Lesson one: Introduction to Weather
During this lesson, students shared words they would use to describe images of different weather conditions. From this, we developed a shared vocabulary of weather words. We watched a Generation Genius Video explaining weather conditions and students practiced reading a weather forecast.
Students will be able to…
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- describe weather conditions.
- read a weather forecast.
A full version of my LAP can be found here.
Lesson two: Introduction to Climate
This lesson began by building student background around weather and climate. Students watched a Generation Genius video on Weather and Climate. The lesson culminated with students playing a verbal repetition game.
Students will be able to…
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- show that weather and climate differ.
A full version of my LAP can be found here.
Lesson three: Climate Zones
This lesson began by showing students an image of myself in the home country of some of the students in our class. I asked the students to describe what I was wearing and what they thought the weather was. We then made a list of what were wearing as a class during the same month of the year (April). We looked up the weather conditions of both locations and compared them. I asked students why it could possibly be so hot in the Dominican Republic and so Cold in Worcester during the same time of year. Students guessed that it was because the Dominican was closer than the sun. Students developed different physical cues to identify the three major climate zones.
Students will be able to….
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- understand that climate is different in different parts of the world.
A full version of my third LAP can be found here.
Lesson four: Identifying Climate Zones
During this lesson, we reviewed the climate zones we learned about in our previous lesson as well as the physical cues we developed for them. Students watched a video on the equator’s impact on climate zones to answer a student’s wondering. Students identified different visual cues (graphics/images) as different climate zones using physical cues or words. To end the lesson, students showed what people would be wearing in each of the major climate zones during the month of April. Students were asked to draw and write, but one student was accommodated with labeling.
Students will be able to…
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- identify the different climate zones with physical cues, words, or pictures.
A full version of my 4th LAP can be found here.
Lesson five: Local Climate
This lesson began with a review of the different climate zones and the visual and physical cues we developed to remember them. We focused particularly on the temperate zone experiencing all four seasons. We discussed what someone would need to know if they were visiting Worcester during each season – especially if they were coming from a place that was warm or cold year-round. Students made connections to their own experiences or the experiences of their family members.
Our project was introduced and students were assigned partners/small groups to work with. Students worked with partners or in small groups to develop a writing piece with the intended audience of someone visiting Worcester during a specific season. Students conducted research via differentiated and leveled information provided on Google Classroom. Over three lessons, students developed posters and a writing piece.
Students will be able to…
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- identify the climate of Worcester during different seasons by conducting research, discussing, and writing about the climate.
- demonstrate how climate impacts human life through clothing choices.
A full version of my 5th LAP can be found here.