It is important to note that most of this unit is constructing knowledge for students before they reach the conjunctive activity that demonstrates the relationship between climate and the atmosphere. This is important as in the constructivist theory of learning, students cannot learn a new concept unless they can first define it in terms of something they already know or have experienced. The greenhouse gas activity necessitates much background knowledge before the student will be able to understand the concept. Students read introduction information about mountains, plateaus, hills, and plains. Students interact during a class discussion about mountains, plateaus, hills, and plains.
Students read introduction information about latitude and longitude.
Global Melon Activity. Students watch and discuss a classroom demonstration of the causes of daylight versus nighttime, changes in the amount of daylight, and seasonal changes. Objective 5 Students will be able to identify different climates and locations of the world by collecting and analyzing data. Students share conclusions and trends with other groups. Five Paragraph Paper and Presentation 3.