Table 7: Work Sample Daily Lesson Plan Format: Be sure to copy this lesson plan format as many times as
you need it for your unit plan. Remember, you should have a separate lesson plan for each day of the unit. If a
lab takes two to three days to complete, then you should have two to three lesson plans – one for each day.
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and Instructional
Objectives: List
all standards and
objectives
addressed in this
lesson; include the
obj. # and
statement.
Lesson Number:
3
Lesson Date: Tuesday
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Objective #:
ISBE 12.3
Obj. 1
Objective:
After multiple in
class activities and
discussions,
students will be
able to explain how
air pressure and air
density varies
throughout Earth’s
atmosphere.
NSTA/ISBE
12.E.3a
STANDARD
Analyze and explain
large-scale dynamic
forces, events and
processes that affect
the Earth’s land,
water and
atmospheric
systems (e.g.,
Jetstream,
hurricanes, plate
tectonics).
ISBE 12.4
Obj. 1
Given a diagram of
how the Earth’s
rays hit the earth,
students will be
able to explain in
detail what factors
influence how
different parts of
the world
experience seasons.
12.E.4a
Explain how
external and internal
energy sources drive
Earth processes
(e.g., solar energy
drives weather
patterns; internal
heat drives plate
tectonics).
Daily Objectives:
ISBE 12.3 Obj. 1a students will be able to determine the relationship between atmospheric
pressure and altitude.
ISBE 12.3 Obj. 1b Students will be able to determine the relationship between temperature
and altitude.
ISBE 12.4 Obj. 1a Students will be able to describe how the tilt of Earth's axis determines
the cycle of seasons.
ISBE 12.4 Obj. 1b Students will be able to describe the effects of the tilt on each
hemisphere, the poles, and the equator.
ISBE 12.4 Obj. 1c Students will be able to discuss how the Earth’s tilt causes only slight
changes in the amounts of sunlight on the area near the equator but the North and South
Poles experience extreme changes in amounts of sunlight
3. Instructional
Procedures
3A. Safety!!
Leave this blank – go to 3A.
Safety for this lesson would be for lab (do not touch hot light bulbs).
Lesson Info
Daily Lesson
Plan Item
3B1. Notes
Lesson Number:
3
Lesson Date: Tuesday
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
BOLD print within the lesson plan is the information that specifically pertains to me and
what I taught.
Lab activity taken from
http://cas.umt.edu/bssp/resources/Teacher%20Units/LindaMandy%20Climate%20Unit.
pdf
PPTs are modifications of:
1. NJCU. Air Pressure. Retrieved from
web.njcu.edu/sites/faculty/dfreile/Uploads/geos114air_pressure.ppt
2. Seasons. Retrieved from www.thesciencequeen.net/seasons.ppt
3B3. Key
Questions
3B3. Classroom
Activities: Please
note, the rows
between set and
closure are to be
used to designate
the lesson
segments
(discussion,
activities, etc.).
Each transition
should be noted by
a new row. Add
or delete rows as
needed.
*Please note, closure
may not be the last
thing you do in
your lesson. If
you plan to give
time for doing
homework, that
would come after
closure.
Key questions for Day 1 will be given in the pretest.
Below is a miniature table for you to complete. If you need to add or delete rows,
for this section, please do so only within this part of the overall table. This is done in
the same way as you would normally. Be sure to include any key questions you
might ask for a given part of your lesson as well as a very brief description of the
activities as appropriate
Time
Class Activity
Student Thinking:
(Memory is a Residue of
Thought)
First 5 min
Assessment on Notes for Air
Pressure Throughout the
Atmospheric layers.
An Effective teacher is able
25 min
In-class activity/ worksheet
to connect personally with
on the density of molecules in
students and organize the
respect to elevation and a
material in a way that makes
separate activity that
it interesting and easy to
demonstrates air pressure.
understand.
Discussion questions for air
pressure and elevation.
3 min
15 min
~ 10 min
3 min
Assessment for Notes on
Rotation of the Earth:
Seasonality
Lab activity on the
Temperature differences with
respect to the sun’s rays
along latitudinal lines.
Discussion questions for
Seasonality
Assessment for Notes on the
water cycle.
Examples contain locations
they know because teacher
should try to make the
material relevant for the
students.
Lesson Info
Daily Lesson
Plan Item
4. Daily
Evaluations
5. Management
Issues
6. Individual
Differences –
Special
Accommodation
s
7. Special Notes
Lesson Number:
3
Lesson Date: Tuesday
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Discussion questions for the
~ 10 min
water cycle material.
Assessment for Notes on
~3 min
Winds.
Discussion questions for the
~20 min
Winds material.
Formative Assessments via socrative for each of the 3 topics.
The accommodations are mainly incorporated into the Universal Theory lesson plan so I
make the modifications for everyone in the classroom. The teacher will personally
distribute all of the classroom handouts such as the discussion questions so students can
jot down notes.
No one needed modifications this day.
Day 3 pressure quiz
1.
1. As the amount of moisture in the air increases the air pressure_____________.
(a) increases
(b) decreases
(c) stays the same
(d) doesn't change
2. There would be more air pressure on you if you were__________________.
(a) on the roof of a tall building
(b) in front of your house
(c) on the top of a mountain
(d) while sitting in a chair on the second floor of our school
3. As altitude increases, air pressure_____________.
(a) increases
(b) decreases
(c) stays the same
(d) doesn't change
4. As altitude decreases, air pressure_____________.
(a) increases
(b) decreases
(c) stays the same
(d) doesn't change
PRESSURE QUIZ RESULTS:

HAD TO COVER THE MISSED QUESTIONS IN THE DISCUSSION
IN-CLASS WORKSHEET:
Day 3 Worksheet
Part 1:
Given the different locations, research the elevation of the locations and determine the composition of the air.
Location:
Dead Sea, Jordan
Mount Everest
Mount McKinley,
Alaska
Elevation (Height
above sea level)
Altitude (Height
above earth’s
surface)
Composition of
Atmosphere
Density of
molecules in this
region compared
to other regions
Charles Mound,
Illinois
Gulf of Mexico,
Mississippi
Part 2:
Then create two graphs from the information you have collected. On the one graph, please list Elevation at the x-axis
and the air composition along the y-axis. On the other graph, please list Altitude at the x-axis and the air composition
along the y-axis.
Day 3 Pressure Discussion:
*worksheet
1. What is the atmospheric composition at a location that is below sea level?
2. What is the atmospheric composition at a location that is at sea level?
3. Why does it make sense that oxygen levels decrease as you go up a mountain side?
4. What is the composition of the atmosphere at New Orleans?
(Hint: At Sea level, lots of pollution)
*from powerpoint
5. Although we cannot see air pressure, how do we know it exists?
6. What happens to the atmosphere as you move from the base of a mountain to the top of a mountain?
*Experiment
7. What happened to the water after the lit candle went out?
8. Why do you think this happened?
9. What are your thoughts after seeing this happen?
Day 3 Seasons Quiz
1. What Causes Earth to have seasons?
A) Earth is closer to the Sun in summer and farther away in winter
B) The spin axis is tilted 23.5° to the plane of the Earth’s orbit, causing solar radiation to vary in angle as the Earth revolves
around the Sun
C) The spin axis changes in tilt causing winter when the tilt is great and summer when the tilt is small
D) Days are longer during summer than winter, so the extra sunshine causes it to be warmer in summer and less sunshine
causes it to be colder in winter
E) There is more ice in winter, so it is colder, and less in summer, when it is warmer
2.
3.
Why is ocean climate (and the entire Earth for that matter) divided into latitude parallel zones that become progressively
colder from equator to pole?
A) Winds are stronger at higher latitudes, so cooling is greater at higher latitudes
B) Precipitation and cloud cover increase with latitude, causing higher latitudes to be cooler
C) Greater amounts of ice occur at higher latitudes, making it cooler at higher latitudes
D) Cold ocean deep water returns to the surface at high latitudes, causing cooling
E) The average solar radiation (sunlight) striking the surface declines from equator to poles
In general, surface temperature does what as you go from low to high latitudes?
A) Increases
B) remains relatively constant
C) Decreases
D) Increases then decreases
SEASONS QUIZ RESULTS:

HAD TO COVER THE MISSED QUESTIONS IN THE DISCUSSION
IN-CLASS ACTIVITY:
To create a lamp and globe set up, first attach three strip thermometers flat to the globe, placing one strip
at the equator and one each at the 45th parallels north and south. Position the lamp height so that the
light points directly toward the globe. Pointing the lamp directly at the equator simulates an equinox and
is generally a good condition to use, although changing the angle of the light rays is one way to expand
the inquiry and challenge students to think about seasonal variations in temperature. Experiment with
the lamp’s distance from the globe to determine the optimal distance for obtaining significantly different
results for thermometers at the three latitudes - if the lamp is too close or too far, thermometer readings
may not vary.
Name: __________________________________ Date: ______________________
Differential Heating Lab Sheet
In this lab activity, your group will be using a Sun-Earth model to investigate the differences in how much our Sun
heats Earth at various latitudes. Your teacher will demonstrate how to set up the model. Before you begin the
activity, you are asked to work with your group to make some predictions and hypotheses about Earth’s
temperatures.
1. Predict where you think it will be hottest on Earth’s surface and explain why you chose that location.
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Predict where you think it will be coldest on Earth’s surface and explain why you chose that location.
_____________________________________________________________________________________
_____________________________________________________________________________
Lab Activity Directions
Once your model is set up correctly, turn on the lamps and begin the stopwatch. At five minute intervals, check the
temperature of each of the three thermometers. Record the temperatures in the data table below. At the 20 minute
mark, turn off the lamp and complete the lab questions below.
Data Table 5 minutes
Thermometer #1
Latitude ________
Thermometer #2
Latitude ________
Thermometer #3
Latitude ________
10 minutes
15 minutes
20 minutes
10 Conclusions
1. Which thermometer’s temperature increased the most? Write your hypothesis (explanation) for why you think this
latitude had the highest temperature.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Which thermometer’s temperature increased the least? Write your hypothesis for why you think this latitude had
the lowest temperature.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. How do these differences in temperature at different latitudes affect Earth’s climate?
___________________________________________________________________________
___________________________________________________________________________
Day 3 Seasons Discussion
1. What impact does the tilt of the earth’s axis having on the weather and climate?
2. Why does it make sense that earth has temporal and arctic regions?
3. How does latitude affect the temperature in a given location?
4. How does latitude affect the temperature in a given location?