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Science lesson plan · 3rd grade (Year 4 in England) · 30 minutes

Weather and climate zones

Weather and climate

CCSS NGSS.3-ESS2-2England: KS2 Geography linksEngland: KS3 Chemistry: Earth and atmosphere (climate)

Objective and success criteria

Students will: Weather and climate zones.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Reading weather data

Leads to: The greenhouse effect and climate change; Weather or climate? Tell the difference

Materials: Weather maps, Thermometers, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Reading weather data). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Temperatures (°C) on five days were 4, 9, 4, 11, 5. What was the mean temperature? Give 1 decimal place. → 6.6 °CPrompt: Add the temperatures.
  2. Temperatures (°C) on five days were 20, 14, 14, 17, 23. What was the mean temperature? Give 1 decimal place. → 17.6 °CPrompt: Add the temperatures.
  3. Temperatures (°C) on five days were 10, 6, 4, 6, 13. What was the mean temperature? Give 1 decimal place. → 7.8 °CPrompt: Add the temperatures.

Hook · 3 min

  • Show today's forecast and ask what it means for the class and how forecasters know.
  • Share the objective: Weather and climate zones. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: What type of climate does Antarctica have?
  • Step 1: Polar climates are very cold all year, near the North and South Poles.
  • Step 2: So the answer is: polar
  • Answer: polar
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. What type of climate does Ireland have? (polar / tropical / desert (arid) / temperate) → temperatePrompt: Is it near the poles, near the equator, very dry, or in between?
  2. Which place is likely to have the coldest winters? (northern Canada / the Sahara / the Amazon / Singapore) → northern CanadaPrompt: Which is furthest from the equator?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Why is it hotter near the equator than near the poles? (There is no air at the poles / The poles are made of ice / The equator is closer to the Sun / Sunlight hits the equator more directly, concentrating its energy) → Sunlight hits the equator more directly, concentrating its energyPrompt: Shine a torch straight down and then at a slant.
  2. What type of climate does the Congo rainforest have? (polar / tropical / desert (arid) / temperate) → tropicalPrompt: Is it near the poles, near the equator, very dry, or in between?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Reading weather data.
  • Use concrete materials: weather maps.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: The greenhouse effect and climate change; Weather or climate? Tell the difference.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-3.

Free lesson plan from eurekami.com/lesson-plan-builder

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Weather and climate zones

Name

Date

Score/ 6

  1. Question 1

    Which place is likely to have the coldest winters?

    • A. the Amazon
    • B. northern Canada
    • C. the Sahara
    • D. Singapore

  2. Question 2

    Climate: which statement is NOT true?

    • A. Climate is the typical weather of a place over many years.
    • B. Places near the equator are usually hot all year.
    • C. Weather can change from day to day.
    • D. It is hotter at the equator because it is closer to the Sun.

  3. Question 3

    What type of climate does northern Greenland have?

    • A. polar
    • B. tropical
    • C. desert (arid)
    • D. temperate

  4. Question 4

    What is the difference between weather and climate?

    • A. Weather lasts for years; climate changes every hour
    • B. They mean the same
    • C. Weather is day-to-day conditions; climate is the average pattern over many years
    • D. Climate is only about rain

  5. Question 5

    What type of climate does Antarctica have?

    • A. polar
    • B. tropical
    • C. desert (arid)
    • D. temperate

  6. Question 6

    Why is it hotter near the equator than near the poles?

    • A. There is no air at the poles
    • B. Sunlight hits the equator more directly, concentrating its energy
    • C. The poles are made of ice
    • D. The equator is closer to the Sun

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Answer key: Weather and climate zones

  1. 1. B. northern Canada

  2. 2. D. It is hotter at the equator because it is closer to the Sun.

  3. 3. A. polar

  4. 4. C. Weather is day-to-day conditions; climate is the average pattern over many years

  5. 5. A. polar

  6. 6. B. Sunlight hits the equator more directly, concentrating its energy