Saturday 13 December 2014

An exciting adventure through WEATHER AND CLIMATE

WEATHER POEM BY 1º ESO STUDENT

This is the unit I have prepared for the course I am attending at the INTEF.
I love weather and climate, it is an everyday issue that you could easily connect with reality and you can apply many activities.
This unit has been designed for 1º ESO, Geography. It will be developed during the first term and we will use 10 lessons for it.


The main learning outcomes will be:
·         To understand the difference between weather and climate
·         To recognise and describe the elements of the climate, being able to describe their main characteristics: what they are, how they vary, instruments of measurement and ways to represent them.
·         To be able to understand a weather forecast
·         To know and describe the basic features of temperature and precipitation of the main world climates
·         To build and analyse climographs


The main activities to carry out through out the lessons will be:

The planning for each lesson will be:
  • Lesson 1: brainstorming about the weather. We are looking for everyday vocabulary to start with and then move onto more difficult and less frequent words (e.g. from rain to showers). We will work then with the worksheet 1 to annotate the difference between weather and climate; we work with the previous knowledge of the students who, through inference, will guess that weather is more variable than climate. We end up the lesson with a song that introduce a weather saying “rain, rain go away, come again another day”.
 
Thundery showers
  • Lesson 2 and 3: Worksheet 2 to work with the weather vocabulary, differences between nouns and adjectives, work with weather symbols.  Listen to a weather forecast from the BBC, identify the main items of vocabulary and have a general idea on what is the prediction. The assistant reads (or podcast if you do not have) a weather prediction for Spain, students have to draw the symbols that fit with the prediction. Students design all the weather symbols that will be pasted on the wall to do everyday the weather prediction for the city.Homework, work with weather sayings through picture guessing.
 
WEATHER FORECAST IN CLASS
  • Lesson 4 and 5: Reading from the textbook and filling a chart with the information (elements of the climate), view a PPT to identify the information they have in their charts (devices, influence of factors…)
  • Lesson 6: Running dictation. Teacher paste on the walls the basic info about climates, students, organised in groups, go running to the wall, read the info and go back to their places and retell the info to their partners. All students must fill in a chart with the info that is recalled. As a class, teacher and students correct the information. Last 10’ students, in pairs, mimic the climate (one is the temperature, the other the precipitation), the other students must guess which climate is.
  • Lesson 7 and 8: worksheet 3, how to do and read a climograph. Teachers explains first how to de a climograph. Students do one and use the checklist to evaluate their partners. Two more climographs will be done as homework and check the next day. Analyse a climograph, a text template is provided to give the guidelines on how to analyse a climograph. The process will be repeated with the two climographs done at home.
  • Lesson 9: worksheet 4, work with poetry.


WEATHER POEM BY 1º ESO STUDENT
  • Lesson 10: review activities before the exam through on line questionnaires and bingo.






RESOURCES AND MATERIALS
Text book and photocopies

PRESENTATIONS

WORKSHEETS
Worksheet 1: introduction + presentation
Worksheet 2: weather, nouns and adjectives (with the assistant)
Worksheet 3: climograph, how to do and read (frame text)
Worksheet4: poetry with RL Stevenson (with the assistant)

VIDEOS AND LINKS
Videos
For students

EVALUATION CRITERIA AND INSTRUMENTS
Evaluation criteria
  • To differentiate between weather and climate
  • To manage the weather vocabulary (everyday talk)
  • To understand and manage temperature and precipitation
  • To understand the concept of high and low pressure and how to read it in a weather map (most advanced students)
  • To be able to build a graph with three different scales
  • To be able to analyse a climograph (more advanced students will be able to produce an analysis text of their own) and identify to which climate it belongs. To locate the climate on a map.

Evaluation instruments
  • Everyday assessment of students with and observation checklist that will include: homework done/participation/speaking in English/working in group (when done)
  • Peer-evaluation: running dictation will be corrected by a partner. First climograph done will be corrected first by a partner (checklist), then by the teacher. Two more will be done and marked.
  • Co-evaluation of the poem: literacy and geography teacher
  • Final test at the end of the topic (summative evaluation)
  • Self-evaluation: two stars and a wish

GUESS THE WEATHER SAYING DRAWN BY STUDENTS(they are all the same saying!!!)




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