Science lesson plan · 8th grade (Year 9 in England) · 45 minutes
Global winds, ocean currents and climate zones
Weather and climate
CCSS NGSS.MS-ESS2-6England: KS3 Geography: Weather and climateEngland: KS3 Physics: Energy (convection)
Objective and success criteria
Students will: Global winds, ocean currents 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: Air pressure, fronts and forecasting the weather; Conduction, convection and radiation
Leads to: the next skill in this area.
Materials: Weather maps, Thermometers, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Air pressure, fronts and forecasting the weather; Conduction, convection and radiation). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Wind blows from areas of… (low pressure to high pressure / the sea only / cold to colder / high pressure to low pressure) → high pressure to low pressurePrompt: Air moves to even out differences in pressure.
- Which kind of energy transfer is this: warmth from a campfire you are not touching? (conduction / convection / radiation) → radiationPrompt: Is the energy moving through a solid, carried by a moving fluid, or travelling as waves?
- A weather station recorded air pressure changing from 1018 hPa to 1026 hPa over 8 hours. What does this suggest? (rain and wind are becoming more likely / settled, dry weather is becoming more likely) → settled, dry weather is becoming more likelyPrompt: Is the pressure going up or down?
Hook · 5 min
- Show today's forecast and ask what it means for the class and how forecasters know.
- Share the objective: Global winds, ocean currents and climate zones. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Why do coastal places have smaller temperature ranges than inland places?
- Step 1: The sea moderates coastal climates: cooler summers and milder winters.
- Step 2: So the answer is: Water heats up and cools down more slowly than land
- Answer: Water heats up and cools down more slowly than land
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Why is it warmer at the equator than at the poles? (The equator has more oceans / The poles have no sunlight ever / Sunlight hits the equator more directly, concentrating energy on a smaller area / The equator is closer to the Sun by thousands of km) → Sunlight hits the equator more directly, concentrating energy on a smaller areaPrompt: Shine a torch straight down and then at a slant.
- Which climate zone is this place in: the Amazon rainforest? (tropical / temperate / polar) → tropicalPrompt: How far is it from the equator?
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which climate zone is this place in: Ireland? (tropical / temperate / polar) → temperatePrompt: How far is it from the equator?
- Why is it warmer at the equator than at the poles? (The equator is closer to the Sun by thousands of km / Sunlight hits the equator more directly, concentrating energy on a smaller area / The equator has more oceans / The poles have no sunlight ever) → Sunlight hits the equator more directly, concentrating energy on a smaller areaPrompt: Shine a torch straight down and then at a slant.
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: Air pressure, fronts and forecasting the weather.
- 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
- 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-8.
Free lesson plan from eurekami.com/lesson-plan-builder