Topic: Science-Temperature (factors that influence temperature)
Overview: Students will draw on their previous knowledge and experience with weather to predict
approximate temperatures around the world and in their home country and then compare their
predictions with real world data. Then, they will be provided with several factors that influence the
annual temperature pattern of a region and develop hypotheses regarding how and why they think
these factors influence temperature and develop plans how they might investigate each factor.
Lesson objectives:
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Students will be able to use observations and prior knowledge to make predictions;
Students will be able to understand that weather varies with its geographical location;
Students will be able to develop hypotheses for how and why several factors influence the
annual temperature pattern of a region.
Materials needed:
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Student Worksheet (one for each student)
World/Country Map (one for each student)
Colored pencils/crayons (see below for colors)
World Temperature map
Computer with Internet access.
Limited-Access: If technology resources are limited, you can either display the World
Temperature map on a projector or print color copies for each group.
Introduction: Part One- Annual temperatures in your city/town.
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Begin by leading a brief class discussion with the students using the first one or two questions
(example: Think of the hottest/coldest day you can remember, etc.) This will get the students
thinking about the annual temperature patterns in their location. The questions are organized
on the student worksheet.
Next divide the students in pairs or small groups so they can share and discuss their predictions
with each other. By assigning students in groups will generate more ideas. However, each
student should be held responsible for answering each of the questions found on the
worksheet.
As an optional activity, the teacher can lead a whole class discussion after the pairs/small groups
have answered the questions. Time permitting; this can be an important role in elaborating the
students’ thoughts about temperature.
Part Two- Temperature around the world.
A. Lead a brief class discussion with the students using the first one or two questions (i.e. Do you
think the temperature is the same or different in other parts of the world? etc.) These questions
are also found on the student worksheet (part two). This will get the students thinking about the
different temperatures around the world. As in the introduction, it is recommended to divide
the students in pairs or small groups so they can share and discuss their predictions with each
other. Each student should be held responsible for answering each of the questions.
B. Next, distribute the world and country maps to the students/groups (see notes below). For this
activity, tell the students that they are going to illustrate the land masses (continents) on a
world map according using the color key according to their predictions. To further explain the
instructions, you should mention that they should illustrate the coldest regions blue, the hottest
region pink, etc. After they complete the world map, they should begin to work on the country
maps using the same color key. By completing this activity, the students will begin to theorize
about the various factors that influence annual temperature patterns of a region.
 If you decide to arrange students in pairs or small groups, you will need to have sufficient copies
of the printable world map for each group.
 For the country temperature map, it is recommended that each student illustrate them
individually so they can take them home and complete the homework assignment. Alternatively,
if they illustrate a country temperature map as a group, they will need to work together as a
group to complete the homework questions.
C. Compare your world map to real-world temperatures: Students will now visit the World
Temperature map and compare it with the world maps they just illustrated. Mention that this is
a composite image of the world that displays observed land temperatures. The goal of
comparing the two maps will be to provide the students with information of real world
temperature data in a graphic format so that they will become further interested in learning
about the factors that influence the annual temperature patterns of a region. Students should
complete the questions from their student worksheet to guide them in their comparison.
 Students will complete the Country Temperature Map as a homework assignment. (see below)
Part Three- Factors that influence the annual temperature pattern of a region.
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Lead a brief class discussion with the students based on the Venn diagram (found on
students worksheet, part three). Explain that every location has a combination of factors
that influence its annual temperature patterns. In this section, students will be provided
with three major factors and be asked to hypothesize HOW and WHY these factors influence
temperature and to develop a plan how they might investigate each factor. It is also
important to note that most parts of the world also have many factors that pertain only to a
local region, however the three main factors listed (latitude, local geography, and elevation)
influence any location.
1. Explain to the students that they are about to begin a scientific investigation on how the given
factors influence the annual temperature patterns of a region. However prior to any
investigation, it is important to develop hypotheses about HOW and WHY each of the factors
affect temperature to serve as a starting point. After they complete the investigation, they will
have an opportunity to return to their hypotheses to revise and edit them.
2. Since using charts and writing hypothesis may be new to the students, it may be useful to
review an example provided in the activity on the student worksheet.
3. After you review the example, you may need to initially explain each of the factors.
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Example- Latitude: you may need to identify latitude lines on the printed world map and
remind the students that the map is a projection of the earth's shape which is a sphere.
4. Students should complete the charts individually or in pairs/small groups through consensus.
Additionally, the students may have a little difficulty developing hypotheses for these factors.
(examples: on the student worksheet) Therefore, focus your efforts and those of your students
on fully thinking out each HOW and WHY and successfully writing hypothesis. Since they will be
investigating each of these later, it is not important at this time that their answers are
scientifically correct.
5. Responses may vary considerably depending on the prior knowledge of the students. You should
encourage students to base their hypotheses on what they learned from the world temperature
maps above and on knowledge or prior experience they might have such as when they visited
relatives in different locations.
6. Collect the review sheets so that they can be used later in this unit.
Assessment: Compare your country map to current temperatures.
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Get a copy of today's newspaper and open it to the current weather section.
Look at the major cities and locate them on your map.
Write the high temperatures near the major cities on the country map.
Illustrate the map according to the temperature using the color key above and your color
pencils/crayons.
5. Identify at least two places where the map and the temperatures of the cities are the same and
two places where they are different.
6. Write three reasons why you think they were similar or different.
Evaluation:
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The student’s worksheets will be looked over to ensure student competence in hopefully
meeting the lesson objectives.
Homework assignment will be handed in and used for further discussion upon the class’
return. Each student will share their findings with the rest of the class.