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Activity Group Cli, Mate

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Ella Mae Cabungcal
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26 views6 pages

Activity Group Cli, Mate

Uploaded by

Ella Mae Cabungcal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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GROUP NO.

______________

SECTION: ________________

Activity 1. When the Sun’s Rays Strike


Objective

 explain how latitude affects climate.

Study the illustration below

Q1. How much is the tilt of the earth’s axis?


_______________________________________________________________________________________________
Q2. Which part of the earth receives most of the sun’s rays?
_______________________________________________________________________________________________
Q3. Why does the amount of heat receive by places far from the equator become less?
_______________________________________________________________________________________________
Q4. Why are the coldest places on earth found near the poles?
_______________________________________________________________________________________________
Q5. Why are places with high temperature found at the equator?

_______________________________________________________________________________________________

Q6. How does latitude affect climate?

GROUP NO. ______________

SECTION:_________________
GROUP NO. ______________

SECTION: ________________

Activity 2. The Higher, the Colder


Objective

 explain how altitude affects climate

Materials Needed

Pencil or ballpen

Ruler

Procedure

1. Study Table 2.1 below.

Table 2.1 Different Cities in the Philippines and Their Annual Average Temperature

Q1. Which place is the coldest? __________________________________________________________________

Q2. Which place is the hottest? __________________________________________________________________

2. Construct a scatter graph based on the data above.

Q3. Based on the data, what is the relationship between altitude and temperature of a place?

_________________________________________________________________________________________
GROUP NO. ______________

SECTION: ________________

Activity 3 Ocean currents


Objective

 explain how ocean currents affect climate.

Materials Needed
Pen or pencil
Map that illustrates ocean currents
Ruler
Short bond paper

Procedure

1. Study the map below.

Q1. What are the different ocean currents that carry warm water? Give at least three examples.
________________________________________________________________________________________
Q2. What are the different ocean currents that carry cold water? Give at least three examples.
________________________________________________________________________________________
Q3. What kind of air does Greenland Current take along? Explain.
________________________________________________________________________________________
Q4. How do the Kamchatka Current and Kuroshio Current affect the northeastern part and
southern part of Japan?
________________________________________________________________________________________

Q5. How do ocean currents affect climate?


________________________________________________________________________________________
GROUP NO. ______________

SECTION: ________________

Activity 4 Temperatures of Different Cities around the World


Objective

 differentiate windward and leeward sides of a high land


 explain how topography affects climate

Materials Needed

Pencil or ballpen

An illustration of the windward and leeward sides of a mountain

Procedure

1. Study the illustration

Table 2.1 Different Cities in the Philippines and Their Annual Average Temperature
Q1. What happens to water vapor as it rises over the mountain?
________________________________________________________________________________________
Q2. Which side of the mountain experiences low temperature?
________________________________________________________________________________________
Q3. Which side of the mountain experiences high temperature?
________________________________________________________________________________________
Q4. What happens when air becomes warmer and drier as it moves down the leeward side?
________________________________________________________________________________________
Q5. What dry region forms at the back of the mountain?
________________________________________________________________________________________
Q6. How does topography affect climate

________________________________________________________________________________________
Title: Exploring Climate Change: A Reading-Centered Lesson Plan

Grade Level: Middle School (6th - 8th grade)

Objective:

 Students will comprehend the concept of climate change and its implications.
 Students will analyze and discuss various reading materials related to climate change.
 Students will develop critical thinking skills through discussions and activities.

Materials Needed:

 Various reading materials (articles, excerpts from books, scientific reports, etc.) about
climate change.
 Whiteboard or flipchart and markers.
 Worksheets or graphic organizers for note-taking and activities.
 Computers or tablets with internet access (optional).

Duration: 2 class periods (45-60 minutes each)

Procedure:

Day 1:

1. Introduction (10 minutes):


 Begin by discussing the term "climate change" with the students. Ask them to share
their understanding of what it means.
 Explain the importance of understanding climate change and its impact on the
environment, ecosystems, and human society.
2. Reading Activity (30 minutes):
 Divide students into small groups.
 Provide each group with a different reading material related to climate change.
 Instruct students to read the material carefully and take notes on key points, main
ideas, and any questions or thoughts that arise.
 Encourage them to discuss the reading within their groups and clarify any points of
confusion.
3. Group Discussion (15 minutes):
 Bring the class back together for a whole-group discussion.
 Have each group share a summary of their reading material and their thoughts on its
significance.
 Facilitate a discussion on common themes, differences, and any new insights gained
from the readings.
Day 2:

4. Review and Reflection (10 minutes):


 Begin by reviewing key concepts from the previous day's discussion.
 Encourage students to reflect on what they've learned so far and any questions or
areas of interest that have emerged.
5. Extension Activity (30 minutes):
 Provide students with a new reading material that presents a different perspective or
aspect of climate change (e.g., social justice, policy implications, solutions).
 Ask students to read the material independently and complete a worksheet or
graphic organizer that prompts them to analyze and reflect on the reading.
6. Class Discussion and Application (20 minutes):
 Facilitate a class discussion based on the new reading material.
 Encourage students to compare and contrast this new perspective with what they
learned previously.
 Challenge students to think critically about how the information they've gathered can
inform their actions and choices regarding climate change.
7. Conclusion (5 minutes):
 Summarize the key takeaways from the lesson.
 Encourage students to continue exploring and learning about climate change both
inside and outside the classroom.

Assessment:

 Assess students' understanding through their participation in group discussions, their ability
to summarize key points from the readings, and their completion of the extension activity
worksheet or graphic organizer.
 Provide feedback on their critical thinking skills, ability to analyze information, and their
engagement with the topic.
S

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