Invasive Species & BiodiversityVital Signs Data Investigation

Biodiversity demands a mastery of a world of details. It entails knowledge of the characteristics and behaviors that distinguish individuals, species, genera, families, orders, and classes from each other. It requires acquiring both the tools and propensities to see and characterize variation within and between species. It requires a comprehensive knowledge of ecosystem types and functions. And it requires an awareness of evolutionary, geological, and human history. Ready, Set, Science! 2008

Overview of this UnitThrough this unit, your students will develop their ecosystem understandings along with their confidence engaging in authentic science investigations. They will explore the impact of invasive species on biodiversity in local habitats while they develop their skills in working with real data and connect to a community of scientists. Enhance this real research experience by asking interested community organizations to help hone your classroom research question, and having your students communicate their findings with the larger community.

Research Question: Does an invasive species impact biodiversity?

To answer this question, you and your students will: Choose an invasive species of interest in your community. Hone your scientific observation, data collection, and random sampling skills. Use your skills in the field to collect species, biodiversity, and habitat information. Contribute your data to the Vital Signs database. Analyze your findings to better understand biodiversity, ecology, and invasive species. Create media projects that share your findings and motivate others in your watershed

to use Vital Signs to investigate biodiversity in their local community.

Vital Signs Biodiversity Data Investigation Curriculum Standards

This curriculum was designed for grades 6-8, but can be adapted up or down grade levels. The following are the standards and learning outcomes that students work toward through this curriculum. Each activity is labelled with a specific list of standards that the activity addresses. This list is not exhaustive. As always, the curriculum can be tailored to meet your learning targets. Please share the way you modify this unit with the teacher community through the Vital Signs Curriculum Bank.

This curriculum has students working towards the following...

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NGSS performance expectations:MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

Common Core Standards: MathCCSS.MATH.CONTENT.6.SP.A.1: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.

CCSS.MATH.CONTENT.6.SP.A.2Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

CCSS.MATH.CONTENT.6.SP.A.3: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

CCSS.MATH.CONTENT.6.SP.B.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

CCSS.MATH.CONTENT.7.SP.A.1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid references.

CCSS.MATH.CONTENT.7.SP.A.2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.

Common Core Standards: ELA

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CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS.ELA-LITERACY.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

CCSS.ELA-LITERACY.WHST.6-8.1: Write arguments to support claims with clear reasons and relevant evidence.

CCSS.ELA-LITERACY.WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

CCSS.ELA-LITERACY.WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

CCSS.ELA-LITERACY.WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Maine Learning ResultsA1 – Unifying Themes – Systems: Describe and apply principles of systems in man-made things, natural things, and processes. A2 – Unifying Themes – Models: Models: Use models to examine a variety of real-world phenomena from the physical setting, the living environment, and the technological world and compare advantages and disadvantages of various models.

B1 – The Skills and Traits of Scientific Inquiry: Students plan, conduct, analyze data from, and communicate results of investigations, including simple experiments.

C1 – The Scientific and Technological Enterprise – Understanding of Inquiry: Describe how scientists use varied and systematic approaches to investigations that may lead to further investigations.

E2 – The Living Environment – Ecosystems: Examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect organisms and the ecosystem of which they are part.

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Unit Outline

**Times listed are estimates based on 45-minute class periods, these may vary depending on the length of class period and overall project design**

Part I: Understanding the Question (5 class periods)Lesson 1: Preparation for Future Learning (1 class period)Lesson 2: Modeling Biodiversity and Invasive Species Impacts (2 class periods)Lesson 3: Defining a Statistical Question (1/2 to 1 class period)Lesson 4: Gathering Background Information to Form a Hypothesis (1 class period)

Part II: Planning the Investigation (7 class periods) Lesson 5: Fieldwork Skills Stations (2 class periods)Lesson 6: Conducting a Class Observation (1 class period)Lesson 7: Posting an Observation to Vital Signs (1 class periods)Lesson 8: Understanding Sampling (2 class periods)Lesson 9: Reviewing the Data Collection Plan (1 class period)

Part III: Collecting and Posting Data (minimum 2 class periods)Lesson 10: Collecting and Posting Data (varies depending on data collection plan—minimum 2 class periods)

Part IV: Analyzing Data (3 class periods)Lesson 11: (Optional) Using Tuva to Analyze Data (1 class period)Lesson 12: Analyzing the Class Data (1 to 2 class periods)

Part V: Drawing Conclusions (depends on final project design) Lesson 13: Drawing Conclusions (1 class period)Lesson 14: Sharing Results (depends on final project design)

Appendix A: Student Activity GlossaryAppendix B: Vee DiagramAppendix C: Field Work Skills StationsAppendix D: Quality Assurance Check & Peer Review ToolAppendix E: Scientific Argumentation Peer Review ToolAppendix F: Final Project RubricAppendix G: Resource List

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Before You Begin:

Choose a SpeciesBefore you begin the unit, you will want to determine what invasive species are present in your area and choose a target species.

1. Search the Vital Signs dataset for species that exist in your area. http://vitalsignsme.org/explore/search

Use these resources if you have trouble using the map: How to use the Vital Signs map to find your location: http://vitalsignsme.org/how-

do-i-find-things-map How to use the Vital Signs map to locate a specific species:

http://vitalsignsme.org/map-guide-species

2. Browse the species identification cards on the Vital Signs website. Click on any species name to get more information. http://vitalsignsme.org/species-identification-resources

3. Check out the Vital Signs Field Missions for some ideas. http://vitalsignsme.org/field-missions

Stuck? Reach out to us at Vital Signs. We are happy to help! You may also know local experts who would be happy to share what they know about species in your community. Local land trusts can also be a great resource.

Choose a Field Site Choose a field site near the school where you could potentially make multiple visits. Check this site for the presence of invasives. This unit assumes you will have biodiversity data in the presence and absence of your invasive species. The risk is that data will be less interesting to analyze if the target species is not present at all at your field site or in your community. If that does happen, no worries! Your students can compare their data to the larger Vital Signs database. Email us - we are happy to help you frame that analysis. Doing authentic investigations like this can be messy, but we are ready and willing to help you modify your plan as you uncover challenges.

Modification idea:Involve students in the process of choosing a species. Have students do research on the Vital Signs website and in local papers, and have them explore their backyards. Based on their research, have students propose the target invasive species that is of interest to the community and themselves. Use the resources listed above to help ensure you are investigating a species that they are highly likely to encounter.

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Review the Student NotebookThe companion student notebook guides and captures student reflections throughout this unit. Each lesson is accompanied by notebook pages that highlight the essential question and academic vocabulary addressed through the activities, along with formative assessment and reflection questions, and NGSS-aligned scoring rubrics to track learning. Before you begin, decide if you will have students use a printed version or an online document. Decide if you will give them the entire notebook all at once, or part by part, or activity by activity.

You can tailor this notebook to meet your own needs. Look over the following features that are common to each notebook entry and decide if or how you want to use them with your students:

The “Essential Question” is the big question that students will be exploring through the lesson. The question could be used to summarize learning at the end of a lesson, or as an “exit ticket” for quick assessment. It can also serve as a tool to preview learning and does not need to be answered directly.

The “Key Vocabulary” includes essential lesson vocabulary and recommended vocabulary connections (indicated by an *). Please add to and adjust these lists to fit your learning targets. These words match the glossary in the back of the student notebook.

The “Do now” is designed to prepare students for new concepts by activating prior knowledge. They are open-ended and students should be able to complete the questions without guidance. Students could complete the “Do now” in the first minutes of class while attendance is being taken, materials set out, etc. They could write their responses in the science notebook and/or discuss ideas with a classmate.

The scoring criteria are designed to track student learning. They could be used for students to monitor their own progress and be used by the teacher for grading and

Modification ideas: If you have funds for field trips, consider reaching out to a local land trust. They may have species they are actively managing, and that they would be interested in you researching. They may have volunteers and stewards that would happily join you in the field.

Depending on your protocol, timeframe, and other constraints, consider studying multiple field sites. Expanding the number of sites sampled will help you and your students get a broader picture of what is happening across your community, and will help you extrapolate more confidently beyond a single location in your community. If you and your students are experienced with data investigations, this will also give you more data to work with. Here are some ways you can accomplish this:

Have your classes sample at different field sites. Team up with another teacher in your school or in another school in your

community. Have students replicate the protocol for homework in their own backyards.

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assessment. You could use this tool to preview the objectives of a lesson and/or to summarize learning at the end.

Please share what worked best for you in the comments section on this unit in the Curriculum Bank: http://vitalsignsme.org/invasive-biodiversity-data-investigation

A Note on AssessmentThe student notebook is designed to facilitate a range of assessment strategies. Look for suggestions throughout the curriculum on how to gather different forms of evidence of learning. We also encourage you to include students in the assessment process. With each lesson, students can use the scoring criteria to track their progress and note evidence of their own learning. At certain points in the unit, it will be essential that students gain proficiency in particular skills before moving on to the next section. At other points, students will have multiple opportunities to demonstrate proficiency. These are noted in the curriculum. Finally, summative assessment ideas are included at the end of the unit. Feel free to use these or engage the students in developing their own ideas.

Please share student work in the project bank: http://vitalsignsme.org/project-bank

The Student Activity Glossary:Included in Appendix A of this curriculum is a bank of strategies that can be used to increase student engagement, regardless of the content being taught. Many of these strategies will be familiar to you. Please let us know which are effective in your classroom and help us grow our glossary by sending us your favorite activities!

Add your comments and/or favorite student activities in the comments section here: http://vitalsignsme.org/student-activity-glossary

Engaging Reluctant LearnersAuthentic science investigations and outdoor exploration are great opportunities to engage students who do not typically express interest in science. Teachers have found that students who do not always shine in science class take on leadership roles and have a new-found love of science through Vital Signs Investigations. Be on the lookout for those students. Some may have significant knowledge about local species and ecosystems from fishing, hunting, and family activities. Note those students and look for ways that they can share with classmates.

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Part I: Understanding the Research Question

Lesson 1: Preparation for Future Learning (1 class period)Students will activate their prior knowledge using the “Graffiti wall” activity (Appendix A, p. 54).

Students will rotate around the classroom visiting different pieces of chart paper with writing prompts that will get them thinking about ecology and biodiversity. They will also begin

developing habits around tracking their learning using their student notebooks and formative assessment rubrics.

Learning Outcomes: Students will be able to… Track their learning using standards-aligned rubrics Define ecosystem

Standards Alignment:MLR CCSS NGSS

E2 – The Living Environment – Ecosystems: Examine how the characteristics of the physical,

non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect

organisms and the ecosystem of which they are part.

CCSS.ELA-LITERACY.WHST.6-8.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day

or two) for a range of discipline-specific tasks, purposes, and

audiences

MS-LS2-2: Construct an explanation that predicts

patterns of interactions among organisms across multiple

ecosystems.

Materials:Chart paperMarkersStudent Notebook pages for lesson 1 (printed or electronic version)

Teacher Preparation for Lesson 1:1. Gather chart paper (or many blank pieces of paper). Write the following prompts at the top:

a. What different species live in our area? b. What do species need to survive?c. What are ways that different species can be helpful to each other?d. What are ways that different species can be harmful to each other? e. Why do humans care about the different species in our area? f. Is it better to have lots of different species in one area or lots of same species in one area? Explain your answer. g. What events can change the species that are in an area?

2. Post the prompts around the room.

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3. Review the Lesson 1 in the Vital Signs Biodiversity Student Notebook. Print or share the document with students electronically.

4. Review the glossary at the back of the notebook, print or share the vocabulary boxes for “ecosystem” and “biodiversity.” Note: and asterisk (*) indicates non-essential vocabulary with potential links to the lesson. It is not recommended to present all the vocabulary listed to students.

Lesson Steps:

Activity 1: Introduction to the Unit

1. Introduce students to their new unit on biodiversity. Highlight the following information: You have noticed the presence of ________, an invasive species, in the area. Through

this investigation, students will be acting as stewards responsible for understanding the impact of this species and protecting their local environment.

Students will be learning about ecosystems and investigating the living things present at a field site close to the school, working to answer the question, Does the presence of ____[target invasive species] impact biodiversity?

Students will be doing the work of research scientists, conducting their own investigations and analyzing their own data.

They will generate novel information that will be shared with the scientific community (through Vital Signs).

2. Show the Vital Signs mission, species ID card, or a posted observation from the Vital Signs website for your target invasive species. Invite students to ask questions or share relevant background knowledge.

3. Introduce students to the Vital Signs Biodiversity Investigation Student Notebooka. Highlight the scoring criteria at the top of each page. Explain to students that they will read the criteria at the beginning of each section, and when they are done with an activity, they will circle the description that best fits what they accomplished. The goal is to meet level 3.

b. Read over the criteria together for Lesson 1.

4. Point out the “Do Now” at the start of the Lesson. a. Explain that students should respond to this question before the start of each lesson. Students should be able to answer the question without any instruction.

b. Emphasize that guessing on the “Do Now” question is ALWAYS ok! There are NO wrong answers! The purpose of the “Do Now” is to engage students’ brains and get them thinking on the lesson topic.

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c. Give students two minutes to respond to the “Do Now.” Keep the time short for these questions. Move on even if students are not finished.

Activity 2: Graffiti Wall

1. Explain the purpose of this next activity is to share knowledge that they already have that will prepare them for future learning. Give directions for the “Graffiti Wall” (see Appendix A).

2. Go over the procedure for the “Graffiti Wall” and give students one to two minutes per poster to comment.

3. Debrief the “Graffiti Wall”: a. At their last station, challenge each group to summarize the information on their poster in 30 words or less. Have students use the markers at their station to circle the important words or ideas that they want to include in their summary.

b. As students work on their summary, have them record any questions that they have or any ideas that they are not sure

about that are on their poster.

4. When groups are ready, choose one student from each group to share the summary and another to share questions or sources of confusion.

Activity 3: Defining Terms and Recording Learning

1. Use the thinking from the “graffiti wall” to introduce the concept of “ecosystem”:a. Use the student-generated ideas to highlight examples of ways that species are connected to other species and non-living factors in an environment.

b. Explain that an “eco-system” is a system in which the components, living and nonliving are connected to each other.

c. Invite students to share examples of living and non-living components of the same ecosystem (pond, fish, and mosquitos, for example) and different ecosystems (desert sand, cactus, and polar bears, for example.

Formative Assessment Note: As groups record their thinking on the chart paper, be on the lookout for misconceptions that you want to address, as well as concepts that need more or less attention as the unit progresses. All questions and misconceptions do not need to be addressed at this moment, but it is good to note for future planning.

Formative Assessment Note: Students will have additional opportunities to develop ideas around ecosystems and biodiversity in addition to the other ecosystem vocabulary in later lessons. It is not essential that they are confident with this vocabulary yet. Look for opportunities to introduce additional vocabulary here, including: predator, prey, competition, habitat and species.

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2. Work to develop understanding around the concept of “biodiversity”:a. Return to the question, “Is it better to have lots of different species in one area or lots of same species in one area?” and invite students to share their thoughts.

b. If students struggle, introduce scenarios like drought or extreme temperatures that could eliminate a species from an ecosystem. Guide students through thinking through the impacts on other species in the ecosystem.

c. Define “biodiversity” as the variety of different species in an ecosystem. Break down the word into its components. Invite students to share what they know about the meaning of “diversity.” Challenge them to connect “biodiversity” to their prior knowledge.

d. Explain to students that through their investigation, they will be exploring ways that changes to an ecosystem (the introduction of a new species) will impact the biodiversity in that ecosystem.

3. Direct students to the glossary in the back of the student notebook. a. Have students share ideas for definitions and sample sentences using “biodiversity” and “ecosystem.”

b. Explain that the “picture or clue” section is meant to be a tool to help students remember the meaning of the word. Students may draw what it looks like, or write a word that aids understanding (i.e. “connected” could be a clue for “ecosystem”). Invite students to share additional ideas for pictures or clues.

4. Give students time to record their learning by completing the rest of the questions in the student notebook.

5. Instruct students to look at the scoring criteria at the beginning of Lesson 1 in the student notebook. Explain to students that the goal is to meet Level 3 for each activity.

a. Read through the first level aloud with the class. Have students share an example of the ways that two species are related. Once a good example is shared, tell students that they have met criteria for level 1, and they can check off that box.

b. Read the second level, and have students show their sketch of an ecosystem to a partner. If they were able to identify living and non-living parts of their ecosystem, they should check off level 2.

Modification Idea: Instead of a glossary, build a class word wall. Make a place on a classroom wall to record new vocabulary. Choose specific students or student groups at different times to be responsible for taking notes on the class’ learning around these ideas.

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c. Repeat the process with levels 3, and 4, reading the criteria, inviting students to share examples of meeting the criteria, and then having students check off criteria that they met.

d. Once you have reviewed all the criteria, have students circle the highest level that they achieved.

Lesson 2: Modeling Biodiversity and Invasive Species Impacts (2 class periods)Students will build on the concepts introduced from the previous activity. Through this hands-

on modeling activity, students will learn about the importance of biodiversity and develop skills in using a dot plot, which will prepare them for analysis of data from the class investigation.

Learning Outcomes: Students will be able to… Define biodiversity, native, invasive species and variability, and give examples from

the activity to explain their significance Organize data into a dot plot

Standards Alignment: MLR CCSS NGSS

E2 – The Living Environment – Ecosystems: Examine how

the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect

organisms and the ecosystem of which they are

part.

CCSS.MATH.CONTENT.6.SP.B.4: Display numerical data in

plots on a number line, including dot plots, histograms,

and box plots.

Practice 2: Developing and Using Models

MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across

multiple ecosystems.

Materials: Vee diagram (see Appendix B)Jenga games or computers for access to online Jenga simulators (one for each group of 2 to 3 students)Chart paperMarkers Student Notebook and glossary pages for Lesson 2 (printed or shared electronically)

Teacher preparation for Lesson 2:

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1. Create a poster-sized version of the Vee diagram or share the document electronically with the class. Find a spot on the wall, on a whiteboard, or in an electronic folder where this diagram will be easy to access throughout the unit. 2. Assign students to groups of 2 to 3.

3. Make sure you can access the following video of Bill Nye: Biodiversity. You can play the first 4 minutes and 30 seconds for students or play the entire 22 minutes, depending on time constraints. The video can be found here, or check your local library: https://www.schooltube.com/video/8e1097409b914b60be69/Bill%20Nye%20Biodiversity .

4. Gather enough Jenga games so that each group will have one. Alternately, you can use an online simulator. Be sure to test the sites to make sure they are compatible with students’ devices.Here are some online simulators:

http://www.twoplayergames.org/play/128-Jenga.html http://www.oyunlar1.com/online.php?flash=903

5. If you are unfamiliar with the distinctions between native, invasive, and non-native species, see review the table, found here: http://vitalsignsme.org/what-invasive-species

6. If you are unfamiliar with constructing dot plots, watch this Khan academy video: https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-data-statistics/dot-plot/v/frequency-tables-and-dot-plots

7. Set up two graphs on chart paper on which students can plot their data (see the examples below in the activity directions).

a. Give one graph the title, “Final Invasive Species Population” and the other, “Final Biodiversity Count”

b. Label the y-axes, “Number of Games Reporting” on both graphs and space out units from 1 to 10

c. Label the x-axes, “Final Invasive Species Count before Collapse” and “Final Biodiversity Count before Collapse” and space out units from 1 to 35.

Note: If you have multiple classes, you can have each class create their own dot plot, but consider having them add to the same dot plots so that you have more data as the day goes on.

8. Review Student Notebook and glossary pages for this lesson.

Lesson Steps:

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Activity 1: Preview Terms

1. Instruct students to complete the “Do Now.”

2. After two minutes have students turn to a partner and share their ideas using the “timed pair-share” structure from the Student Activity Glossary (Appendix A).

3. Invite students to share the ideas that they discussed. Students are likely to come up with options listed below. Use their responses to preview vocabulary for the lesson.

a. Get eaten or die (non-native)

b. Survive and become part of the pond’s ecosystem (non-native)

c. Reproduce wildly. The new fish population could take over and eat up all the important resources in the pond (invasive).

4. Have students define native, non-native and invasive species in their glossary and Invite students to share out examples of non-native and invasive species that they might have heard about.

5. Review the question for the class the investigation, or ask students what they remember about the investigation.

6. Point out the Vee diagram. a. Explain to students that they will use this diagram to chart their learning through the class investigation. Use the diagram to preview the different stages that their investigation will go through.

b. Ask a volunteer to record the research question in Box 1.

c. Have students share background information that they gathered in the last lesson that can be added to Box 2.

7. Explain that this next activity examines the same question as the class investigation. Students will be exploring a model ecosystem that help them build background information that will prepare them for the investigation.

Activity 2: Biodiversity Jenga

1. Play at least the first 4 minutes and 30 seconds of Bill Nye: Biodiversity.

2. Explain to students that they are going to play their own Biodiversity Jenga, but they are going to collect and analyze the data from the game. This practice will help with the class

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investigation. Explain that unlike Bill Nye’s Jenga game, their ecosystem will have an invasive species.

3. Have students turn to the student notebook and read through the rules of the game. Invite volunteers to come up to the front and help you model each step. As you model the game:

a. Use specific examples of species that may be present at your field site. Use the example of your target invasive species for the invasive blocks. Invite students to add their own examples.

b. Come up with examples of why species might be removed from the ecosystem, and invite students to generate their own (for example, natural disturbances, competition with the invasive, and/or human disturbance).

c. Collect data in a table like the one in the student journals. Keep track of the number of species present (biodiversity) and the number of individuals in the invasive species population that have been introduced (number of blocks placed on top). Students do NOT need to record this data as they will record data from their own game shortly.

Note: Biodiversity should NOT change in the first turn (the first invasive is added is a new species which counters the loss of the native species from the ecosystem). The biodiversity count will decrease by one after each subsequent year, as species are removed from the ecosystem but no new species are added.

d. Emphasize that this Jenga game represents a model ecosystem. The model may or may not predict what will happen in the class investigation.

4. Have students follow the same procedure to collect their own data for 15 to 20 minutes. If the ecosystem collapses, they should begin a new game. The data table is designed for three full Jenga games. 5. Use the data from each student group to construct two dot plots with the data (see the examples below).

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a. Use the data from the class demonstration to show how to add to each of the dot plots. Write an X (or use stickers or post-its!) over the place on the X-axis that represents the final biodiversity count and the final invasive count before collapse.

b. One group at a time, have students come up to the chart and add an X over the final counts for each Jenga game that they played.

Activity 3: Graph and Analyze Jenga Results

1. Once the graphs have been constructed, model how to interpret the results. Use questions 1 through 8 in the student notebook to guide the discussion. Students should take notes, as they will need to do similar analysis later in the unit.

a. Introduce “variability” as the differences between the results (how much they vary). Explain that this dot plot helps look at and describe how the data is distributed and how much variability there is. As a class model ways to look at variability:

i. Have students discuss questions 1 and 2 in the student notebook with a partner.

ii. Explain that each X (or sticker/post-it) represents a time that result was observed. The total height of X’s represents the total the frequency or number of occurrences of each result.

iii. Describe what you notice about the shape of the two distributions: highlight whether the data is clustered in one area or if it spread out evenly. Is there more data on the left or the right? Is it spread out widely?

iv. Give students time to complete 1 through 4 in the student notebook.

v. Determine the range of data. Explain that that the range helps you see whether most of the results were similar or if different groups had really different answers.

vi. Identify outliers. Explain that outliers are data points that stick out because they do not fall into trends or patterns or are different from the rest of the data. Scientists look at outliers because to identify unusual occurrences that might have influenced the data.

vii. Have students read and discuss question 4.

viii. Explore why there might be variability in the data. What happened in each game that might have caused the different results? Challenge students to make connections

Extension Idea: If students have trouble making sense of the Jenga game as a model or you want to assess their ability to use and understand models, have students complete the Model Analogy Map http://vitalsignsme.org/bscs-analogy-map-vital-signs-adaptation-making-meaning-models.

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between the game and the ecosystem they were modeling. If they describe a source of variability in the game, ask them to think about what that could represent in the ecosystem. What variability might the see in their own investigation?

b. Probe for students’ ability to draw tentative conclusions from the “messy” data:i. Compare the shapes of the two against each other. In this case, students might notice that the graphs appear to be mirror images of each other. High invasive counts correspond with low biodiversity and vice versa.

ii. Optional: lead the class through finding the mean and median of the data and mark them on the graphs. Do these measures of center help draw any conclusions?

iii. Review the question of the activity, “What is the impact of an invasive species on an ecosystem?” and invite tentative conclusions.

iv. Model supporting conclusions with evidence using the graph of the data as evidence. Examples of evidence include the shape of the graph, the location of clusters of data, measures of center, etc.

2. Give students time to complete questions 5 through 8 in their notebooks.

3. Have students share their ideas from the question, “What did you learn from this activity that might help you with your investigation?”. Have a student volunteer record these ideas in Box 2 of the Vee diagram.

4. When students are finished, refer to the scoring criteria. Challenge students, in partners, to complete the tasks in each of the four levels. Have students share responses when finished. Have students circle the highest level that they achieved.

Lesson 3: Defining a Research Question (1 class period)Investigations begin with a strong, statistical question. In this activity, students will use their

knowledge to define an investigable question to guide their work.

Learning Outcomes: Students will be able to... Explain that an investigation begins with a question that requires collecting

“messy,” variable data to address the question.

Standards AlignmentMLR CCSS NGSS

B1.a – The Skills and Traits CCSS.MATH.CONTENT.6.SP.A.1: Practice 1: Asking

Formative Assessment Note: Before moving on, students should understand that data is “messy” and be able to identify potential sources of messy results (it is ok if they are not yet comfortable with the term “variability”). It is not necessary that they are able to interpret information presented in a dot plot or draw a correlation between invasive abundance and biodiversity at this time.

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of Scientific Inquiry: Identify questions that can be

answered through scientific investigations

Recognize a statistical question as one that anticipates

variability in the data related to the question and accounts for it

in the answers.

Questions and Defining Problems

Materials: Chart paperMarkersStudent notebook and glossary pages (printed or shared electronically)

Teacher preparation for Lesson 3:

1. Watch this Khan Academy video for more background on statistical questions: https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-data-statistics/cc-6-statistical-questions/v/understanding-statistical-questions.

2. Complete the Statistical Questions Challenge here - http://vitalsignsme.org/statistical-question-challenge.

3. Prepare a Google Doc or a piece of chart paper like the one below: a.

Question Statistical? Y/N

b.

4. Review student notebook and glossary pages for this lesson.

Lesson Steps:

1. Prompt students to complete the “Do Now”

2. Have students share responses using the “idea volley” (see Appendix A).3. Explain that a scientific investigation begins with a good research question. In this lesson, students will learn how to determine whether a research question will lead to a good investigation. Review the scoring criteria for the activity.

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4. Explain to students that an investigable question is a statistical question. A statistical question is one that has many possible answers and requires gathering messy, real-world, variable data to answer it.

5. Use the example of the Biodiversity Jenga to review the concept of variability. Ask students what it meant that the class results were variable. What were some of the causes of the variability? How is that like the real world? Consider using a “timed pair share” for this conversation (see Appendix A).

6. Invite students to share ideas of other things that vary naturally (height of students in the class, amount of snowfall in a year, number of children born each year, etc.).

7. Read through the examples of statistical questions that are in the student notebook, and discuss why one is statistical and one isn’t (“Do you have a cat?” only has one answer).

8. Have students complete the statistical question challenge, and review answers as a class. If there are questions that students are unsure about, have them share these with the class. Challenge the class to revise the questions so that they are clearly statistical questions.

9. Have students share their own questions. Add these questions to a class list.

10. Collect ideas from the class as to whether each student question statistical. Consider using “Take a Stand” to collect responses from the class (See the Student Activity Glossary in Appendix A).

11. Point to Box 1 of the Vee diagram to review the question for the unit. Give students a moment to complete questions 3 through 5 in the student notebook to assess the investigation question. Ask students to explain their decision of whether this is a good statistical question.

12. Work as a class to refine the question so it is more specific to what can be answered through the class investigation. Prompt students to add details about where or when they will collect data (for example, “Does the presence of invasive ____ impact biodiversity in our school yard during the fall?”).

13. When they have finished, have students review their work, complete any unfinished questions in the student notebook, and assess their progress using the scoring criteria.

Lesson 4: Gathering Background Information to form a Hypothesis (1 class period)Once students have defined their research question, they will need to gather background

information. There is a wealth of information on Maine native and invasive species. Students should be able to conduct research with some independence. They will use the information

gathered to develop a hypothesis.

Learning Outcomes: Students will be able to…

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Use multiple credible sources for evidence to support predictions for outcomes of fieldwork

Standards AlignmentMLR CCSS NGSS

E2 – The Living Environment –Ecosystems: Examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect organisms and the ecosystem of which they are part.

CCSS.ELA-LITERACY.WHST.6-8.8: Gather relevant information from multiple print and digital sources,

using search terms effectively; assess the credibility and accuracy

of each source; and quote or paraphrase the data and

conclusions of others while avoiding plagiarism and following

a standard format for citation.

MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across

multiple ecosystems.

Practice 8: Obtaining, Evaluating, and Communicating

Information

MaterialsChart paperMarkersAccess to the internetStudent notebook and glossary pages (printed or shared electronically)

Teacher preparation for Lesson 4:

1. Set up a class KWL on chart paper or a shared document.

2. Consider compiling resources for students to use, depending on students’ skills and comfort with online research. Suggested resources include:

Vital Signs database: http://vitalsignsme.org/explore/search Maine Invasive Plants Fact Sheets

http://www.maine.gov/dacf/mnap/features/invasive_plants/invsheets.htm Maine Invasive Species Network: https://extension.umaine.edu/invasivespecies/ National Invasive Species Information Center:

https://www.invasivespeciesinfo.gov/unitedstates/me.shtml Department of Inland Fisheries and Wildlife:

http://www.maine.gov/ifw/wildlife/species/index.html Maine Department of Environmental Protection:

http://www.maine.gov/dep/index.html Invasive Plant Atlas of New England: https://www.eddmaps.org/ipane/

3. Review the student notebook pages for the activity.

Lesson Steps:

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1. Prompt students to answer the “Do Now.”

2. Have students share their thoughts from the “Do Now” in groups of 3 to 4. Elect one representative to record the group’s ideas on the class KWL. Review the question for this investigation, “How does [target invasive species] impact biodiversity?” Challenge the students to think through what they might need to understand about their species in order to answer the question.

3. Review the questions generated by the class. Add any more that you think need addressing. Important questions to consider:

What does the species need to survive? How does it spread or reproduce? How did it get to your area? What resources does the species use a lot of? In what kinds of environments does the species survive best? How does the species interact with other species in the ecosystem? What impacts does the species have on ecosystems? What impacts does the species have on humans?

Note that there might not be information available to answer all of the questions yet. Scientists are constantly working to develop these answers.

4. Assign student groups one to two questions to research. As they complete the research on their specific questions, they should add notes to the “L” section of the class KWL.

5. Introduce students to a few resources that they can use for their research.

6. Give students clear time constraints for their research, checking in regularly about the amount of time remaining. As students work, circulate around the room and check in with students to monitor their progress.

7. Once time is up for research, review the questions as a class and have students report on what they found.

8. Instruct students to form a prediction, or a hypothesis, in the student notebook, that is based on the information that they gathered and what they already know about ecosystems. Emphasize that hypotheses should be based on existing knowledge.

9. Have students share their hypotheses. Have a student volunteer record these in Box 3 of the Vee diagram (it is ok to have more than one).

Assessment Note: Hypotheses, and the reasoning behind them, should reflect understanding of interdependent relationships in ecosystems. Check for thinking around competition for resources and interactions between species. If students are having trouble forming predictions around the impact of the invasive species on biodiversity, consider conducting more research or using some of the extension activities mentioned in lesson 2. 21

Part II: Planning the Investigation

Lesson 5: Field Work Skill Stations (2 class periods)Students will prepare for field work through these interactive stations. Before heading out to

the field, they will develop skills in making high quality observations in these in-class skills stations.

Learning Outcomes: Students will be able to… Describe the characteristics of high quality scientific observation. Identify high quality scientific observations.

Standards AlignmentMLR CCSS NGSS

B1.c – The Skills and Traits of Scientific Inquiry: Use

appropriate tools, metric units, and techniques to

gather, analyze, and interpret data.

CCSS.ELA-LITERACY.RST.6-8.3Follow precisely a multistep

procedure when carrying out experiments, taking

measurements, or performing technical tasks.

NGSS Practice 3: Planning and Carrying Out

Investigations

Materials: Set out the following materials at stations spread out around the room:

Spot the difference: Set out the following materials:o two similar specimens for students to compare

Note: Specimens should be close enough that finding differences requires careful observation. Periwinkle shells, crab carapaces, and plant parts (leaves, bark, flowers) all make great objects to compare.

o rulers o accompanying Vital Signs species ID cards: http://vitalsignsme.org/species-

identification-resources

Species in focus: o Print out or open electronic versions of the photos linked to this activity:

http://vitalsignsme.org/species-focus-photo-critique-activity.

How many are there? o one square made out of strips from a single sheet of paper (11” by 11”) o one bag of 20 to 40 pennieso percent cover guide (see Appendix C)

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Preparing for Scientific Observationo Print out species the Vital Signs ID card for your target species, or pull up the

page linked to the electronic version: http://vitalsignsme.org/species-identification-resources

Why Nothing Matterso Set out a laptop or ipad with following link open: http://vitalsignsme.org/why-

nothing-matters o Print out or pull up the page with the following guide:

http://vitalsignsme.org/when-not-found-good-really-good

Student notebook and glossary pages (printed or shared electronically)

Teacher preparation for Lesson 5:

1. Gather the necessary materials for each skill station listed above and set them up at separate areas of the room. Label each station clearly so that students know where to find the corresponding section in the student notebook. Activity instructions are written in the student notebook and you can print them separately from Appendix C to leave out at the stations.

2. Assign student teams to start at each station. Each station should have no more than four students. If you need more stations, consider setting up stations for students to comment on observations in the Vital Signs database or continue research on the target invasive species.

3. Review the student notebook pages for the lesson.

Lesson Steps:

Activity 1: Introduction to Vital Signs Observations

1. Prompt students to complete the “Do Now.”

2. Explain to students that they will soon go out to collect initial data on their target species. The purpose of the activity is to build skills that will help them with accurate data collection. Review the scoring criteria for the activity.

3. Show the Vital Signs website. Highlight the following information: Most data is published by students. Students will be adding to the database. Information is used by research scientists. More information is needed! The data that collected for this project will help build this

database for scientists and others.

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4. Show an example published observation from the Vital Signs website: http://vitalsignsme.org/best-observations

a. Explain that students will be publishing their own observations.

b. Show the “Found” or “Not Found” claim (in blue under the species name). Consider showing two examples, one “Found” and one “Not Found.”

c. Explain that it is difficult to identify species and important to have accurate information to track species’ presence or absence. Species experts will confirm or question the observations. So, it is essential that claims be supported by evidence.

d. Evidence is in both written and photograph form. Give examples of both kinds of evidence in the example observation.

e. Explain that the evidence provided must be clear enough so that the claim can be confirmed by a species expert. Highlight qualities that make strong evidence (for example, clear pictures, measurements, descriptions of the surrounding environment, counts).

f. Invite students to add their own ideas for what makes good evidence.

5. Have students search through Vital Signs data on their own, and use their notebooks to record examples of claims and evidence.

6. Have students share one or two great examples that they found. Consider using “timed pair share” for this discussion (See the Student Activity Glossary- Appendix A).

Activity 2: Fieldwork Skills Stations

1. Explain to students that they will work in stations to practice skills that will help them make great observations. Point out the station names and the activity instructions at each station.

2. Assign each student group to one field work station.

3. Have students practice their fieldwork skills by completing the tasks at the stations you have set-up around the room. Students should take notes in their notebooks at each station.

4. Give students at least 8 minutes at each station, and them have them rotate to the next one.

5. Once students have completed the stations, have them write down at least three important tips for good data collection in the student notebook.

Formative Assessment Note: It is essential that students understand the concepts of “claim” and “evidence” before they begin their fieldwork. Students will need to provide written and photographic evidence to support their claim of “FOUND” or “NOT FOUND” in order for their observation to be confirmed by the species expert.

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6. Have students share their tips. Consider using the “Idea Volley” (See the Student Activity Glossary- Appendix A).

7. Go over the Vital Signs “Quality Assurance Check” from the student notebook so students can see what will be required of them as they collect their own data in the field.

8. Have students add any criteria that they think are important for the class investigation.

9. Have students check over their work using the scoring criteria for the activity.

Modification Ideas: Consider the following alternative structures for your stations.

Teacher-lead mini lessons followed by self-guided stations: Briefly present each skill station to the whole class, emphasizing why they are doing it and what to focus on. Put a sheet of more detailed directions at each station. Encourage teams of students to work together at each station, relying on one another to figure out and master each skill.

Specialize, and then teach your teammates: Divide your class into investigation teams. Within each team, have students decide who will be the photographer, the species expert, etc. Specialists then get together at a station to learn and master one skill. They then return to their investigation teams to share what they learned. This last sharing piece is critical to ensure a smooth field work experience where each student understands his/her responsibilities and the responsibilities of team mates.

Self-guided stations: Put a sheet of detailed directions at each station. Challenge teams of students to work together at each station, relying on one another to figure out and master each skill. Students are responsible for making sure that each member of their team is comfortable with the skills.

Guest-guided stations: If it’s possible, involve others from your school and/or community to oversee stations and to share their expertise, passion, or enthusiasm with students: the art teacher to help with photography, the language arts teacher to help craft solid evidence statements, a local naturalist or gardener to help with species characteristics, an administrator who enjoys friendly (or intense) competition…. Prep your guests well before class starts.

Snack and Chat station: Consider adding a station at which no new information is introduced. Students can process the new information they learned while they snack (if you are able to provide food in the classroom) and chat.

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Lesson 6: Conducting a Class Observation (1 class period)Students will make an initial visit to the field site to determine where the target species is found

and not found. Working as a whole group, students will practice the field work skills that they have developed and collect data to post on Vital Signs.

Learning outcomes: Students will be able to… Collect accurate data to answer a statistical question during a field investigation

Standards AlignmentMLR CCSS NGSS

B1.c – The Skills and Traits of Scientific

Inquiry: Use appropriate tools, metric units, and

techniques to gather, analyze, and interpret

data

CCSS.MATH.CONTENT.7.SP.A.2Use data from a random sample to draw

inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of

the same size to gauge the variation in estimates or predictions.

NGSS Practice 3: Planning and Carrying Out

Investigations

Materials Clipboards (one per 2 to 3 students)Species ID card for the target species: http://vitalsignsme.org/species-identification-resources (one per 2 to 3 students)Vital Signs datasheets: http://vitalsignsme.org/datasheets (choose the “Species and Habitat Survey” – one per student) Pens/pencilsRulersCameras (or iPads)GPS Student notebook and glossary pages (printed or shared electronically)

Teacher preparation for Lesson 6:

1. Set up an investigation on the Vital Signs website. Because you will work as a whole group to post data, you can use your teacher account to post your data as a citizen scientist. See the “How-to” guide for instructions: http://vitalsignsme.org/how-citizen-scientists-collect-data-and-put-it-website

2. Review equipment lists for coastal, freshwater, or upland habitats - http://vitalsignsme.org/fieldwork-toolkits#3

3. Read over the Fieldwork Toolkits for specific directions for “Team Protocols.” This lesson plan outlines the “Big Group” protocol with the “Just looking around” sampling method. Feel free to choose a different method for your class: http://vitalsignsme.org/fieldwork-toolkits#4.

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4. Look over the Species and Habitat Survey data sheet. Highlight the sections required for publishing (indicated by an *) and any additional sections that you want your students to complete, like the “How many are there?” and “How many species can you count?” sections: http://vitalsignsme.org/datasheets.

4. Demarcate the area that you want students to search for the presence of the invasive. 5. Preview the student notebook pages for this activity.Lesson Steps:

1. Prompt students to complete the “Do Now.”

2. Choose three to four students to share out important lessons from the fieldwork stations.

3. Explain to students that you will be going to the field site to conduct initial investigations and answer the question, “Is our target species present at our field site?” Explain to students that they will need to use the field work skills that they have developed to support either “found” or “not found” claims and review the scoring criteria for the activity.

4. Explain to students that they will be using a “Just looking around” protocol for this investigation. They will have five minutes to search their field site for their species. Then, the class will choose a spot to record an observation.

5. Pass out the Vital Signs data sheets (http://vitalsignsme.org/datasheets ) and go over the sections that students must fill in (indicated by an *). You can also have students go over each of these sections with a highlighter.

6. Introduce the following field work roles. Have one to two students volunteer for each: Field-note-taker – records notes and observations in the “field notes” section Field site photographer - takes photographs of the entire field site (with no

student faces!) Invasive experts (should be multiple) – keep track of species ID cards and confirm

“found” or “not found” claim. Invasive note-taker - records written evidence to support “Found” or “Not

Found” claims Invasive photographer - takes photographic evidence to support “Found” or “Not

Found” claims Abundance calculator – counts and records the stem count or percent cover of

the invasive Biodiversity calculator – counts and records biodiversity Sketch artist – creates sketches of the field site and/or the invasive as seen at the

field site Locator- reads coordinates off the GPS

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Equipment manager- keeps track of equipment Timekeeper- keeps track of time

Students should write their role on their data sheet once they are assigned.

7. Head outside.

8. Allow students 5 minutes to walk around the field site and look for their species. During this time, take note of where you think the target species is present. Remember that you will want to gather data from areas of the field site where the invasive is and is not present.

9. After the 5 minutes, choose a spot to settle in one group to conduct the observation.

10. Work together to collect observations to fill in the “Field Notes section” and decide as a group whether the invasive is found or not found.

11. Give students another five minutes to complete their assigned task. Remind them that they will be relying on their notes when they go to post this data online. 12. When students are finished, bring the group back inside. Give students time to reflect on their experience and self-assess with the scoring criteria in their student notebook.

13. Invite students to share out challenges and interesting observations.

Lesson 7: Posting and Observation to Vital Signs (1 class period)After collecting data in the field, you will model the process of entering, quality checking, and

publishing data to the Vital Signs database using the combined data collected by the class. Published observations are shared with an online community of students, teachers, citizen

scientists, and professional scientists.

Learning Outcomes for Activity 7: Students will be able to…● Assess the quality of data collected during field work● Revise, edit, and organize work for publication

Standards AlignmentMLR CCSS NGSS

C1.f – The Scientific and Technological Enterprise –

CCSS.ELA-LITERACY.W.8.6: Use technology, including the

NGSS Practice 8: Obtaining, Evaluation and

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Understanding of Inquiry: Communicate, critique, and analyze their own scientific work and the work of other

students.

Internet, to produce and publish writing and present the relationships between

information and ideas efficiently as well as to

interact and collaborate with others.

Communicating Information

MaterialsData sheets from field workPhotographs taken during fieldworkAccess to the internetStudent notebook and glossary pages (printed or shared electronically)

Teacher preparation for Lesson 7:

1. Make sure you have all the notes taken during the observation ready to transcribe.

2. Save all the photos taken during the observation to a specific folder on your computer (one for each class). This will save time when uploading the photos to the Vital Signs website.

3. Preview the student notebook pages for the lesson.

Lesson Steps:

1. Prompt students to complete the “Do Now.”

2. Have students share their responses using a “timed pair share” (see Appendix A).

3. Explain to students that you will be working together to share the results of your fieldwork with the scientific community and post their observations to Vital Signs.

4. Show how to add your observations to the Vital Signs database. Project your screen for students to see and have them help you complete the following steps. You can invite students to come up and add the data that they recorded:

a. Go to http://vitalsignsme.org http://vitalsignsme.org/ b. Log in.c. Go to the “My Vital Signs” page.d. Select from the list of “Unfinished observations.”e. Carefully transcribe the written information from the paper datasheets to the online datasheet. f. Where prompted, upload photos from the folder to the online datasheet.

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5. Before publishing, have students check the observation using the Quality Checklist in their notebook. Invite students to share any ideas for improvement.

6. Optional: Before clicking “Publish,” use the Peer Review Tool to review the observation. (This step is optional for data entry but critical for students learning around scientific argumentation.)

7. Once published, keep an eye on the Vital Signs home page and celebrate as you see your observation appear! You can also find them as they appear on the Explore Data page - http://vitalsignsme.org/explore/search.

8. Have students track their progress using the scoring criteria for the activity.

Lesson 8: Understanding Sampling (1 to 2 class periods)Understanding the importance of random sampling to avoid bias is an important aspect of

conducting investigations. In this lesson, students will model the experience of random versus non-random sampling to determine the total number of their M&M populations. First, they will

choose their sampling areas, then they will use a die to generate a random sample. They will compare distributions of their estimates and revisit the concept of variability to determine

whether sampling bias influenced their results. The data will be most interesting if you are able to compile results from across classes. If you have multiple classes participating in the same

lesson, have them add their data to one shared dot plot.

Learning Outcomes: Students will be able to… Explain how sampling bias affects the results of an investigation and give examples from

their class experience

Standards Alignment:MLR CCSS NGSS

C1 – The Scientific and Technological Enterprise

– Understanding of Inquiry: Describe how

scientists use varied and systematic approaches to

investigations that may lead to further investigations.

CCSS.MATH.CONTENT.7.SP.A.1: Understand that statistics can be used to gain information about a population

by examining a sample of the population; generalizations about a population from a sample are valid

only if the sample is representative of that population. Understand that

random sampling tends to produce representative samples and support

valid references.

Practice 3: Planning and Carrying Out

Investigations

Practice 4: Analyzing and Interpreting Data

MaterialsEach student group will need:

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o One bag of 50 M&Ms per student group o One bag of 65 M&Ms per student group (for the extension)o one calculatoro one 6-sided die

Student notebook and glossary pages (printed or shared electronically)

Teacher preparation for Lesson 8:

1. Group students into pairs.

2. Gather the materials needed for each student group (listed above).

3. Prepare two class dot plots that all students will be able to see (either on chart paper or a shared document)

“Estimates of M&M Abundance Using a Random Sample”—Label the X axis “M&Ms” and number 0 through 80 (using intervals of 5). Label the Y axis “number of groups reporting” and number 0 through 8.

“Estimates of M&Ms Abundance Using a Non-random Sample”—set it up in the same way as graph a.

4. If you are unfamiliar with constructing dot plots, watch this Khan academy video: https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-data-statistics/dot-plot/v/frequency-tables-and-dot-plots

5. Preview the student notebook and glossary pages for the lesson.

Lesson Steps:

Activity 1: Modelling Sampling

1. Prompt students to complete the “Do Now.”

2. Invite students to share out their responses.

3. Introduce the activity and explain the following: a. An investigation might require that scientists gather data on things they can’t possibly count. For this reason, scientists use a technique called random sampling. The next activity will help answer the question, “How can we estimate the number of something that we can’t count?”

b. In the activity, each M&M represents an organism and the paper represents the field site.

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c. Students will try to estimate the total number of M&Ms (abundance) but they only have the time and resources to count the M&Ms in some sections.

d. Students will compare results using random sampling and non-random sampling methods.

4. Have students read the activity instructions while a volunteer models the procedure in front of the class.

5. Hand out the materials for each group.

6. Have students pour the M&Ms out on the paper, distributing them across the sheet.

7. Instruct students that they only have enough time and resources to sample (count) the number of M&Ms in three squares. Students should work with their partner to choose which squares. Have them note why they selected those 3 squares in the student notebook.

8. When the tables are filled out, have students count the number M&Ms in the designated squares and record their count in the student data table. Students should NOT move the M&Ms from the squares in this process.

9. Guide students on how to use their sample to generate an estimate of total M&Ms. Depending on the computational skills of your students, they could:

Add the totals from each square and multiply by two (since they sampled half of the squares).

OR Find the mean of the M&Ms for the squares that they sampled and multiply by 6.

10. Have students record their estimates in their student notebook. Students should still NOT move the M&Ms from their squares! 11. Next, explain that students will use a random sampling method to record their data.

12. Pass out one die to each group. Have students roll the die to determine which squares they will sample (rolling a 1 indicates they should sample square 1, a two indicates square 2, etc). They should sample a total of three squares.

13. Have students repeat the same procedure for counting, generating estimates, and recording estimates, sampling the squares determined by the die.

Modification Ideas: Practice estimating: Have students work in their small groups to figure out how to use their sample to form an estimate of M&M abundance. Have them share their strategy with the class.Incorporate biodiversity: In addition to counting M&M abundance, students could also try to determine biodiversity by determining the number of different colored M&Ms at their site. For estimating diversity of M&Ms, students should find the average of the number of colors in each square sampled.

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14. Once all students have reported their estimates, have students count the actual number of M&Ms (each bag should be at 50) and the actual number of colors.

15. Have students put away all materials.

Activity 2: Analyzing the Data

1. Show students how to add their estimates to the class dot plots. Remind them that they used this same process for graphing the data in Biodiversity Jenga. Make sure that data generated from the round with the dice goes onto the “Random Sample” graph. You may need to model the process with example pieces of data.

2. Mark the actual counts on the dot plot using a different color.

3. Explain to students that their task is to determine which sampling method, random or non-random, produced estimates that were closest to the actual number of M&Ms. Explain that students will need to use the information in the graphs to draw a conclusion.

4. Allow students a few minutes to work through questions 1 through 8 in the student notebook either in partners or on their own. Have students try all the questions and mark the ones that are most challenging to them. Explain that it is ok if students aren’t able to answer them all on their own at this time. 5. Go over the answers to the sampling activity questions, inviting students to share their responses and the thinking behind them. Use the following guiding questions when students get stuck.

Go over the information that is presented in the graph. Remind students that each dot represents the data they generated (M&M estimates). Higher columns of data mean more students got the same results.

Modification Ideas:

Substitute M&Ms: Are you prohibited from handing candy out to students? Use different kinds of dried beans instead.

Additional Math InfusionsFind the measures of center: Model how to find the mean, median, and mode using the class data. Go through the process using the information on the dot plots. Mark the mean, median and mode on each dot plot using a different color for each measure. Discuss the benefits and limitations of these measure of center in comparing the two sets of data:

The provide easy points of comparison, they summarize the data effectively

They don’t really show the range of data. You don’t get a sense of whether student groups had similar or highly variable results

Calculate percent error: Lead student through calculating the percent error in their estimates and have students compare percent errors between random sampling and biased sampling methods.

PE = absolute value (Actual Value – Estimated Value) X 100Actual Value

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Compare the shape of the two distributions: Is one more spread out? Are there any interesting clumps of data? Is it grouped more to one side or another? What do these shapes tell us about the data?

Compare the range of the data. Which graph has a greater range? Why might that be? Look at the variability: What are some of the causes of the variability? Did human error

influence results? Was there natural variability? Have students share how they chose the squares in the non-random sample. Could these decisions have influenced the results?

6. Ask students to share their ideas in response to the following questions. Challenge students to support their answers with evidence from the graphs of the class data.

Are their differences between the round that used random sampling methods and the round that didn’t?

Which round had the most accurate results (closest to 50 M&Ms)? Why do you think that is? Have students share how they chose their squares. How that might their choices have impacted their results?

7. Let students know that this was an example of using random sampling. Scientists often are trying to answer a question for which it would be difficult or impossible to count the entire population. They sample to make informed conclusions about the population. Scientists do this in different ways to avoid bias. Have students record definitions for random sampling and sampling bias in their own words in their glossary.

Extension: Sample Size

Formative Assessment Note: You could take this activity in many directions with so much opportunity for learning and developing math skills! The most important ideas for students to come away with are:

Data is messy and variable Scientist use a small sample to draw inferences about a large population. Data can be skewed when scientists choose their sample.

Students should have a strong grasp on these ideas before moving on. For extra support with sampling, see this video made by Vital Signs students: http://vitalsignsme.org/data-collection-and-random-sampling. To assess students’ understanding of the activity and sampling, use the BSCS Model Analogy Map: http://vitalsignsme.org/bscs-analogy-map-vital-signs-adaptation-making-meaning-models.

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1. Explain to students that they are going to use the same activity to answer the question “How does sample size affect our results?” Explain the following:

all student groups will use random sampling techniques. This time, students will sample their field three different times to form three different

estimates. o One estimate will be based on sampling ONE square only (the square will be

determined by the die). o One estimate will be determined by sampling TWO squares only. o One estimate will be based on samples from THREE squares.

2. Repeat the same procedure for gathering counts of M&Ms and M&M diversity as the first phase of the activity.

3. Have students form new estimates based on each of the sample sizes.

4. In this extension, have students take the lead on creating dot plots to record their data. Guide the class towards constructing:

Three dot plots (one for each sample size) A title for each graph M&Ms on the X axis (with units evenly spaced “Number of groups reporting” on the Y axis

5. Give students time to answer the questions in the student notebook about sample size.

6. Invite students to share their ideas about whether sample size (number of squares sampled) made a difference.

7. Give students time to record their thoughts in their handouts and self-assess using the scoring criteria.

Lesson 9: Reviewing the Data Collection Plan (1 class period)Students will build on their knowledge of different sampling techniques. Then, they will review the data

collection plan, provide rationale for their own investigation, and choose roles within the plan.

Learning Outcomes: Students will be able to… Explain and justify a data collection plan that uses a random sampling method to collect

unbiased data

Standards AlignmentMLR CCSS NGSS

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C1- The Scientific and Technological Enterprise – Understanding of Inquiry:

Describe how scientists use varied and systematic

approaches to investigations that may

lead to further investigations.

CCSS.MATH.CONTENT.7.SP.A.1: Understand that statistics can be used to gain information about a population by examining a sample of the population;

generalizations about a population from a sample are valid only if the sample is

representative of that population. Understand that random sampling tends to produce representative samples and

support valid references.

NGSS Practice 3: Planning and Carrying Out

Investigations

MaterialsAccess to the internetVital Signs Species and Habitat Survey data sheetNotecards numbered 1 through 20One transect tapeOne quadratStudent notebook and glossary pages (printed or shared electronically)

Teacher preparation for Activity 9:

1. Preview the following video: https://www.youtube.com/watch?v=Di_S-9ZiGGY (starting at about 3 minutes up to 10 minutes).

2. Create student groups of three to four students. Assign students in each group to watch and summarize one or two of the following video segments:

Random sampling – 3:00 – 4:45 Quadrats – 4:45 – 6:00 Transects – 6:00 – 8:08 Biodiversity—8:08 – 10:00

3. Assign students to fieldwork groups of 3 to 4 students (you can use the same groups that you made in step 2).

4. Preview the data collection plan and the student notebook pages for this lesson and make any adjustments needed for your particular class.

5. Decide when, where, and how many times you will collect data. Add this information to the investigation protocol or post it in the classroom.

6. Print a Vital Signs Species and habitat survey for each student: http://vitalsignsme.org/datasheets

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7. Make cards with a number 1 through 20 on each one to use for determining where on the transect each group will sample.

8. Gather together a transect tape and a quadrat to show to students.

Lesson Steps:

Activity 1: Define Sampling Methods

1. Prompt students to complete the “Do Now.”

2. Have students share their responses with a partner using “timed pair share” (Appendix A).

3. Explain to students that they will be building on their knowledge and experience as they learn about the plan for their investigation.

4. Introduce students to the videos on sampling methods. Assign students to a section of the video and explain that they will be expected to explain what they learned to their classmates.

5. After they have watched the videos, arrange students into groups composed of at least one person who watched each section.

a. First, have students summarize what they learned for the group.

b. Then, have teams explain the rationale for these techniques using the prompts in their notebooks.

c. Finally, make sure students define the new terms in their student glossary.

Activity 2: The Investigation Protocol

1. Introduce the protocol for the class investigation. Explain to students that they will be working in small groups to collect their data following the steps listed in their student notebook.

2. Show the transect tape and the quadrats. Challenge students to name these tools and explain how they will use them.

3. Have each student draw a number card to determine the distance along the transect where they will place the quadrat.

a. Have students write this number at the top of their data sheet.

b. Ask students about the purpose of the cards. Explain that the cards will help them determine randomly where

Modification Idea: Involve the students in designing their own investigation. For more resources on how to structure this process, see “Lesson 11: Designing an Investigation Plan” from the Vital Signs Independent Investigation unit.

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to put their quadrats and avoid bias in their sample, just like the dice in the sampling activity.

4. Go over the plan that you created for when, where, and how many times the class will collect data.

5. Have students work in their fieldwork groups to read over the protocol. Have students apply the same thinking from the first activity to the protocol. First, they will need to summarize the plan and then justify it. This time, they can also contribute ideas to improving the investigation.

6. Invite students to share ideas for improvement. For each idea, make sure that the student justifies the thinking behind it. Allow students time to consider and evaluate new ideas. Guide students to think about constraints like time and equipment.

7. Once a final plan is agreed upon, instruct students to assign roles within the team, so each student has two to four specific responsibilities.

a. Have students write their names next to the tasks that they will be responsible for.

b. Hand out the Vital Signs Species and Habitat Data sheet. Have students go through the data sheet and highlight the section that is their responsibility.

If students have difficulty coming to agreement on their roles, consider using the “Spend a Buck” strategy (see Appendix A).

8. When groups are ready have students summarize their plan in box 4 of the Vee diagram and assess their progress using the scoring criteria.

Part III: Collecting Data

Lesson 10: Collecting Data (varies according to available class time)Students will follow the class investigation protocol to collect their data. Allowing time for

multiple visits will help with data analysis and forming tentative conclusions. Students should

Assessment Note: Before moving on to collect data, it is important that students are able to explain the purpose of their investigation. Check their understanding of the investigation in the “Rationale” column of their analysis of the protocol in the student notebook. Look specifically for mention of the impact of the target invasive species on other species in the ecosystem and for explanation of how data from a quadrat can be used to form inferences about the larger populations.

Modification Idea: Adapt the four specialist roles from the Vital Signs specialist protocol to meet the needs of your class investigation, and assign each group member a role, found here: http://vitalsignsme.org/sites/default/files/content/protocol_specialists_092509.pdf

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need only a short amount of time at the beginning (or end) of a class to go to the field site, leaving time during the rest of the period to post data .

Learning Outcomes: Students will be able to… Gather accurate data according to plans that they designed Reflect on their work and make changes as necessary

Standards AlignmentMLR CCSS NGSS

B1.c – The Skills and Traits of Scientific

Inquiry: Use appropriate tools, metric units, and

techniques to gather, analyze, and interpret

data

CCSS.MATH.CONTENT.7.SP.A.2Use data from a random sample to draw

inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of

the same size to gauge the variation in estimates or predictions.

NGSS Practice 3: Planning and Carrying Out

Investigations

Materials 20m transect tape (measuring tape or string or rope that you have marked every meter)GPSExtra batteries (for the GPS and camera)First aid kitPens/pencilsFor each group:

o 1 meter squared quadrat per student group (pvc piping makes great quadrats!)o At least 1 camera or ipad for taking photo evidenceo Rulero 1-2 Vital Signs Species ID cards: http://vitalsignsme.org/species-identification-

resources o Vital Signs Species and Habitat Survey Data sheets (one per student):

http://vitalsignsme.org/datasheets o Clipboard (or a notebook for students to write on)

“How-to” guides for students publishing observations: http://vitalsignsme.org/how-students-put-their-data-website (Optional) Boom! Quiz Quiz Trade cards (found in Appendix A)Access to the internetData table to compile class dataStudent notebook pages (printed or shared electronically)

Teacher preparation for Lesson 10

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1. Set up your investigation on the Vital Signs website and create usernames and passwords for each student fieldwork group. Helpful notes guide this process:

write down these names and passwords and keep them in a safe place. We are not able to retrieve them for you.

Many teachers just use one class name then assign each group a number (for example: VSteacher1, VSteacher2 etc.)

Passwords do not have to be different for each group. See the ‘How-to’ guide for detailed instructions: http://vitalsignsme.org/how-

teachers-set-investigations-their-students

2. Print or share the link to the following student “How-to” guide to help students with posting data. Preview the video as well: http://vitalsignsme.org/how-students-put-their-data-website

3. Go to the field site to decide where to lay the transect. Ideally, you will want to sample an area where the invasive is present along some parts of the transect but not the entire distance. If you cannot find this at your field site, don’t worry! Contact us at Vital Signs and we will help you adapt your analysis.

4. Gather tools that students will need for fieldwork.

5. (Optional) Print the Boom! Quiz Quiz Trade cards from Appendix A. Cut the cards out and attach each one to a separate notecard. 6. Create a data table or a shared document on which students can compile their data, like the one below:

Student Team

% Cover/ Stem Count of Invasive (0 if Not Found)

# of species in quadrat (biodiversity):

Link to Observation Confirmed/ Questioned/ Not Yet Reviewed

If a student group made multiple observations, have the group fill in a row for each observation.

If groups from multiple classes used the same protocol for collecting data, have them compile data on the same chart.

7. Preview the student notebook pages for this lesson.

Lesson 10:

Activity 1: Review tasks and build excitement

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1. Prompt students to complete the “Do Now.”

2. Have students quickly review what they know about fieldwork and their class protocol using one of the following activities (see Appendix A for instructions):

“Idea Volley” “Stand and Share” “Take a Stand” (Stand if you will be responsible for…) “Boom! QuizQuizTrade” (you will need to print the question cards, also in Appendix A).

3. Review the protocol from the student notebook and set time limits for collecting data. If the work is evenly divided between the groups, it should not take more than 10 minutes.

Activity 2: Collect Data

1. Bring the students outside.

2. Set out the transect tape and have student groups set their quadrat at the number written on the data sheet.

Note: students should set their quadrat so that the tape runs directly through the middle.

3. Allow ten minutes for data collection then bring students back inside.

Activity 3: Reflect and Post Data

1. Have students upload all pictures taken for the observation onto the computer they will use to post their observation. Save the photos in a desktop folder with the group’s account name.

2. Have students work in pairs to post the data to Vital Signs. Instructions for posting data are written in the student notebook. Students should also use the student “How-to” guide for assistance. While some students are posting data, other students could:

Record their reflections in the student notebook Continue to Lesson 11 Review other teams’ work using the “Quality Assurance Check” and/or peer review tool

in the student notebook Review observations of the target species from other schools and leave comments

3. Remind students to use the “Quality Assurance Checklist” in the student notebook to check their work before they click “publish.”

Assessment Note: As students work, take the opportunity to collect information on students’ understanding of their investigation. Ask students about what they are doing and why. Ask for their initial thoughts about the data they are collecting. Students should be able to identify the skills they are using (random sampling, collecting clear evidence, etc) why quality evidence is important, and how their observation connects to their research question.

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4. (Optional) Have student teams switch computers. Have students use the “Peer Review Tool” to assess their classmates’ work before publishing.

5. After students publish their data, have them copy the link to their observation.

6. Once they have the link to their observation, they should add their information to the class data table (from Step 6 of the teacher preparation section).

7. Provide time for students to reflect on their data collection and record their thoughts in their student notebook. This will help with understanding the data and drawing conclusions.

8. Repeat Lesson 10 and collect more data as often as time allows. If you do not have time for multiple visits to the field site, consider inviting other classes from the school to help you collect. Your class can teach other students about the class protocol and scientific observation skills in order to broaden your data set.

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Part IV: Analyzing Data

Lesson 11: Practice Analyzing Data Using Tuva (optional – 1 class period)Students will practice using data to answer statistical questions using the online interactive, Tuva. Students will create graphs and then use their graphs to draw meaning from the data. Tuva hosts a variety of datasets with accompanying questions that students may explore on

their own or with extra class time. This activity is great for exploring new tools for graphing but is not necessary if you are planning on having students graph by hand. It also is a good activity

to do in between data collection sessions if you are making multiple trips to your field site.

Learning Outcomes: Students will be able to… Organize data to answer a statistical question Use data in a graph to provide evidence to support claims Describe variability in a data set.

Standards Alignment:MLR CCSS NGSS

B1 – The Skills and Traits of Scientific Inquiry: Students plan, conduct, analyze data from, and communicate results of investigations, including simple experiments.

CCSS.MATH.CONTENT.6.SP.B.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

Practice 4: Analyzing and Interpreting Data

MaterialsAccess to the internetStudent notebook pages (printed or shared electronically)

Teacher preparation for Lesson 11:

1. Watch the Tuva tutorial to familiarize yourself with Tuva tools: https://tuvalabs.com/resources/videos/#explore

2. Preview the GMRI Purple Loosestrife data on Tuva: https://tuvalabs.com/datasets/gmri_purple_loosestrife_data/activities

3. Gather brief background information on to use to introduce students to the problem of purple loosestrife. See the Vital Signs Purple Loosestrife mission as a resource: http://vitalsignsme.org/mission-purple-loosestrife

4. Optional: Create a free Teacher account on Tuva: https://tuvalabs.com (data is available without a login). This will allow you to upload data from the class investigation to use for analysis of your own data in the next activity.

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5. Preview the student notebook pages for this lesson.

Lesson Steps:

1. Prompt students to complete the “Do now” 2. Invite students to share their responses. Point out that students are becoming skilled at looking at data. Explain to students that they are going to build on these skills. In this activity, they will practice creating graphs and interpreting the data in them. They will practice with data collected by other students through Vital Signs.

3. Introduce the problem of Purple Loosestrife using the Vital Signs mission or other information that you gathered.

4. Explain that students from many different towns in Maine have been monitoring purple loosestrife, trying to understand its impact on biodiversity. They will contribute to this mission by working to understand the data.

5. Give students a few moments to explore the purple loosestrife data in Tuva. Invite them to share observations. Highlight the following points, if students do not discover them on their own:

Each blue dot represents the data from one observation that was conducted by the students. Note: students are likely to think that each dot is an individual purple loosestrife plant.

Drag attributes to the x and y axis to organize of the data. Click the “reset” button to clear the axes and reset the data. Click on the different graph names to show the different types of graphs.

6. At this point, students should be developing skills in analyzing data in a dot plot. Based on the progress you have observed, determine how much you want to model and how much your students can do on their own. Below are some talking points if you choose to model the analysis of the first graph with your class. Make sure that students take notes in their science notebooks as you analyze the first graph together.

Start with the question, “What is the biodiversity in the area sampled?”

a. Drag the “diversity of species” to the X axis

b. Remind students that each blue dot represents an observation conducted by a student team (not a purple loosestrife plant).

c. Explain that you are going to give the graph a title that will help communicate what is being shown. Click on where it says “Dot Plot (click to edit)” and have the students

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share title ideas. An appropriate title would be something like “Biodiversity in the Areas Sampled.”

d. Challenge students to describe what they notice about the shape of the graph. In this case, most of the observations are grouped towards the left and show species diversity from 0 to 10. There is a particularly large cluster around 4 and 5.

e. Point out that students have already begun describing the variability in the data. Prompt students to find other ways to look at the variability. Ideas include:

Look for outliers, reminding students that an outlier is a data point that is different from the others and does not fall into trends. Point out the outliers at 30 to 35 species.

Find the range of the data (the difference between the greatest and lowest values in the data).

f. Ask students about what might be the cause of the variability? What factors might impact the data? Why might some teams have gotten a biodiversity count of zero?

g. Show the measures of center on the graph. Go to the tab “Stats” tab at the top of the graph. Click on “mean,” “median” and “mode.” Discuss how these different statistics use all the data and describe where the points tend to fall. These numbers by themselves do not tell us anything about the shape of the distribution (or the variability).

[OPTIONAL] Depending on your students’ math skills, you might challenge them to think about why the mean is greater than the median and mode. Consider having the definitions and formulas available.

h. Based on your discussion so far, have students share their thoughts on the answer to the question, “What is the biodiversity in the area?” Encourage students to support their ideas with all the information they just generated, including range of data, measures of center, and shape of the graph.

7. Have students work through the directions and questions in their student notebooks to answer the rest of the questions using the purple loosestrife data. Students are likely to struggle with interpreting this data. That is ok! Make sure they take note of any questions or sources of frustration.

8. Students that finish before others should explore other Tuva datasets and experiment with different ways of organizing data.

a. Many of the datasets have activities with questions and answers built in. You can choose to have student complete these activities.

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b. If time allows, consider giving all students the opportunity to play around and find different activities that are interesting to them. The more practice graphing and answering questions, the better prepared they will be to analyze their own data.

9. Have students share what they learned about purple loosestrife from this data. What answers weren’t so clear? What frustrations did they have working with this data? What made it messy or confusing? If they were conducting this investigation, what else would they try to find out?

10. Once students have completed the work in their notebooks, invite students to share the different graphs that they constructed and meaning that they made from these graphs.

Lesson 12: Analyzing the Class Data (1 to 2 class periods)Students will explore their own dataset and specifically look for possible “bad” data. They will

identify outliers and then dig in to determine if the data should be included in their analysis or if they think that there may have been human error that justifies excluding that data from

analysis. They will use their refined data set to analyze their results, drawing from the skills that they have developed throughout the unit.

Learning Outcomes: Students will be able to… Construct and utilize criteria for excluding outliers Describe distributions, identify variability, find measures of center in order to analyze

the data that they collected

Standards alignment: MLR CCSS NGSS

B1 – The Skills and Traits of Scientific Inquiry: Students plan, conduct, analyze data

from, and communicate results of investigations,

including simple experiments.

CCSS.MATH.CONTENT.7.SP.A.2: Use data from a random sample to draw inferences about a population with an unknown characteristic of

interest. Generate multiple samples (or simulated samples) of the same size to gauge the

variation in estimates or predictions.

MS-LS2-1: Analyze and interpret data to provide

evidence forthe effects of resource

availability on organisms and populations of

organisms in an ecosystem.

Formative Assessment Note: This activity serves as practice for analyzing data. Check student work to determine which type of questions are most challenging and where students will need the most support in analyzing their own data. It is not necessary that students reach proficiency at this time.

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MaterialsClass data tableAccess to the internetStudent notebook pages (printed or shared electronically)

Teacher preparation for Lesson 12:

1. Make sure the class data table, created in Lesson 10, is available for all students to see.

2. Preview the student notebook pages for this lesson.

Lesson Steps:

Activity 1: Graphing the Data

1. Prompt students to complete the “Do Now.” Have students share their ideas.

2. Explain to students that you are going to look at all the data that the class (or multiple classes) collected, describe the variability and draw some tentative conclusions, just like they have done in other activities in the unit.

3. Have the students use the class data table to construct dot plots that will help them answer their question, “Does the presence of invasive __ impact biodiversity in our area?” Have students create their graphs in the student notebook or on a separate sheet of graph paper, so

that you can assess their ability to graph independently. Challenge students to figure out how to construct their graphs on their own. If students get stuck, guide them towards one of the following options:

a. Make two different dot plots: one showing biodiversity counts in areas where the invasive was “found” and the other in which the invasive was “not found,” just like the Tuva graph that students analyzed.

b. Make a different dot plot for each category of species abundance, for example, “not found,” “low abundance” (1 to 5 stems), “high abundance” (5 to 9 stems).

c. See the extension below for additional graphing options.

Modification Idea: Have students use Tuva to construct their graphs. To upload your data set and share it with students, follow the steps below:

a. Create a free teacher account: https://tuvalabs.com/home/ b. Go to “My Datasets”: https://tuvalabs.com/mydatasets/ c. Upload the class data table (you will want to remove the columns with non-numerical data from the spreadsheet that you upload). If you are uploading data from a google sheet, this data set will update automatically when you make changes to the document from google drive. d. Click on the “share” icon to get a link that you can copy into an email or shared document and send to the class.

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Note: students may need help on looking at the range of data and selecting appropriate intervals for the X axis.

Activity 2: Cleaning the Data

1. Explain to students that before they analyze their data, they are going to “clean it up” or remove any data points that may skew their results.

a. Remind students of some confusing data points in the Tuva data set (like biodiversity count of 0)

b. Explain that scientists clean their data to reduce variability caused by samples that aren’t representative of the population or variability caused by human error. For example, one student’s quadrat could have randomly ended up in the school parking lot. The class might want to remove that data.

2. Have students look over their graphs to identify outliers in the data. If there are clear outliers, continue with steps 3 through 13. If there are none, skip to step 14.

3. Explain that you are going to review all the evidence that they collected that goes along with this data. Remind students that each observation contains written and photo evidence stored in the Vital Signs database that they can review.

4. Show a Vital Signs species observation. Point out that students can go back to their work and evaluate:

the quality of photo and written evidence posted whether the identification was confirmed or questioned Any evidence that was gathered to support the biodiversity count.

5. Challenge the students to come up with a list of guidelines for determining whether a piece of data should be included in the class data set. Ideas might include:

Claim is confirmed Photos are clear (not blurry) Photo evidence supports the data (number of

species, found/not found, etc) Written evidence matches picture evidence

See the “Quality Assurance Check” and “Peer Review Tool” for more ideas.

6. Collect student ideas on a chart or on the board.

Summative Assessment Note: This is a great opportunity to assess students understanding of what makes quality data. Check for mention of sampling bias or claims supported by evidence.

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7. Assign a student group to decide whether each one should be included, using the criteria that the class generated. You may want to assign multiple groups to each outlier and require that all groups come to the same decision before eliminating the data point.

8. Remove any data point that the class decides is not reliable. If this is a shared data table across multiple classes, you will want to mark it in a way that still allows each class to make their own decisions.

Activity 2: Data Analysis

1. Once the data has been compiled, organized, and cleaned, it is ready for analysis. 2. Have students use the data to answer the questions in the student notebook, following the same process that was used in the last activity, the M&M sampling activity, and Biodiversity Jenga.

3. When students are finished, attach their graphs to the Vee diagram.

Extensions for Data Analysis:

Create a bar graph of the means with the raw data to compare biodiversity where the invasive is “found” and “not found.” 1. Have students calculate the mean of the biodiversity count when the invasive was “found” and “not found.”

2. Help students create a bar graph comparing the means of these two categories.

3. Have students add the raw data on top of the bar graphs. By adding the raw data points that they used to calculate the means, students can visualize the variability in the data.

4. Have students use this graph to answer the questions in their student notebook.

5. Make sure students attach their graph to the class Vee Diagram

Summative Assessment Note: Use these graphs and the responses from the student notebook pages as a summative assessment of Science and Engineering Practice 4: Analyze and Interpret Data and Performance Expectation MS LS 2-1. Use the scoring criteria from the student notebook or row 1 (MS LS 2-1) of the Final Project rubric in Appendix F to score student work.

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Create a scatter plot to look for correlation Students can go deeper with their analysis and look for a relationship between invasive abundance and biodiversity. The below suggestions also work well if all your students found the invasive in their plots. These graphs will look different, depending on the type of abundance data:

a. You could use categories on the x axis of absent, low abundance (1-4 plants), high abundance (5-9 plants). If your students collected percent cover as a measure of abundance, the categories might be 0%<25%, 25%<50%, 50%<75%, 75%-100%.

b. If students collected data such as the number of invasive plants in a quadrat, have them plot invasive species abundance on the horizontal axis and biodiversity counts on the vertical. They can look for an indication of a relationship (see the example to the left).

Have students use this graph to answer the questions in their student notebook.

Make sure students attach their graph to their Vee Diagram.

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Part V: Drawing Conclusions:

Lesson 13: Applying Knowledge and Drawing Conclusions (1 class period)In this section, students will apply their data analysis to concepts that they have learned about relationships in ecosystems in order to draw conclusions. Students should be able to work with

some independence, building on the work already done in this unit.

Learning Outcomes: Students will be able to… Compare data from their investigation against concepts in ecology that they have

developed

Standards Alignment:MLR CCSS NGSS

E2 – The Living Environment – Ecosystems: Examine how

the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect

organisms and the ecosystem of which they are

part.

CCSS.MATH.CONTENT.7.SP.A.2: Use data from a random sample to draw inferences about a population with an unknown characteristic of

interest. Generate multiple samples (or simulated samples) of the same size to gauge the

variation in estimates or predictions.

MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across

multiple ecosystems.

B1 – The Skills and Traits of Scientific Inquiry: Students plan, conduct, analyze data

from, and communicate results of investigations,

including simple experiments.

CCSS.ELA-LITERACY.RST.6-8.9: Compare and contrast the information gained from

experiments, simulations, video, or multimedia sources with that gained from reading

a text on the same topic.

MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or

biological components of an ecosystem affect

populations.

MaterialsBoom! Quiz Quiz Trade Cards (optional) Charts, graphs, diagrams generated in previous lessons from this unitStudent notebook and glossary pages (printed or shared electronically)

Teacher Preparation for Lesson 13:

1. Gather together materials used throughout the unit that students may want to use to review what they have learned, like the graphs made during biodiversity Jenga, or the charts from activity 1 (much of the work that students have done is already housed in the student notebook).

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2. (Optional) Print out Boom! Quiz Quiz Trade cards, cut them out, and attach each one to a separate notecard.

3. Preview the student notebook pages for the lesson.

Lesson Steps:

1. Prompt students to complete the “Do Now.”

2. Activate the knowledge that students have gathered throughout the unit with five minutes of “Boom Quiz Quiz Trade” (Appendix A).

3. Explain to students that they are going to bring together the information that they have learned in class with the new information that they have gathered through their biodiversity investigation to draw conclusions. Highlight the following information about drawing conclusions:

a. Drawing conclusions in science isn’t about presenting things as 100% certain. Ask students what factors might cause uncertainty. Prompt students to think back to conversations about natural variability and human error.

b. Scientists communicate conclusions including degrees of certainty (how sure they are). Give examples from everyday life, like weather forecasts that give a percent chance of rain. Ask students share ideas about why that information is helpful.

c. Scientists work hard to consider and rule out alternative claims.

d. Even when results are variable, scientists still talk about things that seem likely and include the possibilities that they have examined. Remind students of the claims they made in Biodiversity Jenga, in the sampling activity, etc. in which they made claims even though there was variability.

4. Direct students to their glossary. a. have them define “certainty”

b. Have students look back at the vocabulary they developed in previous lessons. Encourage students to integrate these terms and their ideas from the work they have done in their student notebooks as they work through their conclusions.

5. Let students know that the work in this lesson will provide the basis for their final product, which will be their assessment for the unit. They should not need too much teacher support.

6. Give students time to work through the conclusions questions. Have students to work independently or in small groups without teacher guidance. Remind students of the following resources that they can use to help them answer questions and check their work:

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completed work from previous lessons, particularly biodiversity Jenga, the sampling activity, and the practice with Tuva.

students should check their own work using the scoring criteria for the lesson.

7. Once students are finished, summarize conclusions in the Vee diagram by gathering their claims, evidence, reasoning, and levels of certainty.

It is fine for students to have different claims, as long as they gave evidence to support their reasoning.

If students disagree on claims or levels of certainty, use the “Take a Stand” activity Appendix A), to promote class discussion.

Gather student ideas on what students would need to do to be more sure of their claims.

Lesson 14: Share Conclusions (varies according to project design)Students will create final artifacts to showcase their work. This lesson is designed to be open-

ended to accommodate a wide range of student projects. Students will review task-neutral (applicable to all projects) rubrics before, during, and after completing their work to ensure

they are meeting standards and requirements for the project. Then, students will share their work with each other and/or the community.

Learning Outcomes: Students will be able to… Revise and edit work using self, peer, and adult reviews Produce a final project that showcases their learning

Standards Alignment:MLR CCSS NGSS

E2 – The Living Environment – Ecosystems: Examine how

the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect

organisms and the ecosystem of which they are

part.

CCSS.MATH.CONTENT.7.SP.A.2: Use data from a random sample to draw inferences about a population with an unknown characteristic of

interest. Generate multiple samples (or simulated samples)

of the same size to gauge the variation in estimates or

predictions.

MS-LS2-1: Analyze and interpret data to provide

evidence forthe effects of resource

availability on organisms and populations of

organisms in an ecosystem.MS-LS2-2: Construct an

explanation that predicts patterns of interactions among organisms across

Summative Assessment Note: Use the explanations from the student notebook pages as a summative assessment of Science and Engineering Practice 6: Constructing Explanations and Performance Expectation MS LS 2-2. Use the scoring criteria from the student notebook or row 2 (MS LS 2-2) of the Final Project rubric in Appendix F to score student work.

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multiple ecosystems.B1 – The Skills and Traits of Scientific Inquiry: Students plan, conduct, analyze data

from, and communicate results of investigations,

including simple experiments.

CCSS.ELA-LITERACY.RST.6-8.9: Compare and contrast the information gained from

experiments, simulations, video, or multimedia sources with that gained from reading

a text on the same topic

MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving

parts of an ecosystem.MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or

biological components of an ecosystem affect

populations.

MaterialsMaterials will vary depending on student projectsTimeline with project due datesPages for the lesson and final project options, review tools, and rubrics all found in the student notebook (printed or shared electronically)

Teacher Preparation for Lesson 14:

1. Set a timeline for completing the final artifacts and display due dates in the classroom. Include in the timeline completion dates/times for:

project format chosen project outline first draft peer review and revision second review and final edits project completion

2. Preview the “Best Projects” from the Vital Signs project bank for examples to show to students: http://vitalsignsme.org/best-projects. Here are some suggestions:

http://vitalsignsme.org/lady-slipper http://vitalsignsme.org/bullies-versus-benefactors-natives-vs-invasives http://vitalsignsme.org/there-correlation-between-blue-mussel-population-and-

green-crab-population

3. Consider different options for students to share their work. Here are some ideas that Vital Signs teachers have used in the past:

Submit student work to the Maine Student Science Research Journal. Have students present their findings to the rest of the class.

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Have students present their work to other classes in the school. Invites families and community members to come, too.

Host a community night where students make presentations to community members. Issue a press release to announce the event: http://vitalsignsme.org/how-write-press-release.

Have students create summaries of their work in a flyer and distribute to the community.

Post the work on the school website. Gather additional ideas from the class.

4. Review the student notebook pages and rubric for the final project and adapt to your expectations and grading needs.

Lesson Steps:

1. Prompt students to complete the “Do Now.”

2. Have students share their responses. Encourage students to think about who else might be interested in their findings and how their research impacts the community. Explain to students that instead of showing their learning on a final test, they are going to choose their own way to share what they have learned.

3. Show two to three examples of projects from the Vital Signs Project Bank, and go over the options listed in the student notebook.

4. Point to the final project rubric in the student notebook. Explain that no matter what students choose, their project will need to meet the criteria for three rows of the rubric.

5. Go over the project options in the student notebook, and highlight the resources that are meant to help students, including guiding questions and peer review tools.

6. Review the timeline for the project and your expectations for how students will use their time. 7. Give students time to work on their projects. Check in frequently as students work. Remind them often of project deadlines.

8. Once students have chosen their projects, have them choose which three standards they will be able to meet through their project. Have them circle these three rows on the project rubric and cross out the other one.

Modification Idea: Instead of a full final project, have students create a Vee diagram of their own, capturing the most important learnings from each section. Use the same final project rubric to assess the Vee diagram.

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9. At the start of each class or work period on the project, have students go back to the project rubric to check their progress.

10. As students finish a first draft of their project, have them exchange with a partner and conduct a peer review, using the review tool in their science notebook associated with the project they have chosen.

11. Once students have completed a second draft, have them either self-check their work with the final project rubric, or sit down and conference with the student.

12. Once students’ final projects are complete, they should post them to the Vital Signs project bank (directions are listed in the student notebook).

13. Work with students to determine how best to share with the community and get to work spreading the word!

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Appendix A: Student Activity Glossary

Boom! Quiz Quiz Trade:

Purpose: Review lots of material in a short time, get students moving and talking

Teacher preparation: Print out the questions at the end of Appendix A. Laminate or attach each card to an index card if you plan to reuse the cards with multiple classes.

Activity Instructions:1. On the teacher’s signal, stand up and put your hand up. 2. Find a partner who also has his or her hand up. Bump fists to show that you are partners

(Boom!).3. Read the question to your partner. If he or she needs help, give some coaching on the

answer (Quiz).4. Listen to the question from your partner. Ask for some coaching if you need help (Quiz).5. Trade cards (Trade).6. Put your hand back up to find another partner. 7. Continue until the teacher says to stop.

Variations: Have students write their own question cards. Check the questions and answers before using them for Boom! Quiz Quiz Trade.

Use open-ended, content-free questions as an icebreaker or any time that students just need to get up and move around. Have students write questions that they are interested in or use the “Ice Breaker” questions included at the end of Appendix A.

Graffiti Wall:

Purpose: Brainstorming, activating prior knowledge, quick sharing of student ideas

Teacher preparation: Hang poster or chart paper around the room with different questions or short writing prompts. Questions should be open ended so students are not inhibited by trying to find “the right answer.”

Activity Instructions: 1. Grab a marker, pen or pencil. 2. Go to an assigned spot on the wall. 3. Read the prompt on the paper and the responses from other students. 4. Write a quick response (you may also sketch responses). 5. Write down all ideas and write quickly. There are no wrong answers in this activity. 6. On the teacher’s signal, rotate to the next poster (after about 30 seconds). 7. Share out favorite responses, most common responses, remaining questions.

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Variation: Go through a second round, and have students put a check mark next to ideas that they agree with or are interested or a question mark next to something they want to know more about (not their own ideas).

Idea Volley

Purpose: quick sharing of student ideas, fast review of material

Teacher preparation: Prepare a question or a prompt to which students will respond. Decide how you want to partner students.

Activity Instructions: 1. Get into partners.2. Listen to the question or prompt from the teacher.3. Think of as many responses as possible (30 seconds or less of think time).4. Face your partner.5. Decide who goes first. Teacher note: it is helpful to give students a way to determine this, like the partner with the longest hair, most siblings, fewest pets, birthday closest to today, etc.6. When the teacher says “go,” partner 1 shares one idea (ideas should be short- 5 words, maximum).7. As soon as partner 1 is finished, partner 2 shares an idea. 8. As soon as partner 2 is finished, partner 1 shares another idea. 9. The goal is to continue the volley for a full minute.

Stand and Share

Purpose: quick sharing of student ideas, fast review of wide breadth of material

Teacher preparation: Prepare a question or a prompt to which students will respond. Decide how you want to group students.

Activity Instructions:1. Get into teacher-assigned groups of 3 to 4 students.2. Listen to the question or prompt from the teacher. 3. When the teacher says, “go,” take turns writing down as many answers as possible.4. Continue writing until the teacher says, “stop” (usually 1 minute is sufficient). 5. Stand up in your group. 6. Go around the room takings turns with each group sharing one idea. 7. Listen to the ideas shared by other groups. If someone shares one on your list, cross it off. 8. When all ideas on your list are crossed off, sit down. 9. The last group standing wins!

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Note: Be careful to listen to other groups! If your group repeats an idea that has already been said, the whole group must sit down.

Spend A Buck

Purpose: Coming to a group decision.

Teacher preparation: Optional: cut out 3 stickers for each student. List or post the options that students will be choosing from.

Activity Instructions: 1. Review the options that you have to choose from. 2. Consider the benefits and trade-offs for each one. 3. Decide how you want to spend your three votes.

a. give all votes to one option (if you feel strongly about it)b. divide the votes evenly between three different options (if you don’t have a preference)c. give two votes to one option and one vote to another (if you have a slight preference)

4. Place a tally mark (or sticker) next to the options that represent your choices. 5. Count the votes. The option with the most is the group’s choice.

Take a Stand

Purpose: quick formative assessment, share opinions on a controversial topic

Teacher preparation: Prepare questions in the form of “agree/disagree”, “true/false”, “yes/no” or multiple choice (for the four corners variation).

Activity Instructions:1. Listen to the question or statement from the teacher.2. If you agree with the statement or answer “yes,” stand. If you disagree or answer “no,” sit down. 3. Be prepared to explain your choice! Teacher note: If students struggle to share in front of the class, consider having them share with a partner before explaining to the whole group.

Variations: Thumbs up/Thumbs down: If students are struggling or may be self-conscious about showing answers, thumbs up vs. thumbs down is a more discrete alternative. Four corners: If there are more than two possible answers, have students go to the corner of the room represents their choice (you may need to put a sign in each corner to help students find their way).

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Second time around: After students have made their decision, have them find a partner that had a different answer to explain their choice. Once both sides have listened, survey the class again to see if any minds have changed.

Timed Pair Share

Purpose: For students to share thoughts on deeper, more complex topics

Teacher preparation: Prepare a question or a prompt to which students will respond. Decide how you want to partner students.

Activity Instructions:1. Get into partners.2. Listen to the question or prompt from the teacher.3. Think of as many responses on your own as you can (30 seconds or less of think time).4. Face your partner.5. Decide who goes first. Teacher note: it is helpful to give students a way to determine this, like the partner with the longest hair, most siblings, fewest pets, birthday closest to today, etc.6. When the teacher says “go,” partner 1 shares for 30 seconds straight. Partner 1 should continue talking the entire time, without stopping, until the teacher says, “stop.” Partner 2 listens without talking. 7. When the teacher says “go,” partner 2 shares for 30 seconds straight. Partner 2 should continue talking the entire time, without stopping, until the teacher says, “stop.” Partner 1 listens without talking.

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Boom! Quiz Quiz Trade Cards:

Q: What is a difference between an Invasive and Non-native species?

A: An invasive species will take over resources in its new ecosystem.

Q: What is biodiversity?

A: Biodiversity is the number of different species.

Q: Why is biodiversity important in an ecosystem?

A: An ecosystem with biodiversity is better prepared to adapt to changes in an ecosystem.

Q: What is an ecosystem?

A: It is a community where living and non-living things are connected and affect each other.

Q: What are examples of invasive species?

A: There are many possible answers. Examples include green crabs, purple loosestrife, oriental bittersweet.

Q: Why do we call invasive species “invasive”?

A: They invade and take over ecosystems.

Q: What is variability?

A: The amount that something varies or is different.

Q: What are some causes of variability in a scientific investigation?

A: There are many possible answers. One examples is changes in temperature from day to day.

Q: Which is most likely to be affected by sampling bias, a random and non-random sample?

A: A non-random sample.

Q: Give an example of sampling bias.

A: There are many possible answers. One example is when my data shows that there is a lot of biodiversity because I chose to put my quadrat in a place with the most plants in my entire field site.

Q: Why do scientists use sampling methods?

A: They use sampling methods to make an estimate of something they can’t possibly count.

Q: Change this question so that it is statistical: How many times were you late to school this year?

A: There are many possible answers. One is “Are seventh or eighth graders late to school more frequently?”

Q: Is this a statistical question? What is the temperature in Portland, Maine in the month of June?

A: Yes

Q: Is this a statistical question?How many brothers do you have?

A: No

Q: What are some living and non-living parts of an ecosystem.

A: There are many possible answers. Examples are ants, trees, rocks, puddles.

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Q: What was the purpose of rolling the die in the sampling activity?

A: To generate a random sample.

Q: Compare how a scientist uses a quadrat versus a transect.

A: A scientist collects data from inside the square formed by the quadrat and along the line formed by the transect.

Q: Name one way that a Jenga game is like an ecosystem.

A: There are many possible answers. One is that ecosystems become less stable when species are removed, just like Jenga towers becomes less stable when blocks are removed.

Q: What are some reasons that an ecosystem might collapse, like the Jenga tower collapsed?

A: There are many possible answers. One is that a species was removed that provided food to other species in the ecosystem.

Q: What was a source of variability in the Jenga game?

A: There are many possible answers. One variable is how shaky the person’s hand was.

Q: What is a natural source of variability in an ecosystem?

A: There are many possible answers. One is the amount of rainfall at the time data is collected.

Q: True or false, “Not Found” data is just as important as “Found” data.

A: True

Q: What is one characteristic of high quality photo evidence?

A: There are many possible answers. One is that it includes a ruler or some other size reference.

Q: What is one characteristic of high quality written evidence?

A: There are many possible answers. One is that it describes a feature that is specific to the target species, like a hollow stem.

Q: What is an outlier?

A: A data point that stands out from the rest.

Q: What does the range tell us about data?

A: How spread out the data are, or the difference between the highest and lowest values of the data.

Q: What do the mean, median, and mode tell us about data?

A: The middle, average, and most common values in the data.

Q: What questions are we trying to answer through our class investigation?

A: Does the presence of invasive ___ (fill in your target species) impact biodiversity?

Q: What are some impacts that our target invasive species has on other plant and animal species? A: Answers depend on your target species.

Q: What are some ways that our target invasive species impacts humans?

A: Answers depend on your target species.

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Ice Breaker Boom! Quiz Quiz Trade Questions:

Who is a person that you admire? Why do you admire them?

If you could come back to life as a member of a different species, what species would it be?

What are you looking forward to this weekend?

What is something that you want to learn more about?

What is your favorite Olympic event?

What is something that you know a lot about?

What is your least favorite household chore? Why?

What is your favorite school subject? Why?

Do you have pets? If so, describe them. If not, what is the strangest pet that you’ve heard of?

Have you ever lived someplace else? Where? When?

What is your favorite day of the year? Why?

Share a book that you’ve read that you like.

If you could be the best in the world something, what would it be?

What is your favorite dinner? What is the worst job that you could imagine?

What is your favorite meal to cook?

What do you want to be when you grow up? Why?

What is a special skill that you have?

If you could be anything for a day, what would it be?

Which person in history would you most like to meet?

What technology innovation has had the greatest impact on your life?

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Appendix B: Vee DiagramBox 1 - Our research question:

Box 2 - What do we know about invasive species and ecosystems? Write down what you know that might be helpful to our investigation.

Box 3 - What will we find? Write your hypothesis.

Box 4 – What sampling methods will we use? Summarize your data collection plan.

Box 5 - What did we observe? Summarize your data and attach your graphs.

Box 6 – What can we learn from our findings?Claim:

Evidence:

Reasoning:

Level of Certainty:

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Appendix C: Fieldwork Skills Stations- Station Instructions and Handouts

Spot the Difference: In this station, you will build skills to help you decide whether the invasive species you are looking for is present at your study site. You will need keen observation skills to come up with evidence to support your claim.

Station Instructions1. Set the timer to three minutes. 2. Review all the activity instructions and start the timer when the whole group is ready.3. Compare the specimens in front of you. Write down every similar characteristic that you

notice. Write down each difference that you notice. Use the Vital Signs species ID cards for ideas of characteristics to look for.

4. Put your pen or pencil down when the timer goes off. 5. Compare your lists with others in your group to give yourself a score:

1 point for every characteristic that you have that no one else in your group wrote down.

No points for a characteristic that more than one person in the group wrote down. 6. Work together to decide whether these specimens are from the same or different species.

Species in Focus: Through a thoughtful critique of this collection of good and bad species photos, learn what it takes to take great species photographs and create your own list of "what makes a great species photo."

Station Instructions1. Choose one photo that you want to critique (it does not have to be a good photo).2. Write a critique of the photo by answering the questions in the student notebook. 3. Share your critique with your group. Work together to generate a list of characteristics of a

great species photo.

How many are there?Use this skill building activity to practice counting stems and estimating percent cover of plants and animals.

COUNTS: Scientists use counts when they want to know “how many” individuals are in a plant or animal population. Counts done within a certain area (like a quadrat) let you determine the density of a population (how close together they are).

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PERCENT COVER: Scientists use percent cover estimates to help understand the amount of space a plant or animal species is taking up in an ecosystem relative to other species. Percent cover comes in handy when there are too many individuals to count in the time you have.

Counts and coverage can change quickly from one growing season to the next – especially when invasive species are involved – so it is often important to monitor the change in coverage frequently.

Station Instructions:1. Lay out your “quadrat” (paper square) on the table.2. Gently pour the bag of pennies over the quadrat. Do not touch the pennies after you have

poured them. 3. Do a count of the pennies in your quadrat. Do not count the pennies that landed outside

your study area. 4. Compare your results with the other people in your group to ensure accuracy.5. Now, estimate the percent cover of pennies in your area. This can be tricky! Use the

following tricks to help Imagine moving all the pennies to one area of the square (but don’t actually

move them). What would it look like? How much of your quadrat would they cover if they were all in the same place?

Compare what your quadrat looks like to the percent cover charts. 6. Compare your estimates with the other people in your group. 7. Rearrange the pennies so that they are all grouped together. Does that change your

estimate?8. If you have time, try it again! Can you improve your estimating skills?

Preparing for Scientific ObservationThis station will help you look closely at the Vital Signs Species ID cards and familiarize yourself with the species that you are searching for.

Station Instructions1. Look over the Vital Signs Species ID card.2. Use the information in the card to fill in the observation tool.

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SPECIFIC FEATURES

What are the specific characteristics of your plant or animal that you notice?

DISTINGUISHING CHARACTERISTICS

What makes your plant or animal different from other similar looking plants or animals?

ENVIRONMENTAL KNOWLEDGE & BROADER CONNECTIONS

Is there other information about the time of year, habitat, life cycle, or expected range of your plant or animal that will help you make your case?

Example of specific features:

“It is black with white spots.”“It has long antennae.”“It has six legs.”

Example of distinguishing characteristics:

“It is black with white spots with a spot at the base of its head.”

“It does not have blue legs.”

Example of broader connections:

“It is on a pine tree, and it is earlier in the season than I should see adults of this species.”

Your species’ specific features:

Your species’ distinguishing characteristics:

Broader connections for your species:

Specific Distinguishing Broader Connections Features Characteristics to the Environment + + =

Expert Observation

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Percent cover category plots

Less than ¼ covered (25%):

To help you visualize < ¼ coverage, move all squares to one corner:

Between ¼ and ½ covered (25% - 50%):

To help you visualize ¼ - ½ coverage, move all squares to one corner:

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Between ½ and ¾ covered (50% - 75%):

To help you visualize ½ - ¾ coverage, move all squares to one corner:

¾ to completely covered (75% - 100%)

To help you visualize ¾ - completely covered, move all squares to one corner:

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Appendix D: Quality Assurance CheckBefore you publish your data to Vital Signs, do a Quality Check to catch errors. Make sure scientists and others can use your data!

Data Required for Species SurveyYes No Can’t tell

Field Trip DetailsAll information about the trip (trip name, date, habitat, etc.) is accurate

Study Site DetailsZooming way in shows that the data is in the right place on the map (correct latitude & longitude)Study site photo shows the big picture of where the investigation happened (no faces!)Study site photo is in focusHabitat selection is accurate

Species You Looked For – complete a checklist for each species you looked forThe correct species is selected from the pull-down list“I think I found it” or “I think I didn’t find it” selection is correctEvidence photos are in focusEvidence photos show just the species (no faces!)Evidence photos are close-up enough to show important identification featuresWritten evidence clearly describes characteristics of speciesWritten evidence matches and supports evidence photosAppropriate sampling method selectedSampling method photo shows how data were collected and is in focus (no faces!)

Additional Data Required for Species & Habitat Survey

Species DetailsSpecies details (e.g. count, size, sex, coverage, reproduction) data are filled in and match the paper datasheet

HabitatHabitat details (e.g. species diversity, evidence of vectors, water quality) data are filled in and match the paper datasheet

Additional Data – What other things do you want to check before you publish?

Fieldwork Notes

Sketch

Grammar

*When all of the answers above are “Yes,” you have met the minimum review requirements to publish your data

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Appendix E:PEER REVIEW TOOL: HOW EXPERT IS THE SCIENTIFIC ARGUMENT YOU’RE REVIEWING?FIND OUT! Examine the FOUND or NOT FOUND claim, field notes, and written and photo evidence to answer the questions below. Use Vital Signs species ID cards or other identification resources to help you give feedback to improve the argument.

Example of Recruit:CLAIM:

“We think we DID NOT FIND invasive honeysuckle.”EVIDENCE:

“The stem is hollow so we FOUND it.”

Recruit Novice Intermediate

Expert

Example of Novice: CLAIM:

“We think we FOUND invasive honeysuckle.”

EVDIENCE:

“The stem is hollow so we FOUND invasive honeysuckle.”

Example of Intermediate:

“The stem is hollow. We know that invasive honeysuckle has a hollow stem.”

Example of Expert:

“A hollow stem is the feature that helps us distinguish invasive honeysuckle from native honeysuckle. Because the stem is hollow and not solid like the native, we think we found invasive honeysuckle.”

Does the evidence include some of the reasons why the written and photo evidence are relevant to the claim?

N

Do any of these reasons why include characteristics that rule out similar species?

Does the evidence go with the claim that they found or did not find the species they were looking for?

ANDDo the written and photo evidence pairs go with each other?

N

YEYE YE

N

START

What category best describes the argument? (Circle One) Recruit, Novice, Intermediate, Expert

What suggestions do you have to help improve the arguments that were made?

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Appendix F: Final Project Rubric

After completing this this activity, I will be able to meet THREE of the following standards…Standard Level 1 Level 2: all of

level 1 and…Level 3: all of level 2 and…

Level 4: all of level 3 and…

MS LS 2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organismsand populations of organisms in an ecosystem.

Use my observations to make a claim about how the presence of an invasive impacted biodiversity in my area.

Organize my data into a graph that accurately represents the data and helps me make a claim about how the presence of an invasive impacts resource availability in an ecosystem.

Identify the evidence in my graph that supports my claim about how the presence of an invasive species impacts resource availability and point to data that are confusing or different from what I expected.

Look at the variability in the data to determine how confident I can be in my claim. Identify possible sources of variability that might have impacted my data.

MS LS 2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Use my observations to explain how the presence of an invasive impacted biodiversity in my area.

Make a prediction about what might happen to biodiversity if an invasive species spread to a new area. Support my prediction with evidence from my investigation.

Support my prediction with evidence from my investigation and what I have learned about how species interact in an ecosystem.

Look at the variability in the data to determine how confident I can be in my prediction. Consider many possible impacts of an invasive species on an ecosystem and explain why my prediction is most likely to happen.

MS LS 2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Use a model to show how energy and matter move from one organism to another in an ecosystem.

Develop a model, based on data that I collected, to show how matter and energy move through an ecosystem where an invasive species has been introduced.

Use data that I collected to determine whether my model is accurate.

Look at the variability in the data to determine how confident I can be in my model. Propose ways to revise or improve my model based on data that I collected.

MS LS 2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Use my observations to make a claim about how the invasive species did or did not impact the ecosystem.

Point to specific evidence that shows how the invasive did or did not impact the ecosystem that I investigated.

Explain the reasoning behind my results using vocabulary that I have developed and concepts that I learned about ecosystems. Explain why my results do or do not match what I expected to happen.

Look at the variability in the data to determine how confident I can be in my explanation. Consider other possible explanations and explain why I think mine is the most likely.

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Appendix G: Resource ListMany activities were derived from existing Vital Signs curricula found in the curriculum bank. Specifically:

http://vitalsignsme.org/invasive-species-impacts-biodiversity-maine-watershedhttp://vitalsignsme.org/analysis-biodiversityhttp://vitalsignsme.org/biodiversity-jenga

If you have never done Vital Signs and would like to start, check out our online module (http://vitalsignsme.org/vital-signs-starter-module) or email the Vital Signs team at vitalsigns@gmri.org.

For a great starting Vital Signs unit:http://vitalsignsme.org/10-day-curriculum-population-change-over-time

Other resources:Bowen, Michael and Anthony Bartley. "The Basics of Data Literacy: Helping Your Students (and You!) Make Sense of Data". NSTA Press Book, Nov. 2013.

“Counting Populations". Home Connections - Science and Children, January 2004, pp. 47-48.

Franklin, Christine, Gary Kader, Denise Mewborn, Jerry Moreno, Roxy Peck, Mike Perry, and Richard Scheaffer. "Guidelines for Assessment and Instruction in Statistics Education (GAISE) Framework: A Pre-K-12 Curriculum Framework". GAISE Reports. American Statistical Association, Aug. 2005. Web. 01 May 2015. <http://www.amstat.org/education/gaise/ >.

Lee, Hollylynne and Dung Tran. "Framework for Supporting Students’ Approaches to Statistical Investigations: A Guiding Framework for the Teaching Statistics through Data Investigations." Friday Institute for Educational Innovation, NC State University, Spring 2015, pp. 1-6.

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