Daily Lesson Plan : Local and Global Winds
Teacher:
Gretchen Ross, Wake County
Wiley Elementary
Grade Level
and Subject:
5th, Science
Time
Frame:
Core 1, 2, 3
55 minutes
Essential Questions
Learning Objectives
· How do air and ocean currents affect global weather?
- How are local and global winds different? What are
some examples of each?
-How do hurricanes and tornadoes form?
Students will work in pairs on DE board builder and
buddy read a passage to compare and build their
knowledge of local winds and global winds.
Standards Addressed
NCES.5.E.1.1 - Compare daily and seasonal changes in weather conditions (including wind speed and direction,
precipitation, and temperature) and patterns.
NCES.5.E.1.3 - Explain how global patterns such as the jet stream and water currents influence local weather in
measurable terms such as temperature, wind direction and speed, and precipitation.
Assessment
Students will complete a vocabulary quadrant response.
Students will draw diagrams of winds flow for global wind patterns.
Students will reflect on and compare the differences between local and global wind patterns.
Students will complete the DE constructed response: Today’s Temperature.
Instructional Procedures
●
Materials: Pairs of students working on devices, DE
board builder assigned to students, Vocabulary
quadrants response sheets, global wind pattern diagram
templates, Constructed Response Sheets : Today’s
Temperature
●
Key Vocabulary: air pressure, wind, local wind, global
wind, trade winds, prevailing westerlies, polar easterlies,
jet stream, sea breeze, land breeze, windward, leeward,
doldrums, rain shadow effect, weather
●
Class Opening: Teacher has students answer the
question, “What is Wind?” in their science notebooks,
students share their thoughts. As a group, log onto
Edmodo to click on the Padlet link to respond to the
question http://padlet.com/wall/pkdgj40wjej7
http://padlet.com/wall/5mg4iafv34cc
Station 1: Buddy Read: The Shortest Distance. Discuss
with buddy how the jet stream affects the weather in the
United States.
Station 2: Global Wind Diagrams- Work with teacher at
Easel to complete diagrams of Global Winds
Station 3: DE Board: Winds Vocab Lab (Teacher signs
on since students don’t have access to Science
Techbook) Students complete quadrants including
personal definition, notes, context sentence, and
●
●
●
Differentiated Activities and Strategies
Teacher provides remediation with partners as
needed.
Teacher Checklist
_X___Critical Thinking and Problem-solving
_X___Communication and Collaboration
_X___Transformative Connection
_X___Project Based Task
_X___Higher Order Thinking Questions
(Analytical,
Synthesis, Interpretive, Evaluative)
Notes:
example or diagram.
● Station 4: DE Board: bottom of Winds Vocab Lab:
Extreme Winds Students will make a t-chart in their
science notebooks taking notes on what they learn about
hurricanes and tornadoes.
● Station
SCIENCE NOTEBOOK:
Reflection Question:How are local and global winds different?
What are some examples of each?
Closure: Day 2 Group Review of quadrants.
Resources and Technology Connections
Laptops for each group of 4, Discovery Education, Board Builder, devices 2:1
Home Learning
Students will interact with the DE board assigned them and review the diagram and vocab quadrants.
Daily Lesson Plan Checklist
Evidence
Performance Task Look-Fors
Yes
x
Integrates knowledge and skills across multiple standards
x
Requires student-initiated planning, management
Requires extended responses
Reflects a real-world task and/or scenario-based problem
x
x
Allows for multiple approaches
x
Integrates 21st century skills
x
Requires specific scoring criteria
x
An appropriate/effective toll to assess student knowledge is included
x
A remediation activity is identified for missed content/skills
x
(for each Yes check mark identify
the evidence to support the claim)
Science, writing
component, critical thinking
skills
Moving through centers at
own pace, sharing
responsibilities with partner
Station 4 includes
culminating extended
response.
Connection to east coast
hurricanes and tornadoes in
Tornado Alley
Different learning styles
catered to in each station
Technology components
Reflection rubric to
determine depth of
understanding.
Extended response, graphic
organizer/t-chart, diagram
Remediation provided to
groups as needed
Lesson Design
I incorporated an opening activity or engaging hook.
My lesson encourages student collaboration and communication.
My lesson requires critical thinking and/or problem solving skills.
X
Padlet group response
X
Collaborating with partner
and groups
Critical thinking through
responses to media, using
X
vocabulary in context, and
written reflection
My lesson requires students to do one or more of the following:
□
□
□
□
□
□
xRecall
XApply
XAnalyze
XSynthesize
XEvaluate
□
□
□
□
□
□
XCause/Effect
X
XCreate
XModel
Interpret
Justify
XSummarize
XCompare/Contras
t
Technology
Students will use technology to support learning.
I will use technology to support learning during this lesson.
X
X
DE board for stations,
Padlet
Smartboard, Padlet, DE,
Edmodo
Transformative Learning: This section is designed to identify the aspect(s) of the lesson
that support “big idea” and/or transformative learning concepts for students.
My lesson supports students in:
□
□
□
□
□
X
XMaking a difference
XTransforming the learning of others
XCreating a sense of ownership
XAcquiring/enhancing learning skills
XAcquiring/improving content knowledge
Smartboard Projection:
Local and Global Winds Discovery Stations
Station 1: Buddy Read: The Shortest Distance. Discuss how the jet stream affects
weather in the United States.
Station 2: Work With Teacher at easel to complete diagrams of global winds.
Station 3: DE Board: Winds Vocab Lab (Teacher signs on since students don’t have
access to Science Techbook)
● Complete quadrants including personal definition, notes, context sentence, and
example or diagram.
Station 4:DE Board: bottom of Winds Vocab Lab: Extreme Winds
● Make a T-chart in your science notebooks taking notes on what they learn about
hurricanes and tornadoes.
hurricanes I
tornadoes
SCIENCE NOTEBOOK:
Reflection Question:
How are local and global winds different? What are some examples of each?
or
How do local and global winds affect our weather in North Carolina?