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Teacher Guidance Document Grade 3 · Science

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Weather around the World

Teacher Guidance Document

NGSS Performance Expectations Addressed:

3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected

during a particular season. [Clarification Statement: Examples of data at this grade level could include

average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical

displays is limited to pictographs and bar graphs. Assessment does not include climate change.]


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Table of Contents

Introduction ........................................................................................................................................................................... 5

Overview ................................................................................................................................................................................ 5

Background from the Framework for K-12 Science Education (Framework) and the Next Generation Science

Standards (NGSS)

(i) Framework .............................................................................................................................................................. 5

(a) Disciplinary Core Idea ...................................................................................................................................... 5

(b) Progression for Practice ................................................................................................................................... 5

(c) Crosscutting Concepts ....................................................................................................................................... 6

(ii) Targeted Next Generation Science Standards

Performance Expectations ...................................................................................................................................... 7

(iii) Common Core State Standards Connections .......................................................................................................... 7

(iv) Associated K-12 NECAP Assessment Target ........................................................................................................ 8

The Performance Task

(i) Task Description ..................................................................................................................................................... 9

(ii) Time Allotment ...................................................................................................................................................... 10

(iii) Key Vocabulary .................................................................................................................................................... 10

Teacher Guidance in Task Administration

(i) Part 1: Engagement .............................................................................................................................................. 12

(ii) Part 2: Investigation ............................................................................................................................................. 16

(iii) Part 3: Application ............................................................................................................................................... 20

Appendices

Appendix A: Scoring Guides .......................................................................................................................................... 22

Appendix B: Word Bank ................................................................................................................................................ 33

Appendix C: Comprehensive Task Materials Checklist ................................................................................................. 34


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Introduction

Overview

This performance task is intended to be used primarily as a formative assessment instrument but also features a

summative component to evaluate individual student achievement. It should be administered to inform, supplement,

support, and extend appropriate instruction as defined in the Rhode Island state science standards. Every effort should be

made to accommodate a range of student modalities/learning styles in both administrative delivery and the application of

evaluation criteria.

Background from the Framework for K-12 Science Education (Framework) and the Next Generation Science Standards (NGSS)

The Framework for K-12 Science Education (NRC, 2012) provides a description of some aspects of the specific

dimensions used in the development of this performance task. This includes (a) Disciplinary Core Ideas, (b) Progression

for Practice, and (c) Crosscutting Concepts.

(i) Framework

(a) Disciplinary Core Idea: Weather and Climate

Earth’s surface is a complex and dynamic set of interconnected systems—principally the geosphere, hydrosphere,

atmosphere, and biosphere—that interact over a wide range of temporal and spatial scales. All of Earth’s

processes are the result of energy flowing and matter cycling within and among these systems. For example . . .

weather and climate are shaped by complex interactions involving sunlight, the ocean, the atmosphere, clouds,

ice, land, and life forms. (NRC 2012, page 179)

By the end of grade 2, students know that weather is the combination of sunlight, wind, snow or rain, and

temperature in a particular region at a particular time. People measure these conditions to describe and record the

weather and to notice patterns over time. (NRC 2012, page 188)

By the end of grade 5, students know that weather is the minute-by-minute to day-by-day variation of the

atmosphere’s condition on a local scale. Scientists record the patterns of the weather across different times and

areas so that they can make predictions about what kind of weather might happen next. Climate describes the

ranges of an area’s typical weather conditions and the extent to which those conditions vary over years to

centuries. (NRC 2012, page 188)

Earth and Space Science Disciplinary Core Idea Progression of the NGSS cites the following (Appendix E,

page 3):

K–2 3–5

ESS2.D Weather and climate Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region and time. People record weather patterns over time.

Climate describes patterns of typical weather conditions over different scales and variations. Historical weather patterns can be analyzed.

http://www.nextgenscience.org/sites/ngss/files/Appendix%20E%20-%20Progressions%20within%20NGSS%20-%20052213.pdf

http://www.nextgenscience.org/sites/ngss/files/Appendix%20E%20-%20Progressions%20within%20NGSS%20-%20052213.pdf


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(b) Progression for Practice: Analyzing and Interpreting Data

Once collected, data must be presented in a form that can reveal any patterns and relationships and that allows

results to be communicated to others. Because raw data as such have little meaning, a major practice of scientists

is to organize and interpret data through tabulating, graphing, or statistical analysis. Such analysis can bring out

the meaning of data—and their relevance—so that they may be used as evidence. (NRC 2012, page 61)

At the elementary level, students need support to recognize the need to record observations—whether in

drawings, words, or numbers—and to share them with others. As they engage in scientific inquiry more deeply,

they should begin to collect categorical or numerical data for presentation in forms that facilitate interpretation,

such as tables and graphs. When feasible, computers and other digital tools should be introduced as a means of

enabling this practice. (NRC 2012, page 63)

Science and Engineering Practices in the NGSS cites the following (Appendix F, page 9):

Grades K–2 Grades 3–5

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Record information (observations, thoughts, and ideas).

Use and share pictures, drawings, and/or writings of observations.

Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.

Compare predictions (based on prior experiences) to what occurred (observable events).

Analyze data from tests of an object or tool to determine if it works as intended.

Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships.

Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.

Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.

Analyze data to refine a problem statement or the design of a proposed object, tool, or process.

Use data to evaluate and refine design solutions.

(c) Crosscutting Concepts: Patterns

Patterns exist everywhere—in regularly occurring shapes or structures and in repeating events and relationships.

For example, patterns are discernible in the symmetry of flowers and snowflakes, the cycling of the seasons, and

the repeated base pairs of DNA. Noticing patterns is often a first step to organizing and asking scientific questions

about why and how the patterns occur. (NRC 2012, page 85)

Human beings are good at recognizing patterns; indeed, young children begin to recognize patterns in their own

lives well before coming to school. They observe, for example, that the sun and the moon follow different patterns

of appearance in the sky. Once they are students, it is important for them to develop ways to recognize, classify,

and record patterns in the phenomena they observe. For example, elementary students can describe and predict the

patterns in the seasons of the year; they can observe and record patterns in the similarities and differences between

parents and their offspring. Similarly, they can investigate the characteristics that allow classification of animal

types (e.g., mammals, fish, insects), of plants (e.g., trees, shrubs, grasses), or of materials (e.g., wood, rock, metal,

plastic). These classifications will become more detailed and closer to scientific classifications in the upper

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elementary grades, when students should also begin to analyze patterns in rates of change—for example, the

growth rates of plants under different conditions. (NRC 2012, page 86)

Crosscutting Concepts in the NGSS cites the following (Appendix G, page 4):

Grades K–2 Grades 3–5

Children recognize that patterns in the natural and human-designed world can be observed, used to describe phenomena, and used as evidence.

Students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.

(ii) Targeted Next Generation Science Standards

Performance Expectations: 3-ESS2-1

Performance Expectation: 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]

Science and Engineering Practice: Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. (3-ESS2-1)

Disciplinary Core Idea: ESS2.D: Weather and Climate

Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)

Crosscutting Concept: Patterns

Patterns of change can be used to make predictions. (3-ESS2-1)

(iii) Common Core State Standards Connections

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels: K.ESS2.D (3-ESS2-1); 4.ESS2.A (3-ESS2-1); 5.ESS2.A (3-ESS2-1); MS.ESS2.C (3-ESS2-1); MS.ESS2.D (3-ESS2-1)

Common Core State Standards Connections:

Mathematics -

MP.2 Reason abstractly and quantitatively. (3-ESS2-1)

MP.4 Model with mathematics. (3-ESS2-1)

MP.5 Use appropriate tools strategically. (3-ESS2-1)

3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units (e.g., by using drawings [such as a beaker with a measurement scale] to represent the problem). (3-ESS2-1)

3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs. (3-ESS2-1)

http://www.nextgenscience.org/sites/ngss/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf


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(iv) Associated K–12 NECAP Assessment Target

This task also aligns with the following NECAP Assessment Targets (GSE Assessment targets) and Rhode Island

Grade Span Expectations.

Rhode Island GSE Assessment Target

ESS 1 (K–4) NOS–3 Explain how the use of scientific tools helps to extend senses and gather data about weather (i.e., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; metersticks/rulers: snow depth; rain gauges: rain amount in inches).

RI Grade Span Expectations (K–4)

ESS 1(K2)–3

Students demonstrate an understanding of how the use of scientific tools helps to extend senses and gather data by…

3a using scientific tools to extend senses and gather data about weather (e.g., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; metersticks/rulers: snow depth; rain gauges: rain amount in inches).

ESS 1(3–4) –3

Students demonstrate an understanding of how the use of scientific tools helps to extend senses and gather data by…

3a explaining how the use of scientific tools helps to extend senses and gather data about weather (e.g., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; metersticks/rulers: snow depth; rain gauges: rain amount in inches).

3b selecting appropriate tools for a given task and describing the information they will provide.


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The Performance Task

(i) Task Description

Weather Around the World assesses students’ skills in displaying and analyzing weather data, and their ability to

describe expected seasonal weather conditions based on what they learn from that data.

In this task, students will use descriptive words as well as data to describe typical (usual) weather in different

locations and in different seasons. Throughout the task, students will be engaged in a wide range of practices such as

representing data,

looking for patterns in data,

analyzing and interpreting data,

constructing explanations based on data,

evaluating predictions using data,

supporting arguments with evidence, and

asking questions.

This hands-on task is presented in three parts.

Part 1: Engagement – In this part, students answer the question “What are some words you can use to talk

about the weather and how it changes during the year?” They begin the task as a class, brainstorming a list of

descriptive terms people use to describe weather. Then they work independently to use the list to complete

sentence frames that describe weather in each of the four seasons where they live. Then they use their own

knowledge and experience to predict the usual temperature and number of rainy or snowy days for each

season of the year. Finally, students compare their predictions to actual data for Providence, Rhode Island,

and study bar graphs that represent these data.

Part 2: Investigation – In this part, students answer the question “How does the weather change with the

seasons in a different part of Earth?” Students study a data table with usual (i.e., average) temperature and

precipitation data for Miami, Florida; they identify the months with most rain, least rain, highest usual

temperature, and lowest usual temperature for this city. Students then create scaled bar graphs (one for

temperature; one for precipitation) to reveal seasonal patterns of weather for the city.

Part 3: Application – In this part, students continue to explore the question “How does the weather change

with the seasons in a different part of Earth?” Students study a data table with usual (i.e., average)

temperature and precipitation data for Fairbanks, Alaska; they identify the months with most rain, least rain,

highest usual temperature, and lowest usual temperature for this city. Students then create scaled bar graphs

(one for temperature; one for precipitation) to reveal seasonal patterns of weather for the city. Finally, they

predict how the weather in each city will likely change from one season to the next.


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(ii) Time Allotment

This task requires approximately 120 total minutes of instructional time divided into three parts spanning 30–40

minutes each. Adjustments can be made to accommodate alternate divisions of time, as shown below. Teachers might

find other time allotments (option 4) that better suit their schedule or classroom needs.

Time Allotment for Student Completion (Minutes)

Option 1 30 (Part 1) 60 (Part 2) 30 (Part 3)

Option 2 60 (Part 1 and half of Part 2) 60 (half of Part 2 and Part 3)

Option 3 30 (Part 1) 30 (half of Part 2) 30 (half of Part 2) 30 (Part 3)

Option 4 Time allotted at the teacher’s or administrator’s suggestion

Time allotted at the teacher’s or administrator’s suggestion



Given that there are many options for the task administration, the teacher must decide how the parts should be

divided. An estimate of the teacher set-up time and the time needed by students to complete each part is given below.

Estimate of Teacher Set-Up Time Estimate of Student Completion Time

Part 1 5–10 minutes Approximately 30 minutes



(iii) Key Vocabulary

The Word Bank can be used as a supplement for reading or visual displays and teacher instruction if needed.

(See Appendix B)


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Teacher Guidance in Task Administration The following pages are designed to provide guidance to the teacher in the administration of the task. This guidance

portion is divided into two columns, with the contents of the student task (What the Student Will Do) listed in the left-

hand column and suggestions for teacher implementation (What the Teacher Will Do) listed in the right-hand column.

Wherever possible, the teacher guidance is listed directly opposite the student document where the teacher should provide

interaction. Additionally, the practices that the students will be engaged in are listed in the teacher portion in gray

highlighted text. The specific practices used are listed in detail at the end of the Teacher Guidance Document.

This task is designed to provide both formative and summative assessment capabilities but should be viewed by the

student as instruction. Teacher interaction with the students during this task would be the same as would normally be

implemented within the regular instructional setting.


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Part 1: Engagement

What the Student Will Do What the Teacher Will Do

Student Introduction

What is the weather like outside? Is it sunny? Is it rainy? Is it cold? What other words can you think of to describe the weather?

With your class, make a list of words you can use to describe weather. Your teacher will write them for the class to read.

Lead a class brainstorming session about weather and the words we can use to describe it. o Display the student introductory text and read it

aloud. o Review the term weather with the students. o Using a visual display (e.g., white board,

blackboard, computer display), begin a list of terms that describe weather by using words from the text: sunny, rainy, cold.

o Invite the students to name other descriptive words and add them to the list. Students may suggest warm, hot, cool, windy, snowy, stormy, and other terms that describe weather conditions.

Leave the listed words visible to students as they complete Part 1.

Student Instructions for Part 1:

Investigation Question: What are some words you can use to talk about the weather and how it changes during the year?

Materials Per student:

“Student Worksheet – Part 1: Weather Where I Live”

Per group:

“Student Data Sheet – Part 1: Providence, Rhode Island”

Teacher Instructions for Part 1: Engagement

Introducing the Investigation:

Inform the students that they are going to investigate the following question: What are some words you can use to talk about the weather and how it changes during the year?

The first steps in this part of the task will be done independently, and then students will gather in small groups of 3 to 4 for discussion. Make sure each student has a copy of “Student Worksheet – Part 1: Weather Where I Live,” and that each small group has access to a globe or world map. A possible Internet resource can be found at: http://www.worldatlas.com/webimage/countrys/namerica/northamericalarge.jpg or http://www.nationsonline.org/maps/north_america_map_855.jpg

http://www.worldatlas.com/webimage/countrys/namerica/northamericalarge.jpg

http://www.worldatlas.com/webimage/countrys/namerica/northamericalarge.jpg

http://www.nationsonline.org/maps/north_america_map_855.jpg

http://www.nationsonline.org/maps/north_america_map_855.jpg


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Procedure

1. You just made a list of words you can use to describe weather. Now think about how the weather changes throughout the year where you live. What are the seasons like in Rhode Island?

2. Think about words that describe weather in each of the seasons (winter, spring, summer, and fall). Remember the following: Winter happens from late December to late March. Spring happens from late March to late June. Summer happens from late June to late September. Fall happens from late September to late December.

3. Take a look at “Student Worksheet – Part 1: Weather Where I Live” found on Page S5. On your own, complete each sentence in Part A. Use words from the list you brainstormed or use other words you think of.

4. On your own, try to answer this question: What do you think the usual temperature is for each season of the year? Also, try to think about how many rainy or snowy days each season usually has. Write your answers in the table for Part B of “Student Worksheet – Part 1: Weather Where I Live.”

(This next portion will engage students in the Practice of Obtaining, Evaluating, and Communicating Information

1.)

Review the term season with the students and have them name the seasons they experience where they live. Point out that the weather changes from season to season and the type of weather in a given season may vary in different locations.

Then have the students brainstorm words to describe the weather they experience in the winter, spring, summer, and fall, and add those words to the class list. If necessary, review the months that make up each season.

Direct the students’ attention to Part A of “Student Worksheet – Part 1: Weather Where I Live”; have the students complete the sentences using words from the list they brainstormed.

Direct the students’ attention to Part B of “Student Worksheet – Part 1: Weather Where I Live”; have the students explain what they think the usual temperature and number of rainy or snow days will be for each season. (In later grades, students will refer to this as “average” or “mean,” but for now use the term “usual.”)

As guidance, you may wish to point out that 32°F is the temperature at which water freezes, and 134°F is the highest temperature ever recorded on Earth (July 10, 1913, at Death Valley, California). Therefore, 45°F would be a cool day, 70°F would be a warm day, and 95°F would be a hot day.

5. A scientist gathers data to predict future weather. Some data come from measuring temperature. Data may also be the numbers of days of rainfall and snowfall in the past.

Temperature is measured in degrees. For this task, it is measured in degrees Fahrenheit (°F).

Rainfall and snowfall are often measured in inches. For this task, they are measured in numbers of days. This makes it easier to compare measurements from different places.

6. Meet with your small group. Together, take a look at Part A of “Student Data Sheet – Part 1: Providence, Rhode Island” on page S6.

(This next portion will engage students in the Practice of Analyzing and Interpreting Data

2.)

This is a good time to introduce the term predict and what it means. Explain that “what they think might happen” is the not the same as predicting, because a prediction is based on data suggesting a pattern or patterns.

Introduce the term data. Explain that temperatures and amounts of rain and snow are considered weather data. Data can be defined as information about a topic.

Direct the students’ attention to Part A of “Student Data Sheet – Part 1: Providence, Rhode Island.” Note: For convenience, the data table considers each season to

Referred Practices: 1 Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of

ideas and methods.

Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas

and describe how they are supported by evidence.

Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables,

diagrams, and charts. 2 Analyzing and interpreting data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and

conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.


Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.


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Look at the first row of this table. It lists the measured usual temperatures for the city of Providence, Rhode Island. Usual temperatures for winter, spring, summer, and fall are given.

Look at the second row of this table. It gives the measured number of snowy days or rainy days for this city. This means the total number of days that had either snowfall or rainfall. Numbers for winter, spring, summer, and fall are given.

begin on the first of the month: o Winter includes all data from January, February,

and March. o Spring includes all data from April, May, and June. o Summer includes all data from July, August, and

September. o Fall includes all data from October, November, and

December.

7. With your group, compare the measured usual data

with what you thought the usual temperature would be.

Then complete the four sentences in Part A.

Instruct the groups to complete the four sentences in Part A, and review their answers as a class.

8. Now take a look at Part B of “Student Data Sheet – Part

1: Providence, Rhode Island” on page S7. Look at the

two bar graphs. Read each graph’s title to learn what

the graph shows. What else can you learn about these

graphs? Your teacher will point out different parts of the

graphs. As a class, you will discuss these parts of the

graphs:

title

left side (y axis) label

bottom side (x axis) label

scale for the numbers on each axis

what each bar represents

what the height of each bar represents

Direct the students’ attention to Part B of “Student Data Sheet – Part 1: Providence, Rhode Island.” As a class, talk through each graph. The following list of prompts may help the students locate and understand the different parts of the graphs: o Notice that the graph title uses the same language

as the data table. o Find the label that tells you what each bar shows.

What do the bars in the top graph show? What do the bars in the bottom graph show?

o Find the label that tells you what the height of each bar shows. In the top graph, what is the difference between a tall bar and a short bar? In the bottom graph, what is the difference between a tall bar and a short bar?

o Notice the numbers along the left side of each graph, from top to bottom. These numbers are the graph’s scale. A scale allows you to see how the heights of the bars may be different. You should always note where a graph’s scale begins and ends. You should also note the difference between each number on the scale. The top graph begins at 0 and ends at 85. The

numbers in the scale increase by 5. Why is this a good scale for this graph?

The bottom graph begins at 0 and ends at 55. The numbers in the scale increase by 5. Why is this a good scale for this graph?

9. In the next part of this task, you and your group members will look at data for two other cities in the United States. You will see the usual weather for each season in these cities. You will also see how weather changes from season to season in other places. This will show how changes in Rhode Island weather are alike or different from those in the other cities. You will also see that the usual weather in different places may be different during the same seasons. You will create tables and graphs to show these data.

Make sure that the students understand the following points: o Each graph uses the same set of bars. From left to

right, the bars represent winter, spring, summer, and fall.

o In the top graph, the numbers represent temperature data in degrees Fahrenheit. A tall bar represents a high temperature, and a low bar represents a low temperature. The scale is appropriate because according to the data table, usual temperatures in Providence range from 33°F to 70°F. Extending the scale from 0 to 90 will make it easier to compare temperatures in Providence to


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temperatures in cities that experience colder or hotter weather, as students will do in Parts 2 and 3.

o In the bottom graph, the numbers represent the usual number of snowy or rainy days. A tall bar represents a wet season, and a low bar represents a dry season. The scale is appropriate because, according to the data table, Providence usually experiences between 26 and 34 rainy or snowy days per season. Extending the scale from 0 to 55 will make it easier to compare precipitation data in Providence to precipitation data in wetter or drier cities, as students will do in Parts 2 and 3.

o The term scale has a variety of meanings. Make sure that the students understand that scale has a specific meaning when used in the context of graphs. Students may benefit from comparing a graph’s

scale to a measuring scale, or balance: both are tools that help people compare different things.

Students may also benefit from comparing a graph’s scale to a musical scale: both begin at a low point (or note) and end at a high point (or note).

Students may also be familiar with the scales on a fish or reptile. Make sure that students understand this word has a completely different meaning.


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Part 2: Investigation


Student Instructions for Part 2a:

Investigation Question: How does the weather change with the seasons in a different part of Earth?

Materials

Per student:

Your copy of “Student Worksheet – Part 1: Weather Where I Live”

“Student Worksheet – Part 2a: Weather in Miami, Florida”

“Student Data Sheet – Part 2a: Miami, Florida”

straightedge or ruler

Per group:

globe, world map, or United States map

Procedure 1. Work with your group for this part of the task. Find

Providence, Rhode Island, on your world map. Now find Miami, Florida. How would you describe each place?

Compared to Providence, is Miami farther to the north or south?

Is Miami close to water, or is it surrounded by land?

Compared to Providence, what do you think the weather and seasons in Miami are like?

2. Think about what it would be like to live in Miami. What do your know about the weather or the seasons in Miami? Discuss your thoughts with your group. Then write down everything you know about Miami weather on “Student Worksheet – Part 2a: Weather in Miami, Florida” on page S11.

Teacher Instructions for Part 2a: Investigation

Introducing the Investigation:

Inform the students that they are going to investigate the following question: How does the weather change with the seasons in a different part of Earth?

(This next portion will engage students in the Practice of Asking Questions and Defining Problems.

3)

Place students into small discussion groups of 3 to 4. Give each group a world map or access to a visible classroom map display. Instruct them to locate Providence, Rhode Island, and Miami, Florida, on the map.

Have the groups discuss what they think the weather and the seasons in Miami might be like.

Direct the students to write a list of things they know about the weather in Miami, Florida, on “Student Worksheet – Part 2: Weather in Miami, Florida.”

If the students struggle to think of questions to ask about the weather or the seasons in Miami, encourage them to consider these things: o Do you prefer hot or cold weather? What kinds of

things might you enjoy doing in Miami based on your predictions about the weather there?

o Do you prefer wet or dry weather? What kinds of things might you enjoy doing in Miami based on your predictions about the weather there?

o Miami is located along the Atlantic Ocean. How do you think being near an ocean affects the weather in a place?

3. Take a look at “Student Data Sheet – Part 2a: Miami, Florida” on page S12. Review the data in the table at the top of the page.

The first row of data shows the usual temperature for each season of the year.

The second row of data shows the usual number of rainy or snowy days for each season.


4.)

For this part of the activity, the students may work in pairs, but each student should create his or her own graphs. Each student should have a copy of “Student Data Sheet – Part 2a: Miami, Florida” and a straightedge or ruler.

4. Work with your partner to complete Part A of “Student Data Sheet – Part 2a: Miami, Florida.”

5. Work with your partner to complete Part B. Use the data in the table to make a graph. Your graph should show

Have the students work with their partners to complete the sentences in Part A of “Student Data Sheet – Part 2a: Miami, Florida.” If necessary, review the terms highest, lowest, most, and fewest.

3 Asking questions and defining problems in 3–5 builds on K–2 experiences and progresses to specifying qualitative relationships.

Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause-and-effect relationships. 4 Analyzing and interpreting data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and


Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate

relationships. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.


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the usual temperature for each season in Miami, Florida. Create your graph in Part B of “Student Data Sheet – Part 2a: Miami, Florida” on page S13.

Use a ruler or straightedge to make sure all parts of your graph are neat and clear.

You will list each season along the bottom of your graph. You will list the temperatures along the left side of your graph. Use the same scale as in the graph for Providence, Rhode Island. This will help you see any differences between each city’s usual temperatures.

Make sure your graph includes a title and labels.

Have the students work with their partners to create a scaled bar graph displaying the temperature data in the table. Monitor the students’ graphing skills and provide supplemental instruction if necessary. o Students may use the temperature graph for

Providence, Rhode Island, as a model. o If students are uncomfortable making bar graphs, they

may make pictographs instead. For example, a pictograph might use a picture of a Sun to represent 10 degrees and a picture of a half-Sun to represent 5 degrees.

o Remind students to use the same scale as in the graph for Providence, Rhode Island: beginning at 0 and ending at 85, each number along the graph’s left side should increase by 5.

6. With your partner, use the data to make another graph. This graph should show the usual number of rainy or snowy days for each season of the year in Miami, Florida. Create your graph in Part C of “Student Data Sheet – Part 2a: Miami, Florida” on page S14.

Use a ruler or straightedge to make sure all parts of your graph are neat and clear.

You will list each season along the bottom of your graph. You will list the usual number of rainy or snowy days along the left side of your graph. Use the same scale as in the graph for Providence, Rhode Island. This will help you compare each city’s usual number of snowy or rainy days.


Have the students work with their partners to create a scaled bar graph displaying the precipitation data in the table. Monitor the students’ graphing skills and provide supplemental instruction if necessary. o Students may use the precipitation graph for

Providence, Rhode Island, as a model. o If students are uncomfortable making bar graphs, they

may make pictographs instead. For example, a pictograph might use a picture of a raincloud to represent 10 days and a picture of a half-cloud to represent 5 days.

o Remind students to use the same scale as in the graph for Providence, Rhode Island: beginning at 0 and ending at 55, each number along the graph’s left side should increase by 5.

7. Look at the temperature data for Providence, Rhode Island, and for Miami, Florida. How would the kind of weather in Providence, Rhode Island, be different than the kind of weather in Miami, Florida, during winter? Discuss this question with your partner. Explain your answer using the data. Share your ideas with your teacher.

8. In the next part of the task, you will work individually. Locate Fairbanks, Alaska, on the United States map. Write down how you think the weather in Fairbanks during spring, summer, fall, and winter is alike or different from the weather in Providence and in Miami on Part D of “Student Data Sheet – Part 2a: Miami, Florida” on page S15.

(This next portion will engage students in the Practice of Engaging in Argument from Evidence

5.)

Ask the students if they think Miami, Florida, gets much snow. Have them discuss the question with their partners, stating their opinions and giving a reason based on the evidence in the table and graph. (Students should point out that since the usual monthly temperature never drops near freezing, snow is most likely uncommon.)

Prompt the students to find Fairbanks, Alaska, on the United States map you provided for the class. Ask the students to tell what they see about where Fairbanks is located compared to Providence and Miami. Some helpful questions you might ask are: a. Is Fairbanks farther north or south than Providence

or Miami? How do you know? b. Is Fairbanks surrounded by land or sea? How will

this affect the weather there?

Direct the students to complete the table in Part D of

5 Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions

proposed by peers by citing relevant evidence about the natural and designed world(s).

Compare and refine arguments based on an evaluation of the evidence presented.

Construct and/or support an argument with evidence, data, and/or a model.


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“Student Data Sheet – Part 2a: Miami, Florida.”


Student Instructions for Part 2b

Materials

Per student:

“Student Data Sheet – Part 2b: Fairbanks, Alaska”

straightedge or ruler

completed copies of “Student Data Sheet – Part 2a: Miami, Florida” and “Student Data Sheet – Part 1: Providence, Rhode Island”

Per group:

globe or world map

Procedure 1. Work with your group from Part 2. Find Fairbanks,

Alaska, again on your world map or globe. 2. Take a look at “Student Data Sheet – Part 2b:

Fairbanks, Alaska” on Page S17. Review the data in the table at the top of the page.

The first row of data shows the usual temperature for each season of the year.

The second row of data shows the usual number of rainy or snowy days for each season.

Teacher Instructions for Part 2b


6.)

For this part of the activity, students may work with partners, but each student should create his or her own graphs. Make sure each student has a copy of “Student Data Sheet – Part 2b: Fairbanks, Alaska,” a straightedge or ruler, and completed copies of all student sheets from the previous parts.

3. Work with your partner to complete Part A of “Student Data Sheet – Part 2b: Fairbanks, Alaska.” Use the data in the table to decide how to complete the sentences about the weather in Fairbanks.

Have the students work with their partners to complete the sentences in Part A of “Student Data Sheet – Part 2b: Fairbanks, Alaska.”

4. With your partner, use the data in the table to make a graph for Part B of “Student Data Sheet – Part 2b: Fairbanks, Alaska” on page S18. Your graph should show the usual temperature for each season of the year in Fairbanks, Alaska.

Use the graph you made for Miami, Florida, as a model.

Use the same scale as in the graphs for Miami and Providence. This will help you see any differences between each city’s usual temperatures.


Have the students work with their partners to create a scaled bar graph or pictograph displaying the temperature data in the table. o Students can use the temperature graph from Part

2a as a model. o Encourage students to use the same scale they

used for the Part 2a graph. This will allow them to easily compare the data for the two locations.

5. With your partner, use the data in the table to make another graph for Part C of “Student Data Sheet – Part 2b: Fairbanks, Alaska” on page S19. This graph should show the usual number of rainy or snowy days for each season of the year in Fairbanks, Alaska.

Use the graph you made for Miami, Florida, as a model.

Have the students work with their partners to create a scaled bar graph displaying the precipitation data in the table. o Students can use the precipitation graph from Part

2a as a model. o Encourage students to use the same scale they

used for the Part 2a graph. This will allow them to

6 Analyzing and interpreting data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and


Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate

relationships.



19

Use the same scale as in the graphs for Miami and Providence. This will help you see any differences between each city’s usual number of rainy or snowy days.


easily compare the data for the two locations.


20

Part 3: Application


Student Instructions for Part 3:

Materials

Per student:

your completed copies of “Student Data Sheet –

Part 2b: Fairbanks, Alaska,” “Student Data Sheet –

Part 2a: Miami, Florida,” and “Student Data Sheet –

Part 1: Providence, Rhode Island”

“Student Worksheet – Part 3: Changes of Seasons”

Per group:

globe or world map

Teacher Instructions for Part 3: Application

Introducing the Investigation

Inform students that they are going to investigate the

following question: How does the weather change

with the seasons in a different part of Earth?

Make sure that each student has completed data sheets

from Parts 1 and 2, along with “Student Worksheet –

Part 3: Changes of Seasons.”

Procedure

Part A

Work with your partner from Part 2. Find Fairbanks, Alaska, again on your world map or globe.

1. With your partner, discuss the questions in Part A of

“Student Worksheet – Part 3: Changes of Seasons” on

page S21. Explain and give reasons for your answers.

This next portion will engage students in the Practice of Engaging in Argument from Evidence

7.)

Have the students discuss with their partners the

questions in step 2. Students should state their opinions

and give reasons based on the evidence in the tables

and graphs.

o For example, the students should point out that

snow is likely during winter in Providence because

the temperature in January, February, and March

is near or below freezing.

o In contrast, snow is likely in Fairbanks in every

season but summer, because only during July,

August, and September do usual temperatures rise

above freezing; while in Miami, usual temperatures

never fall below freezing, so snow is unlikely in any

season.

Referred Practices: 7 Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions

proposed by peers by citing relevant evidence about the natural and designed world(s).

Compare and refine arguments based on an evaluation of the evidence presented.

Construct and/or support an argument with evidence, data, and/or a model.


21

Part B

Work on your own for this part of the task.

2. Answer the questions on Part B of “Student Worksheet

– Part 3: Changes of Seasons” on page S22 The

teacher will collect your work when you are finished.

Students should complete Part B on their own. Their

predictions should focus on temperature and

precipitation. They can use general terms such as

“hotter” and “rainier” rather than predict specific

temperatures or number of rainy or snowy days.

o For example, students might predict that a winter in

Providence will be cold and sometimes snowy. In

the spring, the weather will become warmer and

the snow will turn to rain. It will become even

warmer in the summer, and there will be less rain

and no snow. It will become cooler and rainier in

the fall.


22

Appendix A: Scoring Guides and Sample Responses

Student Worksheet – Part 1: Weather Where I Live

Part A

Describe the weather where you live to finish each sentence below.

1. In the winter, the weather is cold and snowy.

2. In the spring, the weather is rainy and warm.

3. In the summer, the weather is dry and hot.

4. In the fall, the weather is cool and rainy or snowy.

Part B

What is the usual temperature and number of rainy or snowy days for each season where you live? Write your

answers in each space in the table below.

My Idea of Usual Temperatures and Rainy or Snowy Days Where I Live

Type of Weather Winter Spring Summer Fall

Usual Temperature (°F)

30 60 80 50

Usual Number of Rainy or Snowy Days

25 30 15 20

[Note: Answers may vary based on individual student’s weather knowledge; no reasonable answer is incorrect.]


23

Student Data Sheet – Part 1: Providence, Rhode Island

Part A: Data Table

Weather by Season in Providence, Rhode Island

Type of Weather Winter Spring Summer Fall


33 58 70 44


33 34 26 32

Use the data in the table to complete the sentences about the weather in Providence, Rhode Island.

1. The season with the highest usual temperature is summer.

2. The season with the lowest usual temperature is winter.

3. The season with the most rainy or snowy days is spring.

4. The season with the fewest rainy days is summer (or winter due to snow and no rain).


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Part 2a: Investigation – Scoring Guide

Scoring Guide for Student-Produced Graphs

Score Description

2 Graph contains no errors or omissions in representing weather data to describe a city’s usual temperature or precipitation for each season of the year. There are no errors or omissions relative to the proper formatting of bar graphs or pictographs.

1 Graph contains errors or omissions in representing weather data to describe a city’s usual temperature or precipitation for each season of the year. There are errors or omissions relative to the proper formatting of bar graphs or pictographs.

0

Graph is inaccurate, irrelevant, contains insufficient evidence to demonstrate an understanding of representing weather data to describe a city’s usual temperature and precipitation conditions for each season of the year OR there are formatting errors that render the graph incoherent OR the student has failed to respond to the prompt.

Blank No response


25

Student Worksheet – Part 2a: Weather in Miami, Florida

Name: ________________________________

Write a list of things you know about the weather in Miami, Florida.

1. Answers will vary.

2.

3.

4.

5.

6.

Other ideas about Miami weather:


26

Student Data Sheet – Part 2a: Miami, Florida

Weather by Season in Miami, Florida

Weather Type Winter Spring Summer Fall


70 80 84 75


21 32 54 28

Part A

Use the data in the table to complete the sentences about the weather in Miami, Florida.



3. The season with the most rainy or snowy days is summer.

4. The season with the fewest rainy or snowy days is winter.

Part B

Create a bar graph showing the usual temperatures by season for Miami, Florida.


27

Part C

Create a bar graph showing the usual rainfall and snowfall by season in Miami, Florida.

Part D

Fill in the table below to show how you think the weather in Fairbanks, Alaska, is alike or different from the

weather in Miami, Florida, and in Providence, Rhode Island, during the four seasons.

Weather in Fairbanks, Alaska

Season How is it like or not like

Providence, Rhode Island? How is it like or not like

Miami, Florida?

Winter It is cold and snowy

like Providence. It is much colder with more snow

than Miami.

Spring Spring is cooler

than Providence. It is much colder

than Miami.

Summer Summer is warm but not as hot

as Providence Summer is much cooler and it rains less

than Miami.

Fall Fall is colder with more snow

than Providence. It is much colder with less rain and more snow

than Miami.


28

Student Data Sheet – Part 2b: Fairbanks, Alaska

Weather by Season in Fairbanks, Alaska

Weather Type Winter Spring Summer Fall


8 44 51 13


22 29 45 31

Part A

Use the data in the table to complete the sentences about the weather in Fairbanks, Alaska.



3. The season with the most rainy or snowy days is summer.

4. The season with the fewest rainy or snowy days is winter.

Part B

Create a bar graph showing the usual temperature by season for Fairbanks, Alaska.


29

Part C

Create a bar graph showing the usual number of rainy or snowy days by season for Fairbanks, Alaska.


30

Part 3: Application – Scoring Guide

Scoring Guide for Student Weather Predictions

Score Description

4

Response demonstrates no errors or omissions in analyzing data in tables, bar graphs, or pictographs to reveal patterns that indicate relationships AND describing typical weather conditions expected during particular seasons. Response thoroughly compares usual weather data recorded for all four seasons in three different cities and makes a prediction about expected weather in the three cities as winter changes to spring. There are no errors or omissions relative to the content or processes.

3 Response indicates minor errors or omissions in analyzing data in tables, bar graphs, or pictographs to reveal patterns that indicate relationships OR describing typical weather conditions expected during particular seasons. There may be errors or omissions relative to the simpler details and processes.

2 Response indicates major errors or omissions in analyzing data in tables, bar graphs, or pictographs to reveal patterns that indicate relationships OR describing typical weather conditions expected during particular seasons. There may be errors or omissions regarding the complex content or processes.

1 Response indicates a distinct lack of understanding of analyzing data in tables, bar graphs, or pictographs to reveal patterns that indicate relationships OR describing typical weather conditions expected during particular seasons. There is a minimal understanding of the content or the processes.

0

Response is inaccurate, irrelevant, contains insufficient evidence to demonstrate an understanding of analyzing data in tables, bar graphs, or pictographs to reveal patterns that indicate relationships OR describing typical weather conditions expected during particular seasons OR the student has failed to respond to the prompt.

Blank No response


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Student Worksheet – Part 3: Changes of Seasons

Name: _________________________________________

Part A

1. How do the graphs you made for Fairbanks, Alaska, compare with the graphs for Miami, Florida, and

Providence, Rhode Island?

Which city is usually hottest? Which city is usually coldest? Is this true for every season or just some

seasons?

Miami is the hottest season with a usual temperature of 88F in summer. Fairbanks is the coldest with a

usual temperature of 8F in winter. This is always true in all seasons.

Of the three cities, which do you think gets the most snow? Which do you think gets the least snow?

What data helped you answer this?

Fairbanks gets the most snow because it is colder there than in Providence or Miami. The usual

temperature data shows that it is not cold enough to snow in Miami during any season. It is usually cold

enough to snow only in winter in Providence.

Why do you think each city has different weather?

Miami is a long way to the south and has a lot of water all around it. It gets more sunlight, so it never

gets very cold. Providence and Miami have more rain and snowfall than Fairbanks. Fairbanks is not near

any water, so clouds with rain or snow are not as common. Also, it is too cold for rain in Fairbanks for a

longer time.


32

Student Sheet – Part 3: Changes of Seasons (continued)

Name: _________________________________________

Part B

Predict how the weather will most likely change throughout the year in Providence, Rhode Island. Make sure to

use data to support your predictions.

How do you think the weather will change from winter to spring?

The temperature will get warmer. The graph shows it will go up from 33F to 58F. There will be more

rain. The graph shows rainfall and snowfall will go up from 33 to 34 days.

How do you think the weather will change from spring to summer?

The temperature will go up. The graph shows it will go from 58F to 70F. It will rain less. The graph

shows it will go from 34 days to 26 days of rainfall or snowfall.

How do you think the weather will change from summer to fall?

The temperature will drop. The graph shows it will go from 70F to 44F. There will be more rain and

snow. The graph shows rainfall and snowfall going from 26 days to 32 days.

How do you think the weather will change from fall to winter?

The temperature will go down. The graph shows it will change from 44F to 33F. There will be more

rain and snow. The graph shows that the rainy or snowy days will go from 32 days to 33 days.

Now use the data from your graphs in Part 1 and Part 2 to make a prediction about how the weather will change

as winter turns to spring in Miami, Florida, and in Fairbanks, Alaska. Include information about all of the

different types of weather. Support your answer with data from your graphs.

Prediction for Miami, Florida:

The temperature will be warmer in spring than in winter. The graph shows that the temperature rises from 70F

to 80F. Rainfall will go up. The graph shows that the number of rainy or snowy days rises from 21 to 32 days.

Prediction for Fairbanks, Alaska:

The temperature will rise in spring. The graph shows that the temperature goes from 8F to 44F. The number

of rainy and snowy days will also go up. The graph shows the number of rainy and snowy days goes from 22 to

29 days.


33

Appendix B: Word Bank

bar graph a type of graph that uses bars to show how much there is of something

data information that is seen or measured

predict to tell what you think will happen based on what has already happened

scale marks along the bottom or side of a graph showing how much the numbers increase

season a certain time of the year (winter, spring, summer, fall)

temperature a measurement of how hot or cold

weather what is happening in the outdoors—such as temperature, rainfall, or snowfall—at a

particular time and place


34

Appendix C: Comprehensive Task Materials Checklist

The following materials are recommended to administer all three parts of the task:

Part 1

per student – copy of “Student Worksheet – Part 1: Weather Where I Live”

per group – copy of “Student Data Sheet – Part 1: Providence, Rhode Island”

Part 2

per student – student-completed copy of “Student Worksheet – Part 1: Weather Where I Live”

per student – copy of “Student Data Sheet – Part 2a: Miami, Florida”

per student – copy of “Student Worksheet – Part 2a: Weather in Miami, Florida”

per student – copy of “Student Data Sheet – Part 2b: Fairbanks, Alaska”

per student – ruler or straightedge

per group – globe or world map

Part 3

per student – student-completed copies of “Student Data Sheet – Part 2b: Fairbanks, Alaska,” “Student Data Sheet

– Part 2a: Miami, Florida” and “Student Data Sheet – Part 1: Providence, Rhode Island”

per student – copy of “Student Worksheet – Part 3: Changes of Seasons”

per student – ruler or straightedge

per group – globe or world map

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