Students will analyze the migration of a flock of Canadian Geese from Northern Michigan to Southern Michigan in the fall.

In this task, students will analyze and make predictions about the migration pattern of a flock of Canadian geese. They will predict how long it took for the ornithologist to document 240 miles of flight. Some of the big ideas that may emerge in this unit include: 

• Patterns can be extended because they are repetitive by nature.
• Pattern rules are generalizations about a pattern, and they can be described in words.
• One common use of linear patterns is predicting future events.
• A pattern can be extended to make a prediction. 
• For far predictions, calculations are required for efficiency. 
• In a growing pattern, the values increase.
• In a linear pattern, the values increase at the same rate.
• The rate can be determined by finding the difference between the value of two terms. 
• Graphical representations of linear growing patterns appear as straight lines.
• The initial value in a linear pattern is the constant.
• When the initial value is not zero, the relationship between the two variables is not proportional.

Show students the following video:

Then, ask students:

What do you notice?
What do you wonder?

Give students 60 seconds (or more) to do a rapid write on a piece of paper.

Replaying the video can be helpful here and consider asking students what they are going to be looking for.

Then, ask students to share with their neighbours for another 60 seconds.

Finally, allow students to share with the entire group. Be sure to write down these noticings and wonderings on the blackboard/whiteboard, chart paper, or some other means to ensure students know that their voice is acknowledged and appreciated.

Some of the noticing and wondering that may come up includes:

• I notice it says Michigan.
• I notice an arrow.
• I notice it is moving between two points.
• I wonder if someone is driving.
• I wonder how long it took.
• I wonder how far it is.

After we have heard students and demonstrated that we value their voice, we can land on the first question we will challenge them with

This map represents the migration of a flock of Canadian Geese. They are beginning their migration South for the Winter. How far did they travel between Traverse City and Grand Rapids in miles?

Share the following video extending the context a bit further. This time, students will have access to a scale.

We can now ask students to make an estimate (not a guess) as we want them to be as strategic as they can possibly be. This will force them to determine a distance in miles that would be reasonable. Students will likely leverage spatial reasoning. Look for opportunities to use fractional language. For example, the distance between the two points is 1 and \(\frac{1}{2}\) times as big as the scale. The scale is two-thirds the size of the distance travelled.

Share the actual distance between the two points on the map with the following video:

You might consider instead sharing the final frame of the estimate reveal video:

Celebrate student estimates that were very close to the actual distance travelled using a routine of your choice as we head into the sense making portion of this lesson.

Now that student curiosity has been sparked through the use of our Notice and Wonder prompt followed by the opportas 150 miles and 30 milesunity to make an estimate, we will continue to develop the context of this problem and provide a struggle prompt.

Consider sharing the following silent animation struggle prompt video and consider leveraging a variation of the script below to assist:

Canada geese that migrate do so twice a year. In September or October, Canada geese fly south to avoid the cold. They’ll stay there all winter. Geese migrate north in April, May or Early June. Migration flights usually begin at dusk, although you could see migrating geese flying in their distinctive “V” formation at any time of hour.

This particular flock of geese was spotted in Traverse City Michigan, where they were spotted by a local ornithologist. An ornithologist is a person who studies or is an expert on birds. When the flock was spotted, it was believed that they had already flown 60 miles across the top of Lake Michigan.

The ornithologist began tracking their flight pattern. She began recording their distance flown in the table below.

Student Prompt:

The ornithologist continued tracking the geese until they had flown a total of 240 miles south. Assuming the pattern continues, predict how many hours she will spend tracking this flock of geese.

Be sure to remind students that they are not to use a calculator to determine the number of hours as using that tool will rob them of this mathematical experience. Students should use a mathematical model in order to communicate their thinking.

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Login/Join to access the entire Teacher Guide, downloadable slide decks and printable handouts for this lesson and all problem based units.

Login/Join to access the entire Teacher Guide, downloadable slide decks and printable handouts for this lesson and all problem based units.

Show students the following reveal video:

You might consider sharing the final frame of the reveal video instead:

Provide students an opportunity to reflect on their learning by offering these consolidation prompts to be completed independently.

Consolidation Prompt #1:

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Consolidation Prompt #2:

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We suggest collecting this reflection as an additional opportunity to engage in the formative assessment process to inform next steps for individual students as well as how the whole class will proceed.

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