Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Static Visualization supports the Next Generation Science Standards»
Middle School: 3 Science and Engineering Practices
High School: 1 Disciplinary Core Idea, 1 Cross Cutting Concept, 1 Science and Engineering Practice
About Teaching Climate Literacy
Other materials addressing 4c
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Have students compute the difference in min and max records in % to show differences more dramatically.
About the Science
- The daily records summarized in the tool are compiled from a subset of stations in the Global Historical Climatological Network. A station is defined as the complete daily weather records at a particular location, having a unique identifier in the GHCN-Daily dataset.
- For a station to be considered for any parameter, it must have a minimum of 30 years of data with more than 182 days complete each year. This is effectively a "30-year record of service" requirement but allows for inclusion of some stations which routinely shut down during certain seasons.
Comments from expert scientist:
- analyzing raw data
- explanation of what constitutes a science 'station'
- could use this data to plot graphs, make figures, make interpretations
- If high max/min and low max/min is referring to temperature, might want to add that in.
About the Pedagogy
- Simple, straightforward,and updated daily.
- This tool provides simple counts of weather records to provide insight into recent climate behavior. Although not a definitive way to identify trends in the number of records set over time, trends over a year's time are interesting and informative when comparing high and low max and min temperatures nationally. Data is split into daily, monthly, and all-time records.
- This resource engages students in using scientific data.
See other data-rich activities
Next Generation Science Standards See how this Static Visualization supports:
Science and Engineering Practices: 3
MS-P4.5:Apply concepts of statistics and probability (including mean, median, mode, and variability) to analyze and characterize data, using digital tools when feasible.
MS-P4.7:Analyze and interpret data to determine similarities and differences in findings.
MS-P5.1: Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends.
Disciplinary Core Ideas: 1
HS-ESS2.D4:Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.
Cross Cutting Concepts: 1
HS-C1.5:Empirical evidence is needed to identify patterns.