{"id":1441,"date":"2025-04-21T10:17:04","date_gmt":"2025-04-21T14:17:04","guid":{"rendered":"https:\/\/horizon-research.com\/sbpscience\/?page_id=1441"},"modified":"2025-05-21T22:51:45","modified_gmt":"2025-05-22T02:51:45","slug":"cocorahs-oct","status":"publish","type":"page","link":"https:\/\/horizon-research.com\/sbpscience\/cocorahs\/cocorahs-oct\/","title":{"rendered":"CoCoRaHS, 2: October"},"content":{"rendered":"

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2: October<\/h2>\n

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Precipitation data over one month for your school<\/h4>\n

Purpose<\/strong>
In August and September students were introduced to rain gauge data collection protocols. As we move to data analysis and sense making, this month\u2019s activity asks students to make sense of daily changes and patterns in a month-long dataset. Students graph quantitative data and examine their qualitative observations to discern patterns. <\/span><\/p>\n

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\"\"
Lead students in creating a class bar graph of the daily precipitation measurements they collected during September. As a class, make decisions about the components of the graph (e.g., title, axes labels, scale) and use these decisions to create a large class graph (e.g., on chart paper) that all students will use to plot their points. Students may also work simultaneously on creating their own graph. If graphing as a class, assign students a day of the month that they will be responsible for plotting on the graph. After all students have plotted their point on the class graph, allow students time to examine the graphed September<\/span>\"\"data and share with a partner. Facilitate a class discussion about daily changes and any patterns that emerge from the data. If any dates stand out (e.g., a day with a considerable amount of rainfall, stretches with no rain), encourage students to review their <\/span>class data sheet<\/span><\/a> or the <\/span>CoCoRaHS map<\/span><\/a>\u00a0 on a particular date for additional information to facilitate sensemaking. Introduce students to the Data Explorer dashboard for their station and allow time for students to explore and highlight the precipitation calendar and precipitation summary features (<\/span>see PS: Data Explorer Tool support<\/span><\/i>). Provide time for students to summarize their findings about precipitation in September.<\/span>.<\/p>\n

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Standards + Practices<\/h4>\n

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Science<\/span><\/h4>\n

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DCI: <\/strong>ESS2.C The Roles of Water in Earth’s Surface Processes<\/p>\n

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CCC:<\/strong> Cause and Effect<\/strong><\/a><\/p>\n

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SP4: <\/strong>Analyzing and interpreting data
Students will graph precipitation data for one month to look for patterns and make sense of changes in day-to-day precipitation. After graphing the data, students use their qualitative observation notes to make sense of any values that stand out. Students will also access the Data Explorer tool to view another representation of these data.<\/em><\/p>\n

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Mathematics<\/span><\/h4>\n

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Number System: Operations with Decimals<\/a><\/strong>
Statistics & Probability: Summarizing Numerical Data Sets<\/a><\/strong><\/p>\n

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MP4:<\/strong> Model with mathematics
MP6:<\/strong> Attending to precision<\/p>\n

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Resources + Supports<\/h4>\n

[\/et_pb_text][et_pb_blurb image=”https:\/\/horizon-research.com\/tl4cs\/wp-content\/uploads\/2022\/02\/Asset-30.png” icon_placement=”left” image_icon_width=”100%” _builder_version=”4.16″ _module_preset=”default” body_line_height=”1.4em” custom_margin=”||10px||false|false” global_colors_info=”{}”]Ms. Clark\u2019s Class Graphs Last Month\u2019s Precipitation Data<\/a>[\/et_pb_blurb][et_pb_blurb image=”https:\/\/horizon-research.com\/tl4cs\/wp-content\/uploads\/2022\/02\/Asset-22.png” icon_placement=”left” image_icon_width=”100%” _builder_version=”4.27.0″ _module_preset=”default” body_line_height=”1.4em” custom_margin=”||10px||false|false” global_colors_info=”{}”]<\/p>\n

Graph Types<\/a><\/p>\n

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Data Explorer Tool<\/a><\/p>\n

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Making Sense of Decimals<\/a><\/p>\n

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Data Collection<\/a><\/p>\n

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Meteorologists & Local Connections<\/a><\/p>\n

[\/et_pb_blurb][et_pb_blurb image=”https:\/\/horizon-research.com\/tl4cs\/wp-content\/uploads\/2022\/02\/Asset-31.png” icon_placement=”left” image_icon_width=”100%” _builder_version=”4.16″ _module_preset=”default” body_line_height=”1.4em” custom_margin=”||10px||false|false” global_colors_info=”{}”]Writing Prompts<\/a>[\/et_pb_blurb][et_pb_blurb image=”https:\/\/horizon-research.com\/tl4cs\/wp-content\/uploads\/2022\/02\/Asset-28.png” icon_placement=”left” image_icon_width=”100%” _builder_version=”4.16″ _module_preset=”default” body_line_height=”1.4em” global_colors_info=”{}”]November Preview<\/a>[\/et_pb_blurb][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Objectives” module_id=”narrative” _builder_version=”4.16″ background_enable_color=”off” custom_padding=”35px|||||” border_width_top=”8px” border_color_top=”#89CEA4″ global_colors_info=”{}”][et_pb_row column_structure=”1_4,3_4″ use_custom_gutter=”on” gutter_width=”1″ make_equal=”on” admin_label=”Module Heading with Icon” _builder_version=”4.16″ custom_padding=”||1px|||” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.16″ custom_padding=”|||” custom_css_main_element=”width: 18%!important;” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”https:\/\/horizon-research.com\/tl4cs\/wp-content\/uploads\/2022\/02\/Asset-30.png” title_text=”Asset 30″ show_bottom_space=”off” align=”center” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.16″ _module_preset=”default” header_font=”EB Garamond||||||||” header_text_align=”left” header_text_color=”#454545″ header_font_size=”42px” header_line_height=”2.2em” header_3_font=”|700|||||||” header_3_text_color=”#454545″ header_3_font_size=”26px” header_line_height_tablet=”1.2em” header_line_height_phone=”1.2em” header_line_height_last_edited=”on|tablet” global_colors_info=”{}”]<\/p>\n

Ms. Clark\u2019s Class Graphs Last Month\u2019s Precipitation Data<\/b><\/h3>\n

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Plotting each day\u2019s data point on a graph during this activity will help Ms. Clark\u2019s students see patterns in these data and also provide an opportunity to review graphing skills. Knowing that students will be creating their own graphs in the future, Ms. Clark decides to create the class graph on chart paper (with gridlines) that can be displayed as an example in the classroom for students to reference throughout the year.\u00a0<\/span><\/p>\n

In her experience teaching, she has noticed that students often find it difficult to decide what to put on the x- versus y-axis. Ms. Clark uses students\u2019 experience collecting precipitation data to illustrate the difference between what belongs on the x-axis (independent variable–in this case, the date) versus y-axis (dependent variable\u2013in this case, the amount of precipitation). With the axes drawn but unlabeled, she asks the class, \u201cWhat would you say if someone asked you how much it rained?\u201d A student replies, \u201cIt would depend on which day they were asking about.\u201d Ms. Clark writes on the chart paper \u201cThe amount of precipitation <\/span>depends<\/span> on when (what day\/what month),\u201d and explains to students how that makes precipitation the <\/span>dependent <\/b>variable, which goes on the y-axis. Ms. Clark labels the y-axis \u201cPrecipitation\u201d and asks students what the least possible amount of precipitation is, to which they reply \u201c0,\u201d and Ms. Clark labels 0 on the graph. Ms. Clark asks all students to share with a partner the greatest amount they saw on a day in September. The class determines 2.25 inches was the greatest amount recorded. Ms. Clark explains that 2.25 is more than 2, but less than 3, and suggests that they end their y-axis at 3. Although Ms. Clark already considered how to label portions of the scale ahead of class, she thinks aloud as she models her process for determining the scale, ultimately determining that each minor grid line would be 0.05. Once the y-axis is labeled with values, Ms. Clark asks students what those values represent and then adds the unit \u201c(inches)\u201d to her axis label. Helping students recognize the date as the <\/span>independent<\/b> variable, Ms. Clark labels the x-axis \u201cDays in September\u201d and labels the x-axis 1-30.\u00a0<\/span><\/p>\n

Ms. Clark is concerned that her students will find it difficult to plot decimal values, as these are less familiar than whole numbers at this point in the year. For this reason, and because there was no rainfall on several days, Ms. Clark decides to put her students in pairs and assigns each pair one date when they recorded precipitation <\/span>greater than zero<\/span>. After plotting multiple zeroes, and modeling for students how to plot another point greater than zero on the class graph, Ms. Clark then asks a couple pairs at a time to mark their point on the graph. Once the graph is complete, Ms. Clark shares that they will keep it in their classroom and reminds students, \u201cWe need to title our graph. Otherwise, we may not remember what we\u2019re looking at, or others who come into our classroom may not know.\u201d As a class, they decide to title the graph, \u201cSeptember 2020: Daily Precipitation.\u201d <\/span><\/p>\n

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Graph Types<\/h3>\n

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Marking the top of the bar, rather than shading bars, facilitates class collaboration in graphing by allowing students to more quickly plot their point on the graph. If you plan to display this graph in your classroom long term, consider having students go back and shade in to create bars
when time allows. Throughout these engagements, students will use a bar chart, as it is an appropriate representation of these data. A line graph with connected data points would represent change over time. Although precipitation measurements change daily, each day\u2019s measurement is independent. A line graph is appropriate for accumulated precipitation (see Data Explorer Tool support below).<\/p>\n

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Graphing Tips<\/h4>\n
    \n
  1. For \u201ctrace\u201d amounts, students can write a \u201cT\u201d on the x-axis, instead of drawing a bar.\u00a0<\/span><\/li>\n
  2. If graphing an amount from a multi-day report, students can add an asterisk to the top of the bar to signal that it\u2019s a multi-day reading.\u00a0<\/span><\/li>\n
  3. Students can represent \u201c0 inches\u201d with a line on the x-axis, opposed to missing data, which would be left blank. <\/span><\/li>\n<\/ol>\n

    [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Objectives” module_id=”takingnotes” _builder_version=”4.16″ background_enable_color=”off” custom_padding=”35px|||||” border_width_top=”8px” border_color_top=”#89CEA4″ global_colors_info=”{}”][et_pb_row column_structure=”1_4,3_4″ use_custom_gutter=”on” gutter_width=”1″ make_equal=”on” admin_label=”Module Heading with Icon” _builder_version=”4.16″ custom_padding=”||1px|||” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.16″ custom_padding=”|||” custom_css_main_element=”width: 10%!important;” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”https:\/\/horizon-research.com\/sbpscience\/wp-content\/uploads\/2025\/03\/Screenshot-2025-03-13-095802.png” title_text=”Screenshot 2025-03-13 095802″ show_bottom_space=”off” align=”center” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” header_font=”EB Garamond||||||||” header_text_align=”left” header_text_color=”#454545″ header_font_size=”42px” header_line_height=”2.2em” header_3_font=”|700|||||||” header_3_text_color=”#454545″ header_3_font_size=”26px” header_line_height_tablet=”1.2em” header_line_height_phone=”1.2em” header_line_height_last_edited=”on|tablet” global_colors_info=”{}”]<\/p>\n

    Data Explorer Tool<\/b><\/h3>\n

    [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

    Using the <\/span>Station Data Explorer<\/span><\/a>, referred to as the \u201cDex,\u201d students can access a dashboard for their station (or any other CoCoRaHS station), which offers various data displays.\u00a0<\/span><\/p>\n

    Have students view the \u201cprecipitation calendar\u201d for September and make comparisons with how data are displayed on their graph. Engage students in discussion about the affordances and limitations of each display (e.g., the bar graph shows the exact amount of precipitation, the calendar is automatically generated).\u00a0<\/span>\u00a0<\/p>\n

    Sample Precipitation Calendar<\/span><\/i><\/p>\n

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    Students can also use the precipitation summary tool to generate a graph for the same time period and compare with their graph. The second graph below should most closely align with their graph, and they can see whether they decided upon the same scale. Students can also examine how bars are used to represent the daily precipitation and a line graph for the accumulated precipitation and see the relationship between the two. <\/span><\/p>\n

    [\/et_pb_text][et_pb_image src=”https:\/\/horizon-research.com\/sbpscience\/wp-content\/uploads\/2025\/04\/Picture3.png” title_text=”Picture3″ _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Objectives” module_id=”decimals” _builder_version=”4.16″ background_enable_color=”off” custom_padding=”35px|||||” border_width_top=”8px” border_color_top=”#89CEA4″ global_colors_info=”{}”][et_pb_row column_structure=”1_4,3_4″ use_custom_gutter=”on” gutter_width=”1″ make_equal=”on” admin_label=”Module Heading with Icon” _builder_version=”4.16″ custom_padding=”||1px|||” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.16″ custom_padding=”|||” custom_css_main_element=”width: 10%!important;” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”https:\/\/horizon-research.com\/tl4cs\/wp-content\/uploads\/2022\/02\/Asset-22.png” title_text=”Asset 22″ show_bottom_space=”off” align=”center” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.16″ _module_preset=”default” header_font=”EB Garamond||||||||” header_text_align=”left” header_text_color=”#454545″ header_font_size=”42px” header_line_height=”2.2em” header_3_font=”|700|||||||” header_3_text_color=”#454545″ header_3_font_size=”26px” header_line_height_tablet=”1.2em” header_line_height_phone=”1.2em” header_line_height_last_edited=”on|tablet” global_colors_info=”{}”]<\/p>\n

    Making Sense of Decimals<\/h3>\n

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    Incorporating other representations (e.g., hundreds grids, base ten blocks) or everyday uses (e.g., money) may help students make sense of decimal values.<\/span><\/p>\n

    [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Objectives” module_id=”commonmistakes” _builder_version=”4.16″ background_enable_color=”off” custom_padding=”35px|||||” border_width_top=”8px” border_color_top=”#89CEA4″ global_colors_info=”{}”][et_pb_row column_structure=”1_4,3_4″ use_custom_gutter=”on” gutter_width=”1″ make_equal=”on” admin_label=”Module Heading with Icon” _builder_version=”4.16″ custom_padding=”||1px|||” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.16″ custom_padding=”|||” custom_css_main_element=”width: 10%!important;” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”https:\/\/horizon-research.com\/sbpscience\/wp-content\/uploads\/2022\/02\/Asset-25.png” title_text=”Asset 25″ show_bottom_space=”off” align=”center” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.16″ _module_preset=”default” header_font=”EB Garamond||||||||” header_text_align=”left” header_text_color=”#454545″ header_font_size=”42px” header_line_height=”2.2em” header_3_font=”|700|||||||” header_3_text_color=”#454545″ header_3_font_size=”26px” header_line_height_tablet=”1.2em” header_line_height_phone=”1.2em” header_line_height_last_edited=”on|tablet” global_colors_info=”{}”]<\/p>\n

    Data Collection<\/h3>\n

    [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” custom_padding=”||17px|||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” header_font=”EB Garamond||||||||” header_font_size=”56px” header_line_height=”1.3em” header_2_font=”|700|||||||” header_2_font_size=”30px” header_3_font=”|600|||||||” header_3_font_size=”26px” header_3_line_height=”1.4em” header_4_font=”|700||on|||||” header_4_text_color=”#89CEA4″ header_4_font_size=”16px” header_4_letter_spacing=”1px” header_4_line_height=”1.8em” custom_padding=”0px||||false|false” header_font_size_tablet=”50px” header_font_size_phone=”32px” header_font_size_last_edited=”on|phone” global_colors_info=”{}”]Reminder: Continue helping students refine their rain gauge reading abilities by observing how they interpret the meniscus and record decimal precipitation values.<\/p>\n

    Common Mistakes<\/h4>\n

    Meniscus:<\/strong><\/p>\n