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# TGC Fellow Unit Template *

## Prepared by: Todd Noyes

Subject: Algebra 1 Common Core
Unit Summary:

## School/Location: Ithaca, New York

Unit Title: Latitude vs. Temperature Lab

## Linear Functions Unit:

Part A
(1) A world map will be shared with students, and they will need to place points where they think the designated countries are. Students
will check with their group and correct any points. (2) Students will record data for 12 cities (well pick these as a class) latitude, average
mean January temperature and elevation from around the world. (3) Students will graph latitude vs. temperature and decide if there is a
correlation between them (we will do this on paper and Google Sheets). (4) Students will find the equation for the line of best fit, interpret
what the slope and y-intercept mean and identify any outliers. (5) Students will need to make a list of factors that influence the outliers
climate (these will be recorded on Padlet). (6) A list of follow up questions and summary will follow
Part B
Check for understanding - Students will get a list of five random countries and they will need to predict the average mean January
temperatures. A culture component will require students to think about characteristics (i.e. clothes, books, shoes, transportation, lunch
etc.) of a high school student from the five countries. Four questions will be given to discuss as a group. Students will work in their
groups, and examine their perspective. Lastly, each student will use ThingLink (or another digital story telling tool) to create a share out
for one of the five countries combined with a culture comparison.
Statistics Unit:
(1) Students will record the average mean temperature in January for 12 cities with similar latitude as Ithaca, NY ( 42.443o North). (2)
Students will calculate the Min, Q1, Median, Q3 and Max for the combined data set and create a box and whisker plot.
(3) Students will calculate the linear regression for the original set of 12 cities. This calculation will be compared to the equation that was
found during the Linear Function Unit.

## Stage 1 Desired Results

ESTABLISHED GOALS:
CCSS.MATH.CONTENT.A-CED.2
Create equations in two or more variables to
represent relationships between quantities;
graph equations on coordinate axes with labels
and scales.
CCSS.MATH.CONTENT.F-LE.1.A
Distinguish between situations that can be

Transfer

Students will be able to independently use their learning to(real world purpose)
1. Understand weather around the world
2. Investigate the world beyond their immediate environment.
3. Global map interpretation.
Meaning

UNDERSTANDINGS:
Students will understand
1. The conversion from Celsius to
Fahrenheit.

ESSENTIAL QUESTIONS:
1. What is the best way to represent the
linear equation for the recorded data?

## modeled with linear functions and with

exponential functions.
Prove that linear functions grow by equal
differences over equal intervals

## 2. The conversion from Degrees and

Minutes to Degrees.
3. The climate zones coincide roughly
with elevation ranges.
4. Bodies of water will affect land
CCSS.MATH.CONTENT.S-ID.6.B
temperature.
Represent data on two quantitative variables on 5. Cities with the same average
a scatter plot and describe how the variables
temperatures will have similar
are related.
latitudes.
Fit a linear function for a scatter plot that 6. The outliers effect on the linear
suggests a linear association
regression equation
7. Meaning behind the statistical data and
CCSS.MATH.CONTENT.S-ID.7
interpret it.
Interpret the slope (rate of change) and the
8. The predictors for determining a cities
intercept (constant term) of a linear model in
weather
the context of the data.

## 2. What other variables besides latitude

can determine the climate of an area?
3. What latitude would be desirable to
visit during January?
4. How is your location to the equator
connected to the climate of your city?

Acquisition

## ISTE NETS 1.c

Promote student reflection using collaborative
tools to reveal and clarify students conceptual
understanding and thinking, planning, and
creative process.
ISTE NETS 3.b
Students apply digital tools to gather, evaluate,
and use information.
NYS. Geography Standard 3
- Determining a countrys location on a map
NYS.Earth Science.Standard 2. Key Idea 1
- Analyze weather maps
NYS.Earth Science
Performance Indicator 2.2c
A locations climate is influenced by latitude,
proximity to large bodies of water, ocean
currents, prevailing winds, vegetative cover,
elevation, and mountain ranges.

## Students will know how to (Content)

1. Research data based on specific
constraints.
2. Determine if there is a correlation
between latitude and temperature.
3. Find the slope, y-intercept and equation
from the line of best fit.
4. Find the five-number summary.
5. Determine reliable web sources with
appropriate data.
6. Complete the necessary conversions
(Video) Minutes/60

## Students will be able to (Skills)

1. Graph x-y values that will produce a
scatter plot.
2. Draw a line of best fit based on the
given data.
3. Calculate the linear regression equation
using the Ti-83+.
4. Analyze the mean and median average
temperatures.
5. Discuss percentiles and where other
cities may fit.
6. Decide if there are multiple cities that
share the same weather pattern
7. Predict the latitude or average
temperature for any country during
January (If it doesnt work See #8)
8. Discuss climate factors that may
explain an error in a previous
calculation.

GLOBAL COMPETENCY:
1. Develop global competency by
investigating the world beyond their
immediate environment.
2. Synthesize information to communicate
findings with a new appropriate technology
3. Use a variety of sources and media to
identify relevant evidence.
4. Analyze evidence to construct coherent
responses.
RESOURCES:
http://www.wunderground.com/history
http://www.climateandweather.net
http://www.ncdc.noaa.gov/cmb-faq/anomalies.php
https://weather-and-climate.com/
http://mathbits.com/MathBits/TISection/Statistics1/LineFit.htm

http://www.mapsofworld.com/world-maps/world-mapwith-latitude-and-longitude.html
ASSESSMENTS:
www.socrative.com
www.getkahoot.com
VIDEOS:

http://tinyurl.com/Climate-Definition
http://tinyurl.com/Latitude-Info
http://tinyurl.com/Latitude-Climate

Stage 2 - Evidence
Assessment

## Assessments FOR Learning: (ex: kwl chart,

exit ticket, observation, draft, rehearsal)
1. Pre-Assessment
2. Peer to Peer share out
3. Observation in the classroom and on the
Chromebook
4. Exit Ticket Socrative
5. Warm Up - Socrative

## Students will be able to

1. Before we start the lesson we will do a quick assessment for learning on linear
functions on Kahoot.
2. Compare maps with peers to understand the correct location of the countries we are
going research.
3. Graph data points to create a scatterplot and draw a line of best fit. Interpret the
slope & y-intercept.
4. Describe the correlation between latitude and temperature
5. Write the equation for the line in Socrative under short answer.
6. Identify factors that influence the climate of the outliers in our data points.
.

3. Lab submitted

## Students will be able to

1. Respond to the question Can you make a conclusion about where you live and the
weather?
2. Students will create an individual ThingLink from provided questions and an image
of the country they are choosing.
3. Explain the connection between latitude and temperature and define other variables
that may determine climate

## Next Unit Assessment

4. Quiz - Statistics
5. Ti-83+ Graphing Calculator

4. Create a five number summary with the data collected for the cities similar to
Ithacas latitude.
5. Find the linear regression equation, and express the importance of the equation.

## Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

Day One:
Objective: Students will be able to assess their understanding of map interpretation and understand the relationship between latitude and
temperature.
1. Pre Assessment Linear Quiz on Kahoot (10 questions).
2. Students will be given an outline map of the world. They will need to locate the countries we are researching.
3. Students will work with group to correct any countries.

4. Use Chromebooks to research the 12 cities (latitude converted to decimal, average mean January temperature ( o F ) and elevation).
a. http://www.wunderground.com/history (Directions will be provided to use the website)
b. http://www.infoplease.com/ipa/A0001769.html (Latitude and Longitude tool)
5. The data will be recorded on their lab packet. Students will write latitude as Degrees and not Degrees Minutes Seconds (DMS).
a. Round degrees to the nearest thousandth.
6. Students will graph the data for latitude vs. temperature in their lab. Use an appropriate scale. Draw the line of best fit with a
ruler.
7. Students will also graph the data points in Google Sheets and compare with their lab. https://www.youtube.com/watch?v=n9lYzJwX40
8. Discuss the type of correlation between latitude and temperature.
9. An exit ticket will be assigned on Socrative a scatter plot graph will be shown and students need to decide what type of
correlation is represented.
Homework: Try to find the equation for the line of best fit. Interpret what the slope and y-intercept mean (line of best fit). Identify any
outliers.
Day Two:
Objective: Students will identify and understand the effects of climate on the outliers.
1. Warm Up: Class will begin with students entering their equations from the night before into Socrative.
2. Discuss answers for the slope and y-intercept. Are there any outliers?
3. Students will watch 3 YouTube videos.
a. http://tinyurl.com/Climate-Definition
b. http://tinyurl.com/Latitude-Info
c. http://tinyurl.com/Latitude-Climate
4. Student will record answers to the following questions from the videos: Lines of latitudes are also known as? How many minutes
are in 1 degree? The equator is located at what degree? Where do the meridians intersect? What is the difference between climate
and weather? What is climate influenced by? What are three different types of Climate?
a. http://www.ncdc.noaa.gov/cmb-faq/anomalies.php
b. http://www.climateandweather.net
c. https://weather-and-climate.com/
6. Students will post their list of factors that influence the outliers climate.
Homework: lab summary question will need to be completed.
Day Three:
Objective: Students will be able to effectively create a digital story about a city and country of their choice.
1. Warm Up: Students will receive a map with 5 global cities labeled. Groups will need to make a hypothesis of the cities average
mean January temperature and their location from the equator.

## a. The five cities and countries are:

i. Jakarta, Indonesia
ii. Melbourne, Australia
iii. Ulaanbaatar, Mongolia
iv. Rio de Janeiro, Brazil
v. Abuja, Nigeria
2. As a group, students will discuss four questions to deepen their understanding on characteristics of high school students from
various countries.
3. Prompt: When thinking about the following questions, consider what you both might have in common or where your lives might
differ
a. What do you imagine they do for fun?
b. How do they get to school?
c. What do you think their school lunch consists of?
d. How does the weather affect your life compared to the life of the other student?
4. Students will be introduced to ThingLink, but could use any presentation tools. A list of different technology sources will be
provided.
5. Students need to:
a. Create a digital story from their research and culture comparison for one of the five countries.
b. Include pictures of the global students, cultural activities, school, food, environment (landscape) and anything else
interesting. There must be a description that goes along with each picture.
Homework: Student will complete the digital storytelling activity.
Statistics:
Objective: Students will be able to calculate the linear regression from a set of data points.
o

1. Students will record the average mean temperature in January for 12 cities with similar latitude as Ithaca, NY ( 42.443 North)
Cities to be determined
a. https://en.wikipedia.org/wiki/List_of_cities_by_latitude
2. An x-y chart will be used to collect the data.
3. The five number summary will be calculated by using the graphing calculator.
4. Students will draw a box and whisker plot.
5. The latitude vs. temperature chart from part 1 will be shared with students. They will use the latitude and the average mean
January temperature to create a stat plot on the graphing calculator.
6. Students will use the necessary steps provided before this activity to find the linear regression.
a. http://mathbits.com/MathBits/TISection/Statistics1/LineFit.htm
The equation from part 1 will be compared to the linear regression equation they found.
Homework: Students will complete the worksheet and answer the questions at the end.
1. Can you come up with any conclusion about where you live and how cold it is?
2. Are there any outliers? Where?

## 3. What are some factors that cause these extreme temperatures?

*adapted from Understanding by Design Model

## TGC FELLOWS UBD Lesson Template

Lesson Title: Latitude vs. Temperature Lab

Subject: Algebra

## Prepared by: Todd Noyes

Materials Needed: Organize class by groups, lab handout, Chromebooks, Internet connection, Kahoot, Socrative, blank map of the world,
ruler, pencil and graphing calculator.
Global Competency: Synthesize information to communicate findings with a new appropriate technology
Where is the lesson going?
(Learning Target or SWBAT)
Hook:

Students will be able to assess their understanding of map interpretation and understand the
relationship between latitude and temperature.
Tailored Differentiation:

As Students walk in they will see a warm up on the front board Join 1. Directions will be provided for students to use the
Kahoot. They will complete and interactive pre-assessment on Kahoot
wunderground website.
(10 questions). Students will be told that they are going to investigate
the comparison of Latitude and Temperature.
2. Groups will be made based on a mixture of student ability.
Equip:

up problems.

## 1. Pre Assessment Linear Quiz on Kahoot (10 questions).

4. A template will be recorded for each student to use when
2. Students will be given an outline map of the world. They will need
to locate the countries we are researching.
3. Students will work with group to correct any countries.
4. Use Chromebooks to research the 12 cities (latitude converted to
decimal, average mean January temperature ( o F ) and elevation).

## a. http://www.wunderground.com/history (Directions will be

provided to use the website)
Longitude tool)
5. The data will be recorded on their lab packet. Students will write
latitude as Degrees and not Degrees Minutes Seconds (DMS).
a. Round degrees to the nearest thousandth.
6. Students will graph the data for latitude vs. temperature in their lab.
Use an appropriate scale. Draw the line of best fit with a ruler.
7. Students will also graph the data points in Google Sheets and
8. Discuss the type of correlation between latitude and temperature.
9. An exit ticket will be assigned on Socrative a scatter plot graph
will be shown and students need to decide what type of correlation
is represented.
Homework: Try to find the equation for the line of best fit. Interpret
what the slope and y-intercept mean (line of best fit). Identify any
outliers.
Rethink and revise:
Students will take a closer look at the correlation between latitude and
temperature. Besides latitude, are there other factors that affect
temperature? The equator is located at what degree? What is the
difference between climate and weather? What is climate influenced
by? What are three different types of Climate?
Evaluate:
1. Students will need to find the equation for the line of best fit,
interpret what the slope and y-intercept mean (line of best fit) and
identify any outliers.
2. Students will complete the exit ticket on Socrative A scatter plot
graph will be shown and students need to decide what type of
correlation is represented.

## 3. The teacher will be evaluating for understanding the collection of

data needed for the graphing piece of the lab.
4. The next day students will post their list of factors that influence
Notes:
1. The students groups will be predetermined.
2. The cities and countries will be pre determined by the class before
we start.
3. The teacher needs to make sure students are writing down the
latitude correctly.
4. The teacher needs to make sure the students are using the average
mean January temperature.
5. Make sure resources are on Edmodo the day before.

Organization:
1. Kahoot activity needs to be set and ready to go.
2. Socrative needs to be set and ready to go.
3. All links will be posted to Edmodo for students to use.
4. The cities and countries will be pre determined.
5. Students will be shown how to convert from DMS
Degrees.
6. Google Sheets will be created before the activity so each
student has their own tab with the chart and graph.