Provide an overall explanation of the parts of the model. Include what you have learned to explain the connections between specific variables.
Overview
In this lesson, students develop a final model to explain how rising global temperatures and key features in the Great Lakes system will result in rising precipitation. They will modify a final sage modeler file and use the simulate and graphing functions to provide evidence of connections that aren't directly connected by an arrow.
Standards
Next Generation Science Standards
- Earth and Space Sciences
- [MS-ESS2-4] Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
- NGSS Crosscutting Concept
- Patterns
- Energy
- Stability and Change
- NGSS Practice
- Analyzing Data
- Constructing Explanations, Designing Solutions
- Using Models
- Conducting Investigations
Computational Thinking in STEM
- Data Practices
- Analyzing Data
- Collecting Data
- Visualizing Data
- Modeling and Simulation Practices
- Using Computational Models to Understand a Concept
- Constructing Computational Models
- Systems Thinking Practices
- Understanding the Relationships within a System
Activities
- 1. Factors of Great Lakes Climate
Student Directions and Resources
You have learned a LOT about the factors influencing climate in the Great Lakes. You are going to put that together to develop your final model.
1. Factors of Great Lakes Climate
In the Sage Modeler window below, you have the model we have added to throughout this unit. Use this model to develop a final explanation for the unit, including collecting evidence by using the simulate and graphing functions.
Question 1.1
Question 1.2
1. Make a connection between two variables that aren’t connected by an arrow, to explain a concept you learned about (If you wish to add a new variable, you may but make sure you connect it to existing ones).
2. Use the simulate and graphing functions to provide evidence that support what the connection is. Describe the trend on the graph for your evidence.
3. Support the connection you made with science content (reading, understanding from a lesson, lab, etc.).
Question 1.3
1. Make a 2nd connection between two variables that aren’t connected by an arrow to explain a concept you learned about (If you wish to add a new variable, you may but make sure you connect it to existing ones).
2. Use the simulate and graphing functions to provide evidence that support what the connection is. Describe the trend on the graph for your evidence.
3. Support the connection you made with science content (reading, understanding from a lesson, lab, etc.).
