Teaching Probabilistic Decision Making using Weather ...



Weather Unit

Grades 6, 7, and 8

Development Team

Department of Agricultural Economics

Texas A&M University

College Station, TX 77843-2124

Kerry Litzenberg, Professor

James Mjelde, Professor

Natalie Voges, Student Assistant

Cypress Grove Intermediate School

College Station School District

College Station, TX 77845

Julie Hoyle, Science Teacher

Jason Calcote, Math Teacher

Department of Educational Psychology

Texas A&M University

College Station, TX 77843-4225

Ronald Zellner, Professor

SungAe Yoo, Graduate Student Assistant

Department of Teaching, Learning, and Culture

Texas A&M University

College Station, TX 77843-4232

William Rupley, Professor

Mary 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 weather science and probabilistic decision making. The uniqueness of this learning unit is that it integrates decision making learning objectives within weather 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 weather science module is integrated with the decision making activities, a teacher may choose to use another weather 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 weather science and decision making principles can be applied to numerous life 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 weather 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 weather 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 weather 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, weather folklore, and a weather 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 1

Developing a Decision-Making Model --development of decision trees ~1-2 days

Learning Module 2

Probable Cause – learning / review of probabilities ~ 1 day

Learning Module 3

Decision-Making Using Rainfall Forecasts –

Foursquare Courts -- combining expected value and decision trees ~2 days

Learning Module 4

Weatherman’s Backpack -- Key Science Knowledge Module ~ 4 days if use all material provide. There is tremendous flexibility in the use of this module. The teacher can choose to use all or some of the material provided or use previous developed weather science material.

Learning Module 5

Probabilistic Decision-Making and Weather Assessment ~ 2 days

The modules have been tested for 6th grade classrooms. Use in 7th and 8th grade classes is appropriate, but should shorten the time necessary to complete the units.

Measurement of Learning

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



Texas Essential Knowledge and Skills (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.

Useful Web Sites

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





education/

(Gh)/home.rxml

















|Table 1. Learning Modules at a Glance |

|Learning Module |Student Learning Objectives |Learning Activities |

|Learning Module 1 |The student: |Journal / Bell Work |

|Developing a Decision-Making |1. Identifies weather as an important factor in planning an outside activity. | |

|Model |2. Develops a simple probabilistic decision-making model. |Introduction of Simple Decision-Making Problem |

| |3. Works cooperatively in groups. | |

| | |Development and Completion of Decision-Making Decision Tree Models |

| | | |

| | |Discussion of Weather Forecasts |

| | | |

| | |Assessment / Homework |

|Learning Module 2 |The student: |Journal / Bell Work |

|Probable Cause |1. Works cooperatively in groups. | |

| |2. Understands the concept of probability. |Review / Introduce Probabilities |

| |3. Completes a data table and constructs a graph using the data. | |

| |4. Relates the probability experiment to the weather forecast. |Probable Cause Experiment |

| |5. Communicates valid conclusions. |Collect Data |

| |6. Identifies how percentages are used in a weather forecast. |Graph Data |

| | |Calculate Probabilities |

| | | |

| | |Class Discussion - Group Reports to Class |

| | | |

| | |Assessment / Homework |

|Learning Module 3 |The student: |Journal / Bell Work |

|Decision-Making Using Rainfall |1. Advances their knowledge using decision trees. | |

|Forecasts – Foursquare Courts |2. Learns to calculate expected values. |Decision Model Development and Use |

| |3. Learns how to use expected values to evaluate decision trees and make a decision. |Continue Decision Tree Models |

| |4. Develops an understanding that probabilistic forecasts, such as weather forecasts are|Calculation of Expected Value |

| |not perfect. |Expected Value and Decision Making |

| |5. Develops knowledge of the use of forecasts. |Student Activity – Decision Making |

| | | |

|Continued |

|Table 1. Cont. |

|Learning Module |Student Learning Objectives |Learning Activities |

|Learning Module 3 |6. Works cooperatively in a group. |Individual Decision Making |

|Continued | | |

| | |Probabilistic Nature of Decision Making |

| | | |

| | |Prelude to Next Learning Module |

| | | |

| | |Assessment / Homework |

|Learning Module 4 |The student: |Journal / Bell Work |

|Weatherman’s Backpack -- Key |1. Works cooperatively in groups. | |

|Science Knowledge |2. Demonstrates safe practices during field and lab investigations. |Jigsaw Approach to Weatherman’s Backpack |

| |3. Implements investigation of hot/cold air fronts using water model. | |

| |4. Makes observations on the action of the hot/cold fronts. |Suggested Experiments |

| |5. Communicates conclusions. |Probability Activity - Understanding the Difficulty in Forecasting the|

| |6. Represents the natural world using models. |Future |

| |7. Collects, analyzes, and records information using tools. | |

| |8. Identifies the role of atmospheric movement in weather change. |Hot / Cold Water Experiment |

| |9. Understands and is able to read a weather map. | |

| |10. Identifies and defines the symbols present on a weather map. |Temperature Around Town - Impact of Concrete and Asphalt |

| |11. Recognizes local weather patterns. | |

| |12. Lists other factors that affect the forecast for rain. |Weather Map Drawing and Inference |

| | | |

| | |Assessment / Homework |

|Learning Module 5 |Assessment Module |Science Concepts |

|Probabilistic Decision-Making and| |Matching |

|Weather Assessment | |Multiple Choice |

| | |Weather Map |

| | | |

| | |Probabilities and Decision Making |

| | |One-day Ahead Forecasts |

| | |Long-Range Forecasts |

| | |Probabilistic Decision Making |

Appendix A

National Standards by Grade and Subject Matter

|Table A.1. Summary of National Standards by Grade and Subject Matter |

|Source: |

|Accessed 6/2005 |

|Module |Subject Matter |5th – 8th Grade |

|Learning Module 1 |Science |NS.5-8.1 |

| |Math |NM-DATA.6-8.4 |

| | |NM-PROB.PK-12.2 |

| | |NM-PROB.PK-12.4 |

| | |NM-PROB.REP.PK-12.1 |

| | |NM-PROB.REP.PK-12.3 |

| |Reading |NL-ENG.K-12.3 |

| | |NL-ENG.K-12.8 |

|Learning Module 2 |Science |NS.5-8.1 |

| |Math |NM-NUM.6-8.1 |

| | |NM-DATA.6-8.2 |

| | |NM-DATA.6-8.3 |

| | |NM-DATA.6-8.4 |

| | |NM-PROB.PK-12.2 |

| | |NM-PROB.PK-12.4 |

| | |NM-PROB.REP.PK-12.1 |

| | |NM-PROB.REP.PK-12.3 |

| |Reading |NL-ENG.K-12.3 |

| | |NL-ENG.K-12.7 |

| |Geography |NSS-G.K-12.1 |

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

| |Math |NM-NUM.6-8.1 |

| | |NM-DATA.6-8.2 |

| | |NM-DATA.6-8.3 |

| | |NM-DATA.6-8.4 |

| | |NM-PROB.PK-12.2 |

| | |NM-PROB.PK-12.4 |

| | |NM-PROB.REP.PK-12.1 |

| | |NM-PROB.REP.PK-12.3 |

| | |NM-PROB.REA.PK-12.3 |

| |Reading |NL-ENG.K-12.3 |

| | |NL-ENG.K-12.7 |

|Learning Module 4 |Science |NS.5-8.1 |

| | |NS.5-8.2 |

|Continued | | |

|Table A.1. Cont. |

|Module |Subject Matter |5th – 8th Grade |

| |Math |NM-DATA.6-8.1 |

| | |NM-DATA.6-8.2 |

| | |NM-DATA.6-8.3 |

| | |NM-DATA.6-8.4 |

| |Reading |NL-ENG.K-12.1 |

| | |NL-ENG.K-12.3 |

| | |NL-ENG.K-12.7 |

| |Geography |NSS-G.K-12.1 |

|Learning Module 5 |Science |NS.5-8.1 |

| | |NS.5-8.2 |

| |Math |NM-NUM.6-8.1 |

| | |NM-DATA.6-8.2 |

| | |NM-DATA.6-8.3 |

| | |NM-DATA.6-8.4 |

| | |NM-PROB.PK-12.2 |

| | |NM-PROB.PK-12.4 |

| | |NM-PROB.REP.PK-12.1 |

| | |NM-PROB.REP.PK-12.3 |

| | |NM-PROB.REA.PK-12.3 |

| |Reading |NL-ENG.K-12.1 |

| | |NL-ENG.K-12.3 |

| | |NL-ENG.K-12.7 |

| |Geography |NSS-G.K-12.1 |

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

| |Learning Module |

|National Science Standard |1 |2 |3 |4 |5 |

|NS.5-8.1 SCIENCE AS INQUIRY | | | | | |

|NS.5-8.2 PHYSICAL SCIENCE | | | | | |

|Source: |

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

| |Learning Module |

|National Math Standard |1 |2 |3 |4 |5 |

|NM-DATA.6-8.1 | | | | | |

|NM-DATA.6-8.2 | | | | | |

|NM-DATA.6-8.3 | | | | | |

|NM-DATA.6-8.4 | | | | | |

|Continued |

|Table A.3 Cont. |

| |Learning Module |

|National Math Standard |1 |2 |3 |4 |5 |

|NM-NUM.6-8.1 | | | | | |

|NM-PROB.PK-12.2 | | | | | |

|NM-PROB.PK-12.4 | | | | | |

|NM-PROB.REP.PK-12.1: | | | | | |

|NM-PROB.REP.PK-12.3 | | | | | |

|NM-PROB.REA.PK-12.3 | | | | | |

|Source: |

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

| |Learning Module |

|National Reading Standard |1 |2 |3 |4 |5 |

|NL-ENG.K-12.1 READING FOR PERSPECTIVE | | | | | |

|NL-ENG.K-12.3 EVALUATION STRATEGIES | | | | | |

|NL-ENG.K-12.7 EVALUATING DATA | | | | | |

|NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS | | | | | |

|Source: |

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

| |Learning Module |

|National Geography Standard |1 |2 |3 |4 |5 |

|NSS-G.K-12.1 THE WORLD IN SPATIAL TERMS | | | | | |

|Source: |

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 Accessed 6/2005 |

| | |Grade |

|Module |Subject Matter | |

| | |6th |7th |8th |

|Learning Module 1 |Science |(2).(B),(C),(D),(E) |(2).(B), (C), (D) ,(E) (3).(B) |(2).(A), (B), (C), (D), (E) |

| |(Ch.112.22-24) (b) |(3).(B) | |(3).(B) |

| |Math |(3).(A), (B),(C) |(4).(A) |(11).(A),(B) |

| |(Ch.111.22-24) (b) |(4).(A) |(10).(A), (B) |(14).(A), (B),(C),(D) |

| | |(9).(A),(B) |(11).(A),(B) | |

| | |(11).(A), (B),(C),(D) |(13).(A), (B),(C),(D) | |

| |Reading |(10).(A),(B),(C),(D),(H), |(10).(A),(B),(C),(D),(H), |(10).(A),(B),(C),(D),(H), |

| |(Ch.110.22-24) (b) |(K),(L) |(K),(L) |(K),(L) |

| | |(11).(A),(B),(C),(D) |(11).(A),(B),(C),(D) |(11).(A),(B),(C),(D) |

|Learning Module 2 |Science |(1).(A),(B) |(1).(A),(B) |(1).(A).(B) |

| |(Ch.112.22-24) (b) |(2).(B),(C),(D),(E) |(2).(A),(B),(C),(D),(E) |(2).(A),(B),(C),(D),(E) |

| | |(3).(B) |(3).(B) |(3).(B) |

| |Math |(3).(A),(B),(C) |(10).(A),(B) |(11).(A).(B) |

| |(Ch.111.22-24) (b) |(4).(A),(B) |(11).(A),(B) |(12).(A),(B),(C) |

| | |(9).(A),(B) |(12) (A),(B) |(14) (A),(B),(C),(D) |

| | |(10).(A),(B),(C),(D) |(13) (A), (B),(C),(D) | |

| | |(11).(A),(B),(C),(D) | | |

| |Reading |(10).(A),(B),(C),(D),(H), |(10).(A),(B),(C),(D),(H), |(10).(A),(B),(C),(D),(H), |

| |(Ch.110.22-24) (b) |(K),(L) |(K),(L) |(K),(L) |

| | |(11).(A), (B), (C),(D) |(11).(A),(B),(C),(D) |(11).(A),(B),(C),(D) |

|Learning Module 3 |Science |(2).(B),(C),(D),(E) |(2).(B),(C),(D),(E) |(2).(B),(C),(D),(E) |

| |(Ch.112.22-24) (b) | | | |

| |Math |(3).(A),(B),(C) |(10).(A),(B) |(11).(A).(B) |

| |(Ch.111.22-24) (b) |(4).(A),(B) |(11).(B) |(14). (A),(B),(C),(D) |

| | |(9).(A),(B) |(13).(A),(B),(C),(D) | |

| | |(11).(A),(B),(C),(D) | | |

|Continued |

|Table B.1. Cont. |

| | |Grade |

|Module |Subject Matter |6th |7th |8th |

| |Reading |(10).(A),(B),(C),(D),(H), |(10).(A),(B),(C),(D),(H), |(10).(A),(B),(C),(D),(H), |

| |(Ch.110.22-24) (b) |(K),(L) |(K),(L) |(K),(L) |

| | |(11).(A),(B),(C),(D) |(11).(A),(B),(C),(D) |(11).(A),(B),(C),(D) |

|Learning Module 4 |Science |(1).(A),(B) |(1).(A),(B) |(1).(A),(B) |

| |(Ch.112.22-24) (b) |(2).(B),(C),(D),(E) |(2).(B),(C),(D),(E) |(2).(B),(C),(D),(E) |

| | |(3).(B),(C) |(3).(B),(C) |(3).(B),(C) |

| | |(4).(A),(B) |(4).(A),(B) |(4).(A),(B) |

| | |(5).(A),(B) | | |

| | |(6).(C) | | |

| |Math |(9). (A),(B) |(10). (A),(B) |(11).(A).(B) |

| |(Ch.111.22-24) (b) |(10) (A), (B),(C),(D) |(11).(B) |(14).(A), (B),(C),(D) |

| | |(11) (A), (B),(C),(D) |(13).(A), (B),(C),(D) | |

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

| |(Ch.110.22-24) (b) |(L),(M) |(L),(M) |(L),(M) |

| | |(11).(A),(B),(C),(D) |(11).(A),(B),(C),(D) |(11).(A),(B),(C),(D) |

| |Geography (Social Studies) |(3).(A),(B),(C) |(8).(A),(B) |(10).(A),(B) |

| |(Ch.113.22-24) (b) |(6).(A) | | |

|Learning Module 5 |Science |(2).(A),(B),(C),(D) |(2).(A),(B),(C),(D) |(2).(A),(B),(C),(D) |

| |(Ch.112.22-24) (b) |(3).(B) |(3).(B) |(3).(B) |

| | |(4).(A) |(4).(A) |(4).(A) |

| | |(5).(A) | | |

| | |(6).(C) | | |

| |Math |(9).(A),(B) |(10).(A),(B) |(11).(A),(B) |

| |(Ch.111.22-24) (b) |(10).(A),(B),(C),(D) |(11).(A),(B) |(14).(A),(B),(C) |

| | |(11).(A),(B),(C) |(13).(A),(B),(C) |(15).(A),(B) |

| | |(12).(A),(B) |(14).(A),(B) | |

| |Reading |(10).(A),(B),(C),(D),(H), |(10).(A),(B),(C),(D),(H), |(10).(A),(B),(C),(D),(H), |

| |(Ch.110.22-24) (b) |(K),(L),(M) |(K),(L),(M) |(K),(L),(M) |

| | |(11).(A),(B),(C),(D) |(11).(A),(B),(C),(D) |(11).(A),(B),(C),(D) |

| |Geography (Social Studies) (Ch.113.22-24) |(3).(A),(B),(C) |(8).(A),(B) |(10).(A),(B) |

| |(b) |(6).(A) | | |

|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 Module |

|TEKS Science Standard |1 |2 |3 |4 |5 |

|(6.1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student| | | | | |

|is expected to: | | | | | |

|(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials. | |☻ | |☻ | |

|(6.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: | | | | | |

|(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 | | | | | |

|(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: | | | | | |

|(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: | | | | | |

|Continued | | | | | |

|Table B.2. Cont. | | | | | |

| |Learning Module |

|TEKS Science Standard |1 |2 |3 |4 |5 |

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

|(6.5) Scientific concepts. The student knows that there is a relationship between force and motion. The student is expected to: | | | | | |

|(6.14) Science concepts. The student knows the structures and functions of Earth systems. The student is expected to: | | | | | |

|Source: Texas Education Agency 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 Module |

|TEKS Math Standard |1 |2 |3 |4 |5 |

|(6.3) Patterns, relationships, and algebraic thinking. The student solves problems involving proportional relationships. The student is expected to: | | | | | |

|(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: | | | | | |

|(B)  generate formulas to represent relationships involving perimeter, area, volume of a rectangular prism, etc., from a table of data. | |☻ |☻ | | |

|(6.9) Probability and statistics. The student uses experimental and theoretical probability to make predictions. The student is expected to: | | | | | |

|(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: | | | | | |

|(B)  use median, mode, and range to describe data; | |☻ | |☻ |☻ |

|(C)  sketch circle graphs to display data; and | |☻ | |☻ |☻ |

|(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: | | | | | |

|(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 |

|(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: | | | | | |

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

|Source: Texas Education Agency 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 Module |

|TEKS Reading Standard |1 |2 |3 |4 |5 |

|(6.10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to: | | | | | |

|(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); | | | | | |

|(D)  describe mental images that text descriptions evoke (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); | | | | | |

|(L)  represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and |☻ |☻ |☻ |☻ |☻ |

|(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: | | | | | |

|(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 |☻ |☻ |☻ |☻ |☻ |

|(D)  connect, compare, and contrast ideas, themes, and issues across text (4-8). |☻ |☻ |☻ |☻ |☻ |

|Source: Texas Education Agency Accessed 6/2005 | | | | | |

|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 Module |

|TEKS Geography Standard |1 |2 |3 |4 |5 |

|(6.3) Geography. The student uses maps, globes, graphs, charts, models, and databases to answer geographic questions. The student is expected to: | | | | | |

|(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: | | | | | |

|Source: Texas Education Agency Accessed 6/2005 | | | | | |

|Table B.6. Texas Essential Knowledge and Skills (TEKS) for 7th Grade Science Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 112.23 (b)). |

| |Learning Module |

|TEKS Science Standard |1 |2 |3 |4 |5 |

|(1)  Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student | | | | | |

|is expected to: | | | | | |

|(B)  make wise choices in the use and conservation of resources and the disposal or recycling of materials. | |☻ | |☻ | |

|(7.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: | | | | | |

|(B)  collect data by observing and measuring; |☻ |☻ |☻ |☻ |☻ |

|(C)  organize, analyze, make inferences, and predict trends 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. |☻ |☻ |☻ |☻ | |

|(7.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: | | | | | |

|(C)  represent the natural world using models and identify their limitations; | | | |☻ | |

|(7.4) Scientific processes. The student knows how to use tools and methods to conduct science inquiry. The student is expected to: | | | | | |

|(B)  collect and analyze information to recognize patterns such as rates of change. | | | |☻ | |

|Source: Texas Education Agency Accessed 6/2005 | | | | | |

|Table B.7. Texas Essential Knowledge and Skills (TEKS) for 7th Grade Math Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 111.23 (b)). |

| |Learning Module |

|TEKS Math Standard |1 |2 |3 |4 |5 |

|(7.4) Patterns, relationships, and algebraic thinking. The student represents a relationship in numerical, geometric, verbal, and symbolic form. The student is | | | | | |

|expected to: | | | | | |

|(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: | | | | | |

|(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: | | | | | |

|(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: | | | | | |

|(B)  choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation. | |☻ | | | |

|(7.13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations | | | | | |

|in other disciplines, and activities in and outside of school. The student is expected to: | | | | | |

|(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 | | | | | |

|(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. | | | | | |

|Continued | | | | | |

|Table B.7. Cont. | | | | | |

| |Learning Module |

|TEKS Math Standard |1 |2 |3 |4 |5 |

|(7.14) Underlying processes and mathematical tools. The student communicates about Grade 7 mathematics through informal and mathematical language, | | | | | |

|representations, and models. The student is expected to: | | | | | |

|Continued | | | | | |

|(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 Accessed 6/2005 |

|Table B.8. Texas Essential Knowledge and Skills (TEKS) for 7th Grade Reading Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 110.23 (b)). |

| |Learning Module |

|TEKS Reading Standard |1 |2 |3 |4 |5 |

|(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: | | | | | |

|(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); | | | | | |

|(D)  describe mental images that text descriptions evoke (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); | | | | | |

|(L)  represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and |☻ |☻ |☻ |☻ |☻ |

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

|(7.11) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: | | | | | |

|(B)  interpret text ideas through such varied means 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 |☻ |☻ |☻ |☻ |☻ |

|(D)  connect, compare, and contrast ideas, themes, and issues across text (4-8). |☻ |☻ |☻ |☻ |☻ |

|Source: Texas Education Agency Accessed 6/2005 | | | | | |

|Table B.9. Texas Essential Knowledge and Skills (TEKS) for 7th Grade Geography Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 113.23 (b)). |

| |Learning Module |

|TEKS Geography Standard |1 |2 |3 |4 |5 |

|(7.8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: | | | | | |

|(B)  pose and answer questions about geographic distributions and patterns in Texas during the 19th and 20th centuries. | | | |☻ |☻ |

|Source: Texas Education Agency Accessed 6/2005 | | | | | |

|Table B.10. Texas Essential Knowledge and Skills (TEKS) for 8th Grade Science Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 112.24 (b)). |

| |Learning Module |

|TEKS Science Standard |1 |2 |3 |4 |5 |

|(8.1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student| | | | | |

|is expected to: | | | | | |

|(B)  make wise choices in the use and conservation of resources and the disposal or recycling of materials. | |☻ | |☻ | |

|(8.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: | | | | | |

|(B)  collect data by observing and measuring; |☻ |☻ |☻ |☻ |☻ |

|(C)  organize, analyze, evaluate, make inferences, and predict trends 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. |☻ |☻ |☻ |☻ | |

|(8.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: | | | | | |

|(C)  represent the natural world using models and identify their limitations; | | | |☻ | |

|(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: | | | | | |

|(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: | | | | | |

|Source: Texas Education Agency Accessed 6/2005 | | | | | |

|Table B.11. Texas Essential Knowledge and Skills (TEKS) for 8th Grade Math Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 111.24 (b)). |

| |Learning Module |

|TEKS Math Standard |1 |2 |3 |4 |5 |

|(8.11) Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to: | | | | | |

|(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: | | | | | |

|(B)  draw conclusions and make predictions by analyzing trends in scatterplots; and | |☻ | | | |

|(C)  construct circle graphs, bar graphs, and histograms, with and without technology. | |☻ | | | |

|(8.14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations | | | | | |

|in other disciplines, and activities in and outside of school. The student is expected to: | | | | | |

|(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 | | | | | |

|(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. | | | | | |

|(8.15) Underlying processes and mathematical tools. The student communicates about Grade 8 mathematics through informal and mathematical language, | | | | | |

|representations, and models. The student is expected to: | | | | | |

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

|Source: Texas Education Agency Accessed 6/2005 | | | | | |

|Table B.12. Texas Essential Knowledge and Skills (TEKS) for 8th Grade Reading Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 110.24 (b)). |

| |Learning Module |

|TEKS Reading Standard |1 |2 |3 |4 |5 |

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

|(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); | | | | | |

|(D)  describe mental images that text descriptions evoke (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); | | | | | |

|(L)  represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and |☻ |☻ |☻ |☻ |☻ |

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

|(8.11) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: | | | | | |

|(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 |☻ |☻ |☻ |☻ |☻ |

|(D)  connect, compare, and contrast ideas, themes, and issues across text (4-8). |☻ |☻ |☻ |☻ |☻ |

|Source: Texas Education Agency Accessed 6/2005 | | | | | |

|Table B.13. Texas Essential Knowledge and Skills (TEKS) for 8th Grade Geography Addressed in the Instructional Unit by Learning Module, (Note 6 Represents Chapter 113.24 (b)). |

| |Learning Module |

|TEKS Geography Standard |1 |2 |3 |4 |5 |

|(8.10) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: | | | | | |

|(B)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. | | | |☻ |☻ |

|Source: Texas Education Agency Accessed 6/2005 | | | | | |

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DECIDE

Teaching Decision Making Using

Weather and Climate Principles

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