MULTICULTURAL LESSON PLAN

Student: Tania Sanchez_

Subject/Concepts: Science/Weather and Climate_ Grade Level: 3

1. Standards: 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”
a) Observable objective: Students will be able to interpret tables and graphical
displays to describe typical weather conditions
b) Observable objective: Students will be able to recognize climates in different
regions of the world
• Multicultural goal: Develop an educational environment that promotes respect for
differences
o Observable objective: Students will be able to recognize how weather and climate
influence what produce can be grown in different countries contributions help the
United States population have food all year-round.
• Auditory-Visual-Kinesthetic learning styles:
o Auditory learning style: After watching a video that will introduce the students to
the seasons, the students will write in their journal about what there is their
favorite season of the year.
o Visual Learning Style: In the begging of the lesson the students are going to
watch a video that gives them an introduction to the different seasons of the year.
The video demonstrates how different seasons look throughout the year so this
will give them a mental image of what the seasons look like.
o Kinesthetic Learning Style: To meet the Kinesthetic learning style the students
will be given guided notes so they can fill in the gaps of information as we go
trough the PowerPoint. After all the different seasons are introduced, we will go
outside the class to determine what season we’re on, and in their notebook, they
will write the temperature for the day, weather is sunny cloudy, raining etc.
• Gardner's Intelligence: Naturalistic Intelligence
o Naturalistic Intelligence will be explored during this lesson because they will see
which vegetables grow best in different seasons. They will also go outside and be
able to identify the weather which is taking place the day the lesson will be given
to them.

2. Materials:
a. Weather, Seasons, and Climates PowerPoint
b. Weather, Seasons, and Climates Guided Notes
c. Seasons and the Sun YouTube Video
https://www.youtube.com/watch?v=b25g4nZTHv
d. Seasonal Weather Activity inspired by J. Valentine Weather Activity
https://weather-and-climate.com/ this website will be used to complete the
assignment
3. Instruction- learning Process:
• Do First: YouTube video on weather will be the introduction to the lesson. After watching the
video, the students will write a response in their journal to the question: “What is your favorite
season and why?”
• Mini lesson: The students will follow along a PowerPoint presentation with guided notes. Here
they will learn about the different seasons and what causes the different seasons. The
multicultural component will also be introduced in this portion of the lesson. The students will
learn about different countries that provide produce to the United States all year round.
• Guided Practice: Here I will show the students how to find the monthly highest and lowest
temperatures of Nevada with the link that goes with the activity. Once we have filled in all the
information Nevada, they will be divided into groups so they can fill in the information for the
rest of the cities.
• Independent Practice: The students will be divided into four groups. The students will be given
the seasonal weather activity worksheet and will use computers to find the highest, lowest,
temperatures of cities around the world as well as precipitation for the given months. I have
chosen four months for the students to specifically research such information. Each month is a
different season. After the students have completed the data tables, they will write a little
reflection about the differences they see from the information they have gathered.
• Exit Slip: The students will answer 3 quick questions to make sure they grasped the information
given to them in their personal journals and then we’ll discuss with the whole class. The
questions will be the following:
1. What circle two components of weather: Temperature, how green is the grass, color of
your shirt, humidity.
2. Is Climate long term or short-term weather conditions?
3. What months of the year does the fall take place?

4. Resources
[Crash Course Kids]. (2015, May 21). Seasons and the Sun: Crash Course Kids 11.1.

[Video File]. Retrieved from https://www.youtube.com/watch?v=b25g4nZTHv

Hess, D., & McKnight, T. (2016). McKnight’s Physical Geography: A landscape

appreciation. Hoboken, NJ: Pearson. (pp. 19-22, 67-69).

Johnson R. (2016, December 1). The U.S. Trade Situation for Fruit and Vegetable

Products. Retrieved from https://fas.org/sgp/crs/misc/RL34468.pdf

Kenyon C. (2019, August 7). Mexican Fruit and Vegetable Seasonal Information.

Retrieved from https://www.thespruceeats.com/fruit-and-vegetable-seasons-

2342821

Valentine J. Seasonal Weather- An Introduction. Retrieved from

https://betterlesson.com/lesson/613849/seasonal-weather-an-introduction

5. Reflection:

The specific subject concepts that student will be learning is being able to differentiate
between weather and climate. The students will also to see how weather patterns change through
out the seasons. The students will also be able to identity low and high temperatures for a
specific month and specific location. After gaining this knowledge the students will be able to
tell different factors of daily weather such as what is the temperature for the day, whether its
sunny or cloudy, if there is any sort of precipitation, etc. They will also know which season
they’re on depending on the month of the year.
The multicultural knowledge that the students will have achieved is understanding which
countries contribute to the United States in terms of produce. Here they will learn how climates
influence what crops can be grown year so that United States can have food all year round. In the
independent practice they will see how weather patterns are different in comparison to the State
that we live to other countries in different continents.
I believe that the students will be actively engaged when teaching this lesson. First, the
students will go outside for a few minutes to see what it looks like and what it feels like for the
weather of the day. In the day that the lesson will be given, I would bring a thermometer so the
students can physically see what the temperature on the given day. Also, they will be using
computers to research weather patterns in other countries on their own, of course with
supervision to make sure they understand weather patterns from other countries.
Lastly, the strengths for this lesson plan is that all auditory, visual, and kinesthetic
learning styles are met through different activities such as beginning the lesson with a quick
educational video all the way to actually stepping outside of the classroom so students can
physically see and feel the weather for the day. I also liked, the bit of multicultural information
where they will compare weather for the same months for different countries in different
continents. I think that there are a lot of areas when this lesson can improve on such as including
more countries so students can compare weather patterns and climates.