Wilson EDUC 353 Name: ____Rosemary Burti_____________ Target Grade Level: _3rd_____ Date: ___12/2/13___________ Curriculum Topic: Science-Climate

UbD Lesson Plan Template Stage 1: Desired Results

Established Goals: Science Standard(s): 3. Weather and Climate 3-ESSS2-2: Obtain and combine information to describe climates in different regions of the world.

Understandings: Students will understand .. That Every region in the world has a different climate, The regions climate is determined by its location on earth and its distance from the equator, Northern regions have a colder climate, Southern regions have a warmer climate

Essential Question(s): 1. What is climate? 2. Does every place in the world have the same climate?

Students will know. What the different climates are from different regions of the world, How to compare different climates, The components that make up a climate (i.e. temperature, humidity, etc.) Academic Language 1. Climate-the composite or generally prevailing weather conditions of a region, as temperature, air pressure, humidity, precipitation, sunshine, cloudiness, and winds, throughout the year, averaged over a series of years. 2. Region- a part of a country, of the world, etc., that is different or separate from other parts in some way 3. Equator- a circle or circular band dividing the surface of a body into two usually equal and symmetrical parts

Students will be able to.. Make a Venn Diagram comparing two different climates, Research climates from a particular region

Stage 2: Assessment Evidence

Performance Tasks: Research the climate in New York for each month, Make a pamphlet advertising a place in the world. Include information on the places climate, Other Evidence: Reflection on project, Venn Diagram, comparing New Yorks climate to the climate of the region they picked to research

Stage 3: Learning Plan

Learning Activities: The teacher will begin this lesson by asking the students to come to the meeting area. Once all the students have sat quietly in their proper rug spot the teacher will begin the lesson. Ask the students if they remember what the term climate is. Give time for think of an answer and allow for all students to have a turn to participate. Once every student has had the chance to participate put on the PowerPoint on climate. Throughout the whole PowerPoint clarify anything that the students are having trouble understanding. When the PowerPoint has finished playing take out a globe to show the students different regions of the world and their proximity to the equator. Make sure that all students understand the affect that the regions proximity to the equator has on the climate of that region. The teacher will now instruct the students in researching the climate for New York. Each student will make a Venn diagram and put in one circle New Yorks climate. Now the teacher will explain to the students that they will be working in groups to make a pamphlet informing people on the climate of the particular place that they

chose to research. Each group will be allowed to chose any country from any where around the world (teacher approval needed). Once all students have been placed in heterogeneous groups and each group has picked a country to research, the teacher will then bring the class to the computer rom. Instruct the students that they should bring their science notebooks and pens so that they can record the information on their countrys climate. While students are working on the computers make sure they know that they should be looking for details such as: temperatures, precipitation, humidity, etc. The teacher should be walking around and assisting students while they are doing their research. Check that all students are participating in-group work and that each group is recording the correct information. When all the students had enough time to research there country the teacher will instruct the students to take their notes and the class will go back to the classroom. Once in the classroom have students work with their groups to make a pamphlet. Remind students that in this pamphlet they must include all information on the countrys climate. Students must also put information of their countrys climate into the Venn diagram, comparing the climate to the climate in New York. Each group will have a chance to present their pamphlets to the rest of the class. Once all presentations are complete the class will compare the different climates. For homework the teacher will tell students that they will be writing a reflection piece on what they learned about climate in different regions and what place they would most like to visit one day. Differentiation Put students into pre-assigned heterogeneous groups. Have above grade level students working with below grade level students. For ESL students allow them to use more pictures and less words on their pamphlets.

Resources
Itemized Attachments:

1. Rubric for Pamphlet

worksheet:

Works Citied 1. Rubistar Rubric (2013, 12 3). Retrieved from http://rubistar.4teachers.org 2. http://www.merriam-webster.com/

Writing Organization

4 Each section in the pamphlet has a clear beginning, middle, and end. There are no grammatical mistakes in the pamphlet

3 Almost all sections of the pamphlet have a clear beginning, middle and end. There are no grammatical mistakes in the pamphlet after feedback from an adult. 99-90% of the facts in the pamphlet are accurate. The pamphlet has attractive formatting and well-organized information.

2 Most sections of the pamphlet have a clear beginning, middle and end. There are 1-2 grammatical mistakes in the pamphlet even after feedback from an adult. 89-80% of the facts in the pamphlet are accurate. The pamphlet has wellorganized information.

Writing-Grammar

ContentAccuracy

All facts in the pamphlet are accurate. The pamphlet has exceptionally attractive formatting and well-organized information.

Attractiveness and Organization

1 Less than half of the sections of the pamphlet have a clear beginning, middle and end. There are several grammatical mistakes in the pamphlet even after feedback from an adult. Fewer than 80% of the facts in the pamphlet are accurate. The pamphlet's formatting and organization of material are confusing to the reader.