## Temperature Facts

### Math, Science, Social Studies

**Grade Level:** Third - March

**Teacher of Lesson:** Stacey Perri

**Approximate Time:** Thirty Minutes
### PREINSTRUCTIONAL

**Objectives:**
- Students will gain information about the desert environment through temperature facts.
- Students will identify the differences between the desert environment and another environment more like their own by graphing temperature information.
- Students will practice their graphing skills.

**Materials:**
- The following temperature information, one copy for each student:

**Temperature Information:**
MONTH | | PHOENIX | WASHINGTON |

January | High | 65 | 43 |

February | High | 70 | 46 |

March | High | 75 | 55 |

April | High | 83 | 67 |

May | High | 93 | 76 |

June | High | 102 | 84 |

July | High | 105 | 88 |

August | High | 103 | 86 |

September | High | 99 | 80 |

October | High | 88 | 70 |

November | High | 75 | 57 |

December | High | 66 | 45 |

- Graph Paper
- Pencils

### DURING INSTRUCTION

**Procedures:**
- Ask the students to estimate how much hotter it is in the desert than here. Write these estimations on the board.
- Give the students the temperature information and graph paper, asking them to graph the facts using two different colors. (The students have had previous experience with line graphs in math). Go through the first month as guided practice. Remind students to use two different colors, and to label their graphs.
- When the students are finished, ask them:
- In which months was there more than a 20 degree difference in the average daily high temperatures of these two cities? (Jan, Feb, and Dec).
- Which area had the higher daily temperature in June? July? By how much?

- Have a volunteer point out the two areas on the map. Ask the students what type of climate each area has.
- Close lesson by asking the students to place their graphs into their journals.

### POSTINSTRUCTIONAL

**Evaluation:**
- Were students able to differentiate between the climate of the desert and the climate of an area like where they live?
- Did the students see the differences between the two lines, and city temperatures?
- Were the students able to graph the information?
- Were the students able to answer the questions and contribute to class discussion?

**Reteaching Strategies and Follow-Up:**
- Keep track of the daily temperatures for one week, and repeat this lesson. Allow students to compare the desert temperatures to their own environment.

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