Weather Unit: "Everybody's talking about the Weather"

• Computer Lab- "Introductory Microsoft Excel"
• Science- "Light the Way" Day Length Variations
• Mathematics- "Ups and Downs of the Day" A Comparison of Temperatures and Humidity

Team Members

• Rhonda West, Technology
• Marijon Stities, Science
• Nancy Meese, Mathematics

School:

• Oakland Community Unity School District #5

Town:

• Oakland, IL

Table of Contents:

• Overview
• Objectives
• Materials and/or Software Required
• Prerequisites
• Module Description
• National Standards Addressed
• Assessment Techniques
• Areas of Focus
• Appropriate Grade Level(s)
• Relevant Links and Related Resources

Technology- The students were taught spreadsheet skills- formatting text, cells, formulas, color, fonts, copy & paste, alignment, and charts & graphs.

Science - Using NOAA web site, the students plotted sunrise and sunset times, and made monthly graphs representing day lengths for Nome, AK, Oakland, IL, and College Station, TX.

Math - The students collected indoor/outdoor temperature and humidity and this data was used to constructed charts and graphs using Microsoft Excel.

Objectives:

Technology- To gain knowledge and skills in the use of Excel.

Science- To use Microsoft Excel to generate visualizations to enhance the realization that day length hours fluctuate from zero to 24 hours at the poles and remain constant at 12 hours at the equator.

Math - To collect indoor/outdoor temperature and humidity data. To use Microsoft Excel to construct charts and graphs reflecting the indoor/outdoor temperature and humity data.

Materials and/or Software Required

• Access to computers with Internet access
• Microsoft Excel
• Color Printers
• Indoor/Outdoor Thermometers
• Application Manual

Be able to...

• Access the Internet
• Read charts and graphs
• Read thermometers
• Record data in a chart

Technology- Sixth Grade Students were taught introductory spreadsheet, graphing and charting skills. With these newly acquired skills, the students completed projects in both science and mathematics.

Science- The students used the data from the NOAA web-site to plot monthly graphs of the sunrise and sunset times for Nome, AK, Oakland, IL, and College Station, TX. These graphs enabled the students to visualize day lengths for each location on a given date, how the day lengths varied in each area from Spring to Summer to Fall to Winter, and how the pattern for global day length varies from Pole to Equator.

Mathematics- Students collected daily indoor/outdoor temperature and humidity data. Using this data, the students constructed spreadsheets, charts, and graphs. They used these visualizations to compare fluctuations in daily temperatures and humidity.

National Standards Addressed

Standard 4

Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)

Standard 5

Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3 , 6)

Standard 7

Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)

Standard A

Abilities necessary to do scientific inquiry

Understandings about scientific inquiry

Standard E:

Abilities of technological design

• NM-MEA.3-5.1: Understand measurable attributes of objects and the units, systems, and processes of measurement
• NM-MEA.3-5.2: Apply appropriate techniques, tools, and formulas to determine measurements

• NM-DATA.6-8.1: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer
• NM-DATA.6-8.2: Select and use appropriate statistical methods to analyze data
• NM-DATA.6-8.3: Develop and evaluate inferences and predictions that are based on data

• NM-PROB.PK-12.1: Build new mathematical knowledge through problem solving;
• NM-PROB.PK-12.2: Solve problems that arise in mathematics and in other contexts;
• NM-PROB.PK-12.3: Apply and adapt a variety of appropriate strategies to solve problems;

• NM-PROB.COMM.PK-12.1: Organize and consolidate their mathematical thinking through communication;
• NM-PROB.COMM.PK-12.2: Communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
• NM-PROB.COMM.PK-12.3: Analyze and evaluate the mathematical thinking and strategies of others;
• NM-PROB.COMM.PK-12.4: Use the language of mathematics to express mathematical ideas precisely

• NM-PROB.CONN.PK-12.1: Recognize and use connections among mathematical ideas;
• NM-PROB.CONN.PK-12.2: Understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
• NM-PROB.CONN.PK-12.3: Recognize and apply mathematics in contexts outside of mathematics.

• NM-PROB.REP.PK-12.1: Create and use representations to organize, record, and communicate mathematical ideas;
• NM-PROB.REP.PK-12.3: Use representations to model and interpret physical, social, and mathematical phenomena.

Science- Day Length Visualization Assessment Rubric