20825_Global_Geography_Year_3_Climate_zones

Subtropical climate zones
Lesson objectives
XXIdentifying the location of countries that experience a subtropical climate and their proximity to majors lines of latitude
XXExamining climate data from five cities in the subtropical climate zones to identify similarities and differences between
countries with arid and Mediterranean climates
Lesson plan
Introduction
XXGo to and click on the map of the
world to display the four major climate zones. Discuss the location of
the subtropical climate zones in relation to the major lines of latitude.
In pairs, students use Google Earth and a note-taking app (Notes) to
list as many countries that lie in the subtropical zones as possible in
five minutes.
Development
XXDivide the class into groups of five, and allocate one city to each
student—Phoenix (USA), Madrid (Spain), Rome (Italy), Riyadh
(Saudi Arabia) and Tripoli (Libya). Individually, students research
characteristics of arid and Mediterranean climates and record key
information using the T-chart on page 29. They then scan the QR
code or use the URL to research climate data for their allocated city.
Students draw conclusions from their research to predict if their
allocated city has an arid or Mediterranean climate.
XXAs a class, establish an inside-outside circle where students briefly share the climate data for their
allocated city and discuss which climate type they think the city
has. Students explain their reasoning and discuss any differences in
opinion.
XXIn pairs, students use a puppet show app (Sock puppets) to create a
scene with two characters—one that lives in an arid climate and one
that lives in a Mediterranean climate. Each student pretends they
are one of the characters and together they role-play a conversation
about the weather and climate in their city, and why they like living
in that climate. Students should provide climate data during the
conversation.
Conclusion
XXIn pairs, students use Google Earth to locate the five cities listed on
page 29 and compare their locations to the major lines of latitude.
Students examine the location of cities they believe have an arid
climate and discuss the colouration on the map in each country,
then repeat for cities they believe have a Mediterranean climate.
Students discuss the question Does vegetation grow in both arid and
Mediterranean climates? and explain their reasoning.
Resources
XXWorld map—four major climate zones
XXiPad ® /tablet with QR scanner, a
note-taking app (Notes) and a
puppet show app (Sock puppets)
XXPage 29
XXGoogle Earth
XXInside-Outside circle explanation
As a class, watch the
video Living in the desert
at .
Travelling further
Would you continue to live in
the desert if your family had
lived there for generations?
Research climate data in the
Sahara desert and discuss.
Students write a letter to
their family explaining their
decision based on climate
data for the Sahara desert.
Curriculum links
HASS Knowledge and Understanding
The main climate types of the world and the similarities and differences between the climates of different places
(ACHASSK068)
HASS Inquiry and Skills
Questioning Researching Analysing
Evaluating and
reflecting
Communicating
• Locates and collects
information from Google
Earth and websites
• Records, sorts and
represents data using a
note-taking app, a T-chart
and a table
• Interprets cartographic
information to locate cities in
subtropical climates and
• Compares the colour-coding
on a map to identify patterns
between the vegetation in arid
and Mediterranean climates
• Draws simple conclusions
about the weather, climate and
vegetation in places located within
the subtropical climate zone
• Interacts with others with respect
to share points of view about the
climate type of different cities
• Communicates
understanding using an
inside/outside circle and a
puppet show app
28YYear 3A AC GLOBAL GEOGRAPHYw www.ricpublications.com.auI