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Name:_Jessica Jaremy__________________________ Cohort: ____________

Lesson Plan
Lesson Title: __Weather and Climate______________________________________ Grade: __11__ Date: _2017/11/29___

Subject: _Science SNC2P___Strand: _D. Earth’s Dynamic Climate____ Location: _Superior CVI 2052__Time: (length in minutes):_75
min___

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
This lesson will begin with a short video about weather and climate. The video will be accompanied by a worksheet
with questions that students are to fill out as they watch the video. Next, students will complete an activity about
climate zones. They will be given graphs that show data for each climate zone and they will have to come up with
some general features of each zone. If there is time afterward, they will study postcards sent from different regions
and try to determine which climate zone the postcard came from.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
D2. Developing Skills of Investigation and Communication
D3. Understanding Basic Concepts
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measurable, has realistic number of expectations (1 to 3) have expectations that match assessment
D2.1 – use appropriate terminology related to Earth’s dynamic climate, including, but not limited to: anthropogenic,
atmosphere, carbon footprint, carbon sink, climate, greenhouse gases, hydrosphere, and weather.
D3.1 – Describe the principal components of Earth’s climate system (e.g. the sun, the oceans and the atmosphere; the
topography and configuration of land masses).
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…


 The difference between climate and weather
 Some features of different climate zones
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: differentiate between climate and weather


I can: use a simple graph to obtain information
I can: identify climate zones based on a description of different features such as temperature, humidity, precipitation,
etc.
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool


Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning


Assessment As Learning
Assessment Of Learning Write Climate zone activity Collect and mark
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
 Seen and obtained information from graphs

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

-Many students need extra time to complete tasks.


-There is one autistic student in the class who needs to sit by himself in the back because he gets overwhelmed if he is
near too many people who are being loud.

Learning Skills/Work Habits


Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and to develop schema)


Weather – atmospheric conditions, including temperature, precipitation, wind, and humidity, at a particular time and
place.
Climate – average weather conditions in a region over a long period of time
Precipitation – water in the form of rain, snow, sleet, or hail that falls to or condenses on the ground
Humidity – measure of the amount of water vapor in the air
Meteorologist – a person who studies atmospheric conditions, especially for predicting weather
Climatologist – a person who studies climate and their phenomena
Climate zone – a geographical region with particular climate patterns, especially average temperature and
precipitation patterns
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
-Video: weather and climate: https://www.youtube.com/watch?v=XirAUvS_29I
-Worksheet to accompany video
-Projector
-Activity: climate graphs and climate graph worksheet
-Worksheet: Grandma’s postcards
-5 Postcards from Grandma
Learning Environment (grouping; transitions; physical set up)
Students will sit at their desks to watch the video and answer the questions. For the activity portion, they may stay at
their desks, but they may also move elsewhere in the room to work in groups (as long as they are productive and
everyone is finishing their own product)
Cross-Curricular Links
Math: reading a graph and extracting information
English: extracting information from a video
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: _12:55___-_1:10___ (Indicate time breakdown of instructional
elements)

-Introduce the new topic: Earth’s dynamic climate


-Participate in the discussion
-Ask students what they know about climate. Have a
discussion, building on their points.
-Tell students that at the end of the unit, they will have
an open-note test. They may use their notes and
worksheets that they completed throughout the unit, but
may not use textbooks.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: _1:10__-_2:05__ (Indicate time breakdown of instructional elements)

-Present the video: Weather and Climate. Hand out the -Watch the video and answer the questions.
question sheet to students and tell them that they are
expected to write down answers as they hear them in the
video (students are familiar with this procedure).
-Remind students that this information could be on their
test, so they need to pay attention and try to find the
answers.
-When the video is done, take up the answers to the
question.

-Present the activity to the students. Each student will -Complete the activity
receive two pieces of paper: one containing graphs for
five different climate zones and one containing a chart
where they can fill in information.
-Explain how the activity works: students need to look at
the graphs (which show average monthly temperature
and precipitation in the five climate zones) to get the
answers to the following questions:
-Is it hotter or colder than other climates?
-Is there more or less precipitation than other
. climates?
-Are there seasons?
-What would you pack if you were visiting it?
-Go through each of the categories in the chart and ask
students how they think they could obtain this
information. Show them how to read the graphs. Make
sure they understand that seasons could be indicated by
a temperature change.
-The students may work in groups if they wish, but they
each must hand in their own individual work at the end of
the class. It will be collected and marked, and they will
get it back before their test so they can use it as part of
their notes.
-Circulate as students work to ensure they are staying on
task and to answer any questions they may have. They
get distracted easily so pay special attention to whether
or not they are on task.

-If students happen to complete the activity with a lot of


time remaining (this is not expected), the activity can be
expanded.
-Place one of the five postcards from Grandma at
different lab desks throughout the room and give each
student the worksheet that goes along with the
postcards.
-Students must go to each station and answer the
questions about the postcard to try to determine which
climate zone Grandma was in when she sent the post
card based on the information she provided about the
weather and climate.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: __2:05_-__2:10__ (Indicate time breakdown of instructional elements)

-Remind all the students to hand in their worksheets -Hand in their worksheets and participate in the
because they will be marked. discussion.
-Recap what they learned today.

Extension Activities/Next Steps (where will this lesson lead to next)

The next lesson will discuss evidence of climate change.


Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

-The climate zone activity took a surprisingly short amount of time and I did end up needing to use the backup task
about the post cards.
-The video was a little bit too fast to get all the answers down so it had to be paused a bit so students could copy.
-Make sure students put their hands up for discussion because otherwise there are one or two students who just take
over.
-Could explain the graphs (temp/precipitation) a bit more explicitly.

The Teacher:

-Repeat what students say during the discussion if it is too quiet for others to hear.
-Circulate during discussion questions, to keep everyone involved, on task and quiet.
-“Phones down” will need to be repeated a lot.
-Explain the sheet before handing it out – some kids were halfway done before it was explained!

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013