Unit Plan 24 (Grade 6 Science): Climate Zones & Global Patterns
Explain global climate zones by linking atmospheric and oceanic circulation with latitude, ocean currents, and geography to show long-term weather patterns.
Focus: Explain how climate zones form from patterns of atmospheric and oceanic circulation, latitude, geography (land vs. water, elevation), and ocean currents.
Grade Level: 6
Subject Area: Science (Earth & Space Science — Weather, Climate & Earth Systems)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, students move from global circulation mechanics to understanding climate zones and global patterns. They examine how unequal heating, Earth’s rotation, wind belts, and ocean currents combine with latitude, altitude, and distance from oceans to create different climates around the world. Using maps, data tables, and simple models, students compare regions (tropical, temperate, polar; coastal vs. inland; high vs. low elevation) and explain how circulation + geography shape long-term climate patterns, aligned with MS-ESS2-6.
Essential Questions
- What is the difference between weather and climate, and why does it matter?
- How do global circulation patterns in the atmosphere and oceans help create climate zones?
- How do latitude, altitude, distance from oceans, and ocean currents influence the climate of a region?
- How can maps, graphs, and models help us see global climate patterns that aren’t obvious from daily weather?
- Why is understanding climate zones important for thinking about ecosystems, human settlements, and climate change?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Distinguish between weather (short-term conditions) and climate (long-term patterns) using examples and data.
- Describe how unequal heating and Earth’s rotation create atmospheric and oceanic circulation patterns that influence temperature and precipitation in different regions.
- Use world maps to identify major climate zones (e.g., tropical, temperate, polar; arid vs. humid) and relate them to latitude and global circulation cells/wind belts.
- Explain how ocean currents, mountains/elevation, and distance from large bodies of water modify regional climate patterns.
- Develop and use a Climate Zones & Global Patterns Model (map-based or diagram) that connects global circulation and geography to regional climates, aligned with MS-ESS2-6.
Standards Alignment — 6th Grade (NGSS-based custom)
- MS-ESS2-6 — Develop and use a model to describe how unequal heating and Earth’s rotation cause atmospheric and oceanic circulation that influences weather and climate.
- In this unit: students apply circulation ideas to climate zones, using maps, data, and models to show how global patterns and geography shape regional climates.
Success Criteria — Student Language
- I can explain how climate is different from weather and give an example of each.
- I can show on a map where tropical, temperate, and polar climate zones are and connect them to latitude and global circulation.
- I can describe how winds and ocean currents help make some regions warmer, cooler, wetter, or drier than others.
- I can use maps and graphs (temperature and precipitation) to compare the climate of at least two regions.
- I can create a model that connects unequal heating + rotation + geography to global climate patterns.