{"id":643,"date":"2022-02-16T11:23:41","date_gmt":"2022-02-16T16:23:41","guid":{"rendered":"https:\/\/dev4.legawebdesign.com\/?page_id=643"},"modified":"2024-09-23T13:28:32","modified_gmt":"2024-09-23T17:28:32","slug":"cocorahs-may-june","status":"publish","type":"page","link":"https:\/\/horizon-research.com\/tl4cs\/cocorahs\/cocorahs-may-june\/","title":{"rendered":"CoCoRaHS, 9: May & June"},"content":{"rendered":"

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9: Culminating Activities<\/h2>\n

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Using CoCoRaHS data to explore student-generated questions<\/h4>\n

Purpose<\/strong>
As a culmination of student learning across previous months, the purpose of this final project is to support students as they apply what they have learned and communicate with a target audience. Students will use CoCoRaHS data to answer a question they generate. <\/span><\/p>\n

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\nAfter reflecting on what students have learned about precipitation patterns across North Carolina, share how the CoCoRaHS<\/span>\u00a0website offers options for examining and exporting data across the United States. Remind students that they have been contributing as citizen scientists to this database all year. Those data are available for their use as a resource to investigate their own questions of interest. Assist students individually, or in small groups, in generating questions about precipitation beyond North Carolina that <\/span>they could\"\" answer using historical CoCoRaHS data. Allow time for students to access the CoCoRaHS website to obtain the data <\/span>needed to answer their questions. Support students as they analyze and interpret data, providing tools for representing data and posing questions to further students\u2019 thinking. Encourage students to draw on what they have learned throughout the year to help them make sense of the data and answer their questions. Provide time for students to share their findings with peers.<\/span>[\/et_pb_text][et_pb_button button_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjY0MSJ9fQ==@” button_text=”Previous: 8: April” button_alignment=”left” _builder_version=”4.16″ _dynamic_attributes=”button_url” _module_preset=”default” custom_button=”on” button_text_size=”14px” button_border_width=”0px” button_icon=”#||divi||400″ button_icon_placement=”left” button_on_hover=”off” custom_padding=”|20px|||false|false” global_colors_info=”{}”][\/et_pb_button][et_pb_button button_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjIwOSJ9fQ==@” button_text=”Next: CoCoRaHS Front Matter” button_alignment=”right” _builder_version=”4.16″ _dynamic_attributes=”button_url” _module_preset=”default” custom_button=”on” button_text_size=”14px” button_border_width=”0px” button_icon=”$||divi||400″ button_on_hover=”off” custom_padding=”|||20px|false|false” custom_css_main_element=”text-align:right !important;” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.16″ _module_preset=”default” text_font_size=”14px” text_line_height=”1.3em” 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_margin=”||2px|||” header_font_size_tablet=”50px” header_font_size_phone=”32px” header_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n

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>
SP1: Asking Questions and Defining Problems
SP4: Analyze and interpret data
SP5: Using Mathematics and Computational Thinking
SP6: Constructing Explanations and Designing Solutions
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.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<\/p>\n

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Resources + Supports<\/h4>\n

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Ms. Clark\u2019s Students Investigate Precipitation Nationwide<\/a><\/p>\n

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Investigation Ideas<\/a>; Writing Good Research Questions<\/a><\/p>\n

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Mathematics Connections<\/a><\/p>\n

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Sample Rubric<\/a><\/p>\n

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

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Back to CoCoRaHS Front Matter<\/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” 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-18.png” title_text=”Asset 18″ 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 Students Investigate Precipitation Nationwide<\/b><\/h3>\n

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Ms. Clark wants to leverage students\u2019 excitement from their interactions with other locations in April, so she decides to devote her dedicated science time one day in early May to offer students an opportunity to generate questions they would like to investigate using CoCoRaHS data. Ms. Clark wants to be receptive to all student ideas while also helping students to understand what makes a question investigable. She begins the class by asking students to write down possible questions on sticky notes, reassuring students that writing down a question does not commit them to investigating the question. Instead, generating many ideas will help everyone in the class find something they are interested in exploring. Seeing that her students will develop a wide range of questions, Ms. Clark decides it will be necessary to explicitly discuss with students how to recognize investigable questions.\u00a0<\/span><\/p>\n

Students place the sticky notes, with one question on each, on a piece of chart paper. Because the goal of these student-directed investigations is to have students deepen their understanding by accessing CoCoRaHS data, Ms. Clark first engages the class in a sorting activity where they determine which questions can be answered using CoCoRaHS data.<\/span><\/p>\n

Several students pose questions related to the impacts of precipitation on communities and wildlife, such as \u201cWhere do animals go when it floods?\u201d and \u201cWhat happens to plants when there\u2019s too much rain?\u201d Ms. Clark asks students to consider resources available on the CoCoRaHS website and whether these could be used to answer the questions. Ultimately, the class determines they will not be able to answer questions related to impacts, though these would still be interesting to research at another time. These questions and others that cannot be investigated using the CoCoRaHS database (e.g., How do you become a meteorologist?) are placed into an \u201cOther Interesting Questions\u201d category on a separate piece of chart paper. Examples of investigable questions include: <\/span><\/p>\n

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Ms. Clark begins grouping questions on the chart paper and creating categories such as \u201cDifferences in Precipitation Over Time\u201d and \u201cDifferences in Precipitation by Location.\u201d Ms. Clark also asks students questions to help them refine their questions. For example, she asks students interested in investigating precipitation in a desert to identify a particular area in the United States designated as a desert and check the CoCoRaHS map to make sure that precipitation data are available in this area.\u00a0<\/span><\/p>\n

Throughout the rest of the month, Ms. Clark allows students to use designated class time, as well as other smaller increments of available time (e.g., morning work, after finishing an assignment early) to continue investigating their questions. At the end of the year, Ms. Clark invites families into the classroom for a gallery walk to share what students have been investigating, as well as their work as citizen scientists throughout the entire year. <\/span><\/p>\n

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Investigation Ideas<\/h3>\n

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Throughout the year, students have been gathering and making sense of data within their state, and during this activity, they will have the opportunity to apply what they have learned to investigate a topic of their choosing. These ideas should connect to standards covered throughout the year. Students may consider<\/span><\/p>\n

<\/span><\/p>\n