Planning Guide
Creating Learner-Focused Schools
Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Effects of Temperature, Deviation on Climate | Author (s): Mary Pat Maddock |
| Grade Level: 10-12 | School Address: Richfield Springs Central School P.O. Box 631 Richfield Springs NY 13439 |
| Subject Area: Mathematics (Course III) | School Phone/Fax:(315)858-0610 |
CONTENT KNOWLEDGE
Declarative
Procedural
ESSENTIAL QUESTIONS
INITIATING ACTIVITY
The instructor will discuss a personal experience regarding traveling to a city and note the effects the temperature and weather had on the city. The instructor will ask students to select a city they have either visited or would like to visit. The instructor will also provide a website (http://www.cnn.weather.com) on the Internet that provides temperature and weather information for various world cities. The students will chose a city and begin by collecting temperature data for their selected city. The instructor will verify that the city temperature data is available on the website (if not, the student will need to select another city).
Connection to State Learning Standards
Content Area: Mathematics, Science, and Technology
Level: Mathematics (10-12)
Standard: 2 – MST – Students will access, generate, process, and transfer information using appropriate technologies
Benchmarks: use computer technology to gather data and information
Standard: 3 – MST – Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically by applying mathematics in real world settings and by solving problems through the integrated study of data analysis
Benchmarks: use mathematical reasoning to analyze and illustrate mathematical situations
Standard: 4 – MST – Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science
Benchmarks: use scientific principles and theories to analyze interactions of temperature, climate, and environment
Standard: 3 – SS – Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface
Benchmarks: use intellectual skills to understand and analyze geographic and environmental interdependencies
Standard: 1 – ELA – Students will write for information and understanding. Students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use written and electronically produced texts Benchmarks: use writing as a way to communicate ideas and organize information
Unit Theme: Standard Deviation of Temperature
Standard: 2 – MST – Students will access, generate, process, and transfer information using appropriate technologies
Benchmarks: use computer (Internet) to gather temperature data on a city
Standard: 3 – MST – Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically by applying mathematics in real world settings and by solving problems through the integrated study of data analysis
Benchmarks: calculate and analyze standard deviation and normal distribution curves
Standard: 4 – MST – Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science
Benchmarks: use analysis to determine the climatic impacts of temperature deviations on a city
Standard: 3 – SS – Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface
Benchmarks: comprehend the geographic and environmental impacts of temperature deviations on a city
Standard: 1 – ELA – Students will write for information and understanding. Students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use written and electronically produced texts Benchmarks: analyze and communicate the effects of temperature deviations on the environment and culture of a city
Learning Experiences
Declarative Knowledge
| What declarative knowledge should students be in the process of acquiring and integrating? As a result of the unit, the student will know or understand... |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| How to research, collect, and record data. |
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| How to calculate standard deviation and interpret the meaning of standard deviation |
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The instructor will teach students on standard deviation, normal distribution curves, and percentiles |
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| How deviations in temperature effect climate and culture |
Students will perform independent research using the computer (Internet) or school library to analyze the climate and culture of their selected city |
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Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Collect temperature data from the Internet |
Use hands-on experience with the computer to collect temperature data |
Students will access the website to retrieve temperature data on their selected city |
| Build data tables |
Record temperature data in a data log |
Students will record temperature data for the selected city on a daily basis |
| Analyze standard deviation of temperature |
Classroom instruction on standard deviation including sample calculations, normal distribution curves, and percentile rankings |
Students will calculate the standard deviation of temperatures collected for their selected city |
| Research Geographic, climatic, and cultural information |
Independent research using the library or the computer (internet) |
Students will research information regarding their selected cities climate and culture |
| Writing for information and organizing research data into a written document |
Write Report |
Students will combine knowledge gained about the standard deviation of temperature, climate and culture of the selected city and prepare a written report organizing the data collected and addressing the essential questions |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| Standard deviation and its meaning relative to large and small temperature deviations Cause and effect relationships between temperature, climate and culture Writing for information, understanding and evaluation |
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Students will compare the effects of temperature deviations on the selected city’s climate and culture Students will use deductive reasoning to explain how temperature deviations effect the selected city’s climate and culture Students will analyze perspectives by responding to the essential questions addressing hypothetical temperature deviations and how these deviations would effect the selected city Students will organize their data and responses to the essential questions in a written report that demonstrates their knowledge of standard deviation |
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
| Element #1 |
Element #2 |
Element #3 |
Element #4 |
|
| Elements |
Data Collection |
Mathematical Calculations |
Context |
Written Report |
| Weights |
10% |
40% |
20% |
30% |
| 4 Letter Grade =A 90-100 Total Points |
Complete and accurate data table (9-10 points) |
Accurate calculations Accurate normal distribution curves and percentile rankings (36-40 points) |
Makes clear points relating temperature, culture, and climate Provides a thorough, well-developed relationship between temperature, climate, and culture (18-20 points) |
Well-organized Accurate vocabulary (very few grammatical errors) Provides a thorough and accurate response to the essential questions (27-30 points) |
| 3 Letter Grade =B 80-89 Total Points |
Minor amounts of missing data (8 points) |
Minor mathematical errors and occasional mechanical errors (32-35 points) |
Clearly identifies the criteria important to the relationship of temperature deviation on climate and culture but without demonstrating any particular insight (16-17 points) |
Minor grammatical errors Generally well-organized Successfully addresses the essential questions (24-26 points) |
| 2 Letter Grade =C 70-79 Total Points |
Table is mostly correct but contains some major errors (7 points) |
Significant mathematical and mechanical errors (28-31 points) |
Does not accurate assess the relationship between temperature deviations, culture, and climate (14-15 points) |
Organized but lacks details Significant grammatical errors Responses to essential questions show a limited understanding of subject matter (21-23 points) |
| 1 Letter Grade =D 69 Total Points Or Less |
Sloppy; Large amounts of missing data; made-up data (0-6 points) |
Completely inaccurate mathematical calculations (0-27 points) |
Does not connect the relationship of temperature deviations on culture and climate (0-13 points) |
Simplistic vocabulary Poorly organized Poor responses to the essential questions (0-20 points) |
NOTE: Rubric or other performance assessment instruments may be used.
Written Overview
To expand on the students learning experience, this Learning Unit can be taught as an interactive learning project using Mathematics, Science, Social Studies, and English. Instructors can jointly prepare course material to support this Learning Unit and evaluate student performance. Also, students can be asked to prepare oral or videotaped presentations of their project to share with fellow classmates.