Levi Smith

What core ideas do

you intend students
to learn? (Link to
NGSS Disciplinary
CoRe Ideas)
Why is it important
for students to learn
this concept?
(Rationale)
What do YOU know
about this topic and
its importance?

What do you expect

students be able to
do as a result of your
instruction?
(Link to NGSS
Performance
Expectation)
What difficulties do
you anticipate
students will have?
What specific
activities and
experiences could
you use to help
students learn?
(Should engage
students in the NGSS
scientific practices)

CoRe Teaching Plans

3-ESS2-1 Earth's Systems
3-ESS2-1.-Represent data in tables and graphical displays to describe typical weather conditions
expected during a particular season. [Clarification Statement: Examples of data could include average
temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical
displays is limited to pictographs and bar graphs. Assessment does not include climate change.]
3-ESS2-2 Earth's Systems
3-ESS2-2.- Obtain and combine information to describe climates in different regions of the world.
Students should learn about weather and climate because it directly affects their everyday
lives. The change of weather and climates affects the different peoples jobs and lifestyles,
the type food that grows, and the type of clothes we wear.
I know that weather, climate, and season are all related. The seasons change along with the
climate which then determines the temporary weather conditions that a certain region will
experience. Climate is a larger part of what the weather will be on a day to day basis. The
seasons are also a large way to predict what the weather will be for certain regions as well.
In different parts of the world, weather and climate change per season (ie- somewhere in
the world, it is summer in January, whereas here it is winter in January)
Students should be able to find information for weather patterns (ie average temperature
or rain) for different parts of the world, specifically Australia for this lesson, and be able to
show this on a bar graph. Additionally, they should be able to identify what weather
happens in the different seasons for Columbia, Missouri, their place of residency. They will
be able to use climate during the different seasons to determine day-to-day weather
conditions.
Students might have difficulties understanding that different regions in the world have
different climates which can result in a misconception that different regions of the world
can experience different seasons at the same time. Additionally, the students may have
difficulties understanding the difference between season, climate, and weather but also
realizing the interdependency they have.
To begin the lab, we will have the students read a trade book about weather. We will ask
students what they know about particular seasons. For example, we can probe them to
respond with the type of clothes they wear, the food they eat, what they do for fun, or what
types of plants they see. We will record their findings in a chart that is depicted on large
graph paper. Next, we will then let the students make a season word wheel. The seasons
word wheel allows the students to see different characteristics of each season as they turn
to different parts on the wheel (made of two paper plates that have been put together with
a metal brad). The next activity we will do will require the students read data tables on our

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

Levi Smith

In what ways would

you assess students
understanding or
confusion?
7. What materials/
equipment are
needed to teach the
lesson?

8. References (Please
list all resources
consulted in
developing this form)

iPads. They will look at the monthly average temperature for different regions of the world,
one of which being the United States and Australia. They will then record their data in a
chart and compose a bar graph according to the different temperatures. At the end of the
lesson, we will send students home with their season word wheel they made and a weather
calendar. The weather calendar will allow the students to monitor the weather every day of
the month. This activity, although completed outside of our lesson with the students, is a
fun and creative way to track the various weather conditions in a particular month.
We will see how students determine the weather based on the drawings they provide for
each season. Then we will also watch how students graph on the bar graph to determine
their understanding of graphing. We plan on asking open ended why questions throughout
our lesson. Finally, we are sending them home with a weather chart so they can continue to
show their understanding to teachers and parents.
Big Graph Paper
Markers
Crayons/Colored Pencils
Paper Plates
Metal Brads
Scissors
iPads
Trade Book: What will the Weather be today?
www.kbteachers.com
www.enchantedlearning.com
www.teacherspayteachers.com
www.weatherbase.com
Trade book: What will the Weather be today?

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)