My Climate and Weather

Grade: 6th grade

Student Learning Objective: Using the climate map and making their own climate the student
will identify differences between weather and climate.
Materials:
Paper
pencil
Article on Climate
Preparation for the Activities: During the previous class, students will look at the article on
Climate. They will also watch a video on weather vs. climate to get a better understanding. On
the day they will answer some question for bell work from the article and the video. Using the
information they have written down the student will share with the class in a brief introductory
discussion.
Text Information: Climate by Howard J. Critchfield from Scholastics
Link to Text: http://www.scholastic.com/teachers/article/climate
Flesh-Kincaid Readability Level: 9.1
Order of the Lesson:
1. Introduction to text, activity, and class discussion. To increase vocabulary for this lesson
the students will participate in a verbal visual.
2. Before reading strategies
3. During reading strategies
4. After reading strategies

Introduction: The students will have a discussion based on the article and the video. The teacher
will review some key term that they might have found in the article like precipitation, humid,
evaporation, condensation, temperature and discuss about it. To increase the student
understanding of vocabulary the teacher will implement the verbal visual. This activity will take
place while the student is reading the article on their own. The student will add a definition to the
word, a visual representation and a personal association for this word.
CONTENT AREA STANDARD:
Discipline:
Science- Earth and Space Science
th
6 grade NGSS with SC.6.E.7.6 Differentiate between weather and climate.
Link and Written
http://www.cpalms.org/Public/PreviewStandard/Preview/1763
out Standards.
ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:
CCSS Anchor
Reading
Writing
Standard
Addressed:
K-12 CCSS
CCSS.ELA-Literacy.CCRA.R.2
CCSS.ELA-Literacy.CCRA.W.2
Anchor
Determine central ideas or themes of a Write informative/explanatory texts to
Standards with
text and analyze their development;
examine and convey complex ideas
Link and
summarize the key supporting details
and information clearly and accurately
Standard
and ideas.
through the effective selection,
Written Out:
http://www.corestandards.org/ELAorganization, and analysis of content.
Literacy/CCRA/R/2/
http://www.corestandards.org/ELALiteracy/CCRA/W/2/
Corresponding
Before, During
and After
Strategies

Before Reading: The student will

review some key term to help them
understand the lesson. They will read
the key term to remember them for the
article. The students will also be able
to fill out the K-W-L Chart the K part
only.
During Reading: The student will
read the article and will be having
their own question to ask in the group.

Evaluation
Before Reading: As the students
Using Formative complete the K part from the KWL
Assessment
chart, before reading task, the teacher
will walk around and observe any
evidence of learning.
During Reading: As the students

After Reading (activity one): The

student will write down the in the
KWL but do the W part and it will be
organize. The can write down any
information they what to learn from
what they have read.
After Reading (activity three): As an
exit slip the student in their own
words describe the difference between
weather and climate. Also turn in the
KWL chart.
After Reading (activity one): The
teacher will look over what the
student wrote on their KWL chart but
only for K and W and give immediate
feedback.
After Reading (activity three): The

Lis

CCSS.ELA
Prepare fo
in a range
collaborati
building o
expressing
persuasive
http://www
Literacy/C
After Rea
student wi
and they w
they learn.
will be in
speak abou
and they w

After Rea
students ar
the groups
group and
will help w
for unders

read, the teacher will walk around the

class and see if any student need help.

teacher will collect and read the exit

slips. Look over the response and
check for comprehension. Also will
collect the KWL chart for
participation points.
Estimated Time: This activity will take two to three full class periods to complete with each
class being around 50 minutes in length. It will also depending upon how much clarification and
guidance students need in order to complete assignments and understand the content.
English Learner Strategies: Close reading, scaffolding, modeling instructions and reading
strategies, group work and discussions, virtual and visual aids, reading, writing, listening,
speaking, verbal visual for vocabulary from the article and also pair student with other student to
help each others.
Hess' Level of Cognitive Rigor Matrix: The highest level achieved in this lesson would be
Webbs DOK Level 2 Skill & Concepts Specify, explain, show relationships, explain why, and
the cause-effect.
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: The student will see
the different between climate and weather. They will be able to use the jigsaw method to have
someone in the group be the expert and be able to explain it to the group and to the class
understand their view.
The Gradual Release Model:
About the scaffolding technique called the Gradual Release Model (I do it, We do it, You do
it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with them)
You do it: independent practice (when the students practice the skills they learned on their own)
Gradual Release Model for the Strategies in this Lesson
Before Reading:
During Reading:
After Reading
After Reading
I do it: The
I do it: The teacher (Activity One):
(Activity
teacher will
will model the
I do it: The
Two):
explain the
What I want to
teacher will
I do it: The
direction for the
know part in the
model the L part teacher will tell
vocabulary they
board. Then the
for the KWL
the group to
need that they will student will fill it
chart and will
discuss the
be completing
out while they read show it on the
KWL chart and
with the prior
the article. As the
board. The
to be ready to
knowledge. Then, student are
students will
present to the
the teacher model
completing the
complete the W
class. The
he KWL Chart for KWL chart the
part and ask for
student must

After
Reading
(Activity
Three):
I do it: The
teacher
establishes
goals and
purpose for
the KWL
chart that it
will be for

the student and the

student will
complete during
the article.
We do it: Next the
teacher will put
students in groups
and will work with
each other to
complete the KWL
chart on the
article. The teacher
will provide
guided as need
from the students.
You do it: Then,
the teacher will
give them an
opportunity to
independently
practice by reading
the article on their
own and then will
discuss in groups.
Also the students
will check the
vocabulary and
look up the words
they dont know.

teacher will walk

around and check
their progress.
We do it: Next the
teacher will have
the student discuss
the article in the
group. The teacher
will provide guided
question for the
students. The
student will ask
and respond to
question in the
group.
You do it: The
teacher will
determine level of
understanding by
walking around the
group and listen to
them discuss with
their groups. The
students will had
read the article on
their own and be
ready to discuss it
with the group.

clarification if
they dont
understand.
We do it: The
teacher will have
the students in
groups already
and they will
need the chart.
The teacher can
provide
additional
modeling for
student that dont
understand.
You do it: The
teacher will walk
around and give
immediate
feedback to
students that had
complete the W
part of the KWL
chart.

have the KWL

L part and
complete the
chart to discuss
in the groups.
We do it: The
teacher check
for the KWL
chart and will
check for
understanding
by what the
student wrote
down. The
students will
ask or respond
to question
from the
presentation of
the discussion.
You do it: The
teacher
evaluate the
response the
student present
to the class.
The students
will takes full
responsibility
for the outcome
of the
discussion of
the group.

participation
points. At
the end of
the class the
student will
complete an
exit slip.
The students
will activity
listen
carefully to
be able to
get the
participation
points.
We do it:
The teacher
will give
example of
each type of
question for
the exit slip.
You do it:
The teacher
will collect
the exit slip
at the end of
class and
read them to
check for
understating
. The student
will work
alone for the
exit slip.

Strategies and Links:

Vocabulary: Verbal Visual
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/Secondary
Reading/VocabularyBuilding.aspx

Before Reading: K-W-L The K-W-L strategy provides a structure for organizing information
students know about a topic, noting what students want to know, and listing what has been
learned and is yet to be learned.
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/Secondary
Reading/BeforeReading.aspx
During Reading: Jigsaw The Jigsaw helps students learn new material using a team approach.
Students are responsible for becoming an "expert" on one part of a lesson and then teaching it to
the other members of their team.
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/Secondary
Reading/DuringReading.aspx
After Reading: Exit Slip Exit notes are short prompts given to students for a focused writing
that will give you feedback about their learning. At the end of class or a strategic lesson,
students write on note cards or slips of paper an important idea they learned, a question they
have, a prediction about what will come next, or a thought about a character, event, or other
reading element.
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/Secondary
Reading/AfterReading.aspx
Reflection: This lesson will allow students to understand level 2 applied with different
techniques. The teacher will explain the instruction and give example. The student will read the
article first before completing the KWL chart. Then the student will get in groups and discuss the
article and the teacher will walk around the class to check for understanding. At the end the
student will complete and exit slip and turn in the KWL chart.
Objective Connection: The students will be able to distinguish and identify the differences
between weather and climate. The students will look for and identify patterns as they complete
activity. At the end of the lesson, the students will be asked to complete an exit slip that will
assess if they can distinguish between weather and climate. Also I will keep for understanding
with the KWL Chart if they fill it out and what the group present to the class about their
summary.