Learner and Environmental Factors

Grade Level 3rd

Content Area Science

Standards (Next Generation Science Standards):

3-ESS2- Obtain and combine information to describe climates in different regions of the
2. world.

Lesson Performance Objective:

Students will research about a city, from a word bank, around the world. They will find out weather,
climate, and geographical facts about their city.

Materials:

Laptops one for each group

Worksheets from teacher guide one for each student
Teacher guide
White board
Blue, green, black, and purple markers
Pencils
List of students in groups of four.

Background Knowledge required

Writing, reading, drawing, and basic computer operation.

Student Grouping(s)

Whole class then groups of four

THE PLAN

Anticipatory Set: (The HOOK)

At the front of the class room have drawn on the board two circles that show the Earth. One will be
blank to review the different parts of climate. The other will have lines to help review students about
the difference climate zones. Have name tags or a map on the board for students to get into their
groups.

Introduce the Lesson:

Today we are going to review the different parts of climate and climate zones. Then we will research a
city of your choice.

Instruction:

Teaching the Lesson

 1. Start by making sure students are in their correct groups of four. Then begin reviewing
the different parts of climate and climate zones.
2. Write atmosphere on the board. Ask students where this is. (Around the Earth. The air.)
Draw a purple circle around your blank world.
You may want to tell them the key word is atmo.
3. Write biosphere on the board. Ask students where this is. (Living things. Animals.
Plants.)
Draw green areas in the blank circle to kind of look like land masses.
You may need to say the key word is bio, and talk about biology (I.E.
what do you study in biology.)
4. Write cryosphere on the board. Ask students where this is. (Ice. North Pole. Antarctica.)
Draw a black outline for a land mass at the top and bottom of the blank circle.
You may need to say the key word is cryo.
5. Write hydrosphere on the board. Ask students where this is. (Water. Rivers. Lakes.
Oceans.)
Draw blue around your green land masses for the oceans.
You may need to say the key word is hydro, and ask if they know words
that start with the word hydro.
6. Write land surface on the board. Ask students where this is. (The ground. Land.)
Draw a black outline around your green land mass to show the land surface.
7. Move on to the second circle. This circle should be divided up into six sections
horizontally. You should have the word Equator in the very middle line. (If you forget it,
the students WILL remind you.)
8. Ask students to tell you what the three climate zones are. (Tropical. Temperate. Polar.)
9. Ask students one at a time and point to one of the six sections. They will tell you which
climate zone in the section you are pointing to.
Tropical is the two sections in the middle right next to the Equator. Polar is the
two sections on the very top and the very bottom of the circle. Temperate is the
two sections in-between polar and tropical.
10. When the review is over pass out worksheets that help students with researching their
city from a word bank.
11. EXPLAIN the worksheet to the students by reading out the questions. Then tell them
they will draw a picture of their city from the research they did.
You need to remind them that they have to come to an agreement for which
city they will research with in their group.
12. Talk to them the correct things to type in Google when answering their questions.
There is three questions they need to answer. You may need to write all three
search sentences on the board for them.
13. Pass out laptops, one for each group, to the students.
14. Walk around class to view how they are doing. Help them if they have questions about
the worksheet or searching troubleshooting.
15. When students are finished review their worksheets and pictures. Keep hold for the
next class period.
Check for understanding with sample problems, situations, questions.
1. Walk around the classroom to see how students are researching their city.
2. The two reviews at the beginning of the lesson, helps show how much they
remembered or retained from the previous lesson.
 3. Viewing how well students are working together or just copying the answers on
their worksheet.
Closure: *

I will keep your worksheets for tomorrow. With your research that you did today, we will build a model
of the city that you choose for tomorrows class.

Assessment/Evaluation: *

Review their worksheets when they hand them in. Also walk around the room to look at what they are
viewing on the laptops if they are finding the correct information.