This interactive data set allows students to explore New Jersey weather data from 1895 to the present.
The data includes maximum temperature, minimum temperature, average temperature, precipitation, heating degree days, and cooling degree days.
Students can view the data for New Jersey at large, specific regions, or counties.
Teaching Tips
Positives
This resource is easy to read and understand and would make an excellent differentiated resource for students who struggle with reading scientific texts.
The data is interactive and will keep curious students engaged.
Additional Prerequisites
Students should know the terms "heating degree days" and "cooling degree days."
Differentiation
Cross-curricular connections can be made in math classes by using the data to practice working on skills taught in current units. Students can create algebraic equations for different data points or use the data to predict future data points.
This resource is well suited for a gradual release lesson.
Begin by exploring the data for New Jersey as a whole class. Teachers can model writing down observations about the data or answer a specific set of questions.
Teachers can assign groups of students to work on the various regions of New Jersey. Have them write down their own observations or answer the questions. Each group can share their findings.
Individual students can work to complete the same tasks using data from the counties of New Jersey. Students can volunteer to share what they learned.
Other related resources include this lesson on graphing temperatures and this article about the climate of New Jersey.
Scientist Notes
The resource contains up-to-date climatic data on New Jersey. It presents an option to gauge the dataset and check the variance within the period of interest. This is relevant for teaching.
Standards
Next Generation Science Standards (NGSS)
ESS2: Earth's Systems
MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
ESS3: Earth and Human Activity
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
College, Career, and Civic Life (C3) Standards
Dimension 4: Taking Informed Action
D4.6.6-8 Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
