Math Lesson: Tormentas severas: Análisis de datos
Lesson Plan
45 minutesGrades4Mathematics
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Written by Cecilia Vila, Sustainable Jersey for Schools
About this lesson
Students create a timeline of severe storms to draw conclusions about the impacts of climate change.
Inquire: Students collect data from severe storms that have impacted New Jersey.
Investigate: Students represent the frequency of severe storms in New Jersey as an interactive timeline.
Inspire: Students explore sustainable solutions to reduce the impact of coastal erosion caused by severe storms.
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Everything you need to teach it
How to edit these materials (video)Teaching tips
Suggestions
- This lesson should be taught in a grade 4 Math Unit that focuses on Number and Operations in Base Ten, or at the beginning of the school year when reviewing concepts of Place Value, Rounding, and Addition/Subtraction.
- The Inspire section of the lesson encourages students to take climate action by creating a collaborative space that allows for solution-oriented conversations about climate change.
- If the classroom space does not allow for a large timeline to be set up, teacher can adjust the activity to make the timeline smaller.
Prerequisites
- This is lesson 2 of 3 in our 4th grade Unidad de matemáticas: Erosión costera.
- The content learned in Lesson 1 will serve as background knowledge for Lesson 2.
- Student-created materials from each lesson should be kept for Lesson 3.
- Students should be familiar with the expectations for academic discussions and accountable talk.
- Students should have a working understanding of the following academic language: los datos, marcar, la gráfica, and más larga / más de _____, más corta / menos de ____.
- Teacher can print out the Jigsaw Activity and preassign reading groups based on classroom context and reading levels.
Differentiation
- To scaffold students in contributing to group conversation, sentence frames and starters should be provided for the Academic Discussion and Accountable Talk (e.g., Estoy de acuerdo / No estoy de acuerdo ____ porque ____).
- Group and/or partner work should be scaffolded as 1 expert: 1 novice to facilitate peer-scaffolding and conversation.
- If students are curious about specific storms in the history of New Jersey, this teaching-facing resource can be used to help guide independent student research.
From the scientist review
Los estudiantes pueden aprender sobre las marejadas ciclónicas y cómo determinar varias categorías de tormentas en Nueva Jersey mediante procesos matemáticos simples. Después de revisar la lección, llegamos a la conclusión de que era de la más alta calidad y que había pasado nuestro procedimiento de credibilidad científica.
Students can learn about severe storms and how to understand storm data in New Jersey using simple mathematical processes. After reviewing the lesson, we concluded that it was of the highest quality and that it had passed our credibility procedure for science.
Students can learn about severe storms and how to understand storm data in New Jersey using simple mathematical processes. After reviewing the lesson, we concluded that it was of the highest quality and that it had passed our credibility procedure for science.
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About the teacher writers
Cecilia Vila
Cecilia Vila holds a Bachelor of Elementary Education from Stockton University, a Master of Education in Curriculum and Instruction with a specialization in Teaching English to Speakers of Other Languages (TESOL) from William Paterson University, and a Master of Education in Educational Leadership from Montclair State University. She specializes in bilingual elementary education for grades 3–5 and holds Bilingual/Bicultural Education, ESL Education, Supervisor, and School Administrator certifications.
Sustainable Jersey for Schools
Sustainable Jersey is a network and movement of municipalities, schools and school districts working collectively to bring about a sustainable New Jersey. Acting with state agencies, non-profit organizations, foundations, academia and industry, Sustainable Jersey researches best practices for what communities could and should do to contribute to a sustainable future.
