Dakota State University

College of Education
LESSON PLAN

Name: ​Rachel Slaven

Grade Level: ​4
School: ​Oldham-Ramona Elementary
Date: ​4/18/2018
Time: ​10:15am-11:15am

Reflection from prior lesson:

In the previous lesson, we read and discussed different types of climate. The students
really seemed to grasp the idea, and at the end of the lesson they were able to list the
three different types of climates we discussed. They were also able to talk about what
the weather is like in that climate and some of the animals that you might find there.

Lesson Goal(s) / Standards:

4-ESS2-2 ​Analyze and interpret data from maps to describe patterns of Earth’s
features.
4-ESS2-1​ Make observations and/or measurements to provide evidence of the effects
of weathering or the rate of erosion by water, ice, wind, or vegetation.

Lesson Objectives:
1. Students will identify three climate zones.
2. Students will describe how latitude and altitude affect climate.
3. Students will understand that climate changes over time.

Materials Needed: ​.Promethean board, iPads, pencil, climate cards, climate worksheet,
map-reading worksheet.

Contextual Factors/ Learner Characteristics: ​There are 9 students in this class. At

10:15 they will just have gotten back inside from recess, so it may take them a few
minutes to get focused again! Late this afternoon the students will be leaving school to
attend a play in Oldham, so they will be very excited about that. Also, this is not their
normal science time, so they will be thrown off a little bit by this, but I talked with them
about the change yesterday.
A. The Lesson
1. Introduction (5 minutes)
● getting attention-​ ​I will welcome the students back to class, and ask them to
get their pencils out to start the day.
● relating to past experience and/or knowledge-​ ​I will ask the students to
remind me about what we talked about the previous day in science. I am
looking for them to talk about the three different types of climate, and the
characteristics that go along with them. I will also be looking for someone to
mention the climate at specifically high altitudes.
● creating a need to know-​ ​Today we are going to continue learning about
climates, and we will do some fun activities to go along with it!
● sharing objective, in general terms-​ ​Our goal today is going to be to learn
more about climates, and to even learn about a new one that we didn’t talk
about yesterday.
2. Content Delivery (40 minutes)
● Kahoot!-​ ​We will start by further reviewing the material we talked about
yesterday by completing a Kahoot! quiz. Students will work independently on
this.
● Climate Scavenger Hunt-​ ​I will be pairing students up (with one group of 3).
They will be going on a “scavenger hunt” around the classroom. I have taped up
14 cards around the room. Some of them are more visible than others. For each
card there is a question that goes along with it. Students will look at the card and
then answer the question that coinsides with it. I will be putting a strong writer in
each group, so that the writing portion of the task doesn’t become too
overwhelming. I will be walking around the room to make sure that each group is
staying on task, and if any group needs assistance, I will be able to help them.
● Map-Reading-​ ​If there are any groups that get done early, they will work on this
worksheet. It is strictly to practice reading a map to determine climate.

3. Closure (5 minutes)
We will have a short class discussion about what the students learned about in their
scavenger hunt. I will also emphasize the difference between weather and climate.
B. Assessments Used
For this lesson I will use formative assesment, both formal and informal. Throughout the
entire lesson I will be listening to the student discussions durint the scavenger hunt to
determine how well they are understanding the concept. I will be formally assessing the
students by collecting the worksheets to see how well they were able to answer the
questions.I will also be using Kahoot! to formally assess students.

C. Differentiated Instruction
With this being such a small class, there isn’t a need for a lot of differentiation. There
are a few students who are more advanced and finish tasks more quickly. However, in
this lesson, everyone should pretty much be on the same page.

D. Resources
1. Houghton Mifflin 4th grade science curriculum
2. Edgalaxy.com
3. Education.com