Learning Activities (2) | Classroom Resources (3) |

View Standards
**Standard(s): **
[SC2015] ESS (9-12) 14 :

[DLIT] (9-12) 5 :

[LIT2010] SCI (9-10) 1 :

[MA2015] AL1 (9-12) 4 :

14 ) Construct explanations from evidence to describe how changes in the flow
of energy through Earth's systems (e.g., volcanic eruptions, solar output, ocean
circulation, surface temperatures, precipitation patterns, glacial ice volumes,
sea levels, Coriolis effect) impact the climate.

[DLIT] (9-12) 5 :

R5) Locate and curate information from digital sources to answer research questions.

[LIT2010] SCI (9-10) 1 :

1 ) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

[MA2015] AL1 (9-12) 4 :

4 ) Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. [N-Q1]

The object of this activity is to demonstrate the concept of climate change. Historical climate data has been used to show a local area in central England to represent an entire time frame. This learning activity incorporates temperature conversions, graphing, graphical analysis and extensions into the Medieval Warm Period.

*This activity results from the ALEX Resource Gap Project.*

View Standards
**Standard(s): **
[SC2015] ESS (9-12) 15 :

[MA2015] AL1 (9-12) 4 :

[LIT2010] SCI (9-10) 7 :

15 ) Obtain, evaluate, and communicate information to verify that weather
(e.g., temperature, relative humidity, air pressure, dew point, adiabatic
cooling, condensation, precipitation, winds, ocean currents, barometric
pressure, wind velocity) is influenced by energy transfer within and among the
atmosphere, lithosphere, biosphere, and hydrosphere.

a. Analyze patterns in weather data to predict various systems, including
fronts and severe storms.

b. Use maps and other visualizations to analyze large data sets that
illustrate the frequency, magnitude, and resulting damage from severe weather
events in order to predict the likelihood and severity of future events.

[MA2015] AL1 (9-12) 4 :

4 ) Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. [N-Q1]

[LIT2010] SCI (9-10) 7 :

7 ) Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

This activity utilizes maps and other visualizations to analyze past NOAA hurricane data. It incorporates graphing wind speed and pressure to note the correlation between the two. Finally, it will show the relationship between hurricane category and damage.

*This activity results from the ALEX Resource Gap Project.*

View Standards
**Standard(s): **
[MA2015] AL1 (9-12) 4 :

[MA2015] AL1 (9-12) 5 :

[MA2015] AL1 (9-12) 6 :

[MA2019] AL1-19 (9-12) 11 :

4 ) Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. [N-Q1]

[MA2015] AL1 (9-12) 5 :

5 ) Define appropriate quantities for the purpose of descriptive modeling. [N-Q2]

[MA2015] AL1 (9-12) 6 :

6 ) Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. [N-Q3]

[MA2019] AL1-19 (9-12) 11 :

11. Create equations and inequalities in one variable and use them to solve problems in context, either exactly or approximately. **Extend from contexts arising from linear functions to those involving quadratic, exponential, and absolute value functions.**

Tables, graphs, and equations all represent models. We use terms such as “symbolic” or “analytic” to refer specifically to the equation form of a function model; “descriptive model” refers to a model that seeks to describe or summarize phenomena, such as a graph. In Module 5, Topic B, students expand on their work in Topic A to complete the modeling cycle for a real-world contextual problem presented as a graph, a data set, or a verbal description. For each, they formulate a function model, perform computations related to solving the problem, interpret the problem and the model, and then, through iterations of revising their models as needed, validate, and report their results.

Students choose and define the quantities of the problem (N-Q.A.2) and the appropriate level of precision for the context (N-Q.A.3). They create 1- and 2-variable equations (A-CED.A.1, A-CED.A.2) to model the context when presented as a graph, as data and as a verbal description. They can distinguish between situations that represent a linear (F-LE.A.1b), quadratic, or exponential (F-LE.A.1c) relationship. For data, they look for first differences to be constant for linear, second differences to be constant for quadratic, and a common ratio for exponential. When there are clear patterns in the data, students will recognize when the pattern represents a linear (arithmetic) or exponential (geometric) sequence (F-BF.A.1a, F-LE.A.2). For graphic presentations, they interpret the key features of the graph, and for both data sets and verbal descriptions, they sketch a graph to show the key features (F-IF.B.4). They calculate and interpret the average rate of change over an interval, estimating when using the graph (F-IF.B.6), and relate the domain of the function to its graph and to its context (F-IF.B.5).

View Standards
**Standard(s): **
[MA2015] AL1 (9-12) 4 : 4 ) Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. [N-Q1]

[MA2019] AL1-19 (9-12) 4 :

*Example: Interpret the accrued amount of investment P*(1 + r)^{t} *, where *P* is the principal and *r* is the interest rate, as the product of *P* and a factor depending on time *t*.* [MA2019] AL1-19 (9-12) 11 :

[MA2019] AL1-19 (9-12) 4 :

4. Interpret linear, quadratic, and exponential expressions in terms of a context by viewing one or more of their parts as a single entity.

11. Create equations and inequalities in one variable and use them to solve problems in context, either exactly or approximately. **Extend from contexts arising from linear functions to those involving quadratic, exponential, and absolute value functions.**

In Topic D, students are formally introduced to the modeling cycle through problems that can be solved by creating equations and inequalities in one variable, systems of equations, and graphing (N-Q.1, A-SSE.1, A-CED.1, A-CED.2, A-REI.3). The End-of-Module Assessment follows Topic D.

View Standards
**Standard(s): **
[MA2015] AL1 (9-12) 4 : 4 ) Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. [N-Q1]

[MA2015] AL1 (9-12) 5 :

[MA2015] AL1 (9-12) 6 :

[MA2015] AL1 (9-12) 5 :

5 ) Define appropriate quantities for the purpose of descriptive modeling. [N-Q2]

[MA2015] AL1 (9-12) 6 :

6 ) Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. [N-Q3]

In Module 1, Topic A, students explore the main functions that they will work with in Grade 9: linear, quadratic, and exponential. The goal is to introduce students to these functions by having them make graphs of situations (usually based upon time) in which the functions naturally arise (A-CED.2). As they graph, they reason abstractly and quantitatively as they choose and interpret units to solve problems related to the graphs they create (N-Q.1, N-Q.2, N-Q.3).