Lesson
Title & Description
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Objective
Students will:
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Class
period & week
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| Calculating
Parts per Million: Do we have a problem here?
Students will
use unit analysis to calculate parts per million represented
by given ratios, and in a given scenario, determine
whether the concentration of contaminants is sufficient high
to warrant health officials closing a lake.
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1.
Calculate ppm and ppb by using unit analysis when given a
ratio of amounts
2. Determine in ppm what constitutes a health risk for a particular toxin given
data
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Where
Are We?
Students use latitude and longitude as well as Cartesian coordinates with Mercator
and Robinson Projections of the world to find locations or distances traveled. |
Day
1
1. Use a grid to apply the concept of latitude and longitude, or positive and
negative Cartesian coordinates, to determine the position of an object in the
room.
2. Determine the “quadrant” of the earth in which a specific location
lies given the coordinates in degrees of latitude and longitude, or in positive
or negative Cartesian coordinates, on a Mercator Projection of the World.
3. Find a specific location on a map given the coordinates in degrees of latitude
and longitude, or in positive or negative Cartesian coordinates, on a Mercator
Projection of the World.
Day 2
1. Determine the “quadrant” of the earth in which a specific location
lies given the coordinates
in degrees of latitude and longitude, or in positive or negative Cartesian coordinates,
on a Robinson Projection of the World
2. Find a specific location on a map given the coordinates in degrees of latitude
and longitude, or in positive or negative Cartesian coordinates, on a Robinson
Projection of the World
3. Calculate the distance traveled between two locations either on the same meridian
of longitude or the same line of latitude.
Day 3
1. Find the coordinates for a location of the epicenter of an earthquake.
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|
How
Big is it?
Students review the
units of the metric system, and practice estimating measures before actually
converting between the two systems of measurement. |
1.
Convert from US units of measure to metric units of measure
using unit analysis
2. Convert from metric units of measure to US units of measure using unit analysis
3. Determine whether their converted measurement is reasonable
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Biomagnification
Students develop formulas to explain how small levels of contaminants build up
and become detrimental to species higher in the food chain. |
Use
real data to create an algebraic equation. |
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How Many
People Live There?
Students calculate the population density of a country as a whole and then calculate
the population densities of larger cities within that country to demonstrate
how population density figures can be misleading. |
1. Calculate
the population density of a country
2. Calculate the population density of large cities in that
country
3. Create an appropriate graph to represent their data for
that country |
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What
Do You Want to Know? - Country Statistics
Activities to collect data and create graphs that best represent specific types
of data about a given country. |
1. Identify the characteristics of a variety of graphs (i.e.
bar graph, line graph, pie graph, scatter plot, population
pyramids, etc.)
2. Recognize how the type of data to be presented plays a role
in choosing the correct form of graph
3. Create a series of graphs for analyzing and presenting data
for their final project country. |
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Bar and
Histograms
What would You Use? (part 1)
Activities
provide opportunities for students to better understand the
types of data best represented by bar graphs or by histograms
when deciding an appropriate form of display for a given set
of data.
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1.
Construct a bar graph given a appropriate set of data
2. Construct a grouped frequency chart for a set of data
3. Construct a histogram from a grouped frequency chart or
given an appropriate set of data
4. Be able to determine when to choose a bar graph or a histogram
to represent a given set of data.
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Line & Scatter
What would you Use? (part 2)
Activities provide opportunities for students to better understand the types
of data best represented by scatter plots or by line graphs and how to use these
graphs to interpret trends |
1. Determine the type of correlation, if one exists, between the variables on
a scatterplot
2. Construct a scatterplot from a given set of data
3. Construct a line graph from a given set of data |
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What Pie?
What would you Use? (part 3)
Constructing and interpreting pie charts allow students to better understand
the type of data that is best represented by pie charts and help them determine
if a pie chart is the appropriate form of display for a given set of data.
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1.
Construct a pie chart given a set of data
2. Interpret the data represented on a pie chart
3. Determine whether a pie chart is the appropriate form of display for a given
set of data
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