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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 18, 16, 20, 16, 19. What was the mean temperature? Give 1 decimal place. → 17.8 °CPrompt: Add the temperatures.
  2. Temperatures (°C) on five days were 13, 14, 13, 15, 13. What was the mean temperature? Give 1 decimal place. → 13.6 °CPrompt: Add the temperatures.
  3. Temperatures (°C) on five days were 7, 12, 8, 12, 12. What was the mean temperature? Give 1 decimal place. → 10.2 °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? (Singapore / the Amazon / northern Canada / the Sahara) → 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. Climate: which statement is NOT true? (Places near the equator are usually hot all year. / Deserts can be very cold at night. / Climate is the typical weather of a place over many years. / One cold day proves the climate is getting colder.) → One cold day proves the climate is getting colder.Prompt: Is a desert defined by heat or by rain?
  2. What type of climate does the UK have? (polar / tropical / desert (arid) / temperate) → temperatePrompt: 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

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

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

  2. Question 2

    Climate: which statement is NOT true?

    • A. Deserts can be very cold at night.
    • B. Places near the equator are usually hot all year.
    • C. Climate is the typical weather of a place over many years.
    • D. All deserts are hot.

  3. Question 3

    What type of climate does the Atacama Desert have?

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

  4. Question 4

    Which sentence describes climate, not weather?

    • A. Spain usually has hot, dry summers
    • B. There will be a storm tonight
    • C. It was windy yesterday
    • D. It is raining in London today

  5. Question 5

    What type of climate does Antarctica have?

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

  6. Question 6

    Which place is likely to have the coldest winters?

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

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Answer key: Weather and climate zones

  1. 1. D. Sunlight hits the equator more directly, concentrating its energy

  2. 2. D. All deserts are hot.

  3. 3. C. desert (arid)

  4. 4. A. Spain usually has hot, dry summers

  5. 5. A. polar

  6. 6. B. northern Canada