative article about weather and climates in different regions around the world.
Articles will include:
fact.
fact.
Social Studies - Geology
- Include usage cardinal directions to make a relative location comparison somewhere
in the newspaper. This can be integrated into the article (example: Traveling far North
from the temperate Michigan climate can lead to areas with a polar climate. Polar
climate zones are...). Students may also revise their “Extreme Michigan
Temperatures” article (see lesson 5) and cut/paste it onto the newspaper.
Speech/Language
- Students speak clearly enough to be understood
- Students speak at an appropriate pace

- Help students to recall all of the things that they learned throughout the unit, by
asking them to share some of the things they’ve learned about weather and climates.
- Help to remind students of material that they may be forgetting to mention.
- If certain areas seem to cause confusion, take time to review this material.
- Go over objectives for the newspaper activity. Be careful that students do not
become overwhelmed. Remind students that they have already completed a lot of
this, and that plenty of time will be given to them so that they can put it all together.

- This project should be explained (at least partially) at the beginning of the unit, so
that students know what they are working toward.
- ”Now that we are at the end of your unit on weather, we are going to create a
newspaper page about weather that we will present to the class.”
- ”Who can share some things that we commonly see on a newspaper page?”
- ”A newspaper has many sections in it. Here are the sections your newspaper page
needs to include, and all of the things that should be included in each of those
sections.” (Write this down and keep on board OR provide rubric/checklist to each
student).
- (Use objectives/attached checklist to review expectations for what this project
should include.)
- ”You will use all of the notes you’ve gathered in your ‘Weather folders’ to complete this
section.”
- Explain extension (See extension section)
- ”When you are done with your newspaper you will have a chance to summarize the
information on it to the rest of your class.”
- Show example of completed newspaper to class.
- Allow students to work around the room. Depending on the section of the project that
they are working on, they may be utilizing different tools at different times. Newspaper
print, computers, printers, scissors, pens, and markers should be made available.
- Conference with students as they work. Allow students to complete the work on their
own, but help them with organization and understanding if needed.
- Ideally, this project should be completed over several days. Short (30-40 minute)
blocks of time should be designated for working on projects over the course of several
days. This allows opportunities for revision, and provides focus breaks. If this is not
possible, providing one long (1-1.5 hours) block of time is also an option.
- Each student will have an opportunity to share a summary of their newspaper in front
of the class.
- These presentations should last about 5 minutes, and should take place throughout
the day or over the course of several days (a few here and there - 3 at a time).
- Students who finish early should be encouraged to add more weather/climate related
sections to their newspaper. This is open-ended. They can add more comics, they
can write new articles, they can make a section about different sports that can occur
in different weather conditions, etc.
- In future lessons, allowing students to complete similar newspapers at home is an
option.
- Students could use skills that were learned during this unit to report on a topic
of choice.
- Anxious Students
- Gifted Students
- Comprehension
- Fluency
Differentiation:
- Anxious Students: Schedule/objectives are clearly stated, extra time is provided,
organizational papers are provided, routines are utilized (weather folder/bin),
conferencing takes place to help with any specific areas of trouble, breaks can be
utilized if students become overwhelmed.
- Gifted Students: The extension activity provides an opportunity to continue learning
in an area of choice that interests the student.
- Struggling Readers: Reading tasks have been broken down over the course of
several days, the graphic organizer is intended to help organize complex information,
word processing software can help with spelling/grammar, other need specific
accommodations can be given during conferencing.
- Unmotivated Students: Schedule/objectives/expectations are clearly stated and
displayed, tasks are broken down over the course of several days, expectations can
be easily followed on the checklists, student interests are considered throughout the
project.
- Unorganized students: Graphic organizer are utilized throughout the unit, good
organizational habits are modeled throughout the unit, routines are used, tasks are
outlined on checklists, extra time is provided, conferencing takes place througout
designated work times.
- All students will have the option to work on their projects in an area that allows them
to be successful. Providing this option helps to accommodate a variety of student
needs.
- ELL students may work with the teacher during conferencing. Any assignments
(which aren’t directly assessing reading) can be read out loud to these students.
- Students will have creative control over how their newspaper page is organized.
- Students will have the opportunity to work at stations of their choice when creating
their newspaper.
- Students will use their ‘Weather Folders’ which contain notes that the student found
helpful throughout the semester.
- The specific details that are provided in the article of their newspaper are open to
student choice. This means that, as long as details are relevant, they have the option
of how far in depth/detail they will go.
- Subject matter which is reported on in the newspaper is open, as long as it relates to
weather. This helps to facilitate for student interest.

Explain: Students will have the option to work around the room, selecting an environment
that suits their needs. Within certain parameters (see objectives) students have creative
freedom over the content in their newspapers.

level Affect
Explain: The amount of depth that students use in this assignment is optional. Some
students may want to go into greater detail/depth than others. Students have options about
the specific subject area/supporting details that they will provide.
Diversity:
- Choices in project subject and work environment will help to accommodate a diverse
population of students. Conferencing will also help to assess and accommodate the
needs of diverse students. This culminating project will be unique for each student.
This is encouraged, as long as objectives are met. Students can be as creative as
they like within the parameters listed in the objectives.
Technology:
- Students must complete research for their projects (previous lesson) by using the
internet.
- Students must type out/print portions of their newspaper page.
- Students may choose to print images from the internet, or do additional research on
the internet.
- This activity is different from the rest of the lessons in this unit. This activity is not
really a ‘lesson’, as all of the lessons leading up to this activity will build up (and
teach the material) that will equip the students with what they need in order to
accomplish the objectives within the project.
- Students should be given multiple work periods to finish this project.
Example of Newspaper

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Weather & Climates

Around the World

● Conducting online research using reliable sources. (3-5.RI.1., RI.3.5)

● Using personal artwork to help convey information. (ART.VA.I.3.4)

problems. (3.MD.B.3, 3-ESS2-1)

● Using cardinal directions to explain relative locations. (SS. 3 .G1.0.1)

● Using rhythm and/or music to convey information. (ART.M.II.3.2)

“Weather Newspaper” to the rest of the class.

Dear 3rd graders,

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Newspaper

It is extremely important that students learn to utilize technology. Technology is

activity is meaningful and memorable because it requires students to utilize multiple

intelligences and skill sets to accomplish their task

Audience Identification & Analysis

both male and female students.

way to assess and accommodate all of the unique students in a classroom.

discussion/input is an important component in the classroom climate because it ensures that

Student choice is another important component of the classroom environment. Students

Positive behavior is a focus within this classroom. Positive behaviors should be

Sun and Cloud - http://images.clipartpanda.com/pool-clipart-nTBMRkETA.jpeg

Planet Earth - http://clipartix.com/wp-content/uploads/2017/12/World-clip-art-free-clipart-

Name: Caleb Nisley Date: 3/27/2018

Curriculum/Course: Science, Art (Visual) Grade level: 3rd

ART.VA.I.3.4 Select, present, and evaluate personal artwork

Objectives (I can statements):

Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of

Introduction/Connecting to Prior Knowledge:

Steps in the lesson:

- Ring chime, and review the objective on the document projector.

What will I differentiate? Content Process Product Environment

How will I differentiate? For readiness By interest Learning profiles Ability

- Document projector is used throughout lesson.

Climate Comic Strips

Tropical Climate Zone Comic Strip:

Temperate Climate Zone Comic Strip:

Polar Climate Zone Comic Strip:

My Information on Different Climate Zones

Tropical Temperate Polar

Welcome to the tropical climate zone! I hope you packed

Brrrrrrrrrrrrrrrrr… Welcome to the polar climate zone! I hope you

Name: Caleb Nisley Date: 2/12/2018

Curriculum/Course: L.A./Science/Tech/PE Grade level: 3rd

Science - 3-ESS2-2 Obtain and combine information to describe climates in different

PE/Movement Component Included

Objectives (I can statements):

Assessment (Formative, Summative):

Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of

Steps in the lesson:

- “Who thinks they found the hottest temperature?”

What will I differentiate? Content Process Product Environment

How will I differentiate? For readiness By interest Learning profiles Ability

Polar Climate Zone Temperate Climate Tropical Climate

- North Pole, - Santos, Brazil

Comparing Weather and Climates Around the World

Polar Climate Zone

The place that I searched for is:_______________________. It is ______ degrees here.

Another interesting fact is that:

Temperate Climate Zone

The place that I searched for is:_______________________. It is ______ degrees here.

Another interesting fact is that:

Tropical Climate Zone

The place that I searched for is:_______________________. It is ______ degrees here.

Another interesting fact is that:

The place that I searched for is:_________________. It is degrees here.

The place that I searched for is:_________________. It is degrees here.

The place that I searched for is:_________________. It is degrees here.