Climate Change in New Hampshire

Institute for the Study of Knowledge Management in Education

Climate Change in New Hampshire

Text-Based STEM Inquiry

Nute High School & Library

Part I: Unit Title: Climate Change in New Hampshire

Part II: Background on LMS and Math Teacher relationship

This lesson was created by Library Media Specialist, Helen Brock, and Math teacher, Sabrina Kirwan. Helen’s strengths were identified as finding relevant sources for text-based inquiry and modeling annotation and research strategies and she requested to see Sabrina model math content knowledge . Sabrina’s strengths were math content knowledge and she requested to see Helen model student research strategies supported by text-based inquiry.

Part III: Unit Description

This unit was developed for a junior level pre-Calculus class to be taught during the first quarter of the 2016-17 school year. The lessons of the unit will culminate in each group of students creating and analyzing a mathematical model to predict the future impacts of climate change in New Hampshire and make a presentation as a group. The texts and historic data source, while specific to New Hampshire, may be of interest to other regions of the country. However, state climate change reports and climate data specific to your location may be available through state universities and meteorological stations.

Using inquiry-based reading, students will integrate, evaluate, and synthesize multiple sources of information presented in diverse formats and media in order to address the essential question.

Over the course of the unit, students will create a summary of data and inquiry-based readings on their group topic. Using data analysis to create a model, students will make predictions of future climate impacts. Each student will also use an online carbon footprint calculator and propose ways to reduce individual impact.

Extension activity: Proposal of ways to reduce and adapt to climate impacts regionally.

Part IV: Standards Addressed

Common Core Math Practices

Reason abstractly and quantitatively.                                 

Construct viable arguments and critique the reasoning of others.

Model with Mathematics.

Common Core Math Content

        N-Q Reason quantitatively and use units to solve problems.

        N-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.

A-CED Create equations that describe numbers or relationships.

F-IFGraph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

S-IS  Make inferences and justify conclusions from sample surveys, experiments and observational studies.

Next Generation Science Standards Crosscutting Concepts

Stability and Change: Much of science deals with constructing explanations of how things change and how they remain stable.

HS-C3.5:  Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).

Next Generation Science Standards

HS-ESS3-5 Earth and Human Activity: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

HS-ESS3-6 Earth and Human Activity : Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

HS-ESS2-2 Earth's Systems : Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

Science and Engineering Practices

HS-P4.1: Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

HS-P7.4: Construct, use, and/or present an oral and written argument or counter-arguments based on data and evidence.

HS-P8.5: Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).

CCSS Science Literacy Standards

CCSS.ELA-LITERACY.RST.9-10.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

CCSS.ELA-LITERACY.RST.9-10.2: Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

EXTENSION:

CCSS.ELA-LITERACY.RST.9-10.8:   Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.

CCSS.ELA-LITERACY.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

CCSS.ELA-LITERACY.RST.11-12: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

HS-LS2-7:  Students who demonstrate understanding can:  Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Part V: Unit Essential Question

EQ: How can we make inferences and justify conclusions from historic climate data and scientific studies to determine future climate change in New Hampshire?

Part VI: Goals for Using Inquiry

The goals for using inquiry in this unit are to have students:

• Examine provided texts and data
• Select additional resources to use
• Recognize the need and develop a plan to reduce their household/personal carbon footprint
• Develop their own mathematical model using historic climate data
• Justify and share their results on the impact of climate change

The media library specialist has selected a data-rich anchor text about the regional impacts of climate change and will provide support for students to access and analyze additional resources that support their specific topic.

Part VII: Summative Assessment Description and Rubric

This unit includes lessons that culminate in each group of students creating and analyzing a mathematical model to predict the impacts of climate change with a particular focus.

Each group will complete several tasks which include:

1. Graph creation and data analysis
2. Summary of data and inquiry-based reading on group topic
3. Predictions and justifications of future regional climate impacts from models
4. Proposal of how to reduce carbon footprint
5. Group presentation utilizing technology

Extension: Proposal of ways to reduce and adapt to climate impacts regionally

Rubrics:

Climate Change Formative Assessments

Climate Change Summative Assessment

Presentation Rubric

Part VIII: Prior Knowledge Needed

Students should have previous experience with:

• Scientific graphing calculators
• Reading charts, graphs, and tables of data
• Data analysis  

Prior scientific knowledge should include the water cycle and erosion, the carbon dioxide cycle, and weather and climate change.  Students should be familiar with accessing, analyzing, and evaluating information from several sources and synthesizing this information to answer their research or essential questions. Students should also have experience utilizing annotations to help comprehend complex texts in various subjects.

Part IX: Student Learning Objectives

1. The student will be able to identify linear and nonlinear relationships and create an equation.
2. The student will be able to predict how climate change will affect New Hampshire by analyzing historic climate trend data.
3. The student will be able to determine the central ideas or conclusions of a text.
4. The student will be able to construct and present an oral and written argument based on data and evidence.
5. The student will be able to analyze/evaluate the data from a carbon footprint calculator and create a personal (household) solution to minimize his/her carbon footprint.
6. The student will be able to cite specific textual evidence tomake inferences and justify conclusions about climate change data.
7. Extension: The student will be able to develop a plan to mitigate personal and regional impacts of climate change by adapting our behaviors.

Part X: Text Set Description

Part XI: Suggested Lesson Breakdown/Pacing

Part XII: Attachment of Student Work Examples

Part XIII: Teacher and Librarian Reflection on the Implementation of the Lesson

School Librarians Advancing STEM Learning, Granite State University, Concord, NH, February 2016. Funding provided by IMLS.