Lesson

Title/Focu
s
Quiz
Review,
Climate
vs.
Weather,
and Task
Introducti
on

Class: Grade 3/4

Cour
se

Social Studies

COURSE OUTCOMES
1. 4.1.2: Examine, critically the physical geography of Alberta by exploring
and reflecting upon the following questions and issues:
a. 4.1.2.3: What are the factors that determine climate in the diverse
regions of Alberta.
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Recognize the difference between climate and weather.
(knowledge)
2. Differentiate between climate and weather. (analyze)
3. Understand some of the reasons for different climates in
Alberta.
MATERIALS AND EQUIPMENT
-

Climate versus weather worksheet x 14.

Website found at

Performance task introductory letter.

Performance task part 1 & 2. X14
Performance task checklist.
PREPARATION AND LOGISTICAL CONSIDERATIONS
Photocopy worksheets and performance task/checklists.

http://studyjams.scholastic.com/studyjams/jams/science/weather-andclimate/weather-and-climate.htm

PROCEDURE
Introduction

Time

Begin the lesson by handing back the test and

discussing.
Let them know that if they got 16 or higher they got an
E, but everyone did well.
Ask them to put their tests into their duotangs.
When everyone is settled, move onto the climate
lesson.
Body
Ask the class if they can tell the difference
Climate vs.
between climate and weather.
Weather
o Climate is the average trend in
Discussion
weather pattern over a number of
years- hot summers, cold winters is
climate.
o Weather is what is happening at any
given time- it is raining tomorrow.
Video

8 min

Time

5 min

Play the video found at

http://studyjams.scholastic.com/studyjams/jams/scie
nce/weather-and-climate/weather-and-climate.htm

Quiz

Discussion
and
worksheet

Explain to the class that some of it might

seem really hard to them, but you want
them to focus on what it says about climate
vs. weather, determining the weather, and
some reasons for climate.

Complete the quiz that is found on the

website with the class. Ask one student to
answer the question and then have the
class vote on whether they think they
should click it.

So, if we know that higher elevation can

lead to cooler temperatures, how might
that impact Alberta?
Have students do a think-pair-share with
this activity.
Try and have an Alberta topographical map
up on the board.
Ask the class why polar bears live in the
North but not in the grasslands.
Explain to them that latitude can also play
a role in the climate of a region. Hotter
near the equator.
Have the class complete the quick

8 min

10 min

10 min

worksheet and share their responses.

Peer Check

Performan
ce Task
Introductio
n
Regions

5 min

Pass worksheets to peer next door and go

over the worksheet.

Read letter to class.

Ask for thoughts

Ask everyone to pair up (or pair them up,

depending on TA advice)
Give each pair 1 minute to record their 1st,
second, and third choice of regions.
o Go around the pairs and ask who had
selected each region as their first
choice.
o If there are 2 groups, ask them a
question about Alberta, or play rock,
paper, scissors.
Tell students to complete the first page of
the performance task.
Explain that they can use their textbooks,
old worksheets, and possibly computers to
help them with this.
Allow them to move wherever they would
like in the class and begin.
Closure

Explain
the first
part of the
performan
ce task.

PART
ONE
TOTAL:
38
minutes
2 min

10 min

Remaind
er of
class.

Time

Tell the class that over the next few classes they will be moving
through the task and be presenting it on Tuesday.
8 min

Assessment
Weather vs Climate worksheet- formative.