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LeahErsek

EGP335
LessonPlan
Grade:4th
Unit:TheLandoftheUnitedStates
DayofLesson:Notsureyeteither8or9
Title:ClimateRegionsaffectlifeonEarth

BackgroundInformation
Throughoutthelessonthestudentswillbelearningaboutthesixmainclimateregionsofthe
UnitedStates.Thestudentswilllearnandunderstandhowclimateaffectshumans,andthe
variousactivitiesthathumanspartakeinwithineachclimateregion.

Lesson:Expectedtobe50minutes
Concepts
o Climateregions
o Tropicalwetregion
o Polarregion
o Desertregion
o Highlandregion
o Marineregion
o Continentalregion
o Climatesaffectonhowhumanslive
o Climatesaffectonhumanactivities,occupations,clothingetc.
Vocabulary
o Tropicalwetregion
o Polarregion
o Desertregion
o Highlandregion
o Marineregion
o Continentalregion
o Climate
o Temperature
o Elevation
o Precipitation
Skills
o Understandingtheaffectclimatehasonpeople

o UnderstandingthedifferentclimateregionsoftheUnitedStates
1.1IntegrationofLearningOutcomes/Objectives

Studentswillidentify,locate,andexplainthe6mainclimateregionsoftheUnitedStates
Studentswilldescribehowpeopleinvariousclimateslivelifedifferentlyduetothe
affectsofclimateconditions.
Studentswillwriteasummaryofaneventfromastory,andexplainhowthecharacters
wereaffectedusingdetailsfromthetext.

1.2StandardsPACivics,History,Economics,Geography&NCSSThemesIX
PACoreStandards
7.4.4.A:Identifytheeffectofthephysicalsystemsonpeoplewithinacommunity.
7.1.4.B:Describeandlocateplacesandregionsasdefinedbyphysicalandhumanfeatures.
CC.1.2.4.B:Refertodetailsandexamplesintexttosupportwhatthetextsaysexplicitlyand
makeinferences.
NCSS
Standard1:CultureandCulturalDiversity

Comparewaysinwhichpeoplefromdifferentculturesthinkaboutanddealwiththeir
physicalenvironment.
Standard3:PeoplePlacesandEnvironment:

Describeandspeculateaboutphysicalsystemchanges,suchasseasons,climateand
weather,andthewatercycle.

Describehowpeoplecreateplacesthatreflectideas,personality,culture,andwantsand
needsastheydesignhomes,playgrounds,classrooms,andthelike
Standard4:IndividualDevelopmentandIdentity

Describepersonalconnectionstoplaceespeciallyplaceasassociatedwithimmediate
surroundings
Standard5:Individuals,Groups,andInstitutions

1.3AnticipatorySet

Theteacherwillhaveagallerywalksetuparoundtheclassroom.Therewillbesixphotos
postedthroughouttheclassroom,oneforeachofthesixmainclimateregionsoftheUnited
States.Studentswillviewthephotosandaddastickynotetothepicturesthatlookfamiliarto
them.Thestudentswillallreturntotheirseats,andtheteacherwillaskstudents,Wheredoyou
predictthisphotowastaken?Thestudentswilldiscusstheirpredictionsandactivatetheir
backgroundknowledge.(5minutes)
1.4Procedures
1. Theteacherwillexplaintheclimateconditionsineachofthe6climateregions.(10
minutes)Theteacherwillalsodiscusswhatcausestheclimateregionstobesodiverse
throughaniPadappcalledSmithsonian.Throughthisapp,theteacherwilltakethe
studentstothe6mainclimateregions,andtheywillvisitplacessuchasAlaska,Hawaii,
Pennsylvania,Florida,Nevada,andColorado.Theteachershouldexplainthedefinitions
ofeachclimateregionthroughouttheactivity.
a. Throughoutthisactivitytheteacherwillaskthefollowingquestions:
i. Howwouldyourlifebedifferentifyoulivedin_____region?
ii. Whattypesofclothesdoyouthinkyouwouldneedthere?
iii. Didyounoticethattherewerenotalotofplantsinthatregion,whydo
thinkthatis?
iv. Whattypesofactivitiesdoyouthinkyouwouldwanttotryinthatregion?
2. Dependingontime,theteacherwillshowaPowerPointpresentationdetailingthe6main
climateregions.Thestudentswilllearnthetermsofeachclimateregionaswellas
elevation,precipitation,andtemperature.Theteacherwillexplainthedifferencesin
livinginthesevariousclimateregionsandalsoshowstatesthatareapartofeachclimate
region.

3.
4.
5.
6.
7.

a. Tropicalwetregion
b. Polarregion
c. Desertregion
d. Highlandregion
e. Marineregion
f. Continentalregion
Eachofthesewordswillbeaddedtothewordwallforthestudentstoview,theteacher
shouldplacethewordsonthewordwallandaskthestudentswhattheyhavelearned
abouteachregionasaquickformativereview.
AfterthePowerPointtheteacherwillask,Howdoyouthinkourclimateaffectstheway
youlive?Whatifyoulivedinapolarregion?
Theteacherwillpassouttheblankclimateregionmapstothestudentsandexplainthat
theywillbecolorcodingthesubclimateregionsoftheUnitedStates.
Thestudentsshouldtakethenext10minutestocolorcodetheirmap.Thismapwillbe
collected,andeventuallyaddedtotheirUnitAlmanac.Asamplemapshowingthe
regionswillbepostedontheinteractivewhiteboard.
Theteacherwillthenassignstudentsintosixgroupsbasedonwheretheyaresitting.
(Theirtablemates)

8. Theteacherwillaskoneteammemberfromeachgrouptochooseaslipofpaperfroma
hat.Thestudentsmustkeepwhatiswrittenontheirpaperasecretfromallothergroups!
9. Thegroupsshouldwritedowndifferentactivities,clothes,andwaysoflifeforpeoplein
theregiontheywereassigned.Theywillbegiven5minutesforthisbrainstorming
process.Thestudentsarealsoencouragedtograbpropsfromthefronttouse.
10. Next,agroupwillpretendtheyarefromtheirspecificclimateregionandgivesclues
throughtheiractingnospeakingallowed.Thisshouldbedonelikecharades.Allgroup
membersshouldparticipate.
11. Theothergroupswillhavetoguesswhatclimateregionthestudentsareactingout.
a. Afteragrouphasguessedtheregioncorrectly,thepresentinggroupshould
explainsomeoftheactivitiestheyactedout,theteachershouldask,whydidyou
choosethepropsyoudid?andwhatweresomeoftheactivitiesyouactedout?
orHowdoyouthinklifeinthatregionisdifferentthanlifeinourregion?
12. Eachgroupwillgetachancetoplaycharadesandactouttheirownclimateregion!
1.5Differentiation
ForstudentswithADHDandADD:Ihaveincludedvariousshortactivities.Studentswith
attentiondeficiencieswillhaveachangeinpacethroughoutthelesson.Ihavealsoincluded
activitiesthatinvolvemovingaroundsuchasthegallerywalkandthecharadesgame,sothe
studentswillbeabletogetupoutoftheirseats.Additionally,Iwillaskvariousquestions
throughoutthelessontokeepthestudentsontrackandthinking.Thepresentationwillbekeptto
aminimumsothestudentscangainknowledgethroughtheengagingactivities.
ForELLstudents:IwillincludealotofvisualsforthestudentsthatareEnglishasasecond
languagelearner.Additionally,Iwillprovidethestudentswithapieceofpaperthatshowsallof
theclimateregions.Thiswillserveasareferenceforthestudentsthroughouttheactivity.Forthe
story,Iwillprovideacopyofthebooktoallofthestudents.Thiswillhelpthestudents
referencetheweatherpatternsandhowthecharactersreactedthroughthepictures.Thiswill
alsobeagreattoolforallthestudentsintheclassaswell.
1.6Closure
Foraclosure,Iwillreadthestudentsthebook:CloudywithaChanceofMeatballsbyJudi
Barrett.Thestudentscanmakepredictionsonhowpeopleinthissmalltownneedtopreparefor
theweather!Thisclosurecanreinforcethatweathercanaffecthowpeopleliveinahumorous
way,andbeagoodtransitionintotheLanguageArtsblock.Thestudentswillreturntotheir
seatsafterthestoryandcreateapictureofhowtheweatherinthestoryaffectedthelivesofthe
characters.Thestudentswillwritethreefoursentencesexplainingwhythecharactersliveswere
affectedbyclimate.
1.7Formative/SummativeAssessmentofStudents(P12)
Formativeassessment:Throughouttheentireobservationtheteacherwillmakenoteofwhich
studentsareparticipating,andhaveclearpriorknowledgethroughtheanticipatoryset.The

teacherwillalsoobservethestudentsthroughoutthecharadesactivity,toseewhichstudentsare
reallygraspingtheaffectsclimatehasonhumanslives.Finally,theteacherwillreadthe
studentsjournalstoseehowtheyareunderstandingthetopic.
Summativeassessment:ThestudentswillreceiveamapoftheUnitedStates.Thestudentswill
dividethemapintoclimateregionsandcolorintheregionsaswellasalegend.Thismapofthe
UnitedStateswillshowthe6mainclimateregionsandthesubregionsoftheUnitedStates.
Studentswillcompletethemapassignment,andaddthismaptotheirAlmanac.
1.8Materials/Equipment/Resources
Photosforgallerywalk(oneofeachregion)*Seephotosattached
Postitnotes
Computer
Tablet(iPad)
SmithsonianApp
Interactivewhiteboard(SMARTBoard)orprojectorscreen
Ahat
Slipsofpaperwithalltheclimateregions
Propsfortheclimateregions

Scarves
Gloves
Sunhat
Cactus
Sunglasses
Coat
Fallcoloredleaves
Flowers
Fan
Snorkel
CardboardSkis(small)
Fishingpoles(small)

ClimateRegionMapsoftheUnitedStates(20)*Seephotosattached
Mapwithclimateregionsforstudentstoview(Alsofoundinpage54ofthetext)*Seephotos
attached
CloudyWithAChanceofMeatballsbyJudiBarrett

PowerPointonVocabulary*Seeadditionaldocument
1.9Technology
PowerPoint
iPadandSmithsonianApp
2.1ReflectiononPlanning
Aftercompletingthislessonplan,IrealizedafewareasthatIcouldusetoimproveuponforthe
nexttime.Myfirstobstaclewasnarrowingdownanentiresectiononclimateintoonlytwo
lessons.Thisfirstlessondetailstheclimateregions,andwouldbetheseconddayofclimate
instruction.MyhopewouldbethatIamabletogivestudentsbackgroundinformationinthe
firstclimatelesson.Mysecondobstaclewasreallyfocusingstudentslearningonwhathappens
withintheclimateregionsratherthanthedefinitionoftheclimateregions.Ireallywantthe
studentstogetalotoutofthecharadesactivity,andreallyseehowtheclimateregionsaffectlife
onearth.Inretrospect,Ireallylikethewaythelessonturnedout,howeverittookalotof
adjustingandreorganizingtomakethemostofthislessonandtomaximizestudentlearning.
ContentAnalysis
ClimateRegions:
o http://climatekids.nasa.gov
o Lovethissite!Hassuchgreatinformationforstudentstoreadthrough,great
activities!***
o Includesgreatcurrentevents
o Informationonclimatechange
o Watercycle
o http://climate.nasa.gov
o Thisisagoodwaytogaincontentknowledgethatisparalleledtothe
studentswebsiteabove.
o Warmairrisesandcoldairsinks
o Airmovementscauseweatherconditionstochange.
o Airthatmovesawayfromtheequatorcoolsandsinks.
o Whenacoldfrontmovesoveranarea,itcancausethunderstormsorsnowflurries.
o Coldfront:anedgeofamassofcoldair.
o Warmfrontsbringsteadyrainorsnow
o Whenpeopletalkaboutweathertheyoftendescribecertainconditionsincluding:wind
speed,direction,amountofmoisture,precipitation,andtemperature
o Weatheraffectsdailyactivities.
o http://www.glencoe.com/sec/science/activities/weather/
o interactiveweathermap

o TieintoLanguageArtsbyreadingaboutRainsticksandoldfolklure.Thiscouldbe
afunwaytogetthestudentstalkingaboutrain.
o Climateaffectshowpeopleliveandworkallyearlong
o Havekidscomparewaysweatheraffectsdailylifeandhowclimateaffects
lifeallyearlong.Howdoesitaffectthemspecifically?
o Threefactorsaffectclimate:
1. Latitudeordistancefromtheequator
a. Closetotheequator=moresunandwarmer.
b. Fartherfromtheequator=lesssunandcolder
c. Lessdaylightwouldaffectthetemperatureaswell.
2. Distancefromamajorbodyofwater
a. Closertotheocean=smallerrangeoftemperatures
i. Thisisbecausethetemperatureoftheoceanwillchangeveryslowly
andbynottoomanydegrees.Thetemperaturesarelessdramatic
hereandmoreconsistent.
3. Elevation,ortheheightoftheland.
a. Higherelevations=lowertemperatures
b. Areasonthesideofamountainrangemaybedrier,andareasontheotherside
maybewetter.
i. Thishastodowiththemovementofclouds,andthedroppingof
moisture.
o Geographersdividetheworldintosixmainclimateregions.Theregionsarebasedon
temperatureandamountsofprecipitation.
1. Tropicalwetregion
2. Desertregion
3. Polarregion
4. Highlandregion
5. Marineregion
6. Continentalregion
o Howdoesclimateaffectpeopleintheregions?Climatedeterminesthetypesofplants
thatgrowinaregion.Plantsandclimateaffectanimalsfoundintheregions.Climate
affectshowpeopleinaregionlive.
o Peoplemustadapttotheclimateinwhichtheylivein.
o ClimatecanalsoaffectHOWpeopleliveinaregion
o Example:CentralCaliforniahastwoharvestseasons,howeverplaceslikeAlaska
haveaveryshortharvestseason,sothepeoplemustlearntoadapttothis.
o Climatealsoaffectspeoplewayoflife!
o Colderclimatespeoplemustlistentotheweathertodeterminehowmanylayers
theyneedtowear,iftheroadsaresafefordriving,howtheyshouldpreparefor
snowandice.
o Hotterclimatespeoplehavetosprayforbugslikemosquitos,wearsunglassesto
protecttheireyes,andsunscreentoprotecttheirskin.
o Allregionshavesevereweather.

o SouthernandEasternCoastalareashavehurricanes.
o BlizzardsandtornadoesaffecttheMidwest
o Overmanyyearsnaturalandhumanprocessescanchangeclimates.
o Somescientistsbelievethattheuseoffossilfuelsisaffectingtheclimate.
o TheEarthssurfaceappearstobewarming,andthiscouldcausechangesin
precipitationandmoreviolentweatherevents.
Whatcanwedotostopthis?Orhowcanwereduceviolentweather
events?Conservingenergyisonewaywecouldreducetherisksof
globalclimatechange.Viewthiswebsiteforgreatinfokidscan
gather:http://www3.epa.gov/climatechange/kids/solutions/index.html
Havestudentstracktheirfootprintathomebyrecordinghowmuch
watertheyuse,lightstheyleaveon,etc..
Havestudentsmakeatravelbrochureaboutacertainregion.

Howwould
yourlifebe
differentif
youlivedin
_____
region?

Alaska

Hawaii

Pennsylvani
a

Whattypesof
clothesdo
youthinkyou
wouldneed
there?

Didyou
noticethat
therewere
notalotof
plantsinthat
region,why
dothinkthat
is?

Whattypesof
activitiesdo
youthinkyou
wouldwant
totryinthat
region?

Colorado

Nevada

Florida

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