teachingdecisionmaking.tamu.edu · Web view2. Learns the basics of climate variability science...

Climate UnitGrades 6, 7, and 8

Development Team

Department of Agricultural EconomicsTexas A&M UniversityCollege Station, TX 77843-2124

Kerry Litzenberg, ProfessorJames Mjelde, ProfessorNatalie Voges, Student Assistant

Cypress Grove Intermediate SchoolCollege Station School DistrictCollege Station, TX 77845

Julie Hoyle, Science TeacherJason Calcote, Math Teacher

Department of Educational PsychologyTexas A&M UniversityCollege Station, TX 77843-4225

Ronald Zellner, ProfessorSungAe Yoo, Graduate Student Assistant

Department of Teaching, Learning, and CultureTexas A&M UniversityCollege Station, TX 77843-4232

William Rupley, ProfessorMary 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 Climate science and probabilistic decision making. The uniqueness of this learning unit is that it integrates decision making learning objectives within Climate 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 Climate science module is integrated with the decision making activities, a teacher may choose to use another Climate 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 Climate science and decision making principles can be applied to numerous life

DECIDEDECIDETeaching Decision Making UsingWeather and Climate Principles

http://teachingdecisionmaking.tamu.edu/

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 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 Climate 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 Climate 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 Climate 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, Climate folklore, and a Climate 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 1Joe Soccer’s Problem -- introduces

decision-making and probabilistic thinking ~1-2 days

Learning Module 2El Niño/Southern Oscillation –

introduces the El Niño / Southern Oscillation (ENSO) phenomena ~ 1 day

Learning Module 3

2

ENSO Jigsaw -- key science knowledge module, there is flexibility in the use of this module. The teacher can choose to use all or some of the material provided or use previous developed climate science material. ~ 2 days

Learning Module 4Joe Soccer’s Decision -- returns to the

Joe Soccer story and develops simple seasonal climate forecasts to be used in decision making ~ 1 day

Learning Module 5Formalized Decision-Making Using

Climate Forecasts -- integrates material from the previous learning modules into a unified decision making model ~ 1-2 days

Learning Module 6Decisions and Outcomes – Probabilistic

Nature – Optional Module - - students explore (review) probabilities associated with climate ~ 1 day

Learning Module 7Probabilistic Decision-Making and

Climate Assessment ~ 1 day

Measurement of Learning

In addition to the learning modules and assessment module, an assessment to measure the learning of the integrated Climate 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 Climate 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.

3

http://www.tea.state.tx.us/teks/%20

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


Useful Web Sites

There are numerous websites on climate and probabilities. Listed here is just a sampling of such web sites.

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

www.weather.com/education/http://ww2010.atmos.uiuc.edu/(Gh)/

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

home.html

NOAA Websites

NOAA Education Sources http://www.education.noaa.gov/

NOAA El Niño Theme Pagehttp://www.pmel.noaa.gov/tao/elnino/nino-home.html

NOAA La Niña Pagehttp://www.elnino.noaa.gov/lanina.html

NOAA El Niño Pagehttp://www.elnino.noaa.gov/

William Kessler’s of NOAA frequently-(well, at least once)-asked-questions about El Niñohttp://www.pmel.noaa.gov/~kessler/occasionally-asked-questions.html#q3

El Niño Education Siteshttp://www.elnino.noaa.gov/edu.html

http://www.pmel.noaa.gov/tao/elnino/faq.html

ENSO and Healthhttp://www.who.int/mediacentre/factsheets/fs192/en/

El Niño Education Siteshttp://www.elnino.noaa.gov/edu.html


National Climate Center Climate Prediction Center

Frequently Asked Questions about El Niño and La Niñahttp://www.cpc.noaa.gov/products/analysis_monitoring/ensostuff/ensofaq.html#NINOhttp://www.cpc.noaa.gov/products/analysis_monitoring/ensostuff/prelude_to_ensofaq.html

El Niño and La Niña Homehttp://www.cpc.noaa.gov/products/analysis_monitoring/lanina/

International Research Institute for Climate Prediction

ENSO QuickFactshttp://iri.ldeo.columbia.edu/climate/ENSO/index.html

Global Map of Rainfallhttp://iridl.ldeo.columbia.edu/maproom/.ENSO/.Climate_Impacts/ENSO_PRCP_Prob/

William Kessler’s of NOAA frequently-(well, at least once)-asked-questions about El Niño http://www.pmel.noaa.gov/~kessler/occasionally-asked-questions.html#q3

References

4

http://www.pmel.noaa.gov/~kessler/occasionally-asked-questions.html#q3


http://iridl.ldeo.columbia.edu/maproom/.ENSO/.Climate_Impacts/ENSO_PRCP_Prob/



http://iri.ldeo.columbia.edu/climate/ENSO/index.html

http://iri.ldeo.columbia.edu/climate/ENSO/index.html

http://www.cpc.noaa.gov/products/analysis_monitoring/lanina/

http://www.cpc.noaa.gov/products/analysis_monitoring/lanina/

http://www.cpc.noaa.gov/products/analysis_monitoring/ensostuff/prelude_to_ensofaq.html



http://www.cpc.noaa.gov/products/analysis_monitoring/ensostuff/ensofaq.html#NINO





http://www.elnino.noaa.gov/edu.html

http://www.who.int/mediacentre/factsheets/fs192/en/

http://www.who.int/mediacentre/factsheets/fs192/en/



http://www.elnino.noaa.gov/edu.html



http://www.elnino.noaa.gov/

http://www.elnino.noaa.gov/lanina.html

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


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



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

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

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



The following references were used in developing material for this learning module, in addition to the above referenced web sites.

University Corporation for Atmospheric Research. AEl Niño and Climate Prediction.@ Reports to the Nation on Our Changing Planet. NOAA Award No. NA27GP0232-01, Boulder, CO, Spring 1994.

Glantz, M.H. Currents of Change: El Niño’s Impact on Climate and Society. Cambridge University Press. Cambridge, U.K. 1996.

Katz, R.W., and A.H. Murphy. Economic Value of Weather and Climate Forecasts. Cambridge, U.K.: Cambridge University Press, 1997.

Bjerknes, J. AA Possible Response of Hadley Circulation to Equatorial Anomalies of Ocean Temperature.@ Tellus 18,4(1966):820-29.

NOAA News Online. “World Meteorological Organization Region IV Adopts Consensus El Nnl and La Nna Index and Definitions.” http://www.noaanews.noaa.gov/stories2005/s2428.htm. Accessed June 2005.

Queensland Department of Primary Industries. “Will it Rain? The Effects of the Southern Oscillation and El Niño on Australia.” 2nd edition. Edited by I.J. Partridge, Information Series QI94015. Agricultural Production, Toowoomba, Australia.

5

http://www.noaanews.noaa.gov/stories2005/s2428.htm

http://www.noaanews.noaa.gov/stories2005/s2428.htm

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

Learning Module 1Joe Soccer’s Problem - - introduces decision-making and probabilistic thinking ~1-2 days

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

season-long activities.2. Learns about decision problems.3. Identifies informational needs.

Journal / Bell Work

Decision Making Questions

Group Discussions Class Discussion – teacher directed

Closure – teacher directed

Assessment / HomeworkLearning Module 2El Niño / Southern Oscillation -- introduces the El Niño / Southern Oscillation (ENSO) phenomena~ 1 day

The student:1. Learns the difference between weather and climate.2. Learns the basics of climate variability science principles.3. Learns phenomena besides ENSO affects worldwide climate

variability.4. Learns scientists do not understand a lot of science that

affects climate variability.5. Gains an appreciation for the historical concept of science

and climate variability.

Journal/Bell Work

Review Day 1 - questions and answers

Class Discussion - weather vs. climate

Introduction to ENSO - teacher directed

Assessment / HomeworkLearning Module 3ENSO Jigsaw -- key science knowledge module ~ 2 days

The student1. Learns scientific aspects of ENSO.2. Learns how ENSO affects climate variability in the U.S. and

worldwide.3. Works cooperatively in groups.

Journal / Bell Work ENSO Jigsawor

Becoming an Expert - onlyENSO Jigsaw – onlyTeacher’s own material

Homework / AssessmentContinued

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

Learning Module 4Joe Soccer’s Decision -- returns to the Joe Soccer story and develops simple seasonal climate forecasts to be used in decision making ~ 1 day

The student:1. Learns to use ENSO concepts to develop simple seasonal

precipitation.2. Learns to create and interpret simple graphs.3. Develops an understanding that probabilistic forecasts, such

as climate forecasts are not perfect.4. Develops knowledge of the use of forecasts to make

decisions.5. Develops an understanding for probabilities and their use.6. Works cooperatively in a group.

Journal / Bell Work – Review Joe Soccer Story

Review / Introduce Probabilities - Optional

ENSO Lab Decision - Making Lab

Assessment / Homework

Learning Module 5Formalized Decision-Making Using Climate Forecasts -- integrates material from the previous learning modules into a unified decision making model ~ 1-2 days

The student:1. Advances their knowledge by learning about and 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 knowledge of the use of climate forecasts.5. Works cooperatively in a group.

Journal / Bell Work – Joe Soccer’s Dilemma

Decision Trees – direct instruction required

Expected Values and Decision Making – direct instruction required

Student Activity – Decision Making Activity

Assessment / Homework Learning Module 6Decisions and Outcomes – Probabilistic Nature – Optional Module - - students explore probabilities associated with climate ~ 1 day

Student Learning Objectives

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 climate forecasts.5. Communicates valid conclusions.6. Identifies how percentages are used in climate forecast.

Journal/Bell Work

Review / Introduce Probabilities - Optional

Decisions and Outcomes Lab

Assessment / Homework

Continued

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

Learning Module 7Probabilistic Decision-Making and Climate Assessment ~ 1 day

Assessment Module Science ConceptsMatchingMultiple ChoiceWeather Map

Probabilities and Decision MakingProbabilistic Decision Making

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 GradeLearning Module 1 Science NS.5-8.1

Math NM-DATA.6.1NM-PROB.PK-12.2

Reading NL-ENG.K-12.1NL-ENG.K-12.3NL-ENG.K-12.7NL-ENG.K-12.8

Learning Module 2 Science NS.5-8.1NS.5-8.2NS.5-8.7

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

Learning Module 3 Science NS.5-8.1NS.5-8.2


Geography NSS-G.K-12.1Learning Module 4 Science NS.5-8.1

Math NM-DATA.6-8.1NM-DATA.6-8.2NM-DATA.6-8.3NM-DATA.6-8.4NM-NUM.6.8.1NM-PROB.PK.12.1NM-PROB.PK.12.2NM-PROB.PK.12.3NM-PROB.PK.12.4NM-REP.PK.12.1NM-REP.PK.12.3NM-REA.Pk-12.3


Continued


Table A.1. Cont.Module Subject Matter 5th – 8th Grade

Learning Module 5 Science NS.5-8.1Math NM-DATA.6-8.1

NM-DATA.6-8.2NM-DATA.6-8.3NM-DATA.6-8.4NM-NUM.6.8.1NM-PROB.PK.12.1NM-PROB.PK.12.2NM-PROB.PK.12.3NM-PROB.PK.12.4NM-REP.PK.12.1NM-REP.PK.12.3NM-REA.Pk-12.3


Learning Module 6 Science NS.5-8.1Math NM-DATA.6-8.1

NM-DATA.6-8.2NM-DATA.6-8.3NM-DATA.6-8.4NM-NUM.6.8.1NM-PROB.PK.12.4NM-REP.PK.12.1NM-REP.PK.12.3NM-REA.Pk-12.3


Learning Module 7 Science NS.5-8.1NS.5-8.2

Math NM-DATA.6-8.1NM-DATA.6-8.2NM-DATA.6-8.3NM-DATA.6-8.4NM-NUM.6.8.1NM-PROB.PK.12.1NM-PROB.PK.12.2NM-PROB.PK.12.3NM-PROB.PK.12.4NM-REP.PK.12.1NM-REP.PK.12.3NM-REA.Pk-12.3

Reading NL-ENG.K-12.7

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

National Science Standard 1 2 3 4 5 6 7NS.5-8.1 SCIENCE AS INQUIRYAs 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 SCIENCEAs 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

☻ ☻ ☻

NS.5-8.7 PHYSICAL SCIENCEAs a result of their activities in grades 5-8, all students should develop an understanding

Science as a human endeavor Nature of science History of science

☻

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


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

National Math Standard 1 2 3 4 5 6 7NM-DATA.6-8.1Formulate 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 scatter plots.

☻ ☻ ☻ ☻ ☻

NM-DATA.6-8.2Select 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.6-8.3Develop 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;

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

☻ ☻ ☻ ☻

NM-DATA.6-8.4Understand 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

Table A.3 cont.NM-NUM.6-8.1Understand numbers, ways of representing numbers, relationships among numbers, and number systems

work flexibly with fractions, decimals, and percents to solve problems; develop meaning for percents greater than 100 and less than 1; understand and use ratios and proportions to represent quantitative relationships;

☻ ☻ ☻ ☻

NM-PROB.PK-12.1Build new mathematical knowledge through problem solving ☻ ☻ ☻NM-PROB.PK-12.2Solve problems that arise in mathematics and in other contexts; ☻ ☻ ☻ ☻NM-PROB.PK-12.3Apply and Adapt a Variety of Appropriate Strategies to Solve Problems ☻ ☻ ☻NM-PROB.PK-12.4Monitor and reflect on the process of mathematical problem solving. ☻ ☻ ☻ ☻NM-REP.PK-12.1: Create and use representations to organize, record, and communicate mathematical ideas; ☻ ☻ ☻ ☻NM-REP.PK-12.3Use representations to model and interpret physical, social, and mathematical phenomena. ☻ ☻ ☻ ☻NM- REA.PK-12.3Develop and evaluate mathematical arguments and proofs ☻ ☻ ☻ ☻Source: http://www.education-world.com/standards/national/toc/index.shtml#numbers


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

National Reading Standard 1 2 3 4 5 6 7NL-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 DATAStudents 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 SKILLSStudents 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. ☻ ☻ ☻



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

National Geography Standard 1 2 3 4 5 6 7NSS-G.K-12.1 THE WORLD IN SPATIAL TERMSAs 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.

☻



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

Module Subject MatterGrade

6th 7th 8th

Learning Module 1 Science(Ch.112.22-24) (b)

(2).(A) (2).(A) (2).(A)

Reading(Ch.110.22-24) (b)

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

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

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


(3).(B), (C)(5).(A),(B)(6). (C)(14).(C)

(3).(B), (C) (3).(B), (C)(10).(B)(12).(B)


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

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

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

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

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

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


(2).(A)(3).(B),(C) (4).(A)(5).(A),(B)(6).(C)(14).(C)

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

(2).(A)(3).(B),(C) (4).(A)(10).(B)(12).(B)


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

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

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


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

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


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

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

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


Continued

Table B.1. Cont.Grade

Module Subject Matter 6th 7th 8th

Learning Module 4Cont.

(14).(C) (10).(B)(12).(B)

Math(Ch.111.22-24) (b)

(3).(A),(B),(C)(4).(A)(9).(A),(B)(10).(A),(B),(D)(11).(A),(B),(C),(D)(12).(A),(B)

(10).(A),(B)(11).(A),(B)(12).(A)(13).(A),(B),(C),(D)(14).(A),(B)

(11).(A),(B)(12).(A),(B),(C)(14).(A),(B),(C),(D)(15).(A),(B)


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

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

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


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


(1).(A)(2).(A),(B),(C),(D),(E)(3).(B),(C) (4).(A),(B)(14).(C)

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

(1).(A)(2).(A),(B),(C),(D),(E)(3).(B),(C) (4).(A),(B)(10).(B)(12).(B)

Math(Ch.111.22-24) (b)


(10).(A),(B)(11).(A),(B)(12).(A)(13).(A),(B),(C),(D)(14).(A),(B)

(11).(A),(B)(12).(A),(B),(C)(14).(A),(B),(C),(D)(15).(A),(B)


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

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

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


(3).(B) (8).(B) (10).(B)


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

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

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

(4).(A),(B)(14).(C)

(4).(A),(B) (4).(A),(B)(10).(B)(12).(B)

Continued.Table B.1. Cont.

GradeModule Subject Matter 6th 7th 8th

Learning Module 6Cont.

Math(Ch.111.22-24) (b)

(3).(A),(B),(C)(4).(A)(9).(A),(B)(10).(B),(D)(11).(A),(B),(C),(D)(12).(A),(B)

(10).(A),(B)(11).(A),(B)(12).(A)(13).(A),(B),(C),(D)(14).(A),(B)

(11).(A),(B)(12).(A),(B),(C)(14).(A),(B),(C),(D)(15).(A),(B)


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

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

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


(2).(E)(3).(B),(C) (5).(A),(B)(6).(C)(14).(C)

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

(2).(E)(3).(B),(C) (10).(B)(12).(B)

Math(Ch.111.22-24) (b)


(10).(A),(B)(11).(A),(B)(12).(A)(13).(A),(B),(C),(D)(14).(A),(B)

(11).(A),(B)(12).(A),(B),(C)(14).(A),(B),(C),(D)(15).(A),(B)


(10).(A),(B),(C),(H),(K), (10).(A),(B),(C),(H),(K), (10).(A),(B),(C),(H),(K),

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 7

(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 ☻ ☻ ☻(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

Table B.2. Cont.. Learning Module

TEKS Science Standard 1 2 3 4 5 6 7

(B) describe how the properties of a system are different from the properties of its parts. ☻ ☻ ☻

(6.6) 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.

(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


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 ModuleTEKS Math Standard 1 2 3 4 5 6 7

(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 ☻ ☻ ☻ ☻

(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; ☻ ☻ ☻ ☻

(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

Table B.3. Cont.Learning Module

TEKS Math Standard 1 2 3 4 5 6 7(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


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 7

(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);

☻ ☻ ☻ ☻ ☻ ☻ ☻

(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);

☻ ☻ ☻ ☻ ☻ ☻ ☻

(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 ☻



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 ModuleTEKS Geography Standard 1 2 3 4 5 6 7

(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; ☻ ☻






(A) demonstrate safe practices during field and laboratory investigations; and ☻ ☻ ☻

(7.2) 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) organize, analyze, make inferences, and predict trends from direct and indirect evidence; ☻ ☻ ☻


(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. ☻ ☻ ☻





(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 ☻ ☻ ☻ ☻


(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;

☻ ☻ ☻ ☻

(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

☻ ☻ ☻ ☻


☻ ☻ ☻ ☻



☻ ☻ ☻ ☻

(B) evaluate the effectiveness of different representations to communicate ideas. ☻ ☻ ☻ ☻





(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:



☻ ☻ ☻ ☻ ☻ ☻ ☻


☻ ☻ ☻ ☻ ☻ ☻ ☻


☻ ☻ ☻ ☻ ☻ ☻ ☻


☻ ☻ ☻ ☻ ☻ ☻ ☻

(M) use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8).

☻ ☻



☻ ☻ ☻ ☻

(B) interpret text ideas through such varied means journal writing, discussion, enactment, and media (4-8); ☻ ☻ ☻ ☻ ☻ ☻

Table B.9. Texas Essential Knowledge and Skills (TEKS) for 7th Grade Geography Addressed in the Instructional Unit by Learning Module, (Note7 Represents Chapter 113.23 (b)).


(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.

☻ ☻ ☻ ☻






(A) demonstrate safe practices during field and laboratory investigations; and ☻ ☻ ☻

(8.2) 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) organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence; ☻ ☻ ☻


(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. ☻ ☻ ☻ ☻ ☻ ☻

(8.12) Science concepts. The student knows that cycles exist in Earth systems. The student is expected to:

(B) relate the role of oceans to climatic changes. ☻ ☻ ☻ ☻ ☻ ☻





(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. ☻ ☻ ☻ ☻


(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;

☻ ☻ ☻ ☻

(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

☻ ☻ ☻ ☻


☻ ☻ ☻ ☻



☻ ☻ ☻ ☻

(B) evaluate the effectiveness of different representations to communicate ideas. ☻ ☻ ☻ ☻





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



☻ ☻ ☻ ☻ ☻ ☻ ☻


☻ ☻ ☻ ☻ ☻ ☻ ☻


☻ ☻ ☻ ☻ ☻ ☻ ☻


☻ ☻ ☻ ☻ ☻ ☻ ☻

(M) use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8).

☻ ☻



☻ ☻ ☻ ☻

(B) interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-8); ☻ ☻ ☻ ☻ ☻ ☻


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


(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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