1. Opening Activity: Jan. 29, 2018
Turn in any old items into basket – Last day for semester 1 papers.
Have your HW (Express Idea Tool) available to stamp.
How are pathways for carbon and energy similar in an ecosystem? How are they different?
Name 3 different ways scientists represent data.
What would be the advantage/disadvantage of each of the ways you listed in question #4?
I can… How do images, graphs and data tables allow us to look at data differently?
Homework:
Notebooks Due 1/30
CVR Due 1/30
Ecology Retake Mon 2/5 or 2/6, 8:05am

2. (Retakes Monday 2/5 or Tuesday 2/6 at 8am – top score 21)
Ecology Test A
20-22 B C
15-17 D
(Retakes Monday 2/5 or Tuesday 2/6 at 8am – top score 21)

4. What have you heard about ice that covers the sea on the Earth’s North pole?
Credit: By Arturo de Frias Marques (Own work) [CC BY-SA 4.0 ( via Wikimedia Commons

5. What do you think caused the ice to melt?
Arctic Sea Ice
September 1979
7.2 million square kilometers
Arctic Sea Ice
September 2015
4.6 million square kilometers

6. What do you think caused the ice to melt?
Your ideas: 1.
Your questions: 1.

7. How do we represent data?
One way we represent data is in a pie chart. What are other ways that we represent data?
(write student ideas here)

8. Why do we represent data in these ways?
Why do scientists represent data in these ways? For example, why would a pie chart be better than a table?
What about other ways (graphs, images, charts, tables, etc.)
Consider what different information can be displayed in different representations.
Year Km
1979
7.2
1980
7.8
1981

9. In this activity we are making a graph of data about arctic sea ice
In this activity we are making a graph of data about arctic sea ice. Why?
Image/photo courtesy of the National Snow and Ice Data Center, University of Colorado, Boulder
What will a graph allow us to see that these images don’t?

10. Graph Title
Vertical Axis
Vertical Axis Label
Horizontal Axis
Units
Units
Horizontal Axis Label

11. Option 1: Go to http://nsidc
Option 1: Go to to find data about artic sea ice extent (Select Hemisphere Northern, Start Year  1979, Start Month September, and Image Sea Ice Extent, and check the “Fixed Month Animations” Box)
Image/photo courtesy of the National Snow and Ice Data Center, University of Colorado, Boulder

12. Opening Activity: Jan. 30, 2018
I will stamp graphs. Have graph ready to share.
Pick up activity 1.4 and tape into journal – complete #1
How do images, graphs and data tables allow us to look at data differently?
I can… Find trends in sea ice data using graphs, images and data tables.
Homework:
NOTEBOOK DUE TODAY!
Ecology CVR 2/5
Ecology Retake 2/5 or 2/6 8:00am

13. Final Question for Activity 1.4
Look at the trend line on the graph above to determine if the trend is:
positive (goes up from left to right)
negative (goes down from left to right)
no change (stays flat).
Is there a positive trend, a negative trend, or no change?
How do you know?
NEXT STEPS – Create a Trend Line for your Artic Sea Ice & Answer Questions at your table.

14. Finding overall trends
Look at this graph. This shows places where the temperatures were hotter or colder than average in the winter of Look at the Great Lakes region in North America. Then, look at the entire globe.
Credit:

15. Finding overall trends
If we relied only on the data about temperature in the great lakes region of North America, we might think that the entire planet was having a very cold winter. However, when we look across the globe, we see a different trend.
Credit:

16. What is the global trend?
Turn and Talk: find a partner and describe the overall trend you see in the global temperatures in the winter of Be prepared to share your description with the class.
Credit:

17. Describing the global trend
Below, combine answers from the class to construct an overall description of the global trend from the winter of
Classroom description:
Credit:

18. Positive and Negative Trends
This graph has a negative trend because the trend line goes down from left to right.
This graph has a positive trend because the trend line goes up from left to right.
Just like in the global temperature graph, trends are difficult to see when the data are “messy” or “noisy.” When you have a scatter plot graph, sometimes it helps to draw a trend line. That makes it easier to see which direction the data are moving. In this activity, we are going to practice drawing trend lines.

19. Different kinds of trend lines
This trend line (the blue line) is straight because it was calculated using a mathematical formula that considers every data point in the graph.
This trend line (the red line) is curvy because it was calculated using a 5 year running average, which only considers data points in five year periods.
Temperature graph:
There are lots of ways to draw trend lines. Sometimes we use a mathematical formula to calculate a straight line that shows us the general trend. Other times we calculate averages over time.

20. Practice Making Trend Lines
On your worksheet, practice making trend lines for two graphs. One graph is new: this shows ice cover on lake Superior. The other graph is familiar: this is the arctic ice graph that you created in the previous activity.
Credit: NOAA

21. Find a trend for Arctic Sea Ice on your worksheet from Activity 1.2
Vertical Axis Title: Arctic Sea Ice Extent (million sq km)
Horizontal Axis Title: Year

22. Find a trend for Arctic Sea Ice on your worksheet from Activity 1.3
Vertical Axis Title: Arctic Sea Ice Extent (million sq km)
Horizontal Axis Title: Year

23. Opening Activity: Feb
Grab your notebook and complete your TREND LINE for your Artic Sea Graph.
Complete the questions for 1.5 (at your desk) in your notebook after the Artic Sea Graph activity.
Grab a computer and log in.
Pick up Finding Patterns Tool at front table.
I can… Describe, analyze and evaluate large-scale data.
Homework:
NOTEBOOK DUE TODAY!
Ecology CVR 2/5
Ecology Retake 2/5 or 2/6 8:00am

24. What do you notice about short-term variability
What do you notice about short-term variability? What is the long-term trend?

25. What do all of these representations have in common?
Year (in September)
Extent of Arctic Sea  Ice (million sq km)
1979
7.2
1980
7.8
1981
1982
7.4
1983
7.5
1984
7.1
1985
6.9
1986
1987
1988
1989
7.0
1990
6.2
1991
6.5
1992
1993
1994
1995
6.1
Average Monthly Arctic Sea Ice Extent
September
Year
Extent (million square kilometers)
What do all of these representations have in common?

26. Three considerations for making sense of large-scale data
Representation
What data is represented?
Which parts of Earth are included?
What time period is represented?
Generalizability
How well does the graph represent global patterns?
Short-term variation versus long-term trends
What is the short-term variability in the data?
What is the long-term trend in the data?
Introduce the three considerations for making sense of large-scale data.
Use slide 3 to introduce the three considerations for making sense of large-scale data. Explain to students that addressing the issues of representation, generalizability, and short-term variability vs. long term trends are important for understanding large-scale phenomena such as the decline in Arctic Sea ice which takes place over large spatial and temporal scales.

27. How well does the graph represent global patterns?
Representation
• What data?
• Which parts of Earth?
• What time period?
Generalizability
How well does the graph represent global patterns?
Short-term variability versus long-term trends
• What is the short-term
variability in the data?
• What is the long-term
trend?
Give each student a copy of Module 2.1 Describing Patterns in Large-Scale Data Jigsaw Groups Worksheet and lead a class discussion to fill out the first row together.
Explain to students that in this lesson they will use this table as a tool for making sense of five different phenomena: Artic Sea ice extent, global temperature, sea level, atmospheric CO2 concentration, and the atmospheric CO2 annual cycle. The first row of the table will be filled out as a class to demonstrate the process.
Use slide 4 to record the class consensus (type on the slide) about the three considerations for the Arctic Sea ice graph.
Use the example in the teachers’ guide to help steer the students to the ideas represented in the example chart.

28. Expert Group Goals
Become and expert on one phenomenon to explain to your homegroup.
Watch video & review data from science sources
Analyze and evaluate graph
Answer questions in worksheet
Answer BIG questions:
Representation
Generalizability
Short-term variability and long term trends

29. Opening Activity: Feb
Find your packet (A-D) and your 2.1 Finding Patterns Tool from yesterday.
Sit in your group area from yesterday and begin working on your handouts. You will have 15 minutes to complete packet and add to the row on your 2.1 worksheet.
I can… Describe, analyze and evaluate large-scale data.
Homework:
Ecology CVR 2/5
Keeling Curve 2/6
Ecology Retake 2/5 or 2/6 8:00am

30. How do the three considerations help us make sense of large-scale data?
What do we mean by “large-scale” data?
How do graphs help simplify what we observe & measure (as compared to video animations for example)?
What do we mean by representation?
What do we mean by generalizability?
What do we mean by short-term variability?
What do we mean by long-term trends?
How do trend lines help us visualize long-term trends?

31. Expert Group Goals
Become and expert on one phenomenon to explain to your homegroup.
Watch video & review data from science sources
Analyze and evaluate graph
Answer questions in worksheet
Answer BIG questions:
Representation
Generalizability
Short-term variability and long term trends
6. Create a few multiple choice Plicker questions about your topic.

33. Home Groups – Experts share their expertise!
Representation
What data is represented?
Which parts of Earth are included?
What time period is represented?
Generalizability
How well does the graph represent global patterns?
Short-term variation versus long-term trends
What is the short-term variability in the data?
What is the long-term trend in the data?
Each Expert has 3

34. What are the overall patterns in the phenomena?
Atmospheric CO2
Change in Sea Level Height
Sam

36. How might the patterns in these phenomena we have discussed be related to each other?
Our questions
Our ideas