Students review what they know about the continents and oceans. Then they learn additional information about both. Next, they explore the differences between weather and climate and look at the climate zones throughout the world. Finally, students work in groups to learn about climate-related topics and report back to the rest of the class.
Students read an introduction to the experience and its objectives, then use a digital map to label as many continents and oceans as they can. After completing the map, they discuss as a class what they already know and what they are unsure about, and help set learning goals for the lesson.
Teacher MovesPreview the overall flow of the experience and highlight the objectives. Monitor students as they label the map, then facilitate a whole-class discussion to surface prior knowledge and gaps, guiding students to articulate specific goals for what they want to learn before moving on.
Students are introduced to the focus on key facts about continents and oceans. They use a note-taking table to record each continent, important facts, and bordering oceans while watching the video Seven Continents of the World and reading the article What are the 5 Oceans of the World?. They then answer a multiple-choice question about the percentage of Earth covered by water and post to a collaborative wall one surprising fact they learned about continents or oceans, followed by a class discussion of these surprises.
Teacher MovesExplain the purpose of the note-taking table and model or remind students how to organize information effectively, including how to sort the table if helpful. Clarify any misconceptions that arise from the video, article, or water-coverage question. Lead the discussion of students’ surprising facts, prompting them to elaborate and, if time permits, encouraging brief additional research so students can share more interesting information with the class before transitioning to the next scene.
Students read What’s the Difference Between Weather and Climate? to learn how oceans influence climate and to distinguish between weather and climate. As they move through the interactive content, they complete a graphic organizer comparing weather and climate, describing components of each system, regional variation, and the shrinking Arctic ice cap. Next, they explore the interactive site Climate Types for Kids, using the map and tabs to investigate major climate types and subclimates. They answer several poll questions about specific subclimates and locations, then post on a collaborative wall identifying the subclimate where they live and one fact about it.
Teacher MovesSupport students in extracting key ideas from the weather–climate reading and ensure they accurately complete the graphic organizer, clarifying the difference between short-term weather and long-term climate patterns. Guide students as they navigate the climate types interactive, checking for understanding through the poll responses and addressing errors in real time. Facilitate a discussion about students’ local subclimate and facts they found, and extend the conversation by inviting them to consider subclimates in places where family members live, where they have traveled, or where they would like to go. Prepare students for the next scene by organizing them into small groups and assigning each group one topic—drought, El Niño, or ice and global warming—for an upcoming poster and oral presentation.
In small groups, students investigate one assigned climate-related topic—drought, El Niño, or ice and global warming—using the resources Drought, El Niño, and Changing Arctic Landscape. Each group creates a poster that includes a clear description of the topic, 3–5 key facts, at least two images, and a statement explaining why the topic is important. A group recorder uploads a screenshot of the poster as a record of their work. Groups then present their posters to the class in an oral presentation and afterward review and discuss the presentations on the topics they did not research.
Teacher MovesOrganize students into small groups and assign each group one of the three topics, ensuring that each group understands the poster requirements and presentation expectations. Circulate as groups research and design their posters, prompting them to include accurate information, relevant images, and a clear explanation of the topic’s significance. Designate or confirm a recorder in each group to upload a screenshot of the completed poster. Facilitate and manage the sequence of oral presentations, encouraging active listening and discussion as students compare and reflect on all three climate-related topics in preparation for the individual evaluation.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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