{"id":1468,"date":"2025-04-21T16:05:37","date_gmt":"2025-04-21T20:05:37","guid":{"rendered":"https:\/\/horizon-research.com\/sbpscience\/?page_id=1468"},"modified":"2025-05-21T23:26:01","modified_gmt":"2025-05-22T03:26:01","slug":"cocorahs-dec","status":"publish","type":"page","link":"https:\/\/horizon-research.com\/sbpscience\/cocorahs\/cocorahs-dec\/","title":{"rendered":"CoCoRaHS, 4: December"},"content":{"rendered":"

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4: December<\/h2>\n

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Variations in precipitation within a region of the country; comparing your school\u2019s precipitation to another Location in the same region<\/h4>\n

Purpose<\/strong>
Last month students compared their own station data with other stations in their county. In this month\u2019s activity, students compare their own station\u2019s data with another station in their own region (within 100 miles) as they make sense of how geographic location and features (e.g., distance from ocean, elevation, latitude\/longitude) can result in differences in precipitation <\/span>within <\/b>regions. Students will compare their own meteorologic fall data (meteorologic fall is the full months September, October, and November – see Science Content support below) with the other station\u2019s (in the same region) fall data and explore differences in the locations.<\/span><\/p>\n

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Students will be making a graph to compare their own station\u2019s meteorological fall (September, October, and November) precipitation with another station\u2019s (within their region) monthly rainfall. First, have students use the Station Precipitation Summary data tool to summarize their own station\u2019s monthly precipitation totals for each of the fall months. As a class, decide the components of the graph (e.g., title, axes, labels, scales).\u00a0<\/span><\/span><\/p>\n

Students start with graphing their own monthly precipitation totals for each month, making sure to leave room for adding a second bar for the other station\u2019s data. <\/span>\"\"Allow students time to talk with a small group about what they notice about the data.<\/span><\/span><\/span><\/p>\n

Choose a station within your region using the CoCoRaHS Active Stations Map and the <\/span>NOAA US Climate Regions Map<\/span><\/a>. <\/span>Before sharing the other station\u2019s data with students, discuss where the station is located using the maps. Discuss differences between your own school and the other station such as location, latitude, longitude, and elevation, as well as other geographic features such as a \u201crain shadow\u201d or proximity to water (see Science Content support for more information).<\/span><\/span><\/p>\n

Ask students to write about what they expect to see from the other station\u2019s data and how it may differ from their own school\u2019s data. Using the Station Precipitation Summary data tool, share the other station\u2019s fall data (monthly totals) and ask students to add these data to their graph. Provide time for students to share what they notice using the data to support their claims. Students will compare how the data align with what they predicted about each station\u2019s precipitation related to geographic location and features.<\/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
<\/b>ESS2.D Weather and Climate<\/p>\n

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

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SP1: <\/strong>Asking questions and defining problems
Students will be comparing their station\u2019s fall data to that of another station in their region considering geographic features as causal in precipitation variation.
<\/em>
SP4: <\/strong>Analyzing and interpreting data
Students will be analyzing and interpreting Station Summary Reports for their station and another station within their region to consider reasons for variation in precipitation (See Narrative and Science & Math Content Support below).<\/em><\/p>\n

SP5: <\/strong>Using Mathematics and Computational Thinking
Students will be using mathematical thinking to compare the graphs created using fall data for two stations.<\/em><\/p>\n

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

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Statistics & Probability: Summarizing Numerical Data Sets<\/strong><\/a><\/p>\n

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MP1:<\/strong> Make sense of problems and persevere in solving them
<\/span>MP2:<\/strong> Reason abstractly and quantitatively
<\/span>MP3:<\/strong> Construct viable arguments and critique the reasoning of others.
<\/span>MP4:<\/strong> Model with mathematics
<\/span>MP5:<\/strong> Use appropriate tools strategically
<\/span>MP6:<\/strong> Attend to Precision<\/span><\/p>\n

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Resources + Supports<\/h4>\n

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Ms. Clark\u2019s Class Investigates Fall Rainfall <\/a><\/p>\n

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Meteorological Seasons<\/a><\/p>\n

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Considering Geographic Features<\/a><\/p>\n

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Topographic View of Map <\/a><\/p>\n

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NOAA US Climate Regions<\/a><\/p>\n

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Rainfall in Autumn<\/a><\/p>\n

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CoCoRaHS Station Precipitation Summary Data Tool <\/a><\/p>\n

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Practice Overview: Analyzing and Interpreting Data<\/a><\/p>\n

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January Preview<\/a><\/p>\n

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Ms. Clark\u2019s Class Investigates Fall Rainfall<\/b><\/h3>\n

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Ms. Clark wanted to provide chances for her students to make sense of their data and the data from the other station within their region of the Southeast US, so she posed three questions for them to ask one another: <\/span>1) What patterns do I see in the data? 2) What are possible explanations for the data that stand out? and 3) What questions do I have?<\/b> What data would help me to answer those questions?<\/b>\u00a0<\/span><\/p>\n

When Ms. Clark\u2019s students start digging into the other station\u2019s data; they are surprised by how different their total precipitation for the meteorological fall season (September, October, November) is from the other station\u2019s fall total, which is much less.\u00a0<\/span><\/p>\n

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Ms. Clark encourages students to look back in their notes from September through November to see what they had noted about precipitation. Consulting their notes, one student exclaims, \u201cRemember in October? We had a lot of rain right around the middle of the month.\u201d Pointing to their Rainy Days Report data on the CoCoRaHS website, another student chimes in, \u201cThat\u2019s right! Look! On October 14, we measured 2.06 inches!\u201d Another student asks, \u201cI wonder what the other station measured that day. Ms. Clark, can we ask them?\u201d Ms. Clark responds, \u201cWe have these data because that station has had someone participating in CoCoRaHS just like us, so we can use the site to find out how much precipitation they measured on October 14th.\u201d Ms. Clark demonstrates how to compare the fall total precipitation for two stations using the Station Precipitation Summary data tool. The class fills in the required sections of the Station Precipitation Summary data tool with their station and the other station\u2019s numbers as well as the dates for meteorological fall. Upon reviewing the data, they discover that the other station measured 0.08 inches that day. After looking at the comparison data, one student asks, \u201cWhy did we have so much more rain on that day than they did? We aren\u2019t that far away from them!\u201d <\/span><\/p>\n

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At this point, students begin chatting excitedly while continuing to compare the two stations\u2019 data. Ms. Clark divides the class into teams of 3, and assigns each team member a month: September, October, November. Each team member is responsible for taking a closer look at the precipitation data for the two stations that month. The resources that students can use for their investigation include:<\/span> CoCoRaHS interactive map<\/span><\/a>,<\/span> CoCoRaHS Station Precipitation Summary<\/span><\/a>, NOAA US Climate Regions Map, earlier weather reports, and news articles about significant weather systems. The team members will then gather to share what they have found with one another.<\/span><\/p>\n

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Meteorological Seasons<\/b><\/h3>\n

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Did you know that meteorologists and climatologists look at seasons differently than we do?<\/b><\/h3>\n

Meteorologists and climatologists use yearly temperature data to define seasons, whereas to others, seasons are defined astronomically, or by Earth\u2019s position in relation to the Sun. For the data students will be analyzing during this project, students will view seasons in the same way as meteorologists and climatologists view them in the Northern hemisphere, in three-month cycles, based on temperature data:\u00a0<\/span><\/p>\n