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TGC Fellow Unit Template *

 

Prepared by: Todd Noyes

School/Location: Ithaca, New York

 

Subject: Algebra 1 Common Core

Grade: 9th

Unit Title: Latitude vs. Temperature Lab

Time Needed: 4-5 (45 minute classes)

Unit Summary:

Linear Functions Unit:

Part A (1) A world map will be shared with students, and they will need to place points where they think the designated countries are.

Students

will check with their group and correct any points. (2) Students will record data for 12 cities (we’ll pick these as a class) latitude, average mean January temperature and elevation from around the world. (3) Students will graph latitude vs. temperature and decide if there is a correlation between them (we will do this on paper and Google Sheets). (4) Students will find the equation for the line of best fit, interpret what the slope and y-intercept mean and identify any outliers. (5) Students will need to make a list of factors that influence the outlier’s climate (these will be recorded on Padlet). (6) A list of follow up questions and summary will follow

Part B Check for understanding - Students will get a list of five random countries and they will need to predict the average mean January temperatures. A culture component will require students to think about characteristics (i.e. clothes, books, shoes, transportation, lunch etc.) of a high school student from the five countries. Four questions will be given to discuss as a group. Students will work in their groups, and examine their perspective. Lastly, each student will use ThingLink (or another digital story telling tool) to create a share out for one of the five countries combined with a culture comparison.

Statistics Unit:

(1) Students will record the average mean temperature in January for 12 cities with similar latitude as Ithaca, NY ( 42.443 o North). (2) Students will calculate the Min, Q1, Median, Q3 and Max for the combined data set and create a box and whisker plot. Extra Add On:

(3) Students will calculate the linear regression for the original set of 12 cities. This calculation will be compared to the equation that was found during the Linear Function Unit.

 

Stage 1 Desired Results

ESTABLISHED GOALS:

 

Transfer

Students will be able to independently use their learning to…(real world purpose)

CCSS.MATH.CONTENT.A-CED.2

1. Understand weather around the world

 

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

2. Investigate the world beyond their immediate environment.

 

3. Global map interpretation.

 
 

Meaning

 

UNDERSTANDINGS:

ESSENTIAL QUESTIONS:

 

Students will understand…

1.

What is the best way to represent the linear equation for the recorded data?

CCSS.MATH.CONTENT.F-LE.1.A

1.

The conversion from Celsius to Fahrenheit.

Distinguish between situations that can be

 

modeled with linear functions and with exponential functions.

2. The conversion from Degrees and Minutes to Degrees.

2. What other variables besides latitude can determine the climate of an area?

 

Prove that linear functions grow by equal differences over equal intervals

3. The climate zones coincide roughly with elevation ranges.

3. What latitude would be desirable to visit during January?

CCSS.MATH.CONTENT.S-ID.6.B

4. Bodies of water will affect land temperature.

Represent data on two quantitative variables on

5. Cities with the same average temperatures will have similar latitude’s.

4. How is your location to the equator connected to the climate of your city?

a

scatter plot and describe how the variables

are related.

 
 

Fit a linear function for a scatter plot that suggests a linear association

6. The outlier’s effect on the linear regression equation

CCSS.MATH.CONTENT.S-ID.7

7. Meaning behind the statistical data and interpret it.

Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

8. The predictors for determining a cities weather

 

Acquisition

ISTE NETS 1.c Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative process.

Students will know how to… (Content)

Students will be able to… (Skills)

1. Research data based on specific constraints.

1. Graph x-y values that will produce a scatter plot.

2. Determine if there is a correlation between latitude and temperature.

2. Draw a line of best fit based on the given data.

ISTE NETS 3.b Students apply digital tools to gather, evaluate, and use information.

3. Find the slope, y-intercept and equation from the line of best fit.

3. Calculate the linear regression equation using the Ti-83+.

4. Find the five-number summary.

5. Determine reliable web sources with appropriate data.

4. Analyze the mean and median average temperatures.

5. Discuss percentiles and where other cities may fit.

NYS. Geography Standard 3

6.

Complete the necessary conversions (Video) à Minutes/60

-

Determining a country’s location on a map

6. Decide if there are multiple cities that share the same weather pattern

NYS.Earth Science.Standard 2. Key Idea 1

 

7. Predict the latitude or average temperature for any country during January (If it doesn’t work – See #8)

-

Analyze weather maps

NYS.Earth Science Performance Indicator 2.2c A location’s climate is influenced by latitude, proximity to large bodies of water, ocean currents, prevailing winds, vegetative cover, elevation, and mountain ranges.

8. Discuss climate factors that may explain an error in a previous calculation.

GLOBAL COMPETENCY:

1. Develop global competency by investigating the world beyond their immediate environment.

2. Synthesize information to communicate findings with a new appropriate technology

3. Use a variety of sources and media to identify relevant evidence.

4. Analyze evidence to construct coherent responses.

RESOURCES:

http://www.wunderground.com/history http://www.climateandweather.net http://www.ncdc.noaa.gov/cmb-faq/anomalies.php https://weather-and-climate.com/

http://mathbits.com/MathBits/TISection/Statistics1/LineFit.htm

http://www.infoplease.com/ipa/A0001769.html

http://www.mapsofworld.com/world-maps/world-map-

with-latitude-and-longitude.html

ASSESSMENTS:

www.socrative.com

www.getkahoot.com

www.thinglink.com

www.padlet.com

VIDEOS:

http://tinyurl.com/Climate-Definition

http://tinyurl.com/Latitude-Info

http://tinyurl.com/Latitude-Climate

 

Stage 2 - Evidence

Assessment

Evaluation Criteria (Learning Target or Student Will Be Able To)

Assessments FOR Learning: (ex: kwl chart,

Students will be able to…

exit ticket, observation, draft, rehearsal)

1.

Before we start the lesson we will do a quick assessment for learning on linear functions on Kahoot.

1. Pre-Assessment

2. Peer to Peer share out

2.

Compare maps with peers to understand the correct location of the countries we are going research.

Graph data points to create a scatterplot and draw a line of best fit. Interpret the slope & y-intercept.

3. Observation in the classroom and on the Chromebook

3.

4. Exit Ticket – Socrative

5. Warm Up - Socrative

4.

Describe the correlation between latitude and temperature

6. Padlet (post 1)

5.

Write the equation for the line in Socrative under short answer.

6.

Identify factors that influence the climate of the outlier’s in our data points.

.

Assessment OF Learning: (ex: performance task, project, final paper)

1. Padlet discussion (post 2)

Students will be able to…

1. Respond to the question “Can you make a conclusion about where you live and the weather?”

2. ThingLink response

2. Students will create an individual ThingLink from provided questions and an image of the country they are choosing.

3. Lab submitted

Next Unit Assessment

3. Explain the connection between latitude and temperature and define other variables that may determine climate

4. Quiz - Statistics

5. Ti-83+ Graphing Calculator

4. Create a five number summary with the data collected for the cities similar to Ithaca’s latitude.

5. Find the linear regression equation, and express the importance of the equation.

 

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

Day One:

Objective: Students will be able to assess their understanding of map interpretation and understand the relationship between latitude and temperature.

1. Pre Assessment – Linear Quiz on Kahoot (10 questions).

2. Students will be given an outline map of the world. They will need to locate the countries we are researching.

3. Students will work with group to correct any countries.

4. Use Chromebooks to research the 12 cities (latitude converted to decimal, average mean January temperature ( o F ) and elevation).

a. http://www.wunderground.com/history (Directions will be provided to use the website)

b. http://www.infoplease.com/ipa/A0001769.html (Latitude and Longitude tool)

5. The data will be recorded on their lab packet. Students will write latitude as Degrees and not Degrees Minutes Seconds (DMS).

a. Round degrees to the nearest thousandth.

6. Students will graph the data for latitude vs. temperature in their lab. Use an appropriate scale. Draw the line of best fit with a

ruler.

7. Students will also graph the data points in Google Sheets and compare with their lab. https://www.youtube.com/watch?v=n9-

lYzJwX40

8. Discuss the type of correlation between latitude and temperature.

9. An exit ticket will be assigned on Socrative à a scatter plot graph will be shown and students need to decide what type of

correlation is represented. Homework: Try to find the equation for the line of best fit. Interpret what the slope and y-intercept mean (line of best fit). Identify any outliers.

Day Two:

Objective: Students will identify and understand the effects of climate on the outliers.

1. Warm Up: Class will begin with students entering their equations from the night before into Socrative.

2. Discuss answers for the slope and y-intercept. Are there any outliers?

3. Students will watch 3 YouTube videos.

a. http://tinyurl.com/Climate-Definition

b. http://tinyurl.com/Latitude-Info

c. http://tinyurl.com/Latitude-Climate

4. Student will record answers to the following questions from the videos: Lines of latitudes are also known as? How many minutes are in 1 degree? The equator is located at what degree? Where do the meridians intersect? What is the difference between climate and weather? What is climate influenced by? What are three different types of Climate?

a. http://www.ncdc.noaa.gov/cmb-faq/anomalies.php

b. http://www.climateandweather.net

c. https://weather-and-climate.com/

5. Students will login to Padlet. A link will be shared on Edmodo.

6. Students will post their list of factors that influence the outlier’s climate.

Homework: lab summary question will need to be completed.

Day Three:

Objective: Students will be able to effectively create a digital story about a city and country of their choice.

1. Warm Up: Students will receive a map with 5 global cities labeled. Groups will need to make a hypothesis of the cities average mean January temperature and their location from the equator.

a. The five cities and countries are:

i. Jakarta, Indonesia

ii. Melbourne, Australia

iii. Ulaanbaatar, Mongolia

iv. Rio de Janeiro, Brazil

v. Abuja, Nigeria

2. As a group, students will discuss four questions to deepen their understanding on characteristics of high school students from

various countries.

3. Prompt: When thinking about the following questions, consider what you both might have in common or where your lives might differ

a. What do you imagine they do for fun?

b. How do they get to school?

c. What do you think their school lunch consists of?

d. How does the weather affect your life compared to the life of the other student?

4. Students will be introduced to ThingLink, but could use any presentation tools. A list of different technology sources will be

provided.

5. Students need to:

a. Create a digital story from their research and culture comparison for one of the five countries.

b. Include pictures of the global students, cultural activities, school, food, environment (landscape) and anything else interesting. There must be a description that goes along with each picture.

Homework: Student will complete the digital storytelling activity.

Statistics:

Objective: Students will be able to calculate the linear regression from a set of data points.

1. Students will record the average mean temperature in January for 12 cities with similar latitude as Ithaca, NY ( Cities to be determined

a. https://en.wikipedia.org/wiki/List_of_cities_by_latitude

42.443 o

North) à

2. An x-y chart will be used to collect the data.

3. The five number summary will be calculated by using the graphing calculator.

4. Students will draw a box and whisker plot.

5. The latitude vs. temperature chart from part 1 will be shared with students. They will use the latitude and the average mean January temperature to create a “stat plot” on the graphing calculator.

6. Students will use the necessary steps provided before this activity to find the linear regression.

a.

http://mathbits.com/MathBits/TISection/Statistics1/LineFit.htm

The equation from part 1 will be compared to the linear regression equation they found.

Homework: Students will complete the worksheet and answer the questions at the end.

1. Can you come up with any conclusion about where you live and how cold it is?

2. Are there any outliers? Where?

3.

What are some factors that cause these extreme temperatures?

*adapted from Understanding by Design Model

TGC FELLOWS UBD Lesson Template

 

Lesson Title: Latitude vs. Temperature Lab

Subject: Algebra

Prepared by: Todd Noyes

Materials Needed: Organize class by groups, lab handout, Chromebooks, Internet connection, Kahoot, Socrative, blank map of the world, ruler, pencil and graphing calculator.

Global Competency: Synthesize information to communicate findings with a new appropriate technology

Where is the lesson going? (Learning Target or SWBAT)

Students will be able to assess their understanding of map interpretation and understand the relationship between latitude and temperature.

Hook:

Tailored Differentiation:

As Students walk in they will see a warm up on the front board – Join Kahoot. They will complete and interactive pre-assessment on Kahoot (10 questions). Students will be told that they are going to investigate the comparison of Latitude and Temperature.

1. Directions will be provided for students to use the wunderground website.

2. Groups will be made based on a mixture of student ability.

Equip:

3. Guided notes will be provided for additional guidance setting up problems.

 

1. Pre Assessment – Linear Quiz on Kahoot (10 questions).

4. A template will be recorded for each student to use when working in Google Sheets.

2. Students will be given an outline map of the world. They will need to locate the countries we are researching.

3. Students will work with group to correct any countries.

 

4. Use Chromebooks to research the 12 cities (latitude converted to decimal, average mean January temperature ( o F ) and elevation).

a. http://www.wunderground.com/history (Directions will be provided to use the website)

b. http://www.infoplease.com/ipa/A0001769.html (Latitude and

 

Longitude tool)

5. The data will be recorded on their lab packet. Students will write latitude as Degrees and not Degrees Minutes Seconds (DMS).

a.

Round degrees to the nearest thousandth.

6. Students will graph the data for latitude vs. temperature in their lab. Use an appropriate scale. Draw the line of best fit with a ruler.

7. Students will also graph the data points in Google Sheets and compare with their lab. https://www.youtube.com/watch?v=n9-

lYzJwX40

8. Discuss the type of correlation between latitude and temperature.

9. An exit ticket will be assigned on Socrative à a scatter plot graph will be shown and students need to decide what type of correlation is represented.

Homework: Try to find the equation for the line of best fit. Interpret what the slope and y-intercept mean (line of best fit). Identify any outliers.

Rethink and revise:

Students will take a closer look at the correlation between latitude and temperature. Besides latitude, are there other factors that affect temperature? The equator is located at what degree? What is the difference between climate and weather? What is climate influenced by? What are three different types of Climate?

Evaluate:

1. Students will need to find the equation for the line of best fit, interpret what the slope and y-intercept mean (line of best fit) and identify any outlier’s.

2. Students will complete the exit ticket on Socrative à A scatter plot graph will be shown and students need to decide what type of correlation is represented.

3. The teacher will be evaluating for understanding the collection of data needed for the graphing piece of the lab.

 

4. The next day students will post their list of factors that influence the outlier’s climate on Padlet.

Notes:

1. The students groups will be predetermined.

2. The cities and countries will be pre determined by the class before we start.

Organization:

1. Kahoot activity needs to be set and ready to go.

3. The teacher needs to make sure students are writing down the latitude correctly.

2. Socrative needs to be set and ready to go.

4. The teacher needs to make sure the students are using the average mean January temperature.

3. All links will be posted to Edmodo for students to use.

5. Make sure resources are on Edmodo the day before.

4. The cities and countries will be pre determined.

5. Students will be shown how to convert from Degrees.

DMS à

6. Google Sheets will be created before the activity so each student has their own tab with the chart and graph.