In every issue of The Science Reflector look for this new section including activities you can use in your classroom tomorrow. If you have activities you would like to share please email the editor.

This issue features winning lessons from the Renaissance Computing Institute's Lesson Plan Competition. RENCI Education and Outreach programs seek to help all North Carolinians gain access to 21st-century technology tools, fully participate in using these tools for education, scientific discovery, and artistic expression, and actively contribute to creating and implementing new technologies as citizens of a knowledge age global economy. RENCI Education and Outreach methods stress hands-on, interactive learning using innovative curricula, professional development and training, and collaboration among educators, scientists, technologists, community leaders, students and life-long learners.
Learn more about the RENCI Weather Web Program and NC-FIRST.

Migration Dates of Outer Banks Waterfowl

Average and Instantaneous Speed

Bonus! The Farmer Grows a Rainbow - The latest lessons for PreK through 5th grade from North Carolina Ag in the Classroom plans based on the newest dietary guidelines. Learn more...

They’re Coming! Migration Dates of Outer Banks Waterfowl
From the RENCI Lesson Plan Competition
Rita Thiel, 4th Grade Teacher, Ocracoke School, Hyde County

Lesson Description
This lesson involves the tracking of temperature data to try to predict the migration dates of several
species of migratory waterfowl. Students research the northern ranges of several species of waterfowl that are seasonal residents of the Outer Banks. Species included here are the Tundra Swan, Snow Geese, and the Bufflehead duck. Temperature data is then gathered on these northern areas, and graphed on a line graph. This data is taken concurrently with daily local temperature data, which is also graphed. Temperature data is be gathered over an extended period of time, so trends can be observed, and predictions made for the birds’ arrival dates.

Objectives
Use technology to track and record temperature data for the northern ranges of a species of migratory waterfowl. Research the northern habitat ranges of several species of migratory waterfowl. Analyze sets of temperature data, and make predictions for migration dates. Gain an understanding of how weather and climate are factors in the survival of living organisms.

North Carolina Standard Course of Study
Fourth Grade Science Competency Goal 1: Make observations and conduct investigations to build an understanding of animal behavior and adaptation

Fourth Grade Science Competency Goal 1.01: Observe and describe how non-living things affect the
life of a particular animal, including weather and climate.

Classroom Time Required
Research of species’ northern ranges: 1-2 class periods
Recording of daily temperature data: 10-15 minutes daily, on-going for 6-8 weeks

Materials needed
Bird identification guide books with migratory range maps
Background information on the species being tracked
Internet resources to track northern range temperatures (resource list follows)
Data charts (student generated or graph paper) to record temperatures

Pre-activities
Students should know how to record high and low temperature data, read a species range map,
and have a general understanding of the terms migration/migratory.
Teachers should familiarize themselves with the website resources for recording northern range
temperatures.
Teachers should also be familiar with several species of migratory waterfowl for their area.

Activities

1. Students work in teams of 2-4 to research the northern and southern range of a particular species
   of migratory waterfowl. Research continues to find how long it generally takes for the bird to
   follow its migration route, and what kinds of hazards or challenges it faces along the way.
2. Once the northern range has been located, students should begin to record the temperature data
   from that area. Daily readings should be recorded, using a weather data website. Temperatures
   are then graphed on line graphs.
3. Students also record the daily local temperature, and add to a separate line graph.
4. As temperature data is collected each day, have students look for trends in the northern ranges
   that might signal migration times beginning.
5. Students begin to make predictions of when their species will arrive in the Outer Banks, given
   the temperature conditions up north.
6. Student teams make a timeline of activities their bird might be involved in, in preparation for its
   migration (extra feeding, gathering in groups, distance flown each day).
7. Student teams design a visual representation of their species along with the migration data.
   Student teams can present this data, explaining the factors influencing their species’ migration.

Evaluation
Student assessment involves evaluation of the research completed on the species of waterfowl, and the accuracy of the information. Teams will be assessed on the continuity of data collection, reasonable predicting of migration dates, generation of a “pre-migration” timeline, and a visual representation of their species and its migration data. Temperature data and the line graphs will be assessed for accuracy and neatness.

Follow-up Activities
Take a fieldtrip to Pea Island National Wildlife Refuge to observe the species of waterfowl as they
arrive in the fall.

Resources
The Sibley Field Guide to Birds of Eastern North America
http://en.wikipedia.org/wiki/Bird_migration : Gives information on species’ migration routes
www.nc-climate.ncsu.edu/cronos: State Climate Office of NC CRONOS Database
www.worldclimate.com: Weather data, worldwide
www.mcdc.noaa.gov/oa/ncdc.html : This site covers surface marine observation data
www.rap.ucar.edu/weather: From the National Center for Atmospheric Research, operated by the
University Corporation for Atmospheric Research, includes satellite views, surface weather, radar
images, and upper-air conditions

Average and Instantaneous Speed
From the RENCI Lesson Plan Competition
Mary Dougherty, Alexander Central High School

Lesson Description
In this lesson students differentiate between instantaneous speed and average speed using data from a local weather station. Students plot a line graph using local weather data (wind speed at the beginning of each hour for the last 7 days). Next, they calculate average wind speed each day for the past seven days. They produce a bar graph using this data. Last, students mark wind speed at the instant they complete their graph. This lesson illustrates the difference between average and instantaneous speed. Students also have the opportunity to make several types of graphs and compare a bar versus a line graph.

Objectives
• Describe the difference between speed, velocity, and acceleration.
• List examples of constant speed, average speed, and instantaneous speed using wind speed data.
• Explain when it is appropriate to use a bar graph and a line graph.
• Produce accurate line and bar graphs showing wind speed.
• Calculate average speed after collecting data from a chart. Calculate speed using a line graph
(rise over run).

North Carolina Standard Course of Study
Physical Science Competency Goal 1.02: Design and conduct scientific investigations to answer
questions about the physical world.

Physical Science Competency Goal 2.01: Measure and mathematically/graphically analyze motion.

Classroom time required
This project should take about one class period (block schedule).

Materials needed
Wind speed data
Calculator
Ruler
Colored pencils
Graph paper

Pre-activities
Students should have been introduced to the definitions, equations, and examples for speed, acceleration, and velocity. Students should be able to set up and produce a scientific graph. They should also have practiced calculating average speed and acceleration.

Activities
Students make two graphs using wind speed data collected hourly for the past seven days.

1. First, students make a line graph plotting the wind speed each hour for seven days. They answer
   a series of questions about changes in wind speed.
2. Second, students calculate the average wind speed for the past seven days. They then plot their
   data on a bar graph. Again, they answer a series of questions about the changes they see.
3. Last, students plot the wind speed at a specific time as a point on the line graph. This allows
   them to differentiate between average speed and instantaneous speed. Students answer some
   questions about speed at specific times on the line graph (using rise over run).

Evaluation
Students’ products will be their graphs and the answers to their questions. These will be graded for
accuracy. Students will be tested on the concept of average speed and instantaneous speed on the unit test.

Follow-up activities
Put student graphs on the Internet and use them to track wind speed data from year to year. These graphs will be available to any classes interested in analyzing wind data.

Resources
Students need access to the computer and weather station data (http://www.nc-climate.ncsu.edu/cronos).

The Famer Grows a Rainbow
North Carolina Ag in the Classroom has developed a set of lesson plans based on the newest dietary guidelines established by the US Department of Agriculture, MyPyramid. The lesson set is entitled “The Farmer Grows a Rainbow” and has academic lessons for each grade pre-kindergarten through fifth as well as accompanying physical activities for each grade level. The set includes a general lesson for all grade levels designed to familiarize students with MyPyramid and food group categories. Each subsequent grade level lesson integrates nutrition education with academic curricula in various subject areas. Each lesson promotes a common theme that all good food that we enjoy comes to us through the work of the farmer.

“The Farmer Grows a Rainbow” materials are available free of charge online at www.agclassroom.org/rainbow. All lesson plan text as well as masters for printing and patterns for lesson materials are downloadable. Videos of each lesson are also online along with a demonstration of the theme song and an instrumental accompaniment track. Educators interested in obtaining a hard-copy trainers’ kit may contact North Carolina Ag in the Classroom staff at 919-783-4319 or 919-719-7282.

All lessons are aligned with the North Carolina Standard Course of Study as well as national teaching standards. Funding for “The Farmer Grows a Rainbow” was provided by a grant from the US Department of Agriculture.