The Arizona STEM Acceleration Project

Exploring Climates Around the World

Exploring Climates Around the World

A 3rd Grade STEM Lesson

S. Givens

January 2024

Notes for Teachers

List of Materials - Part 1:

• World map
• Pictures or illustrations of different climates (tropical, polar, desert, temperate, etc.)
• Chart paper and markers
• Books or online resources about world climates
• Worksheets for students to record information
• Access to Google slides and Google sheets

​

Read through entire presentation before presenting to know what materials are needed. This is a 2-part lesson plan.

Materials - Part 2:

​

cardboard tape

pencils scissors

straws construction paper

clay toothpicks

push pins Dixie cups

paper plates glue

empty 2L bottles

ruler

white duct tape

black Sharpie

Standards (Science & Engineering)

3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.

​

Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Represent data in tables and various graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (3-ESS2-1)

• ​
• ​

Standards (Technology)

3-5.3.a. Students, in collaboration with an educator, employ appropriate research techniques to locate digital resources that will help them in their learning process.

3-5.3.c Students, in collaboration with an educator, use a variety of strategies to collect and organize information and make meaningful connections between resources.

Standards

(Science & Engineering)

3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.

​

Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Represent data in tables and various graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (3-ESS2-1)

• ​
• ​

Standards (Technology)

3-5.3.a. Students, in collaboration with an educator, employ appropriate research techniques to locate digital resources that will help them in their learning process.

3-5.3.c Students, in collaboration with an educator, use a variety of strategies to collect and organize information and make meaningful connections between resources.

3-5.1.d. Students explore age appropriate technologies and begin to transfer their learning to different tools or learning environments.

Objectives:

Today students will obtain and combine information to describe climates in different regions of the world.

Agenda

Opening- 5-7 minutes

Introduction- 20 minutes

Activity 1- 30 minutes

Activity 2- 25 minutes

Conclusion- 10 minutes

Intro/Driving Question

​

​

"Why do places around the world have different climates, and how does the climate affect the way people, plants, and animals live in those regions?"

​

Discuss different climates and briefly discuss the importance of understanding and measuring climates.

​

Introduce the concept of designing tools to measure and record climate-related data.

Opening

​

​

Begin by discussing the concept of climate with students. Ask them if they know what climate means and if they have heard about different types of climates. Show a world map and point out different continents. Introduce the idea that different regions around the world have different climates.

​

Read the text or you could listen to a read aloud of the text.

Introduction to Different Climates (20 minutes)

​

​

1. Show pictures or illustrations representing different climates, such as tropical, polar, desert, temperate, etc.
2. Discuss the characteristics of each climate with students. For example ask them what comes to mind when they think of a tropical climate.
3. Engage students in a discussion about the climates they experience their local area.

Hands-on Activity Instructions (30 mins)

1. Divide the class into small groups.
2. Provide each group with book and online resources about different climates.
3. Ask each group to gather information about the climate in a specific region of the world. Encourage them to find details such as temperature, precipitation, and typical weather conditions.
4. Students should use Google sheets or Google slides to record their findings (create graphs, and use pictures).

Activity Instructions (25 mins)

1. Each group will present their findings to the class.
2. Use the world map to mark the regions discussed by each group.
3. As a class, create a large chart on the board or chart paper to compare and contrast the different climates.

Conclusion (10 mins)

1. Review the key points about the climates discussed.
2. Have a class discussion about why different regions have different climates and how climate affects the people, plants, and animals living there.
3. Conclude the lesson by summarizing the importance of understanding and appreciating the diversity of climates around the world.

Assessment

Assess students based on their participation in group discussions, the accuracy of their information gathered, and the quality of their group presentations. Review the complete Google slides presentations to gauge individual understanding.

Differentiation

1.Provide different reading material at various difficulty levels to accommodate diverse reading abilities.

​

2. Use graphic organizers or visual aids to support comprehension.

​

3. Interactive maps can be provided.

Remediation

Extension/Enrichment

Create dioramas to depict the different climates in the different regions.

​

Provide students with a weather journal template and have them observe and record the daily weather for a specific region for a week. Have them analyze the data and compare it to the climate of different regions around the world.

​

​

​

Part 2

Lesson of Climate

Agenda

Opening- 15 minutes

Research and Understanding- 20 minutes

Designing Prototype- 40 minutes

Building and Testing Prototype- 40 minutes

Presentation and Reflection- 25 minutes

Conclusion- 10 minutes

Opening (15 minutes)

​

​

Review the previous lesson on different climates and briefly discuss the importance of understanding and measuring climates.

​

Introduce the concept of designing tools to measure and record climate-related data.

Research and Understanding (20 minutes)

​

​

1. Have students revisit the world map and the information gathered in the previous lesson.
2. Discuss as a class the types of tools that might be useful for measuring and recording climate data. Encourage creativity and innovative thinking.

Hands-on Activity Instructions: Designing Prototypes (40 minutes)

• Divide the class into small groups.
• Provide each group with design materials and access to technology (if available).
• Instruct students to brainstorm and sketch designs for climate-related tools. (Emphasize the need for prototypes to be simple yet effective.)

​

​

​

​

​

​

Materials:

​

cardboard tape

pencils scissors

straws construction paper

clay toothpicks

push pins Dixie cups

paper plates glue

empty 2L bottles

ruler

white duct tape

black Sharpie

Hands-on Activity Instructions:

Discuss what an anemometer is and what it is used for.

​

​

​

​

​

An anemometer is an instrument that measures wind speed and wind pressure. It is an important tool that meteorologist use to study weather patterns.

Hands-on Activity Instructions

Discuss what a weather vane is and its purpose.

​

​

• A weather vane helps to determine which direction the wind is blowing from. Giving an indication of whether the weather is possibly going to get wetter, dryer, cooler, warmer.

​

• In the northern hemisphere, if the wind is from the north, the weather will get colder. However if it from the opposite, the south, it will warmer. If is coming from the west it could mean the weather may be clear. If it is coming from the east it most likely means rain or snow is coming.

Hands-on Activity Instructions

Discuss what a rain gauge is and what it is used for.

​

A rain gauge is a meteorological instrument to measure the precipitating rain in a given amount of time. The instrument is a collection container which is placed in an open area to catch rainwater.

Building and Testing Prototypes (40 minutes)

1. Allow students to start building their prototypes using the provided materials.
2. Encourage trial and error as students test their prototypes for functionality.
3. If technology tools are available, guide students in incorporating them into their designs.
4. Emphasize the importance of teamwork, communication, and problem-solving.

Hands-on Activity Instructions

Design an anemometer.

​

​

​

​

​

• Get four Dixie cups and make two holes across from each other.
• Take two straws, and create a plus sign. Using a push pin, poke it through the middle of the two straws creating the plus sign, and then tape them together.
• Slide a cup onto each end of the straw, making sure to go through the two holes directly across from each other.
• Make sure all cups are facing the same direction in the circle.
• Put a sticker or x on one cup. (This will help you to keep track of when it goes around in a full circle.)

​

Hands-on Activity Instructions

Design a weather vane.

​

​

• Take a cup with a lid. Label the 4 cardinal directions on the lid (NESW).
• Insert one straw, and cover the top end of the straw with a piece of masking tape.
• Take a second straw – cut slits in each end, and insert a cardstock flag in one end and a cardstock arrow in the other.
• Balance that straw on your finger to find the center of gravity.
• Push a pin through that point, then through the tape on top of the straw.
• Make sure the top straw spins freely.

Hands-on Activity Instructions

Design a rain gauge.

​

​

​

​

• Cut the top off a 2L bottle off (right under the bulge)
• Need a ruler and white duck tape. Tear off a piece of Duct tape the size of the bottle. Then use the ruler to write the lines on the ruler onto the duct tape (indicating each mm)
• Tape to side of bottle (placing right above bulge)
• Turn part cut off upside down and place inside bottom part of bottle to be a funnel. Tape in place.
• Add water up to the zero.
• Place outside to measure rainfall.

Presentation and Reflection (25 minutes)

Have each group present their prototypes to the class. Include information about the purpose of their tool and how it relates to measuring and recording climate data.

Encourage students to discuss challenges faced during the design process and how they addressed them.

Facilitate a class discussion on the importance of innovation and creativity in addressing real-world issues.

Conclusion (10 minutes)

Summarize the key concepts learned during the lesson.

Discuss how the students’ prototypes can contribute to understanding and recording climate data.

Emphasize the value of trial and error in the design process and the importance of continuous improvement.

​

Assessment

Assess students based on their participation in group discussions, the creativity and functionality of their prototypes, and their ability to communicate design ideas.

​

Differentiation

Use the slides provided to help students be able to design the prototypes and make adjustments as they see necessary.

​

Provide key vocabulary with images.

Remediation

Extension/Enrichment

Students create their prototypes without any suggestions.

​

Use technology tools that are available to incorporate into their designs.