Lesson Title: Instructor Megan Monaghan Georgia GPSs:

S4E4. Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes. a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer). b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions. c. Use observations and records of weather conditions to predict weather patterns throughout the year. d. Differentiate between weather and climate

EQ: What is climate? (AKS SC11 a-e)

Desired Learning Objectives:

Learners will be able to identify vocabulary associated with weather and weather measurement humidity, temperature, barometer, hygrometer; to identify different characteristics of climate, to differentiate between weather and climate
To compare and contrast weather and climate and to identify the characteristics of different climate regions

Purpose of Lesson: Equipment Needed: Materials Needed:

Teacher laptop, projector Paper Pencil/pen Website: www.brainpop.com (subscription needed)

Data slips listing average temperatures for 6 months out of the year

Time Required:

1 class segment, approximately one hour

Synopsis of Lesson: Number of students 26 4th graders

15 20 Minutes Review water cycle and its stages. Review the weather terminology that we have learned thus far and how weather is measured. VOCABULARY TIE IN Greek and Latin roots (AKS 49) use the chunks from barometer: baro meaning weight or pressure and meter meaning measure and break them down and illustrate. The students will illustrate each chunk then draw an illustration showing how they chunk together. 5 10 Minutes review how temperature is measured and mean, median, and mode for a data set. Make sure the students know how an average is reached and what the range of a given data set is. 15 minutes Watch brain pop video on climate. Have the students add climate to their journal and the words tropical (hot and wet), arid (hot and dry), temperate (hot summer, cold but not too cold winters) continental (warm summer, and VERY cold winter), and polar (constantly cold). 20 30 minutes Have the students determine which slip from each data set goes with each climate type. There are seven data sets, so some will have more than one (such as two arid climates, etc). Talk about how averages can be misleading 74, 76, 75 has the same average as 0, 75, 150. Walk around and check (the students may work in pairs) and see how they have labeled the climates. After that, go over the climates, reveal the real type and the location. 10 15 minutes Journal about what you have learned about climate and averages of a given data set. 10 minutes Allow time for questions about homework project.

Assessment of Learners and Instruction:

Students will need to give a ticket out the door of the a climate of their choosing and at least one characteristic regarding precipitation or temperature Assessment for this activity will be completion of the climate sort with the majority of the climates being identified correctly.

The student will complete the journal work.