What is Climate?

Beth Himley
Enter responses or links into the highlighted areas.

Need some ideas for 5E activities or assessment tools? Check out this Padlet.

Lesson goal 3-ESS2.2 Obtain and combine information to describe climates in different regions of the world.
Science standard. (SEP: 8; DCI: ESS2.D ; CCC: Patterns)

Include the code, Evidence Statement: https://www.nextgenscience.org/pe/3-ess2-2-earths-systems

written words, and
a link to the Translation: https://doe.sd.gov/ContentStandards/documents/Science-Frameworks/3rd-
Evidence Statement Climate.pdf
& SD Translations
statement.

Essential 1. What is a climate?

Questions 2. What is the difference between climate and weather?
3. What does the climate look like where you live?
You may use the 4. What do other countries’ climates look like?
questions you 5. Can I predict what other countries climates look like?
included in last
week’s project or
tweak them as you
develop the details
of this unit plan.

Lesson 1 - Lesson 2 - Lesson 3 - Lesson 4 -

ENGAGE EXPLORE EXPLAIN ELABORATE

ONE SENTENCE Students will be Students will be able Students will be able Students will be able to
LESSON PLAN. able to identify to tell about the to tell about the match climates with
what their climate climate of other different climate their definitions by
Write a one-sentence looks like by countries by creating regions by writing in completing a matching
lesson plan for each drawing a picture a poster so that they their journals so that game with a partner so
lesson. so that they can can look at and they will have an that they are able to
use their understand the understanding that clearly define the
knowledge about different climate climates are different different climates.
their climate to regions. around the world.
understand others.
Same thing for
Lesson 1 - Engagement Activity <Description: “Cloudy with a Chance of Meatballs” by Judi Barrett.
#1 This books describes food in the form of weather. I would read this to
Picture Book students before a unit to get them thinking about the different types of
ENGAGE weather.

What are 3 <Rationale: This book is a silly way for students to learn about
engagement weather. It gets them thinking about the different types of weather
that is in the book that shows up with the food.
ideas that
could be used Engagement Activity <Description: https://www.youtube.com/watch?v=YbAWny7FV3w
to capture #2 This video is a Crash Course video on climate and weather. The
student Video differences between climate and weather are explained
interest and
help them <Rationale: This video is an engagement activity because the video
presents the information is a fun way. There are animations for the
focus on a students to understand the definitions. Students will find this video
concept? engaging and fun.

Engagement Activity <Description: In a brown paper bag I will have items such as gloves,
#3 a swimsuit, and a sweatshirt. Students will try to guess what I have in
Mystery Bag the bag. When they guess I will tell them that these are items we wear
throughout the year in our climate.
From: Jennifer Nash

<Rationale: This activity is an engagement activity because it gets

students thinking about what we wear throughout the year and how it
relates to our climate. Students will also have fun guessing what is in
the bag.

EVALUATE Illustration

Name the assessment tool

that you will use to assess
student understanding
during this lesson.

Provide an example of
student-completed
assessment.

In a few sentences,
describe why you chose
this tool.

<Rationale: I chose this type of assessment for this 5E phase because

I want students to show me what they think our climate is like.

Patterns

Explore Activity #1 <Reference: From Jackie Tetzlaff on the 5E Mining Padlet page
Lesson 2 -
Observe/Identify
<Description: Students will go outside with their science notebook.
EXPLORE They will write down what they see. Are there leaves on the trees?
What are 2 What color are the leaves? Is there grass on the ground? Is it windy?
concrete What does the temperature feel like? etc.
experiences in
which learners <Rationale: This activity is an explore activity because it gets students
could outside of the classroom. They can explore the climate that they live in.
participate to
explore the Explore Activity #2 <Reference: Mystery Science
big ideas or Why are some Places https://mysteryscience.com/weather/mystery-3/climate-geography-
Always Hot? global-weather-patterns/98?r=62655301#slide-id-0
topic of the
unit?
<Description: Students will get together in partners and see what the
temperatures are like on different continents of the world in winter and
summer. Depending on what they find, they will color the continent
red, blue, purple, or orange. We will then look at the maps all together
and discuss different climates throughout the world.

<Rationale: This activity is an explore activity because students will

look at the different climates throughout the world. Not just in their
region. This will be an eye opening experience for students who may
not have traveled far away before.

Patterns

EVALUATE <Assessment Tool> Create a Poster

Name the assessment tool

that you will use to assess
student understanding
during this lesson.

Provide an example of
student-completed
assessment.

In a few sentences,
describe why you chose
this tool.

<Rationale: I choose this tool because it gives students a deeper look

into the climate of each continent.

SEP statement
Lesson 3 - Explain Content Explain resource #1: Newsela
Resources:
EXPLAIN https://newsela.com/read/elem-
Locate 3 resources that big-chill-warmer-world/id/39263/
Locate 3 you could use to teach
resources to the content (introduce <Rationale: This activity is an
teach the concepts or technical explain activity because it can
vocabulary). explain why sometimes the climate
content and can change depending on what is
identify 1 going on in the world.
learner
activity.
Explain resource #2: Video
https://www.generationgenius.com
/videolessons/weather-vs-climate-
video-for-kids/
<Rationale: This activity is an
explain activity because it explains
how we predict the weather and
what the different climates around
the world.
Explain resource #3: Website
<Your choice.
https://www.climatetypesforkids.co
m/
<Rationale: This activity is an
explain activity because it explains
the different types of climates
around the world.
<Description: Students will
read the Newsela article and
then complete the quiz about the
article.
<Connection to the
Standard: This resource helps
teach the students the standard
because the article discusses the
climates in Alaska and Florida
and how different they are. THe
article states that one week,
Florida was colder than Alaska.
Students can analyze how this is
out of the ordinary for their
climates.
<Description: Students will
watch the video as a class. After
we will have a discussion about
the video such as: - What is the
job of a meteorologist? After the
class discussion, we will make
our own weather vanes.
<Connection to the
Standard: This activity is a
connection to the standard
because the video discusses the
different climates around the
world. Our discussion can lead to
this, as well. The weather vane
will show students how
meteorologists can see wind
speed.
<Description: This resources
shows students where the
different types of climates
around the world. Students can
click on the different climates
and learn more about them.
<Connection to the
Standard: This website
connects to the standard
because students are looking at
the different types around the
globe.
 EVALUATE <Assessment Tool> Journal Writing

Name the assessment tool

that you will use to assess
student understanding
during this lesson.

Provide an example of
student-completed
assessment.

In a few sentences,
describe why you chose
this tool.

<Rationale: I chose journal writing because can assess what

students have learned through the videos, articles, and websites.

SEP

Lesson 4 - Elaborate Idea <Description: We will go over the How can they do this on
different climate regions around the different areas of the world?
ELABORATE Describe 1 idea in which world and use those six to play a Include statement about how I
learners can apply unit game. I will say different countries will prompt students to consider
Describe 1 content to a new throughout the world and have a patterns.
instruction context/situation, or they map of the world on the
idea in which can apply unit content by smartboard. I will give the students
extending concepts to two options of what they think the
learners have develop a deeper climate is like in that country. If
an opportunity understanding. they think the country has a
to develop a mediterannean climate, they will go
deeper to the right wall. If they think the
understanding climate is a tundra they will go to
the left wall.
of the unit
content. <Rationale: This activity is an
elaborate activity because we
discussed the different climate
types in one of our readings, so we
can take that learning a step
further and apply it in the activity.
 EVALUATE <Assessment Tool> Matching

Name the assessment tool <Example: https://www.twinkl.com/resource/t-t-5104-climates-

that you will use to assess
student understanding
during this lesson.
Provide an example of
student-completed
assessment.
matching-cards
Here are the matching cards I would use
<Rationale: I chose this activity because this way students can
explain what the different climate regions look like and what they
mean

In a few sentences,
describe why you chose
this tool.

Grading Rubric (20 points):

Content It was apparent that you thoughtfully responded to the prompts. You cited
Quality activities, resources, or ideas that were appropriate for the respective 5E
Learning Cycle phase and aligned with the standard. You competently
described each required item (activities, resources, ideas) and explained
your rationale.

15 points

Successful You followed all of the directions in the assignment. You responded to all
Completion prompts. You included all of the requirements.
5 points