Algebra 1

Hurricanes

A Curriculum Theme

Objectives:          

• National:
  • Use mathematical models to represent and understand quantitative relationships
  • Analyze change in various contexts

   

• NC State Competency Goals & Objectives:

Goal 3:  The learner will graph and use relations and functions to solve problems.

o        3.02 Identify properties and relationships of data in tables, graphs, and equations

o        3.04 Graph and interpret in the context of the problem, relations and functions on the coordinate plane. Include linear equations and inequalities, quadratics, and exponentials.

• 3.08 Use linear equations or inequalities to solve problems.

Goal 4:   The learner will collect and interpret data to solve problems.

• 4.02 Recognize and identify linear and non-linear data.
• 4.03 Create and use linear models based on real data.

Teacher Description:

            This is a curriculum theme instead of a traditional “unit” and is comprised of related concepts which will be developed on a continuum during the first semester of an Algebra 1 course.  In preparation for working with the computational science models for hurricanes and to enable the student to develop the logic involved in model development, students will explore various algebraic concepts during the semester by creating thinking maps and STELLA models.  During the fall, they will also collect hurricane data applicable to the current hurricane season and record paths of developing depressions, storms, and hurricanes on tracking maps.  This data will be used in various applications throughout the course.

Pre-requisite Knowledge:

       Students in this course should have completed an eighth grade mathematics course with proficient scores on the End-of-Grade Test.  (The course would also be appropriate for accelerated 7^th or 8^th grade students who are enrolled in Algebra 1.) The hurricane content knowledge will be researched within the theme and arithmetic concepts will be reviewed as needed.  It is assumed that the students have no prior knowledge of STELLA.

Hurricanes

Day 1;    (as early in the school year as is possible-for data collection)

• Students will assess prior understanding of hurricanes through the use of a previous-knowledge questionnaire.
• Teacher will distribute a partner study-sheet and discuss with the students the PowerPoint model.
• The students will gain an understanding of the cause and effects of hurricane formation and movement.

Day 2-3:

• Students will complete a WebQuest on hurricanes.
• Teacher will disseminate and explain guidelines and rubric for independent data collection and study of hurricanes.
• Students will use their notes to complete a Crossword Puzzle to demonstrate their awareness of hurricane terminology.

Day 4:   (After introduction of plotting coordinates and graphing)

• Teacher will introduce latitude and longitude and their correlation to a coordinate grid system. 
• The students will plot the path of a historical hurricane (resource) to practice.
• Students will plot the paths of 2002 tropical storms, depressions, and hurricanes on tracking maps from data collected since the beginning of school
• Students will continue to track tropical activity through the remainder of the hurricane season.

Day 5:        (A week prior to Day 5)

• The teacher will lead a “brainstorming” discussion of what factors relate to hurricanes (name, year, date, category, whether it came aground in US, maximum wind speed, sustained wind speed, wind speed at landfall, minimum barometric pressure, wind shear, storm surge, maximum rainfall, US economic damage, US deaths, etc.)
• Class will discuss the results of their WebQuest.
• Student groups will be assigned a group of related hurricanes to research by the end of the week.  They should gather data on the identified factors.

Day 6:    (just before teaching scatter plots and line of best fit)

• Student groups will contribute their findings to a hurricane data bank (Excel) which will be given to all students for future class activities.

Day 7-8:     (after introduction of scatter plots)

• Student groups will choose two of the factors and complete scatter plots on their set of related hurricanes.
• A student from each group will download their plot to the overhead calculator and the class will discuss:
  • Does there appear to be a pattern?
  • If so, does it seem to be a positive or negative relationship?  If not, why do you think there is not a relationship between the selected factors?  Does this surprise you?
  • Do the graphs from the different groups appear relatively the same?
• Student groups will complete scatter plots for each pair of factors for their group of hurricanes.  As each group completes a plot, the teacher will get a screen shot of the plot and compile a Word document to show related graphs.  Overhead transparencies or a projection unit will be used so class can discuss the various related plots.
• Teacher will coach the students to reach consensus on which factors related to hurricanes appear to have a correlation based on their plots.  They will decide whether it is positive or negative.
• Teacher will introduce “line of best fit” and how to determine the linear  regression of a set of numbers.  The significance of the “r” factor will be explained and the actual “r” factors will be compared to the student opinions of correlations.  If there is a significant correlation, the equation of the line of best fit will be determined.

Day 9:        (after slope has been introduced)

• The class will revisit the equations of the line of best fit from previous lesson. 
• The teacher will facilitate a discussion of the “meaning” of the slope and y-intercept in each equation as they apply to hurricanes.

Day 10:      (first part of December)

• Students will turn in a final product of hurricane information and tracking maps for the 2002 hurricanes (Lessons 2-3)
• Using the knowledge gained from the semester study, students will discuss:
  • What factors affect the intensity of a hurricane?
  • What factors affect the tracking direction of a hurricane?
  • What factors affect the damage and deaths from a hurricane?
  • What implications does this have for you and your family?
  • How has modeling helped you to understand these relationships?
  • What questions do you still have?

Day 11:

• Class will use STELLA and apply factors affecting the tracking direction of a hurricane to a computational science model in order to view an image of a projected storm.
• Students will review other Stella models  related to hurricanes.
• Use Internet hook-up and projection unit to view other web-based virtual visualizations of hurricanes. (resources)

Day 12:      FOLLOW-UP

• Students will complete a written assessment.
• Students will complete authentic interviews of former hurricane victims in their region and reflect in writing on the impact of hurricanes on their community, and this semester’s study on them as individuals.

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