Rising Temperatures: Graphing Lesson
Lesson Plan
1 hour 10 minutesGrades6, 7, 8Earth and Space Sciences, Mathematics
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Written by Yen-Yen Chiu
About this lesson
In this lesson, students choose temperature data to graph in order to explore the relationship between maximum and minimum New Jersey temperatures over time.
Inquire: Students interact with two data tables showing maximum and minimum average temperatures in New Jersey.
Investigate: Students graph maximum and minimum temperatures over time, then use mean, mean absolute deviation (MAD), and a line of best fit to analyze trends and describe the relationship between the two.
Inspire: Students watch a short video about rising temperatures in New Jersey, connect the evidence to their own data analysis, and generate questions about the causes of the trend.
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Everything you need to teach it
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Teaching tips
Suggestions
- This lesson can be completed in two class periods. Day 1: Inquire section and graphing set-up. Day 2: Finish graphing and Inspire section
- Students learn to apply real-world data from a table to a comparable graph.
- Students explore the connection between data, graphs, and current effects.
- Teachers can model a worked example of plotting and connecting one year’s max and min, so students have a visual model before doing the rest independently.
- Students can compare NJ's data to a second state or region and discuss whether the same mean and MAD relationship and trend are similar or different.
- Teachers in different regions can use their local or state data in place of New Jersey's. Two resources include The Climate Explorer and the Interactive Mapping Change from the American Museum of Natural History.
Prerequisites
- Students should have a basic understanding of the average and how it is calculated.
- Students should have a basic understanding of reading data tables.
- Students should have a basic understanding of graphing and coordinate points expressed as (x, y).
- Students should have a basic understanding of the relationship between the x- and y-axes, along with related words such as maximum, minimum, and range.
- Students will need graph paper, rulers, and at least one colored pencil.
Differentiation
- Teachers can provide pre-gridded graph paper with axes and scale already labeled for students needing help with graph setup.
- Teachers can provide a sentence frame for the slope/intercept interpretation step: The slope of ___ tells us that ___ is changing by ___ each year.
- Students’ communication and vocabulary can be simple or content-specific, with math terminology.
- Students can use their graph to make an infographic about temperature and climate change. Students can then present their infographic in class, in a school club, or in the community to raise awareness.
- Students can use their line-of-best-fit equation to predict a specific future year's max and min temperatures, then discuss the limits of extrapolating that far out.
- Students can use the same data and make different graphs (e.g., bar graph, pie chart, etc.). Students can explain how each graph emphasizes different parts of the same data and explain which graph is best in conveying a specific conclusion.
From the scientist review
This lesson encourages students to create a visual representation of an available climate dataset. A class discussion walks students through the data and how to navigate through the available information. Students are provided instructions on how to create a graph and are allowed to choose which data they will visually represent. The Student Document introduces and invites students to conduct data analysis on their chosen dataset and encourages critical thinking skills. A short video and discussion questions help students relate current information back to their chosen datasets. This is an interactive lesson that incorporates data analysis with the current issue of climate change.
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About the teacher writer
Yen-Yen Chiu
Director of Education
Yen-Yen Chiu, Ed.D., is SubjectToClimate's Director of Education. She holds a Doctor of Education in Educational Leadership from the University of Phoenix and a Master of Arts in Curriculum and Instruction from the University of San Diego, and taught public school for 22 years specializing in English Language Arts, Mathematics, and Music for grades 6–12, including Advanced Placement. She is credentialed in English, Mathematics, and Introductory Music, with extensive experience designing interdisciplinary curricula that foster student choice, meaningful assessment, and authentic learning.
