ALEX Lesson Plan


Climate Trackers

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  This lesson provided by:  
Author:Stacie Wells
System: Dallas County
School: Dallas County Board Of Education
Author:Kimberly Bell
System: Autauga County
School: Autauga County Board Of Education
The event this resource created for:NASA
  General Lesson Information  
Lesson Plan ID: 34278


Climate Trackers


In this lesson, the students will use the technology resource Mission:Biomes to research and gather data for precipitation and temperatures for assigned biomes.  The students will use the data to create a bar graph to display climate data for each biome.  

This lesson was created as part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

 Associated Standards and Objectives 
Content Standard(s):
MA2015 (2016)
Grade: 3
18 ) Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

Example: Draw a bar graph in which each square in the bar graph might represent 5 pets.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.3.18- Use a pictograph or bar graph to answer questions about data (limit to three categories).

SC2015 (2015)
Grade: 3
14 ) Collect information from a variety of sources to describe climates in different regions of the world.

Insight Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Earth's Systems
Evidence Of Student Attainment:
  • Use books and other reliable media to gather information about climates in different regions of the world.
  • Evaluate the information in the resources to describe the climates in different regions.
Teacher Vocabulary:
  • Evaluate
  • Climates
  • Regions
  • Reliable media
  • Sources
Students know:
  • Climate describes a range of an area's typical weather conditions and the extent to which those condition change over the years.
  • Books and other reliable media provide information that can be used to describe climates in different regions of the world.
  • Variations in climates within different regions of the world.
Students are able to:
  • Identify reliable resources for gathering information.
  • Identify the different regions of the world and their climates.
  • Evaluate information in the resources.
  • Use information to describe the climates in different regions and their patterns.
Students understand that:
  • Patterns in climate can be used to make predictions about typical weather conditions in a region.
AMSTI Resources:
AMSTI Module:
Weather and Climate

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.14- Identify differences in climate regions (e.g., desert, oceans).

Local/National Standards:


Primary Learning Objective(s):

The students will be able to recall information that they have previously learned about weather patterns.

The students will be able to gather data for yearly measurements of precipitation and temperature for various biomes of the world.

The students will be able to create bar graphs to display collected data.

The students will be able to use their bar graphs to compare biomes.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

  • Pictures of the following biomes: 
    • tundra-shrub land
    • rainforest
    • grassland
    • desert
    • temperate deciduous forest
    • coniferous forest

  • Chart paper 
  • Crayons
  • Devices that allow students access to
  • Interactive white board
  • Digital projector

Technology Resources Needed:



Climate is the description of a long term weather pattern of weather in a particular area.

Climate includes temperature, precipitation, and other measures of weather.

A biome is a community of plants and animals living together in a certain climate.

  1. Display pictures of each biome.  Have students identify characteristics of each based on the picture.
  2. Break students into groups (3 or 4).  Assign each group a biome for which they will be gathering data.  
  3. Students are to use the website Mission: Biomes to gather data for the yearly temperature and precipitation of their assigned biome.  
  4. The students will use gathered data to create 2 bar graphs.  The first graph will display the lowest and highest amounts of precipitation recorded for their biome.  The second graph will display the lowest and highest temperatures recorded for the biome.  Display an example of a graph for reference.
  5. The students will present their data to the class.  
  6. The students will compare their biomes based on the information gathered and make predictions about what type of living things would be found in each biome.


Assessment Strategies

Student’s will be assessed using the game, The Great Graph Match. Students will compare gathered data to data presented in quiz to determine correct graphs.





Students who need extra support should be placed in groups with teammates sensitive to the needs of that student.

The teacher may need to more closely supervise groups that contain students who are struggling with the concept.

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.