Lesson Plan Guide

Teacher Candidate:

Allison Moore

Date: November 23, 2014

Grade and Topic:

2nd grade Science

Length of Lessons: 50 minutes

Mentor Teacher:

C. Weaver

School: IDT 3600- University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

Conceptual Strand 6

Grade 2 - Atmosphere
The earth is surrounded by an active atmosphere and an energy system
that controls the distribution life, local weather, climate, and global
temperature.
LESSON OBJECTIVE:
Given a website that contains facts about the ocean and how it is affected by weather and climate,
students will analyze the material within the websites to answer the questions on the worksheet given.
Goal: Students will present a chart with facts and examples regarding weather, climate, and at least two different oceans.

SPI 0507.8.1 Describe the effects of the oceans on weather and climate.
Student Participation:
The goal of this lesson is to have the students understand the differences between climate and
weather and how the oceans are affected by both weather and climate.
STANDARDS ADDRESSED:
ISTE Standard(s)

3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.

MATERIALS:
1. Computer Access
2. Pencil
3. Worksheet (provided by teacher)
4. Internet Access to: http://www.epa.gov/climatechange/kids/
http://climatekids.nasa.gov/ocean/
http://scijinks.jpl.nasa.gov/hurricane/

Technology Integration
Students will use the website above to access information to answer the questions on the given worksheet.
Students upon completing the activity will turn in their worksheet to the teacher.
BACKGROUND and RATIONALE:
Students will show a complete understanding of the material presented on the website by
correctly answering the questions presented on the given worksheet.

Academic Language is not addressed in IDT 3600.

This lesson is a continuation of TN Science standard SPI 0507.8.1
We will refer to the summary created here as we continue to explore the effects the oceans have
on weather and climate.

I am aware that the lesson will be differentiated for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course and are not part of this particular
lesson.

PROCEDURES AND TIMELINE:

Introduction:
1.Begin by asking the general question of what are the 5 oceans, and what is the definition of an
ocean?
2. Review the graphic organizer (specifically the Pacific and the Arctic differences)
3. Tell the differences between Climate and weather (including their definitions). Give the example of the Arctic
being a climate (long period of time).
4. Upon passing out the worksheet, the students will use the given website to answer the FRONT page of the
worksheet (questions 1-4). Students will then watch the video included into the lesson plan. Next, as a class, we
will review the questions and talk about how the ocean affects the climate and weather. Last, the students will use
the space provided to draw them selves at the Arctic Ocean. If time allows, the students can participate in the
game provided.

Procedures:
Prior to the computer: (15 min)
Teacher Procedures:
1. Start with an introduction to the definitions of oceans
and ask questions on what they know about oceans.
2. Review the Graphic organizer presented.
3. Review the fun facts and
differences between the Arctic Ocean
and Pacific Ocean.
4. Explain the differences between the
definitions of weather and climate
5. Review with the students examples
of weather and climate. Focus on the desert climate
and Arctic climate and note their differences.
The students will use one of these two climates for their
Word document.

Student Procedures:
1. Students will answer questions
about the ocean. Weather, and
climate.
2. Students will engage in the
graphic Organizer by listening to
the information presented.

Student Procedures at the computer

At the computer: (45 min)
Teacher Procedures:
1. Have students open the Internet browser.
2. Direct students to the link of
climatekids.nasa.gov/ocean/
3. Click the tab named Ocean
4. Click the 2nd box on named What is
happening in the Ocean
5. Students will read the information and
answer questions 1-4 on the worksheet.
6. After they finish these questions, the
students should watch the video given.
7. Click Weather and Climate tab, scroll
down to the last box named A students
guide to Global Climate Change
8. Monitor and assist students with website.
9. After the students have completed the
questions reviewing the website, the
students should create a table in Word
documenting the specifics about what they
learned regarding the definition of Climate,
Weather, and at least 2 oceans.
10. Have the students open a Word document.
11. Click InsertTable.
12. The students should include a column for
title, a definition/description column, an
example column, and a picture column.
13. Monitor and assist as needed.
14. After the document and worksheet is
complete, revert the students attention
back to you for review over the worksheet.

1. Open the Internet browser

2. Click the link for the websiteclimatekids.nasa.gov/ocean/
3. Click the Ocean tab and read the
following information to answer questions 14 on the worksheet provided.
4. When the four questions are complete, the
student can proceed to the following
directions to access the video to watch.
5. Click the home button on the website.
Click the Weather and climate tab. Next
click the last box A guide to students
climate change at the bottom of the left
hand column.
6. After the students have answered
questions1-4 and have watched the video,
have them open a Word document and
create a table documenting what they
learned.
7. Click InsertTable.
8. Have each student select NewInsert Table
9. Select 5 Rows, and 4 Columns.
10. The students should include a column for
title, a definition/description column, an
example column, and a picture column.
11. The student should use either Arctic
Climate or desert climate under the example
Column of the table in Word.
The student should use the website used for
the worksheet to find facts about the oceans
in general for the Explanation column. They
do not have to be specific to the ocean the
student chose.
12. The image column should consist of some
sort of example of climate, weather, and
whichever two oceans the student chooses.
Example-Weather could be a hurricane. So
the student would insert a picture of a
hurricane and describe how a hurricane is a
form of weather. Below are the direct links
to get images for their table.
13. Go to https://www.google.com
14. Type Oceans or Hurricane Tornado
Thunder Lightening Sun Arctic
Climate desert climate to get images for
examples of oceans, weather, and climate.
15. Monitor and assist as needed.
16. Save a Copy (File, Save)

17. Print a copy

Teacher Procedures after the computer

1. Bring the class back together as a whole
after the questions on the worksheet are
complete.
2. Explain how the ocean directly affects the
weather and climate. (Have students guess
to see if they know)
3. After there is clarification and review,
revert the students to the last step on their
worksheet. (drawing)

Student procedures after the computer

1. Students should have their worksheets
handy to review the answers.
2. Students should participate in the class
discussion about how the ocean affects the
weather and climate.
3. Students can then finish the last step of their
worksheet (drawing at the Arctic ocean)
4. If time allows, students can participate in
the game provided in the link
http://scijinks.jpl.nasa.gov/hurricane/

Closure: When every student has completed the worksheet and everyone has watched the required video,
the worksheets can be collected. After this step, the teacher should review any questions the students may
have, and have a few students talk about what they inserted into their Word table.

ASSESSMENT EVIDENCE:
Criteria

Graphic images
represent each
feature of either
oceans, climate,
or weather.

Very few or none of

the chosen
graphics represent
the concepts of
their associated
features of weather,
climate, or the oceans.

Only a few of the

chosen graphics
clearly or
somewhat clearly
represent the
concepts of oceans,
weather, or climate.

Almost all of the

chosen graphics
clearly represent
the concepts of
oceans, climate, or
weather.

All of the chosen

graphics very
clearly represent
the concepts of
oceans, weather, and
climate.
.

Rationale for
using the
graphics

The rationale for

very few or none of
the chosen
graphics
demonstrates an
appropriate
representation of
the concept.

The rationale for

some of the
chosen graphics
demonstrates a
fairly appropriate
representation of
the concept.

The rationale for

almost all of the
chosen graphics
clearly
demonstrates why
the image is an
appropriate
representation.

The rationale for all

of the chosen
graphics very
clearly
demonstrates why
the images were an
appropriate
representation of
the concepts.

Reflections

The reflection does

not demonstrate an
understanding of
the ocean, weather, or
climate and/or what it
means to the student.

The reflection
demonstrates a
somewhat vague
understanding of
the concept of oceans,
climate, and weather and
what it means to
the student.

The reflection
demonstrates a
somewhat clear
understanding of
the oceans, weather,
and climate and
what it means to
the student.

The reflection
demonstrates a
clear understanding
of the concepts of
oceans, weather, and
climate and what
it means to the student.

Student Example of Word Document

Title

Definition/Description

Example/Explanation

CLIMATE

Long-term period of
time.

Arctic Climate is
frigid,
covered by ice, and
home to animals such
as penguins and polar
bears.
(own example)

WEATHER

Short-term period of
time

Pacific Ocean

Warm Climate

Lightening appears
during heavy,
inclement weather like
thunderstorms.
(own example)

The oceans cover 70

percent of the Earths
surface
(from website)

Arctic Ocean

Frigid Climate

The Ocean directly

influences the
environment
(from website)

Image

WORKSHEET!!

DIRECTIONS:

Read each question carefully and fill in the blank with the correct answer. Use the
website to help you find the correct answer!

1. List ONE reason why the ocean is important.

__________________________________________________________.
2. The oceans cover what __________ % of the Earths surface?
DIRECTIONS:

LISTENING QUESTION~ Use the word bank to fill in the correct word with its
correct definition.

3. ________________________ is a LONG TERM period of time?

4. ________________________is a SHORT TERM period of time?

WORD BANK
DIRECTIONS:

WEATHER

CLIMATE

Draw a picture of yourself at the ARCTIC Ocean in the space

provided. Remember to include any *weather or *climate clues in
your drawing!