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Grade level: 6th

Unit Length: 2-2.5 weeks

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-Students will be able to strategically collect data on the temperatures in different areas over 2 weeks.

-Students will be able to locate the mean, median, and mode for the city/area they choose.

-Students will be able to write a short research paper on why climates are different in different parts of the world based on their chosen city or area.

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Science: ESS2.D: Weather and Climate

-Weather and climate are influenced by interactions involving

sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6)

-Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5)

Math:

The Number System

6.NS Compute fluently with multi-digit numbers and find common factors and multiples.

Statistics and Probability

6.SP Develop understanding of statistical variability.

Summarize and describe distributions.

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Topic: DIY Thermometer

Length: 1-2 days

Standards:

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Topic: Paper over temperature of an area you choose.

Length: 1 week

Standards:

ELA:

W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1.b Support claim(s) with clear reasons and relevant evidence, using credible sources and

demonstrating an understanding of the topic or text.

W.6.1.e Provide a concluding statement or section that follows from the argument presented.

W.6.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.6.2.e Establish and maintain a formal style.

W.6.2.f Provide a concluding statement or section that follows from the information or explanation

presented.

W.6.3 Write narratives to develop real or imagined experiences or events using effective technique,

relevant descriptive details and well-structured event sequences

W.6.7 Conduct short research projects to answer a question, drawing on several sources and

refocusing the inquiry when appropriate.

W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility

of each source; and quote or paraphrase the data and conclusions of others while

avoiding plagiarism and providing basic bibliographic information for sources.

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection and

research.

History:

4.1 The student will recognize and evaluate continuity and change over time.

4.2 The student will analyze the context and draw conclusions about

continuity and change.

4.3 The student will investigate and connect continuity and change to a

contemporary issue.

4.4 The student will use their understanding of continuity and change to

make a claim or advance a thesis using evidence and argument.

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Topic: Mean, median and mode of our weather

Length: 2-3 days

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Standards for this lesson:

The Number System

6.NS Compute fluently with multi-digit numbers and find common factors and multiples.

Statistics and Probability

6.SP Develop understanding of statistical variability.

Summarize and describe distributions.

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Students will be able to calculate the mean, median, and mode of weather data.

Students will analyze and compare weather patterns in different locations.

Students will communicate their findings and data effectively.

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Mean

the average value of a set of numbers

Median

the middle value of a set of numbers when they are arranged in order

Mode

the number that appears most frequently in a set of numbers

Weather data

Central tendency

Variability

Trend

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Teacher

Calculator

Whiteboard and markers

Pre assessment worksheets

Students

Weather data sheets

Calculator

Pencil

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We will begin by discussing the importance of understanding averages in everyday life. I will introduce our topics of mean, median, and mode with explanations of what they are. Mean being the average value of a set of numbers. Median is the middle value of a set of numbers when they are arranged in order. The number that appears most frequently in a set of numbers is known as the Mode. After that, as a class, we will go over some real life examples of where we might have seen these occurring. For example, in sports, especially basketball, they find their average points per game which would be the mean. Also in ice cream shops, the mode is calculated to figure out which flavor is the most popular and the least so they can know what they need to have more in stock of. I will lead that discussion into finding the means, medians, and modes for the data they collected in Topeka, KS as well as the other place they chose to gather from. The students will pull out the sheets they used to record their data. Everyone should have done Topeka, KS so we will calculate how to find the mean, median, and mode together as a class. Once we have done that, they will then do so with the information from other place they researched. After they have their calculations, the students will make dot plot diagrams for their 2 places and present their findings to the class.

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Topic: Temperature

Length: 2 weeks

Standards for the lesson:

ESS2.D: Weather and Climate

-Weather and climate are influenced by interactions involving

sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6)

-Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5)

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Student will pick a destination of their choosing from the list of locations they have been tracking over the past few weeks. They will research their location and will inform of any weather related natural disasters that have happened in their location that had a significant role in how it changed the location. This paper will be a minimum 2 pages, double spaced.

Example: how Pompeii affected Italy, or the Marshall Islands and how that is effected.

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Lesson overview: Teacher will escort their students out of the classroom to go outside for a few minutes. Each student will get a clipboard, a piece of paper, and a pencil. We will go outside, and I want the students to just think about what temperature it could be outside. I want them to write down what they feel. This could be humidity or wind, if they're hot or if they are cold, and just write stuff down about that, and then at the end they'll write down what they think it is but this would be a silent activity. Once they are done I will collect them before returning indoors and we will have a discussion and I will tell them the temperature. They will have their log sheet for temperature tracking over the next two weeks. They have to do Topeka, KS, and then whichever place they choose but it cannot be in KS and it cannot be a surrounding state. They will have a designated 5 minutes to write down, the temperature the humidity, the wind speed and the UV index for both places.

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Local, National, & Global Daily Weather Forecast | AccuWeather

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AccuWeather has local and international weather forecasts from the most accurate weather forecasting technology featuring up to the minute weather reports

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For each table group:

1 small glass bottle

rubber stopper, #1, with hole

plastic pipe, 10 cm

piece of index cards

2 large plastic cups, 500 mL

4 notebook sheets of paper

For the class:

1 vacuum bottle (optional)

1 cooler (optional)

1 hot plate (optional)

ice cubes

1 dispensing bottle

1 thermometer, celsius (optional)

green food coloring

2 pitchers

2 marking pens

transparent tape

paper towels

water

1 projection system

1 computer

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Informal/ Formal:

I will observe students as they are walking around the classroom to the different stations.

I can use questioning techniques to assess their understanding of mean, median, and mode.

I will provide feedback and guidance as needed.

Summative:

I can assess their understanding of mean, median, and mode when they are presenting their data to the class.

I will collect their worksheet/ dot plot diagrams and weather logs to make sure the data matches up.

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1. Cut index cards

1. cut two index cards into 1"X3" strips. the strips are not reusable, so cut one strip per group.

2. Water Sources

1. you will need room temperature water (about 22 degree celsius), hot water from the tap (about 45 degree celsius), and ice water (close to 0 degree celsius). Vacuum bottles and/or ice chests are useful for maintain water temperatures. A coffee pot or a hot plate can be used to heat water. Caution students to be careful with hot water. For room temperature water, fill a pitcher from a faucet and let it stand for an hour.

3. prepare green room temperature water

1. green water is used in the student made thermometers. Put 30 drops od green food coloring in a dispensing bottle and fill it with room temperature water. Screw the lid on tightly. The dispensing bottle holds enough water for eight glass bottles.

4. Practice assembling a thermometer

1. make a thermometer using a glass bottle, rubber stopper, plastic pipe, and piece of an index card.

2. Insert the plastic pipe securely in the large end of the rubber stopper. It needn't go clear through. (You can assemble the pipe and stopper in advance to facilitate assembly during the activity)

3. Use a dispensing bottle to fill the glass bottle almost full. (use green room temperature water during the activity)

4. Adjust the water level in the pipe so that the top of the column is in the middle of the pipe. To do this, gently wiggle the stopper out of the bottle a bit.

5. attach a piece of index card to the pipe with two small pieces of transparent tape

6. Mark the water level on the card and label it "R" for room temperature

7. Fill a large cup with about 150 mL of cold water. This should fill about a third of the large cup. Immerse the bottle in the cup of water. Observe. Repeat with hot water,

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1. Focus Question: What is the effect on water when it gets hot? cold?

1. tell students that the water investigation is going to shift to an inquiry into the cause-and-effect relationships between water and temperature.

2. write or project the focus question on the board and say it aloud.

2. introduce the room temperature water

1. hold up the dispensing bottle. Tell students that it is filled with green room temperature water.

3. Introduce the bottle-and-pipe system

1. tell students, "I want you to work with your group to make a piece of equipment to investigate what happens to water as it warms and cools"

4. Assemble the bottle-and-pipe system.

1. have getters pick up the materials. When students have assembled the paper and stopper and attached the index card, visit each group and fill the glass bottles with green water.

2. when students push the pipe and stopper assembly into the bottle, green water should rise no more than halfway in the piper. if the green water fills to rise high enough in the pipe, students should remove the pipe and stopper assembly and get a little more green water.

3. if the water rises to high, students should push the stopper deeply into the bottle, causing water to spill out of the top o the pipe. They can carefully ease the stopper out of the bottle a bit until the water level is good. Once the water level is acceptable the stopper should not be touched again.

5. Mark the starting water level on the card

1. have students mark the height of the water in the pipe right away. On the card (not the pipe), have them record the starting level of the water in the pipe and Lebel it "R". Caution students not to pick the system up by the pipe at any time.

6. Warm the bottles

1. distribute a large cup one-third full of hot water to each group. have starters out their bottles in the cups. Observe for 3 minutes.

2. after 3 minutes, starters should make an "H" on the card, noting the highest level reached by the green water in the pipe

7. Introduce Expand

1. tell students, "As water gets warmer, it expands. When water expands, it takes up more space so it has a greater volume. When the water got hot, there wasn't room for the expanded water in the bottle, so I pushed farther up into the pipe.

8. Investigate ice water

1. have getters get a larger cup one-third full of ice water and continue the inquiry. After 3 minutes, ask reporters to write "C" on the card, marking the lowest level to which the green water descended in the pipe. Each students should record their observations in their notebook sheet.

9. Introduce contract

1. after students report their observations, tell them, "as water cools, it contracts. When water contracts, it takes up less space. When the water in the bottle takes less space, the water level goes down in the pipe.

10. Clean up process