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Getting Micro with Climate (3rd-6th) | Series 8, Lesson #1

Getting Micro with Climate

Key Topics/Vocabulary: Climate, Weather, Season, Microclimate, Habitat, Heat Island Effect/Urban Heat Island

Grade Level: 3rd-6th

Click here for #8 Series Description

Science Framework

Spanish Lesson Plan

Lesson Video

Lesson Overview:  

In this lesson, students will explore the difference between climate, weather, and seasons. Each is related to the other and can affect plant growth. Field observations and data collection of microclimates on campus will give students real data to argue why certain designs and landscapes are more ecologically friendly than others and more comfortable for people, animals, and plants.

Suggested Activities and Learning Objectives by Grade Level:

Essential Question(s) that Connect CCCs and SEPs:

Vocabulary:

Climate- The general weather conditions in an area over a long period

Weather: How the atmosphere behaves throughout the day, including rain,sun, and wind. This can change a lot!

Season-A period of the year characterized by different weather patterns(Spring, Summer, Fall, Winter)

Microclimate- The general weather pattern of a small area where the surrounding area climate is different

Habitat- A place where the needs of an animal are met

Heat Island Effect/Urban Heat Island- Occurs when a city experiences much warmer temperatures than the surrounding rural area

Materials:

Prep:

Activity Procedure:

Engage:

Today, we are going to learn about microclimates on our campus! What does the word “micro” mean? Where have you heard it before? Maybe you’ve heard about microscopes, microorganisms, or microfiber. Micro means small! And what does the word climate mean? What do you think a microclimate is? Why study microclimates? Temperature impacts the kinds of plants and animals that can live in a particular place. Varying types of land cover can affect temperature. What kinds of scientific investigations can be done to study microclimates? What tools will we need? (Scale; Planning and Carrying out Investigations)

Explore:

Either divide students into groups or have them complete the activity independently. Instruct students to go into the garden and find an area they think is a microclimate (somewhere they think would be hotter, colder, wetter, or drier than most of the garden). Encourage students to look under rocks, on top of asphalt, in the garden beds, etc.

Explain:

Creating microclimates can benefit humans by reducing energy needs to cool or heat an area. This makes areas more comfortable for ourselves and allows desirable plants to grow.  Did you know that planting trees on the south side of your house can help cool it down during the summer?  Can planting trees around streets and parking lots help keep people, cars, and buildings cool?  Trees that block wind can help reduce evaporation and water loss, as well as keep us warmer out of the wind.  

We live in the northern hemisphere.

Thumbs up/down: Would it be considered a microclimate if a concrete planter box stays warmer because it absorbs heat from the sun?

Yes! Any small area with a slightly different climate than the surrounding areas is a microclimate! Based on the earth's tilt, the sun is usually to the south, making the south side of buildings, mountains, etc., hotter than the shady north. If you observe tree growth on the hills around San Luis Obispo county, you can often find more trees on the shady (and therefore wetter north slopes). Even though it freezes in North County, some people can grow lemon and orange trees by planting them on the south side of their houses, where they get extra heat reflected off the building!

Think, pair, share: How could we create microclimates in our garden to help the plants grow?

Other examples of garden microclimates include planting lettuce in shady areas because they enjoy cooler weather. Which side of a building would you grow lettuce on in the Northern Hemisphere? In what other microclimates might lettuce grow? Take a moment to define and relate the remaining vocabulary words.

Action: Exploring Microclimates

  1. Review the garden agreements.
  2. Take a moment to explain the ‘Microclimate Observation Sheet’ and the uses of your measuring tools. Recording data from a sample microclimate can help completely demonstrate the activity.
  3. Have individual students or groups return to their microclimates and record observations and data on their observation sheets.
  4. Encourage the class to pair-share with their classmates and discuss what they discovered.

Reflect:

Call on students to describe the microclimates they found and ask some of the following questions: What was the temperature in this spot?  What might be making this a hot or cool spot?  What plants and animals did you notice living there? What patterns did you notice in the plants and animals found in the colder microclimates vs. the warmer microclimates?  Did you notice any differences between the plants and animals that live in the other locations? What were the differences? How do weather and seasons affect/change your microclimates? (Patterns; Asking Questions and Defining Problems; Obtaining, Evaluating, and Communicating Information). In what ways might you create a microclimate in the school garden?

Extension/Filer Activities:

Gardens Change Lives!                                                          Page  of