Polar Expedition Planning: Temperature Challenges

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Polar Expedition Planning: Temperature Challenges

Grade 2MathScience2 days

This project engages second-grade students in planning a polar expedition, using math and science to understand extreme temperatures. Students learn to apply positive and negative numbers to real-world scenarios, such as measuring temperatures and calculating changes. Activities include building a polar base, solving temperature problems, and exploring adaptations of animals and humans to polar climates. The project aims to develop students' problem-solving skills, mathematical proficiency, and understanding of polar environments through interactive and hands-on learning experiences.

Polar ExpeditionPositive and Negative NumbersTemperature MeasurementAnimal AdaptationsReal-World MathProblem SolvingInteractive Learning

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use positive and negative numbers to understand and ensure our safety while planning and conducting a polar expedition, considering the tools, resources, and adaptations needed for extreme temperatures?

Essential Questions

Supporting questions that break down major concepts.

What are the positive and negative numbers, and how can they help us understand temperatures?
How can understanding of positive and negative numbers help us safely plan a polar expedition?
What tools and resources can we use to measure and record temperatures in a polar climate?
How do animals and humans adapt to extreme temperatures in the polar regions?
What safety measures should one consider when planning a journey in polar environments?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Understand and apply the concept of positive and negative numbers to real-world scenarios, specifically in measuring temperatures.
Develop planning and problem-solving skills by simulating a polar expedition, taking into account the tools and safety measures required.
Analyze and interpret data related to temperatures using positive and negative numbers to make informed decisions for safety in polar environments.
Explore and describe adaptations of animals and humans to extreme temperatures, enhancing understanding of environmental interactions.
Utilize mathematical operations like addition and subtraction in practical situations involving temperature variations.

Common Core Standards

CCSS.MATH.CONTENT.2.NBT.A.3

Primary

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.Reason: Students will apply their understanding of numbers by reading and writing temperature values, understanding their representation as points on a number line, integrating negative numbers with this standard.

CCSS.MATH.CONTENT.2.NBT.B.5

Primary

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.Reason: Students will need to add and subtract temperature values, including negative numbers, when considering temperature changes in polar conditions.

Next Generation Science Standards

NGSS.2-ESS2-2

Secondary

Develop a model to represent the shapes and kinds of land and bodies of water in an area.Reason: Understanding the polar expedition context requires knowledge of the environment, which includes analyzing geographical features and resources of the polar regions.

NGSS.2-LS4-1

Supporting

Make observations of plants and animals to compare the diversity of life in different habitats.Reason: Students will explore animal adaptations to extreme temperatures, linking the science of living organisms to the expedition planning.

Entry Events

Events that will be used to introduce the project to students

Build Your Polar Base

Students participate in an interactive simulation game where they must design and build a survival base on the polar ice caps, using mathematical skills to budget resources and ensure safety against freezing conditions. The game setting in extreme cold temperatures allows them to apply knowledge of positive and negative numbers in a fun way.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Temperature Explorer

Students will engage in an activity to understand positive and negative numbers by exploring temperatures. The activity will involve identifying real-life examples and ordering them on a number line, giving a foundational understanding of temperature variations in polar regions.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Begin with a discussion about temperatures students have experienced, both warm and cold.

2. Introduce the concept of positive and negative numbers and how they relate to temperatures above and below freezing.

3. Provide a worksheet with different temperature readings recorded from polar regions and have students order them on a number line.

Final Product

What students will submit as the final product of the activityA completed number line worksheet with correctly ordered temperatures, demonstrating an understanding of positive and negative numbers in relation to temperature.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with CCSS.MATH.CONTENT.2.NBT.A.3, as students practice reading and placing numbers on a number line.

Activity 2

Polar Math: Adding & Subtracting Temperatures

In this activity, students will practice using addition and subtraction with temperature readings, simulating real-world scenarios they might face in polar expeditions. They will use hands-on activities and solve temperature-based math problems.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduce temperature change problems, explaining how temperatures can rise and fall.

2. Present temperature-related scenarios students might encounter in polar regions (e.g., calculating the difference in temperature between day and night).

3. Have students work in pairs to solve temperature problems using number lines and base ten blocks to visualize their calculations.

Final Product

What students will submit as the final product of the activityA set of solved temperature problems demonstrating fluency in adding and subtracting temperature values, including negative numbers.

Alignment

How this activity aligns with the learning objectives & standardsAligned with CCSS.MATH.CONTENT.2.NBT.B.5, this activity focuses on fluently adding and subtracting within 100, incorporating negative numbers for polar temperatures.

Activity 3

Polar Habitat Investigator

Students will become investigators exploring polar habitats by understanding geographical features and resources. This combines learning about the environment with mathematical skills as they analyze how animals and humans adapt to such climates.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduce students to polar regions, focusing on the unique geographical features.

2. Have students create a simple model of a polar region using craft materials to represent land and water forms.

3. Research how humans and animals survive in these environments and document their adaptations.

Final Product

What students will submit as the final product of the activityA model of a polar region showcasing geographic features and a report on human and animal adaptations in polar climates.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with NGSS.2-ESS2-2 and NGSS.2-LS4-1 by helping students understand land and water shapes in a region and observe adaptations in diverse polar habitats.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Polar Expedition Portfolio Assessment

Category 1

Understanding Positive and Negative Numbers

Assessment of students' comprehension and application of positive and negative numbers in real-world scenarios, specifically related to temperatures.

Criterion 1

Number Line Proficiency

Ability to read, write, and order numbers using a number line in the context of temperatures.

Exemplary

4 Points

Consistently demonstrates mastery in ordering and identifying positive and negative temperatures on a number line, with no errors.

Proficient

3 Points

Accurately orders and identifies positive and negative temperatures on a number line with minor errors.

Developing

2 Points

Attempts to order and identify temperatures on a number line but with several errors.

Beginning

1 Points

Struggles to order and identify positive and negative temperatures on a number line with significant inaccuracies.

Criterion 2

Conceptual Understanding

Understanding the role of positive and negative numbers in measuring and comparing temperatures.

Exemplary

4 Points

Demonstrates sophisticated understanding of how positive and negative numbers relate to temperature changes, providing clear real-world examples.

Proficient

3 Points

Shows thorough understanding of positive and negative numbers in relation to temperature changes, with some real-world applications.

Developing

2 Points

Shows basic understanding of the concept but struggles to connect it to real-world temperature scenarios.

Beginning

1 Points

Shows minimal understanding of positive and negative numbers and their use in temperature measurement.

Category 2

Mathematical Operations with Temperatures

Evaluates students’ proficiency in applying addition and subtraction to temperature-related problems.

Criterion 1

Calculation Accuracy

Accuracy in performing addition and subtraction with temperature values, including negative numbers.

Exemplary

4 Points

Executes calculations with high accuracy and can explain the process clearly.

Proficient

3 Points

Calculates temperature values with minor errors, showing good procedural fluency.

Developing

2 Points

Performs calculations with some accuracy but inconsistent, requiring guidance.

Beginning

1 Points

Struggles with basic calculations and understanding of addition/subtraction in temperature contexts.

Criterion 2

Application in Real-World Scenarios

Application of mathematical operations to plan for a polar expedition considering safety and resource use.

Exemplary

4 Points

Innovatively integrates temperature math in planning scenarios, showing high-level problem-solving.

Proficient

3 Points

Effectively applies temperature calculations in planning scenarios, demonstrating logical thinking.

Developing

2 Points

Attempts to apply calculations but struggles with consistently logical execution.

Beginning

1 Points

Shows little ability to apply math operations to real-world expedition planning.

Category 3

Understanding Polar Environments

Analyzes student’s ability to explore and understand geographic features and adaptations in polar climates.

Criterion 1

Research and Analysis

Quality of research and analysis regarding polar habitats and adaptations.

Exemplary

4 Points

Conducts in-depth research with insightful analysis of polar adaptations and environments, drawing strong connections.

Proficient

3 Points

Provides clear, accurate research with good analysis of adaptations and environments.

Developing

2 Points

Research is basic with limited analysis or connection between environments and adaptations.

Beginning

1 Points

Minimal research with unclear analysis and lack of connection to polar environments.

Criterion 2

Model Creation and Explanation

Ability to create and explain a model representing polar geographies and adaptations.

Exemplary

4 Points

Creates a detailed model with thorough explanations of geographic and adaptive elements, demonstrating deep understanding.

Proficient

3 Points

Creates a clear, accurate model with good descriptions of key features and adaptations.

Developing

2 Points

Model is simplistic with basic descriptions, showing limited understanding.

Beginning

1 Points

Lacks a coherent model or explanation of geographic and adaptive features.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

What new understanding have you gained about positive and negative numbers through planning a polar expedition?

Text

Required

Question 2

On a scale from 1 to 5, how confident do you feel about using positive and negative numbers to describe temperatures?

Scale

Required

Question 3

Which aspect of the polar expedition activities did you find most engaging or challenging?

Text

Required

Question 4

How do you think understanding temperature changes and adaptations helps in planning for extreme environments?

Text

Required

Question 5

Which tools or resources did you find most helpful in learning about polar environments and temperature extremes?

Multiple choice

Required

Options

Number line

Base ten blocks

Craft materials for models

Simulation games

Books and online articles