ALEX | Alabama Learning Exchange

Climate Trackers

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This lesson provided by:

Author:	Stacie Wells
System:	Dallas County
School:	Dallas County Board Of Education
And
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
Title:	Climate Trackers
Overview/Annotation:	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):

Science
SC2015 (2015)
Grade: 3

14 ) Collect information from a variety of sources to describe climates in different regions of the world.

Unpacked Content

Scientific And Engineering Practices:

Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts: Patterns

Disciplinary Core Idea: Earth's Systems

Evidence Of Student Attainment:

Students:

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

Knowledge:

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.

Skills:

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.

Understanding:

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).

Mathematics
MA2019 (2019)
Grade: 3

16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

a. Determine a simple probability from a context that includes a picture.

b. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.

Unpacked Content

Evidence Of Student Attainment:

Students

Organize data and draw a scaled picture graph (with scales other than 1) to represent a data set with several categories.

Organize data and draw a scaled bar graph (with scales other than 1) to represent a data set with several categories.

Given a scaled picture graph or bar graph, solve one-And two-step problems using information presented in the graphs.

Determine simple probability from a context that includes a picture or information displayed in a graph.

Example: A picture graph displays data to represent the type of transportation for students traveling to school as 10 students walk, 8 students ride bikes, 38 ride the bus, and 12 ride in cars. Another student enrolls in school. What is the least likely way they will travel to school? Why?
Note: Students are expected to reason about probability, not calculate a probability.

Teacher Vocabulary:

Data set
Scale
Picture graph
Scaled bar graph
Category
Probability

Knowledge:

Students know:

Strategies for collecting, organizing, and recording data in picture graphs and bar graphs.
Describe and interpret data on picture and bar graphs.
Strategies for solving addition and subtraction one-And two-step problems.

Skills:

Students are able to:

Collect and categorize data to display graphically.
Draw a scaled picture graph (with scales other than 1) to represent a data set with several categories.
Draw a scaled bar graph (with scales other than 1) to represent a data set with several categories.
Determine simple probability from a context that includes a picture.
Example: A bar graph displays data to represent students' favorite colors with data showing 4 students choose red, 11 students choose blue, 2 students choose green, and 4 students choose purple. If Jamal is a student in the class, what do you think his favorite color might be? Why?
Solve one-And two-step "how many more" and "how many less" problems using information presented in scaled graphs.

Understanding:

Students understand that:

Questions concerning mathematical contexts can be answered by collecting and organizing data scaled pictographs and bar graphs.
Understand that logical reasoning and connections between representations provide justifications for solutions.

Diverse Learning Needs:

Essential Skills:

Learning Objectives:
M.3.16.1: Define picture graph, bar graph, and data.
M.3.16.2: Interpret the data to solve problems.
M.3.16.3: Identify the parts of a graph (x-axis, y-axis, title, key, equal intervals, labels).
M.3.16.4: Locate the data on a picture graph and a bar graph.
M.3.16.5: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
M.3.16.6: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference.

Prior Knowledge Skills:

Describe picture graph and bar graph.
Use vocabulary related to comparing data.
Examples: more than, less than, most, least, equal.
Recognize attributes of data displays.
Locate information on data displays.
Classify objects into given categories.
Sort the categories by count.
Recognize different types of data displays.

Alabama Alternate Achievement Standards

AAS Standard:
M.AAS.3.16 Measure lengths of objects using non standard tools (paper clips). Limit to whole numbers.
M.AAS.3.17 Using vocalization, sign language, augmentative communication or assistive technology, represent and interpret data on a picture or bar graph when given a model or a graph to complete.

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 Mission:Biomes The Great Graph Match Interactive white board Digital projector
Technology Resources Needed:	Devices that allow students access to Mission: Biomes The Great Graph Match Interactive white board Digital projector
Background/Preparation:	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.

Procedures/Activities:

Display pictures of each biome. Have students identify characteristics of each based on the picture.
Break students into groups (3 or 4). Assign each group a biome for which they will be gathering data.
Students are to use the website Mission: Biomes to gather data for the yearly temperature and precipitation of their assigned biome.
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.
The students will present their data to the class.
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

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.

Acceleration:

Intervention:

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.

ALEX Lesson Plan

Climate Trackers