{"id":633,"date":"2022-02-16T11:21:34","date_gmt":"2022-02-16T16:21:34","guid":{"rendered":"https:\/\/dev4.legawebdesign.com\/?page_id=633"},"modified":"2024-09-23T13:20:25","modified_gmt":"2024-09-23T17:20:25","slug":"cocorahs-dec","status":"publish","type":"page","link":"https:\/\/horizon-research.com\/tl4cs\/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 state; 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 as they make sense of how geographic location and features 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 Expert Connection support<\/a> 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 months\u2019 (September, October, and November) rainfall with another station\u2019s monthly rainfall. First, have students calculate 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). \"\"<\/span><\/p>\n

Students start with graphing their own monthly precipitation totals for each month,\u00a0 <\/span>making sure <\/span>to leave room for <\/span>adding a second bar for the other station\u2019s data. Allow students time to talk with a small group about what they notice about the data. Ask students to add the monthly totals of September, October, and November to determine a \u201c<\/span>fall total<\/b>\u201d precipitation for their station.<\/span><\/p>\n

Before sharing the other station\u2019s data with students, discuss where the station is located using the <\/span>CoCoRaHS Active Stations map. Discuss differences between their own school and the other station such as location, latitude, longitude, and elevation, as well as other geographic features such as a \u201c rain shadow\u201d (areas that are dry because they are sheltered from prevailing rain-bearing winds by a range of hills) or proximity to water. <\/span>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. Share the other station\u2019s fall data (monthly totals) and ask students to add these data to their graph and calculate the other location\u2019s fall total. 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’s precipitation related to geographic location and features.\u00a0<\/span><\/p>\n

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Standards + Practices<\/h4>\n

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Science Standards: <\/strong><\/p>\n

ESS.5.1.1 <\/strong>Analyze and interpret data to compare daily and seasonal changes in weather conditions and patterns<\/p>\n

ESS.5.1.2 <\/strong>Analyze and interpret weather data to explain current and upcoming weather conditions in a given location<\/p>\n

ESS.5.1.3 <\/strong>Construct an explanation to summarize the ocean\u2019s influences on weather and climate in North Carolina<\/p>\n

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Science Practices
<\/strong>SP4: Analyze and interpret data
SP6: Constructing explanations
SP7: Engaging in argument from evidence
SP8: Obtaining, evaluating, and communicating information<\/p>\n

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Math Standards: <\/strong><\/p>\n

NC.5.MD.2 <\/strong>Represent and interpret data: Collect data by asking a question that yields data that changes over time.<\/p>\n

NC.5.NBT.3 <\/strong>Read, write, and compare decimals to thousandths.<\/p>\n

NC.5.NBT.7 <\/strong>Compute and solve real-world problems with multi-digit whole numbers and decimal numbers<\/p>\n

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Math Practices
<\/strong>MP2: Reason abstractly and quantitatively
MP5: Use appropriate tools strategically <\/span>
MP6: Attending to precision<\/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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Place Value and Decimals<\/a><\/p>\n

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

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Rainy Days Report<\/a><\/p>\n

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

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

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

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\"\"\u00a0Ms. Clark knew she needed to provide chances for her students to make sense of their data and the data from the other station, so she posed three questions that she wanted them to be sure to ask one another: 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? What data would help me to answer those questions? When Ms. Clark\u2019s students start digging into the other station\u2019s data, they are surprised by how similar their total precipitation for the meteorological fall season (September, October, November) is to the other station\u2019s, and that their other station\u2019s fall total is slightly greater. This finding refutes many students\u2019 predictions that their total precipitation would be greater. Most students predicted that their school would have measured greater precipitation than the other station, because they are farther east (by about 80 miles). Students had thought that their more eastern location would mean more rain from tropical storms forming in the Atlantic Ocean. She wants to have her students collaborate to practice analyzing and interpreting data to help them construct explanations and arguments using their data as evidence for their claims.<\/span><\/p>\n

Ms. Clark encourages students to look back in their notes from September through November to see what they had noted about precipitation. Consulting her notes, one student exclaims, \u201cRemember in September? We had so much rain from Hurricane Sally!\u201d Pointing to the graph that the class made of fall precipitation data, another student chimes in, \u201cThat\u2019s right! Look! On September 18, we measured 2.25 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 September 18<\/span>th<\/span>.\u201d Ms. Clark demonstrates how to change the date on the interactive map on the CoCoRaHS website and displays the map for September 18<\/span>th<\/span>. The class finds the other station and discovers that they measured 1.81 inches that day.\u00a0<\/span><\/p>\n

At this point, students are excited to learn more about how the other station ended up with a fall total precipitation greater than theirs, especially when they measured less rain on a particular day. 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 daily precipitation data for their month. The resources that students can use for their investigation include:<\/span> CoCoRaHS interactive map<\/span><\/a>,<\/span> CoCoRaHS Station Precipitation Summary<\/span><\/a>, earlier weather reports, and news articles about tropical storm paths. 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