{"id":639,"date":"2022-02-16T11:22:44","date_gmt":"2022-02-16T16:22:44","guid":{"rendered":"https:\/\/dev4.legawebdesign.com\/?page_id=639"},"modified":"2024-09-23T13:25:24","modified_gmt":"2024-09-23T17:25:24","slug":"cocorahs-mar","status":"publish","type":"page","link":"https:\/\/horizon-research.com\/tl4cs\/cocorahs\/cocorahs-mar\/","title":{"rendered":"CoCoRaHS, 7: March"},"content":{"rendered":"

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7: March<\/h2>\n

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Comparing your county\u2019s precipitation to counties in different regions<\/h4>\n

Purpose<\/strong>
Last month, students compared their own regional averages across seasons. In this month\u2019s activities, students begin to make sense of regional precipitation by comparing precipitation totals for one season across regions. <\/span><\/p>\n

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Now that it\u2019s March, students can access meteorological winter (i.e., December\/January\/February) data from the <\/span>CoCoRaHS Rainy Day report<\/span><\/a> database to compute monthly and then winter totals for their county and the counties of stations they have been examining in different regions. Students may manually compute the totals or use the <\/span>Google Sheets template<\/span><\/a> to find the sum.\u00a0<\/span><\/p>\n

Once students have computed the winter total for their school and the stations in two other regions, divide students into groups and provide time for students to make sense of these data by considering the geographic features of the <\/span>different regions where the counties are found. Have each group share 1-2 ideas. Their reflections should include information regarding differences in location (proximity to large bodies of water) and other geographic features (such as rain shadow or elevation) and how\"\" they might affect the precipitation in a particular region. Students may tend to overgeneralize their findings for the counties in the different regions, which provides an opportunity to explore nearby counties to determine how representative the county is of the region (similar to how representativeness is addressed in November, averaging multiple stations in a county).<\/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
SP5: Using mathematics and computational thinking
SP6: Constructing explanations<\/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

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Resources + Supports<\/h4>\n

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

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Ms. Clark\u2019s Class Explores Representativeness<\/a><\/p>\n

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

[\/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” min_height=”241.1px” custom_margin=”47px|||||” 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-26.png” title_text=”Asset 26″ 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 Patterns<\/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=”4.21.0″ _module_preset=”default” ul_line_height=”2.5em” global_colors_info=”{}”]Any findings students are able to record about the seasonal precipitation data will be helpful as students begin making sense of the changes and patterns they notice throughout seasons. The list below highlights information students should strive to include in discussion and\/or written responses. Use your discretion in deciding how to incorporate the ideas into your classwork.\u00a0<\/span><\/p>\n

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