Lesson 2 Climate and Human Society

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School

Wilmington University *

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403

Subject

Geography

Date

Jan 9, 2024

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docx

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Uploaded by PresidentGazellePerson786

W I L M I N G T O N U N I V E R S I T Y C O L L E G E O FE D U C A T I O N Teaching and Learning Roadmap Lesson Title: Climate and Human Society Subject/Topic Area: Geography Anchor Standard Two: Environment Grade or Developmental Level: 4th Context for Learning: What do students already know that is relevant to this activity, or what skills do they already have, and how do you know it? Are the students interested and ready to engage? What factors might enhance or impede learning, and how will you address them? For a lesson on climate and human society, students may already have some knowledge about climate change, its causes and effects, and how it impacts society. They may also have some understanding of the role of human activities in exacerbating climate change. This can be assessed through pre-tests or surveys. It is important to make the lesson engaging and relevant to the students' lives to spark their interest and encourage their engagement. Using real- life examples, case studies, and interactive activities can help achieve this. Factors that may enhance learning include using a variety of teaching strategies, providing clear expectations and instructions, and creating a positive and inclusive learning environment. Factors that may impede learning include language barriers, lack of interest or motivation, and prior knowledge gaps. To address these, teachers can provide scaffolding and support, offer opportunities for peer-to-peer learning, and provide additional resources or materials. Delaware Standards: What Standard(s) will be addressed by this activity? 4-5a: Students will apply their knowledge of topography, climate, soils, and vegetation of Delaware and the United States to understand how human society alters and is affected by the physical environment. Essential Question(s): What open-ended questions will be used to stimulate student interest and thinking. "What do you think would happen if the climate in your city changed drastically?" 1 | P a g e

Activity Objectives/Goals: Describe the activity’s objectives and desired outcomes in terms of what the students will know and be able to do at the conclusion of the activity. Students will learn how human society alters and is affected by the physical environment, focusing on the impact of climate on human activity Measuring Success: Describe how you determined levels of relevant learner knowledge and skill before the activity, and how you will measure learning during and after the activity. (Pre- Assessment, Formative Assessment, Summative Assessment) Assess students' understanding of the lesson through their poster or presentation, and the paragraph they wrote about their community. Use a rubric to evaluate their work based on accuracy, completeness, and creativity. Activity Structure: 2 | P a g e

Describe how the activity will unfold from beginning to end, its timing and pacing, and how the activity will provide opportunities for deeper, higher- level thinking and learning (the top of Bloom’s taxonomy). Introduction: Begin by asking students if they know what climate is and how it affects their daily lives. Show pictures of different climates and ask students to identify them. Explain that climate is the long-term pattern of weather in a particular area. Emphasize that climate affects everything from the clothes we wear to the food we eat. Direct Instruction: 1. Discuss the different types of climates, including tropical, temperate, and polar. Show students where each type of climate is located on the map. 2. Explain how climate affects human activity, such as agriculture, transportation, and recreation. 3. Discuss how human activity can alter the physical environment and affect climate. For example, deforestation can lead to changes in temperature and rainfall patterns. Guided Practice: 1. Divide students into groups and assign each group a different climate. 2. Have each group research how the climate affects human activity in that area, using the textbook or online resources. 3. Have each group create a poster or presentation about their climate and its impact on human activity. Independent Practice: Have students write a short paragraph about how their own community is affected by climate. Encourage them to think about things like weather patterns, agriculture, and transportation. Closure: Review the different types of climates and how they affect human activity. Reinforce the idea that human activity can also affect the physical environment and ultimately, climate. Instructional Strategies: 3 | P a g e

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