LBS 380

Lesson Plan

Name: Cecilia Loma Earth Science Topic: Climate

Lesson Title: What is Climate Grade Level: 3

Duration of Lesson: About and 1 hour and 20 minutes

NGSS
3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.
Guiding Inquiry Question (how or why)
Why do certain areas in the world have similar climates and other places have different climates?

- What is the difference between weather and climate?

- Why does the climate change along lines of latitude?

- Why is the climate the same along lines of longitude?

I. Standards
- Science and Engineering Practices:

Analyzing and Interpreting Data

- Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative

approaches to collecting data and conducting multiple trials of qualitative observations. When possible

and feasible, digital tools should be used.

o Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal

patterns that indicate relationships. (3-ESS2-1)

- Disciplinary Core Science Ideas:

ESS2.D: Weather and Climate

o Scientists record patterns of the weather across different times and areas so that they can make
 predictions about what kind of weather might happen next. (3-ESS2-1)

- Crosscutting ideas:

Cause and Effect

Cause and effect relationships are routinely identified, tested, and used to explain change. (3-ESS3-1)

----------------------------------------------------------------------------------------------------------------------------------------

Connections to Nature of Science

Science is a Human Endeavor

- Science affects everyday life. (3-ESS3-1)

ELA/Literacy —
W.3.8 Recall information from experiences or gather information from print and digital

sources; take brief notes on sources and sort evidence into provided categories. (3-

ESS2-2)

II. Objectives (Learning Outcomes)

Students will have an understanding of how climate impact their overall lives.
Science Objective: By the end of the lesson, the students will be able to recognize what is climate. Also, the

student will develop a better understanding to why are there some areas with different climates and other have

similar climates through the discussions, activities, and collaborating with each other in groups.
III. Evaluation (how we are going to assess them) How we will know what they learn. (about 5-10 minutes)
After the lesson the students will be assessed on the topic of Climate and on what they have learned from the

lesson through an Exit Ticket based activity. To make it make more fun and without students being nervous of a

written or a quiz the students will be tested through Kahoot. This will allow students to collaborate and discuss

together as a group to answer a few questions on Kahoot.

IV. Curriculum Connection

  Previous Lesson: The previous lesson the students learn what is weather through the videos and activities.

 Today’s lesson: In today’s lesson the students will continue to use their prior knowledge about weather

and connecting it to climate.

 Next Lesson: For the next lesson the students will continue to summarize and connect both topics about

weather and climate.

V. Academic Language: Academic Language Demands of Activities & Assessments

Language Demands:

 Receptive (Listening and Reading): Students will meet these demands through the video as it

explains more in detail on the concept of Climate

 Productive (Speaking and Writing): The students will collaborate what they have learned as a

group about Climate through the poster activity.

 Vocabulary (Content-specific vocabularies and vocabulary that might be demanding): The

students will work on worksheets matching the terms of weather and climate to the definitions

VI. Materials and Resources

YouTube/Mystery Science – video

Worksheets

Posters

Color pencils, Marker, Crayons

VII. Instructional Sequence

A. Engage (about 5-8 minutes)

Students will be asked few questions about climate to get their thinking flowing. What is Climate? Can you see

Climate? What do you think the climate is like where you live? The students will have the opportunity to discuss

and share out what they know about climate as well their responds to the other questions. Once after the students

have shared their thoughts with their groups, at least one from each group will share their thoughts with the rest
of the class.

Inquiry Questions: Why do certain areas in the world have similar climates and other places have different

climates?

B. Instructional Sequence:

Explore (about 5 minutes)

Students will work together to complete a worksheet on weather and climate as they match important vocabulary

to their definitions as well to the image that best represents that condition. The students will have to use their

prior knowledge and key words to figure out and match the terms, definitions, and images. Then the students will

walk around to see what the other groups have done. Once all the groups have had an opportunity to walk around

and see the results of the other groups the students will then discuss with their groups if the other table groups had

something similar or different. The students will then share out some similarity and differences they might had

about a certain condition than another group.

Explain: (about 10-15 minutes)

Students will watch a short video called “What is Climate”. The video will provide the students with information

about what is climate but also the different types or similar types of climates through different areas of the world.

Students will be asked an inquiry questions to start their thinking process about climate going. Students will have

a few minutes to share out with their group what they learn from watching the video and well any interesting that

caught their attention.

Elaborate: (about 15-25 minutes)

Students will create a poster sharing what they already know and what they have learn about climate in different

areas of the world through writing down information or drawing out images to represent their thoughts. Once all

the groups have finished their poster the students will have the opportunity to walk around the classroom and
observing what the other groups came up with. The students will have the opportunity to share out any

information that they noticed that another group may have similar to them and if they can recall something that

was different then what they might had.

VIII. Differentiation
 Scaffolds/Strategies used to support development of academic language: For those students that need an

additional support development of academic language the different activities with images and videos can

be a good strategy to connect the concept.

 Scaffolds/Strategies used to provide access to content for all students: For the student who are more of

visual learners the video is a good resource for them to learn. But for the students who are not so much

visual learners the different activities and group collaborations will help their learning process.

 Scaffolds/Strategies to support students that are ready for extension activities: Students will be given a

Word search activity related to the lesson topic in case they get to finish early on their task.
IX. Accommodations and modifications
For students with an IEP or 504.

Depending on the students with an IEP or 504 needs some accommodations and/or modifications can be

modifying the wording either on the lesson or activity as well students will be able to communicate and

contribute with each other which a student can restate a certain information in other words. Also, another

accommodation and/or modification can be how the student response to the questions instead of writing down

notes in complete sentences the student might be able to answer in short sentences or phrases as well drawing out

their responds. But, allowing the student specific amount of time to work on each section. The group

collaboration can help those students with an IEP or 504 because the student can rephrase an information as well

any information the IEP or 504 students might of missed.

X. Home to school connection

How will they expand at home (after class) what they learned?

Students can connect what they have learned from the lesson to home by working on a worksheet related to the

topic discuss in class. As well the students can keep a journal entry trying to answer the inquiry question and
writing down the difference weather or climate they might observe over time. Students can do a small research

activity where they find out the difference or similar climate by comparing where they live to another location of

the world.