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Lesson Plan 1:
| Subject: |
Costa Rica Curriculum Science
(lesson plan 1 / lesson plan 2 / lesson plan 3) |
| Title: |
Seasons and Climate in Costa Rica |
| Timeframe: |
Two forty-five to sixty minute class periods |
| Materials: |
four to five globes, four to five 100 watt lamps (or flashlights), red (or other brightly colored) masking tape |
| Objective: |
1. The students will be able to understand how the earth's revolution and the tilting of the earth on its axis cause the change in seasons.
2. The students will gain knowledge of Costa Rica's two seasons, the dry season and the rainy season, and the effect that elevation has on Costa Rica's climate. |
Lesson Procedure: Day 1
- Engagement: Ask students what season it currently is in Houston. Do all parts of the world have the same season at the same time? In whole-class discussion, help students identify what they already know about what causes the seasons to change.
- Exploration: Display a globe and review with students these concepts: the North Pole, South Pole, equator, northern hemisphere, and southern hemisphere. Find Houston and San José, Costa Rica. Mark each with a small piece of colored tape. Which hemisphere are both cities located in? Which city is closer to the equator?
- Explanation and Modeling: Point out how the earth is tilted and not in a straight up and down position. Explain that the earth's axis is an imaginary line from the North Pole to the South Pole and that this axis is tilted (at 23 ½°), causing parts of the earth to get more radiant energy than others. Simulate the sun by using a 100 watt bulb or a flashlight. Show how in summer the northern hemisphere is tilted toward the sun. It receives more direct, concentrated rays and has longer periods of sunlight. Therefore, it has longer days and shorter nights than the southern hemisphere which is experiencing winter. Six months later the southern hemisphere is tilted toward the sun and it is enjoying summer. Explain and show that in spring and fall the sunshine is shared equally between the northern and southern hemispheres.
- Independent Practice: Divide the classroom into cooperative learning groups of three to four students. Provide each team with a globe, a 100 watt bulb or a flashlight, and some colored masking tape. Direct students to locate the poles, equator, Houston, and Costa Rica. Have students mark Houston and San José with a piece of colored tape. Using the light source, have each team simulate the various seasons for Houston. Have students find and identify other cities or countries on the globe and demonstrate the various seasons. Be sure to include places in both hemispheres.
Lesson Procedure: Day 2
- Engagement: Ask students questions to determine their understanding of the concepts taught on Day 1. What season do you think our friends at St. Michael's School in Costa Rica are having now? How do you know? Is Houston having the same season? Why? Which city is closer to the equator? How do you think this will affect the temperature? What other conditions might affect the temperature of the region?
- Exploration: Have the students divide into their cooperative learning groups. Provide each team with a globe and a 100 watt bulb or a flashlight. Locate Costa Rica on the globe. Using the light source, have each team simulate the various seasons for San José. What can they discover about the slant and intensity of the sun's rays during each season?
- Explanation and Modeling: Point out that countries along the equator such as Costa Rica have no clearly marked seasons. It is hot all year round because the equator is closest to the sun and receives direct solar energy. Show how the opposite is true of locations near the poles where it is cool in the summer months because the sun's rays are indirect and farthest from the sun. Explain that in Costa Rica there is no winter and summer as such but instead one hot dry season and one hot wet season. The dry season runs from December to April and the rainy season from May to November. Annual rainfall average100 inches with some mountainous regions getting as much as 25 feet of rain during the rainy season! In Costa Rica temperatures remain constant all year round with variations related to elevation. The lowlands temperature along the coasts average between 80 and 90 degrees. The Central Valley where San José is located has an altitude of 3,500 feet and averages 68 degrees. Temperatures in the mountains drop into the 50's and below.
- Independent Practice: Using the globes, have students show and explain why Costa Rica does not experience summer and winter. Have students find and identify other cities or countries on the globe and demonstrate the various seasons. Suggested places to find might be Seattle, Denver, Miami, Alaska, Panama, Norway, Australia, Greenland, Italy, Nicaragua, Indonesia, South Africa, Japan, Venezuela and Argentina. If using topographical globes, have students predict whether the temperature will be hot or cold according to elevation. How will distance from the equator affect temperature?
Assessment:
The teacher will evaluate students' understanding of how seasons occur by having the students fill out the accompanying chart. Have students find a specific location on the globe. Show the earth's tilt in relation to the light source (Which hemisphere is tilted towards the sun?). The teacher may have students work independently or with their team to fill out the accompanying chart.
Enrichment:
Throughout the year students can use the Internet to gather information on Costa Rica's weather and temperature. They can then compare and contrast the different seasons and climate of both Houston and San José. Graphs can be created to record this information.
References and Resources:
- http://www.incostarica.net/docs/weather/
- http://www.cocori.com/library/crinfo/nutshel.htm#clim
- http://www.weather.com/weather/cities/cs__san_jose.html
- Branley, Franklyn M. "Sunshine Makes the Seasons" New York: Thomas Y. Crowell Company, 1974.
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Lesson Plan 2:
| Subject: |
Costa Rica Curriculum Science
(lesson plan 1 / lesson plan 2 / lesson plan 3) |
| Title: |
Volcanoes of Costa Rica |
| Timeframe: |
These activities may take from several class sessions to two weeks or more, depending upon the readiness and maturity of the students, their computer skills, and daily class time available for research and working on their presentation. |
| Materials: |
transparencies of the "rings of fire", Costa Rica's tectonic plates, and a map of Costa Rica's major volcanoes and a blank transparency |
| Objective: |
The students will gain knowledge of how plate tectonics affects the geography of Costa Rica and a good understanding of why volcanoes erupt in the part of the world where Costa Rica is located. They will be able to identify and describe the major volcanoes of Costa Rica. The students will conduct research in cooperative learning groups, using the computer lab and the library to access information. They will present this information to their classmates in the form of a travel brochure and an oral presentation. |
Lesson Procedure:
- Engagement: Ask students if they know why there are volcanoes in Japan, Alaska, Mexico, Central America, the state of Washington, but not in Texas. In whole-class discussion, help students identify what they already know about volcanoes and plate tectonics. Before this lesson the class will already have studied volcanoes in their science text and discussed plate tectonics. Show a map (transparency) of the "rings of fire". Explain how most volcanoes form along the edges of the earth's plates, where magma comes up where the crust is broken. Point out the Pacific Ring of Fire which contains more than half of the world's 500 active volcanoes. Show how it follows the edges of the continents.
- Exploration: Ask the students which countries fall along the edges of this fire belt. List the countries on the chalkboard or use the overhead projector. Be sure to point out Costa Rica if this country is not mentioned.
- Explanation and Modeling: Show a transparency of the region's tectonic plates and explain that Costa Rica lies at the boundary where the Pacific's Cocos Plate meets the Caribbean Plate. These plates are in continual motion, jostling and shoving one another. The Cocos Plate moves east at a rate of about 10 cm a year forcing the Caribbean Plate under the Cocos, thereby triggering earthquakes and volcanic eruptions. Explain that Costa Rica lies at the heart of one of the most active volcanic regions on earth. The beauty of Costa Rica has been enhanced by the volcanoes - part of the Pacific Ring of Fire - that march the length of Central America. Costa Rica has seven of the isthmus's 42 active volcanoes, plus 60 dormant or extinct volcanoes. Show a transparency of a map of Costa Rica. Point out the major volcanoes of Costa Rica. Explain that students who participate in the exchange program with our sister school, St. Michael's, will visit at least one of these volcanoes.
- Elaboration: Divide the classroom into cooperative learning groups of three students. Assign a volcano to each team among these volcanoes: Arenal, Poàs, Irazù, Barva, Rincó de la Vieja, and Turrialba. Provide class time and time in the library and computer lab for teams to research information about the volcano assigned to that team. Direct groups to obtain information describing the volcano, its location, date and description of its last eruption, current volcanic activity, and special features or interesting facts about the volcano. Explain that each member of the team is responsible for learning everything he/she can about the assigned volcano and for coordinating and sharing information to use in their group project.
- Independent Practice: Provide class time for students to conduct research. Monitor group behaviors so that you can comment later. Give instruction as needed. Students may use books available in the classroom or library, Internet sites, or e-mail their pen pals at St. Michael's school in Costa Rica to obtain needed information.
Student Product:
Student Product: After researching the assigned volcano, each group will use Microsoft Publisher to design a tri-fold travel brochure for their volcano. The brochure should be colorful and contain the following:
- the name of the volcano prominently displayed
- its location and directions from San José or the nearest city
- a description of the volcano
- dates and descriptions of its latest eruptions and any current volcanic activity
- a picture of the volcano imported from the Internet or scanned from a photograph
- other special features or interesting facts about the volcano or the surrounding area
When completed, students will share information by giving an oral presentation to the class and displaying their brochures.
Assessment:
The student's understanding of how plate tectonics explain why there are volcanoes in Costa Rica and the identification of Costa Rica's major volcanoes will be evaluated in a graded short answer exam. Each group's tri-fold travel brochure and oral presentation will be assessed as to overall effort put into the project by each individual and the accuracy and extent of the information contained.
References and Resources:
- http://www.incostarica.net/docs/volcanoes/
- http://www.volcano.si.edu/gvp/volcano/region14/index.htm
- http://vulcan.wr.usgs.gov/Volcanoes/CostaRica/Maps/
map_costa_rica_volcanoes.html
- http://www.cocori.com/photo/index.htm
- http://volcano.und.edu/vwdocs/volc_images/
south_america/south_america.html
- http://volcano.und.nodak.edu/
- Baker, Christopher P. "Costa Rica Handbook." 2nd ed. Chico, California: Moon Publications, 1996.
- Barquero, Jorge. "Volvan Arenal." San José, Costa Rica: Jorge Barguero, 1999.
- Höfer, Hans. "Insight Guides: Costa Rica." Boston: Houghton Mifflin, 1997.
- Lerner, Harry Jones, ed. "Visual Geography Series: Costa Rica in Pictures." Minneapolis: Lerner Publications company, 1997.
- Navamuel, Ricardo Vilchey. "All Costa Rica." 2nd ed. Barcelona, Spain: 1988.
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Lesson Plan 3:
| Subject: |
Costa Rica Curriculum Social Studies
(lesson plan 1 / lesson plan 2 / lesson plan 3) |
| Title: |
Comparing Houston and San Jose history during a 20-year period. |
| Timeframe: |
4 days, 30 minute sessions each day |
| Materials: |
Timeliner 4.0 software, information on Costa Rican history, information on Houston history, Microsoft Internet Explorer, historical pictures, clip art. |
| Objective: |
Students will show understanding that Houston and Costa Rica have various events that happened in their parts of the world at specific times, but some of those events can be very similar. Students will have an appreciation of global awareness. |
Lesson Procedure:
- Engagement: Have students create their own personal timeline of their life, showing 10 things. Let them share in small groups.
- Explanation and Modeling: The teacher will discuss and give five dates and events for each city that the students will input in the Timeliner 4.0 software.
- Elaboration: Students will decide on how their individual timeline will be designed (using various fonts, colors, and sizes). Use the Internet explorer and clip art to find pictures depicting the various events that can be added to the timeline.
- Independent Practice: Let students work in pairs to explore information on the Internet and create their timeline.
- Summation: Students will generate a timeline that compares events n the US and Costa Rica. From the timelines, students will conclude what the differences and similarities are of each country.
Student Product:
2 timelines generated, one for each country showing pictures, dates, and events.
Assessment:
Students will independently generate two timelines, one for each country, to display as a finished product. A student computer checklist will be used as a guide.
References and Resources:
- Research and explore various timelines from Encyclopedias, using Encarta and World Book CDs.
- www.lonelyplanet.com/weblinks/wlcam.htm#cos
- www.lonelyplanet.com/dest/cam/costa.htm#hist
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