Michael Kollmer 3/9/2021

EDDN 680 Professor Sabo

Elementary Synopsis

Learning Objective: I can determine the climate zone of different areas by sorting task cards.

Activating prior knowledge: The students have been learning about weather and climate. The day

before the students learned about the five different climate zones.

Key vocabulary: Climate, Climate zone, Polar, Desert, Temperate, Mediterranean, Tropical

Materials: iPad, Task cards, Reading passage

Lesson procedure:

1. The teacher played a YouTube video on the different climate zones.

2. The students read a passage about the 5 different climate zones they were going to be

using today.

3. After reading the passage, the teacher handed each student a task card. On the task card

there was a description about a place in the world and the type of climate they have.

4. The teacher had the students read their car out loud one by one and had the class come up

with what climate zone that task card should go with.

5. Once the class decided on a climate zone, the student with that card would come up to the

board and put their card under the correct climate zone label.

6. After all of the cards were sorted, the teacher had the students complete an exit ticket on

google slides.
Differentiated instruction: The teacher had the students read the passages in partners. The

partners consisted of a high reader and a low reader.

Opportunities for practice: The students had the opportunity for practice while doing the sort.

Each student received one task card that they had to figure out what climate zone the card best

fit.

Comments: After the students handed in the google slides on google classroom, they were

allowed to have snack.

Assessment: The google slides was used as an exit ticket for an assessment for this lesson.

Classroom Management: The teacher has a pom pom jar where the whole class can earn a pom

pom in order to earn a party when the jar is filled. The teacher also uses class dojo to give

individual points to students who are on task and doing the right thing. The teacher does not

display class dojo on the SMARTboard. Instead, the teacher uses her iPad to give out points. By

doing this, the students hear the dojo sound but do not realize who is receiving the point. This

makes all students work harder so they can earn a point as well.

Prompting an environment where diversity is celebrated: This lesson prompted diversity by using

task cards from different locations around the world. The teacher could have had the students

share about the climate of their home countries and had the rest of the class decide which climate

zone they would fall under in order to also celebrate diversity.