Teaching Probabilistic Decision Making using Weather...

DDEECCIIDDEE Teaching Decision Making Using Weather and Climate Principles

Weather Unit Grades 6, 7, and 8

Development Team Department of Agricultural Economics Texas A&M University College Station, TX 77843-2124 Kerry Litzenberg, Professor James Mjelde, Professor Natalie Voges, Student Assistant Cypress Grove Intermediate School College Station School District College Station, TX 77845 Julie Hoyle, Science Teacher Jason Calcote, Math Teacher Department of Educational Psychology Texas A&M University College Station, TX 77843-4225 Ronald Zellner, Professor SungAe Yoo, Graduate Student Assistant Department of Teaching, Learning, and Culture Texas A&M University College Station, TX 77843-4232 William Rupley, Professor Mary Ghong, Graduate Student Assistant Home Page TeachingDecisionMaking.tamu.edu

Introduction This instructional unit is designed to be used in grades 6th, 7th, or 8th science or math classroom to teach both weather science and probabilistic decision making. The uniqueness of this learning unit is that it integrates decision making learning objectives within weather science principles and concepts. To accomplish this integration, the decision tree modeling approach is used. As such, the unit relies heavily on creating models, an important component of both the physical and social sciences. Many “hands-on” student exercises are included. Although the weather science module is integrated with the decision making activities, a teacher may choose to use another weather science module rather than the one included or use the decision making as a stand alone module. Instructional Unit Design Students are introduced to the idea that weather science and decision making principles can be applied to numerous life decisions that are made daily. Environmental education in grades K-12 has been receiving increasing attention in the past few years. Studies have shown the benefits of using the environment as an integrating context for learning includes: increased performance on standardized measure of

http://teachingdecisionmaking.tamu.edu/

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academic performance, decreased discipline problems, increased student enthusiasm for learning and increased pride in accomplishments (Lieberman and Hoody). Therefore, this unit combines the environmental interest using weather science principles with the decision making educational objectives. There are four learning modules and a learning assessment module. Each learning module contains both a teacher’s edition with materials, such as transparency masters and project materials, and a student’s worksheet packet. The units are designed to address decisions relevant to 6th, 7th, and 8th grade age students and show how the principles of weather and probabilistic decision making can be used to improve their decisions. For example, students are challenged to make a decision about planning a picnic either inside or outside depending on the probability of rain. The students are taught to create a decision model, use mathematical and statistical principles to calculate expected values based on weather science principles, namely rain forecasts, and finally to make this decision. The learning modules are best be described as augmenting the current curriculum. The modules support standards at the national and state levels while introducing probabilistic decision making skills that translate into life skills. Learning Modules The instructional unit consists of four learning modules and a comprehensive learning assessment module. Each module has specific learning objectives, a teaching summary; material required, and identifies relevant standards of learning. Science, math, geography, and reading are identified for each module. A suggested timeline for each module is presented although teachers should adapt the material for their classroom situation. Learning modules include enrichment options for advanced students as well as modifications for

struggling learners. Each module also includes bell work or introductory activity, weather folklore, and a weather related music selection for teachers to use with the class. Following are the contents of the specific modules and approximate time for completions for a sixth grade class: Learning Modules and Suggested Timeline A summary of each of the five learning modules is provided in table 1. Learning Module 1

Developing a Decision-Making Model --development of decision trees ~1-2 days

Learning Module 2

Probable Cause – learning / review of probabilities ~ 1 day

Learning Module 3

Decision-Making Using Rainfall Forecasts – Foursquare Courts -- combining expected

value and decision trees ~2 days Learning Module 4

Weatherman’s Backpack -- Key Science Knowledge Module ~ 4 days if use all material provide. There is tremendous flexibility in the use of this module. The teacher can choose to use all or some of the material provided or use previous developed weather science material.

Learning Module 5

Probabilistic Decision-Making and Weather Assessment ~ 2 days

The modules have been tested for 6th grade classrooms. Use in 7th and 8th grade classes is appropriate, but should shorten the time necessary to complete the units.

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Measurement of Learning In addition to the learning modules and assessment module, an assessment to measure the learning of the integrated weather science and probabilistic decision making is provided. This assessment has been used by groups in the public school system and measures the mastery of subject matter. However, teachers may also use their current measures of learning for the weather principles only. Standards As an integrated instructional unit, the unit addresses numerous learning standards. Standards addressed in the integrated assessment by grade level are given in Appendix A for the National Standards and Appendix B for Texas Essential Skills and Knowledge Standards. The standards can be found at the following websites. National Standards http://www.education-world.com/standards/national/toc/index.shtml#numbers Texas Essential Knowledge and Skills (TEKS) http://www.tea.state.tx.us/teks/

Literature Cited Lieberman, G.A. and L. L. Hoody. “Using

the Environment as an Integrating Context for Learning.” Executive Summary. State Education and Environmental Roundtable, 16486 Bernardo Center Drive, Suite 328. San Diego CA 92128. 1998.

Useful Web Sites There are numerous websites on weather and probabilities. Listed here is just a sampling of such web sites. http://www.education.noaa.gov/http://www.srh.weather.gov/srh/jetstream/matrix

.htmwww.weather.com/education/http://ww2010.atmos.uiuc.edu/(Gh)/home.rxmlhttp://chapters.ametsoc.org/amsedu/http://www.pmel.noaa.gov/tao/elnino/nino-

home.htmlhttp://members.aol.com/Accustiver/wxworld_fol

k.htmlhttp://njnie.dl.stevens-

tech.edu/curriculum/weatherproj/http://www.wxdude.com/proverb.htmlhttp://www.its-about-time.com/htmls/ec.html http://www.its-about-time.com/htmls/ies.html http://www.nasa.gov/home/hqnews/2005/jan/H

Q_05018_free_computer.htm

http://www.education-world.com/standards/national/toc/index.shtml



http://www.tea.state.tx.us/teks/

http://www.education.noaa.gov/

http://www.srh.weather.gov/srh/jetstream/matrix.htm

http://www.srh.weather.gov/srh/jetstream/matrix.htm

http://www.weather.com/education/

http://ww2010.atmos.uiuc.edu/(Gh)/home.rxml

http://chapters.ametsoc.org/amsedu/

http://www.pmel.noaa.gov/tao/elnino/nino-home.html

http://www.pmel.noaa.gov/tao/elnino/nino-home.html

http://members.aol.com/Accustiver/wxworld_folk.html

http://members.aol.com/Accustiver/wxworld_folk.html

http://njnie.dl.stevens-tech.edu/curriculum/weatherproj/

http://njnie.dl.stevens-tech.edu/curriculum/weatherproj/

http://www.wxdude.com/proverb.html

http://www.its-about-time.com/htmls/ec.html

http://www.its-about-time.com/htmls/ies.html

http://www.nasa.gov/home/hqnews/2005/jan/HQ_05018_free_computer.htm

http://www.nasa.gov/home/hqnews/2005/jan/HQ_05018_free_computer.htm

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Table 1. Learning Modules at a Glance Learning Module Student Learning Objectives Learning Activities

Learning Module 1 Developing a Decision-Making Model

The student: 1. Identifies weather as an important factor in planning an

outside activity. 2. Develops a simple probabilistic decision-making model. 3. Works cooperatively in groups.

Journal / Bell Work Introduction of Simple Decision-Making Problem Development and Completion of Decision-Making

Decision Tree Models Discussion of Weather Forecasts Assessment / Homework

Learning Module 2 Probable Cause

The student: 1. Works cooperatively in groups. 2. Understands the concept of probability. 3. Completes a data table and constructs a graph using the data. 4. Relates the probability experiment to the weather forecast. 5. Communicates valid conclusions. 6. Identifies how percentages are used in a weather forecast.

Journal / Bell Work Review / Introduce Probabilities Probable Cause Experiment

Collect Data Graph Data Calculate Probabilities

Class Discussion - Group Reports to Class Assessment / Homework

Learning Module 3 Decision-Making Using Rainfall Forecasts – Foursquare Courts

The student: 1. Advances their knowledge using decision trees. 2. Learns to calculate expected values. 3. Learns how to use expected values to evaluate decision trees

and make a decision. 4. Develops an understanding that probabilistic forecasts, such

as weather forecasts are not perfect. 5. Develops knowledge of the use of forecasts.

Journal / Bell Work Decision Model Development and Use

Continue Decision Tree Models Calculation of Expected Value Expected Value and Decision Making Student Activity – Decision Making

Continued

Table 1. Cont. Learning Module Student Learning Objectives Learning Activities

Learning Module 3 Continued

6. Works cooperatively in a group. Individual Decision Making Probabilistic Nature of Decision Making Prelude to Next Learning Module Assessment / Homework

Learning Module 4 Weatherman’s Backpack -- Key Science Knowledge

The student: 1. Works cooperatively in groups. 2. Demonstrates safe practices during field and lab

investigations. 3. Implements investigation of hot/cold air fronts using water

model. 4. Makes observations on the action of the hot/cold fronts. 5. Communicates conclusions. 6. Represents the natural world using models. 7. Collects, analyzes, and records information using tools. 8. Identifies the role of atmospheric movement in weather

change. 9. Understands and is able to read a weather map. 10. Identifies and defines the symbols present on a weather map. 11. Recognizes local weather patterns. 12. Lists other factors that affect the forecast for rain.

Journal / Bell Work Jigsaw Approach to Weatherman’s Backpack Suggested Experiments

Probability Activity - Understanding the Difficulty in Forecasting the Future Hot / Cold Water Experiment Temperature Around Town - Impact of Concrete and Asphalt

Weather Map Drawing and Inference Assessment / Homework

Learning Module 5 Probabilistic Decision-Making and Weather Assessment

Assessment Module Science Concepts Matching Multiple Choice Weather Map

Probabilities and Decision Making One-day Ahead Forecasts Long-Range Forecasts Probabilistic Decision Making

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Appendix A

National Standards by Grade and Subject Matter

Table A.1. Summary of National Standards by Grade and Subject Matter Source: http://www.education-world.com/standards/national/toc/index.shtml#numbersAccessed 6/2005

Module Subject Matter 5th – 8th Grade Science NS.5-8.1 Math

NM-DATA.6-8.4 NM-PROB.PK-12.2 NM-PROB.PK-12.4 NM-PROB.REP.PK-12.1 NM-PROB.REP.PK-12.3

Learning Module 1

Reading

NL-ENG.K-12.3 NL-ENG.K-12.8

Science

NS.5-8.1

Math

NM-NUM.6-8.1 NM-DATA.6-8.2 NM-DATA.6-8.3 NM-DATA.6-8.4 NM-PROB.PK-12.2 NM-PROB.PK-12.4 NM-PROB.REP.PK-12.1 NM-PROB.REP.PK-12.3

Reading


Learning Module 2

Geography NSS-G.K-12.1

Science NS.5-8.1 Learning Module 3 Math

NM-NUM.6-8.1 NM-DATA.6-8.2 NM-DATA.6-8.3 NM-DATA.6-8.4 NM-PROB.PK-12.2 NM-PROB.PK-12.4 NM-PROB.REP.PK-12.1 NM-PROB.REP.PK-12.3 NM-PROB.REA.PK-12.3

Reading


Learning Module 4 Science NS.5-8.1 NS.5-8.2

Continued


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Table A.1. Cont.

Module Subject Matter 5th – 8th Grade Math NM-DATA.6-8.1

NM-DATA.6-8.2 NM-DATA.6-8.3 NM-DATA.6-8.4

Reading

NL-ENG.K-12.1 NL-ENG.K-12.3 NL-ENG.K-12.7

Geography NSS-G.K-12.1 Science NS.5-8.1

NS.5-8.2 Math NM-NUM.6-8.1

NM-DATA.6-8.2 NM-DATA.6-8.3 NM-DATA.6-8.4 NM-PROB.PK-12.2 NM-PROB.PK-12.4 NM-PROB.REP.PK-12.1 NM-PROB.REP.PK-12.3 NM-PROB.REA.PK-12.3

Learning Module 5

Reading NL-ENG.K-12.1 NL-ENG.K-12.3 NL-ENG.K-12.7

Geography NSS-G.K-12.1

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Table A.2. National Science Standards for Grades 5-8 Addressed in the Instructional Unit by Learning Module Learning Module

National Science Standard 1 2 3 4 5NS.5-8.1 SCIENCE AS INQUIRY

As a result of activities in grades 5-8, all students should develop Abilities necessary to do scientific inquiry Understandings about scientific inquiry

☻ ☻ ☻ ☻ ☻

NS.5-8.2 PHYSICAL SCIENCE As a result of their activities in grades 5-8, all students should develop an understanding

Properties and changes of properties in matter Motions and forces Transfer of energy

☻ ☻

Source: http://www.education-world.com/standards/national/toc/index.shtml#numbers

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Table A.3. National Math Standards for Grades 5-8 Addressed in the Instructional Unit by Learning Module Learning Module

National Math Standard 1 2 3 4 5NM-DATA.6-8.1 Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer

• formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population;

• select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots.

☻

NM-DATA.6-8.2 Select and use appropriate statistical methods to analyze data

• find, use, and interpret measures of center and spread, including mean and interquartile range; • discuss and understand the correspondence between data sets and their graphical representations, especially

histograms, stem-and-leaf plots, box plots, and scatterplots.

☻ ☻ ☻ ☻

NM-DATA.6-8.3 Develop and evaluate inferences and predictions that are based on data

• use observations about differences between two or more samples to make conjectures about the populations from which the samples were taken;

• make conjectures about possible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit;

• use conjectures to formulate new questions and plan new studies to answer them.

☻ ☻ ☻ ☻

NM-DATA.6-8.4 Understand and apply basic concepts of probability

• understand and use appropriate terminology to describe complementary and mutually exclusive events; • use proportionality and a basic understanding of probability to make and test conjectures about the results of

experiments and simulations; • compute probabilities for simple compound events, using such methods as organized lists, tree diagrams, and

area models.

☻ ☻ ☻ ☻ ☻

Continued

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Table A.3 Cont. Learning Module

National Math Standard 1 2 3 4 5NM-NUM.6-8.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems

• work flexibly with fractions, decimals, and percents to solve problems; • compare and order fractions, decimals, and percents efficiently and find their approximate locations on a

number line; • develop meaning for percents greater than 100 and less than 1; • understand and use ratios and proportions to represent quantitative relationships; • develop an understanding of large numbers and recognize and appropriately use exponential, scientific, and

calculator notation; • use factors, multiples, prime factorization, and relatively prime numbers to solve problems; • develop meaning for integers and represent and compare quantities with them.

☻ ☻ ☻

NM-PROB.PK-12.2 Solve problems that arise in mathematics and in other contexts; ☻ ☻ ☻ ☻

NM-PROB.PK-12.4 Monitor and reflect on the process of mathematical problem solving. ☻ ☻ ☻ ☻

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. ☻ ☻ ☻ ☻

NM-PROB.REA.PK-12.3 Develop and evaluate mathematical arguments and proofs; ☻ ☻


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Table A.4. National Reading Standards for Grades 5-8 Addressed in the Instructional Unit by Learning Module Learning Module

National Reading Standard 1 2 3 4 5NL-ENG.K-12.1 READING FOR PERSPECTIVE

Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

☻ ☻

NL-ENG.K-12.3 EVALUATION STRATEGIES Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on

their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

☻ ☻ ☻ ☻ ☻

NL-ENG.K-12.7 EVALUATING DATA Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They

gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

☻ ☻ ☻ ☻

NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS Students use a variety of technological and information resources (e.g., libraries, databases, computer networks,

video) to gather and synthesize information and to create and communicate knowledge. ☻


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Table A.4. National Geography Standards for Grades 5-8 Addressed in the Instructional Unit by Learning Module Learning Module

National Geography Standard 1 2 3 4 5NSS-G.K-12.1 THE WORLD IN SPATIAL TERMS As a result of activities in grades K-12, all students should

• Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

• Understand how to use mental maps to organize information about people, places, and environments in a spatial context.

• Understand how to analyze the spatial organization of people, places, and environments on Earth's surface.

☻ ☻ ☻


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Appendix B

Texas Essential Skills and Knowledge Standards by Grade and Subject Matter

Table B.1. Summary of Texas Essential Skills and Knowledge Standards by Grade and Subject Matter Source: Texas Education Agency http://www.tea.state.tx.us/teks/ Accessed 6/2005

Grade Module

Subject Matter 6th 7th 8th

Science (Ch.112.22-24) (b)

(2).(B),(C),(D),(E) (3).(B)

(2).(B), (C), (D) ,(E) (3).(B)

(2).(A), (B), (C), (D), (E) (3).(B)

Math (Ch.111.22-24) (b)

(3).(A), (B),(C) (4).(A) (9).(A),(B) (11).(A), (B),(C),(D)

(4).(A) (10).(A), (B) (11).(A),(B) (13).(A), (B),(C),(D)

(11).(A),(B) (14).(A), (B),(C),(D)

Learning Module 1

Reading (Ch.110.22-24) (b)

(10).(A),(B),(C),(D),(H), (K),(L) (11).(A),(B),(C),(D)

(10).(A),(B),(C),(D),(H), (K),(L) (11).(A),(B),(C),(D)

(10).(A),(B),(C),(D),(H), (K),(L) (11).(A),(B),(C),(D)

Science (Ch.112.22-24) (b)

(1).(A),(B) (2).(B),(C),(D),(E) (3).(B)

(1).(A),(B) (2).(A),(B),(C),(D),(E) (3).(B)

(1).(A).(B) (2).(A),(B),(C),(D),(E) (3).(B)

Math (Ch.111.22-24) (b)

(3).(A),(B),(C) (4).(A),(B) (9).(A),(B) (10).(A),(B),(C),(D) (11).(A),(B),(C),(D)

(10).(A),(B) (11).(A),(B) (12) (A),(B) (13) (A), (B),(C),(D)

(11).(A).(B) (12).(A),(B),(C) (14) (A),(B),(C),(D)

Learning Module 2

Reading (Ch.110.22-24) (b)

(10).(A),(B),(C),(D),(H), (K),(L) (11).(A), (B), (C),(D)

(10).(A),(B),(C),(D),(H), (K),(L) (11).(A),(B),(C),(D)

(10).(A),(B),(C),(D),(H), (K),(L) (11).(A),(B),(C),(D)

Science (Ch.112.22-24) (b)

(2).(B),(C),(D),(E) (2).(B),(C),(D),(E) (2).(B),(C),(D),(E) Learning Module 3

Math (Ch.111.22-24) (b)

(3).(A),(B),(C) (4).(A),(B) (9).(A),(B) (11).(A),(B),(C),(D)

(10).(A),(B) (11).(B) (13).(A),(B),(C),(D)

(11).(A).(B) (14). (A),(B),(C),(D)

Continued


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Table B.1. Cont. Grade

Module Subject Matter 6th 7th 8th

Reading(Ch.110.22-24) (b)

(10).(A),(B),(C),(D),(H), (K),(L) (11).(A),(B),(C),(D)

(10).(A),(B),(C),(D),(H), (K),(L) (11).(A),(B),(C),(D)

(10).(A),(B),(C),(D),(H), (K),(L) (11).(A),(B),(C),(D)

Science (Ch.112.22-24) (b)

(1).(A),(B) (2).(B),(C),(D),(E) (3).(B),(C) (4).(A),(B) (5).(A),(B) (6).(C)

(1).(A),(B) (2).(B),(C),(D),(E) (3).(B),(C) (4).(A),(B)

(1).(A),(B) (2).(B),(C),(D),(E) (3).(B),(C) (4).(A),(B)

Math (Ch.111.22-24) (b)

(9). (A),(B) (10) (A), (B),(C),(D) (11) (A), (B),(C),(D)

(10). (A),(B) (11).(B) (13).(A), (B),(C),(D)

(11).(A).(B) (14).(A), (B),(C),(D)

Reading (Ch.110.22-24) (b)

(10).(A),(B),(C),(H),(K), (L),(M) (11).(A),(B),(C),(D)

(10).(A),(B),(C),(H),(K), (L),(M) (11).(A),(B),(C),(D)

(10).(A),(B),(C),(H),(K), (L),(M) (11).(A),(B),(C),(D)

Learning Module 4

Geography (Social Studies) (Ch.113.22-24) (b)

(3).(A),(B),(C) (6).(A)

(8).(A),(B) (10).(A),(B)

Science (Ch.112.22-24) (b)

(2).(A),(B),(C),(D) (3).(B) (4).(A) (5).(A) (6).(C)

(2).(A),(B),(C),(D) (3).(B) (4).(A)

(2).(A),(B),(C),(D) (3).(B) (4).(A)

Math (Ch.111.22-24) (b)

(9).(A),(B) (10).(A),(B),(C),(D) (11).(A),(B),(C) (12).(A),(B)

(10).(A),(B) (11).(A),(B) (13).(A),(B),(C) (14).(A),(B)

(11).(A),(B) (14).(A),(B),(C) (15).(A),(B)

Reading (Ch.110.22-24) (b)

(10).(A),(B),(C),(D),(H), (K),(L),(M) (11).(A),(B),(C),(D)

(10).(A),(B),(C),(D),(H), (K),(L),(M) (11).(A),(B),(C),(D)

(10).(A),(B),(C),(D),(H), (K),(L),(M) (11).(A),(B),(C),(D)

Learning Module 5

Geography (Social Studies) (Ch.113.22-24) (b)

(3).(A),(B),(C) (6).(A)

(8).(A),(B) (10).(A),(B)

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Table B.2. Texas Essential Knowledge and Skills (TEKS) for 6th Grade Science Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 112.22 (b)).

Learning ModuleTEKS Science Standard 1 2 3 4 5

(6.1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations; and ☻ ☻ (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials. ☻ ☻

(6.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology; ☻

(B) collect data by observing and measuring; ☻ ☻ ☻ ☻ ☻(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence ☻ ☻ ☻ ☻ ☻(D) communicate valid conclusions; and ☻ ☻ ☻ ☻ ☻(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate

data. ☻ ☻ ☻ ☻

(6.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to

(B) draw inferences based on data related to promotional materials for products and services; ☻ ☻ ☻ ☻(C) represent the natural world using models and identify their limitations; ☻

(6.4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A) collect, analyze, and record information using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, timing devices, hot plates, test tubes, safety goggles, spring scales, magnets, balances, microscopes, telescopes, thermometers, calculators, field equipment, compasses, computers, and computer probes; and

☻ ☻

(B) identify patterns in collected information using percent, average, range, and frequency ☻ (6.5) Scientific concepts. The student knows that systems may combine with other systems to form a larger system. The student is expected to:

(A) identify and describe a system that results from the combination of two or more systems such as in the solar system; and ☻ ☻

Continued

16

Table B.2. Cont.

Learning Module TEKS Science Standard 1 2 3 4 5

(B) describe how the properties of a system are different from the properties of its parts. ☻ (6.5) Scientific concepts. The student knows that there is a relationship between force and motion. The student is expected to:

(C) identify forces that shape features of the Earth including uplifting, movement of water, and volcanic activity. ☻ ☻(6.14) Science concepts. The student knows the structures and functions of Earth systems. The student is expected to:

(C) describe components of the atmosphere, including oxygen, nitrogen, and water vapor, and identify the role of atmospheric movement in weather change. ☻

Source: Texas Education Agency http://www.tea.state.tx.us/teks/ Accessed 6/2005


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Table B.3. Texas Essential Knowledge and Skills (TEKS) for 6th Grade Math Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 111.22 (b)). Learning Module

TEKS Math Standard 1 2 3 4 5(6.3) Patterns, relationships, and algebraic thinking. The student solves problems involving proportional relationships. The student is expected to:

(A) use ratios to describe proportional situations; ☻ ☻ ☻ (B) represent ratios and percents with concrete models, fractions, and decimals; and ☻ ☻ ☻ (C) use ratios to make predictions in proportional situations. ☻ ☻ ☻

(6.4) Patterns, relationships, and algebraic thinking. The student uses letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes. The student is expected to:

(A) use tables and symbols to represent and describe proportional and other relationships involving conversions, sequences, perimeter, area, etc.; and ☻ ☻ ☻

(B) generate formulas to represent relationships involving perimeter, area, volume of a rectangular prism, etc., from a table of data. ☻ ☻

(6.9) Probability and statistics. The student uses experimental and theoretical probability to make predictions. The student is expected to:

(A) construct sample spaces using lists, tree diagrams, and combinations; and ☻ ☻ ☻ ☻ ☻(B) find the probabilities of a simple event and its complement and describe the relationship between the two ☻ ☻ ☻ ☻ ☻

(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (A) draw and compare different graphical representations of the same data; ☻ ☻ ☻(B) use median, mode, and range to describe data; ☻ ☻ ☻(C) sketch circle graphs to display data; and ☻ ☻ ☻(D) solve problems by collecting, organizing, displaying, and interpreting data. ☻ ☻ ☻

(6.11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:

(A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics; ☻ ☻ ☻ ☻ ☻

(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; ☻ ☻ ☻ ☻ ☻

Continued

18

Table B.3. Cont. Learning Module

TEKS Math Standard 1 2 3 4 5(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a

picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and

☻ ☻ ☻ ☻ ☻

(D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems. ☻ ☻ ☻ ☻

(6.12) Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics through informal and mathematical language, representations, and models. The student is expected to:

(A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and ☻

(B) evaluate the effectiveness of different representations to communicate ideas. ☻Source: Texas Education Agency http://www.tea.state.tx.us/teks/ Accessed 6/2005


19

Table B.4. Texas Essential Knowledge and Skills (TEKS) for 6th Grade Reading Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 110.22 (b)).

Learning ModuleTEKS Reading Standard 1 2 3 4 5

(6.10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to:

(A) use his/her own knowledge and experience to comprehend (4-8); ☻ ☻ ☻ ☻ ☻(B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and

to solve problems (4-8); ☻ ☻ ☻ ☻ ☻

(C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8);

☻ ☻ ☻ ☻ ☻

(D) describe mental images that text descriptions evoke (4-8); ☻ ☻ ☻ ☻ ☻(H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-

8); ☻ ☻ ☻ ☻ ☻

(K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);

☻ ☻ ☻ ☻ ☻

(L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and ☻ ☻ ☻ ☻ ☻(M) use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record

(6-8). ☻ ☻

(6.11) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to:

(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8); ☻ ☻ ☻ ☻ ☻(B) interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-8); ☻ ☻ ☻ ☻ ☻(C) support responses by referring to relevant aspects of text and his/her own experiences (4-8); and ☻ ☻ ☻ ☻ ☻(D) connect, compare, and contrast ideas, themes, and issues across text (4-8). ☻ ☻ ☻ ☻ ☻



20

Table B.5. Texas Essential Knowledge and Skills (TEKS) for 6th Grade Geography Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 113.22 (b)). Learning Module

TEKS Geography Standard 1 2 3 4 5(6.3) Geography. The student uses maps, globes, graphs, charts, models, and databases to answer geographic questions. The student is expected to:

(A) create thematic maps, graphs, charts, models, and databases depicting various aspects of world regions and countries such as population, disease, and economic activities;

☻ ☻

(B) pose and answer questions about geographic distributions and patterns for selected world regions and countries shown on maps, graphs, charts, models, and databases; and

☻ ☻

(C) compare selected world regions and countries using data from maps, graphs, charts, databases, and models. ☻ ☻(6.6) Geography. The student understands the impact of physical processes on patterns in the environment. The student is expected to:

A) describe and explain how physical processes such as erosion, ocean circulation, and earthquakes have resulted

in physical patterns on Earth's surface; ☻ ☻



21



(1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:



(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology; ☻ ☻

(B) collect data by observing and measuring; ☻ ☻ ☻ ☻ ☻(C) organize, analyze, make inferences, and predict trends from direct and indirect evidence; ☻ ☻ ☻ ☻ ☻(D) communicate valid conclusions; and ☻ ☻ ☻ ☻ ☻(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate

data. ☻ ☻ ☻ ☻

(7.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:


(7.4) Scientific processes. The student knows how to use tools and methods to conduct science inquiry. The student is expected to:

(A) collect, analyze, and record information to explain a phenomenon using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer probes, timing devices, magnets, and compasses; and

☻ ☻

(B) collect and analyze information to recognize patterns such as rates of change. ☻ Source: Texas Education Agency http://www.tea.state.tx.us/teks/ Accessed 6/2005


22

Table B.7. Texas Essential Knowledge and Skills (TEKS) for 7th Grade Math Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 111.23 (b)).

Learning ModuleTEKS Math Standard 1 2 3 4 5

(7.4) Patterns, relationships, and algebraic thinking. The student represents a relationship in numerical, geometric, verbal, and symbolic form. The student is expected to:

(A) generate formulas involving conversions, perimeter, area, circumference, volume, and scaling; ☻ ☻(7.10) Probability and statistics. The student recognizes that a physical or mathematical model can be used to describe the probability of real-life events. The student is expected to:

(A) construct sample spaces for compound events (dependent and independent); and ☻ ☻ ☻ ☻ ☻(B) find the approximate probability of a compound event through experimentation. ☻ ☻ ☻ ☻ ☻

(7.11) Probability and statistics. The student understands that the way a set of data is displayed influences its interpretation. The student is expected to:

(A) select and use an appropriate representation for presenting collected data and justify the selection; and ☻ ☻ ☻(B) make inferences and convincing arguments based on an analysis of given or collected data. ☻ ☻ ☻ ☻ ☻

(7.12) Probability and statistics. The student uses measures of central tendency and range to describe a set of data. The student is expected to:

(A) describe a set of data using mean, median, mode, and range; and ☻ (B) choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular

situation. ☻



(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; ☻ ☻ ☻ ☻

(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and

☻ ☻ ☻ ☻ ☻


Continued

23

Table B.7. Cont.

Learning Module TEKS Math Standard 1 2 3 4 5


Continued (A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical,

physical, or algebraic mathematical models; and ☻



24



(7.10) Reading/comprehension. The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of difficulty. The student is expected to:



(C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8); ☻ ☻ ☻ ☻ ☻


8); ☻ ☻ ☻ ☻ ☻

(K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8); ☻ ☻ ☻ ☻ ☻


(6-8). ☻ ☻


(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8); ☻ ☻ ☻ ☻ ☻(B) interpret text ideas through such varied means journal writing, discussion, enactment, and media (4-8); ☻ ☻ ☻ ☻ ☻(C) support responses by referring to relevant aspects of text and his/her own experiences (4-8); and ☻ ☻ ☻ ☻ ☻(D) connect, compare, and contrast ideas, themes, and issues across text (4-8). ☻ ☻ ☻ ☻ ☻



25

Table B.9. Texas Essential Knowledge and Skills (TEKS) for 7th Grade Geography Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 113.23 (b)).

Learning ModuleTEKS Geography Standard 1 2 3 4 5

(7.8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(A) create thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th and 20th centuries; and

☻ ☻

(B) pose and answer questions about geographic distributions and patterns in Texas during the 19th and 20th centuries. ☻ ☻



26



(8.1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:



(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology; ☻ ☻ ☻

(B) collect data by observing and measuring; ☻ ☻ ☻ ☻ ☻(C) organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence; ☻ ☻ ☻ ☻ ☻(D) communicate valid conclusions; and ☻ ☻ ☻ ☻ ☻(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate

data. ☻ ☻ ☻ ☻

(8.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:


(8.4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A) collect, record, and analyze information using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer probes, water test kits, and timing devices; and

☻ ☻

(B) extrapolate from collected information to make predictions. ☻ (8.10) Science concepts. The student knows that complex interactions occur between matter and energy. The student is expected to:

(B) describe interactions among solar, weather, and ocean systems; and ☻ ☻ ☻ ☻ ☻Source: Texas Education Agency http://www.tea.state.tx.us/teks/ Accessed 6/2005


27

Table B.11. Texas Essential Knowledge and Skills (TEKS) for 8th Grade Math Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 111.24 (b)).

Learning ModuleTEKS Math Standard 1 2 3 4 5

(8.11) Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to:

(A) find the probabilities of compound events (dependent and independent); ☻ ☻ ☻ ☻ ☻(B) use theoretical probabilities and experimental results to make predictions and decisions; and ☻ ☻ ☻ ☻ ☻

(8.12) Probability and statistics. The student uses statistical procedures to describe data. The student is expected to: (A) select the appropriate measure of central tendency to describe a set of data for a particular purpose; ☻ (B) draw conclusions and make predictions by analyzing trends in scatterplots; and ☻ (C) construct circle graphs, bar graphs, and histograms, with and without technology. ☻



(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; ☻ ☻ ☻ ☻ ☻

(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and

☻ ☻ ☻ ☻ ☻



(A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and ☻



28



(8.10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to:



(C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8); ☻ ☻ ☻ ☻ ☻


8); ☻ ☻ ☻ ☻ ☻

(K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8); ☻ ☻ ☻ ☻ ☻


(6-8). ☻ ☻


(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8); ☻ ☻ ☻ ☻ ☻(B) interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-8); ☻ ☻ ☻ ☻ ☻(C) support responses by referring to relevant aspects of text and his/her own experiences (4-8); and ☻ ☻ ☻ ☻ ☻(D) connect, compare, and contrast ideas, themes, and issues across text (4-8). ☻ ☻ ☻ ☻ ☻



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Table B.13. Texas Essential Knowledge and Skills (TEKS) for 8th Grade Geography Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 113.24 (b)).

Learning ModuleTEKS Geography Standard 1 2 3 4 5

(8.10) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: (A) create thematic maps, graphs, charts, models, and databases representing various aspects of the United States;

and ☻ ☻

(B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. ☻ ☻



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