EDCI 397 Formal Lesson Plan Template

PURPOSE OF THE LESSON

NOTE: Per the EdTPA guidelines, use Arial 11-point type to complete this template.

The purpose of this lesson is for students to better understand how temperature and weather conditions differ across the globe. Students will learn about another geographical location on our planet and will be able to compare how the weather conditions and temperature patterns can vastly differ on any chosen day. This learning ties into the overall unit goals of learning how to summarize and compare weather patterns using both graphic and narrative forms, and students will be able to describe how weather affects their daily life and the choices they make about clothing and transportation.

Essential Idea/Question Driving the Project:

1. How do weather conditions and average temperatures differ across countries in different seasons on the same chosen day? 2. Why does temperature differ across different areas of the globe?

Standard for this Lesson:

From the Maryland State Science CurriculumStandard 2.0 Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfers of energy) of the environment, Earth, and the universe that occur over time.

Topic for this Lesson:

Topic E: Interaction of hydrosphere and atmosphere.

Indicator for this Lesson:

Indicator 2: Recognize and describe that each season has different weather conditions. Objective B: Compare average daily temperatures during different seasons.

Lesson Objective:
Students will be able to research a geographical location (their vacation destination) outside of the United States and study its temperature and weather conditions in order to compare them to the conditions of their own geographical location in a comparison chart and summary.

Evidence (Formative Assessment):

Students will compare their destination locations average temperature and weather conditions over a weeks span to their current locations information by producing a comparison chart and writing a brief summary of their findings and how they will prepare for their trip based on those findings.

INSTRUCTIONAL DECISION-MAKING
Knowledge of my Students that Influences Instructional Decisions: - Many students may have family members that live outside of the United States, allowing them to choose a country they are interested in can bridge connections to their personal lives - Students are still struggling with mastering the skill of summarizing, so we have opted to have students practice this skill by summarizing their findings of weather/temperature conditions in both the United States and another country How Instruction Removes Barriers and Builds Student Strengths: - Students will have the opportunity to utilize any previous knowledge they may have about countries outside the United States to conduct research on a chosen vacation destination - Students are able to utilize websites and technology, something many students are familiar with and confident in using - Students are able to actively engage in their learning by doing their own research, rather than having to listen to a lecture (it is a student-led activity, which is more engaging for students)

INSTRUCTIONAL PROCEURES
Instructional Materials:
- Computer - Graphic Organizer (to take notes on their research) - Globes/maps - Chart Outline

Technology:
- Weather websites (Weather.com & NOAA.gov) - Weather Channel on television

Management Considerations (Routines and Transitions):

Routines: - Computer Use- when using computers in the classroom, students may only visit educational sites, and the teacher must be able to see their screens at all times, students may share a computer with only one other student (should never be a group of students huddled over one computer) - All resources in the classroom are free-game for students to use in their exploration (this include all text/reference books, maps, globes, atlases in the classroom)

Transitions: -The teacher will state which part of the learning experience the class in transitioning into. The students will regroup at the end of each part to receive the directions on what to do next. -The teacher will instruct the students to choose a partner but assign them the other students to pair with when sharing their research and products.

21ST CENTURY SKILLS Critical Thinking & ProblemSolving Creativity & Innovation Communication & Collaboration

Learning Experience
Event Procedure/Activity & Questioning Strategies

Imagine (Student Actions): CHOICE -If you could choose any place in the world to go on a vacation, where would you go? Why? Would it be hot or cold there? Opportunity to exercise
autonomy

LAUNCH
(10 minutes)

EXPLORE
(25 minutes)

PRESENT
(20 minutes)

Ask Questions within a Classroom Discussion (Teacher Actions): -What does it mean to be hot? What about cold? -How can you tell that something is hot or cold? -What does it mean to you when the weather forecast declares it is 98F outside? What about 28F? -At what time of year would you expect to see these temperatures? -What are some of the characteristics of each of the 4 seasons? Students will work with a partner to research one geographical location that is in a different season than the United States that they would like to visit on their Winter Break (the location is their choice). Students will work together to answer the following questions: -Based on the average weather conditions, what season does it appear your location is in this time of year? -What type of clothing will I wear? -What should I pack for my vacation? Students will share and summarize the information they discovered during their exploration of their chosen destination with two other partner groups. While students are sharing, the teacher may facilitate discussion by asking questions while walking around. (Teacher Actions): -Why do you think it is very warm in one country, but snowing in another? -What types of countries tend to have warmer weather? What about colder weather? At this time, the teacher can present to the class the reasons why certain geographical locations have different weather conditions within the same seasons (ex- certain countries are closer to the equator than others, each countries specific distance from the sun, etc. Students will compare their chosen countries weather conditions and temperatures with our current conditions using a five-day forecast (weather website) and record the information within a comparison chart. Within the chart, students will write a summary of their key findings and explain the differences that they discovered and felt were most significant. The lesson will conclude with a classroom discussion facilitated by the teacher. Some of the questions the teacher will ask include: -Where were your destination countries located? What was the average temperature like there? -Why are different countries experiencing different seasons across the globe? -What made you choose the destination country that you picked? What was so desirable about that country? -What was your biggest take away from this activity today? This discussion can be used by the teacher as a way for students to self-assess their learning.

APPLY
(15 minutes)

CLOSURE
(10 minutes)

ANALYSIS AND REFLECTION