Vital Signs Population Change Over Time Data Investigation

Driving Questions: What is the abundance of [target species] in our area? How has it change over time? How will it change over time?

Curriculum OverviewThis curriculum provides a scaffolded experience that has students doing a Vital Signs data investigation. Through this data investigation, students build their understandings of working with data, designing investigations, and the relationships between invasive, native, and non-native species. Students delve into past and present Vital Signs data and collect and analyze invasive species data from their community. Consider doing this data investigation in conjunction with the iMapInvasives Resource Management Curriculum mentioned throughout.

Throughout the curriculum, we prompt you with formative assessment and modification ideas. These are meant to be suggestions. The "My Vital Signs Notebook: Population Chan Over Time" (Appendix A) is a great tool for both formative and summative assessment. This notebook is organized with questions for each activity throughout this curriculum.

*This curriculum was generously supported by The Clowes Fund and the Dorr Foundation.

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Table of Contents

Part I: Building Background Knowledge and Choosing a Target Species - pg. 6

Part II: Vital Signs Data Collection and Entry - pg. 24

Part III: Data Analysis - Visualizing Change Over Time - pg. 31

Appendix A - My Vital Signs Notebook: Population Change Over Time Data Investigation - pg. 41

Appendix B - Research Jigsaw - pg. 63

Appendix C - Sample Rubric: Predicting Change in Species Over Time - pg. 68

Appendix D - Sample Rubric: Long-Term Monitoring Plan – pg. 69

Appendix E - Sample Rubric: Summary of Findings - pg. 70

Vital Signs Population Change Over Time Data Investigation Curriculum StandardsWhat follows are the standards and learning outcomes that this curriculum covers. This curriculum was designed for grades 6-8, but can be adapted up or down grade levels. This list is not exhaustive and each activity starts off with a specific list of standards that the activity aligns with. As always, the curriculum can be tailored to meet your learning targets.

This curriculum has students working towards the following...

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.

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Common Core Standards: Math

CCSS.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.6.SP.B.5: Summarize numerical data sets in relation to their context, such as by: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

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.

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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.

A3 – Unifying Themes – Constancy and Change: Describe how patterns of change vary in physical, biological, and technological systems.

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

Part I: Building Background Knowledge and Choosing a Target Species (5 ½ - 6 ½ class periods; 1 hour and 45 mins of teacher prep) ● Student Activity 1 – Oh Deer: Invasive Species & Data Variability Modifications (1 class period;

30 mins of teacher prep)● Student Activity 2 – Graph your Oh Deer! results & tell the story (1 class period)● Student Activity 3 – Choosing a Target Species and Making Initial Predictions (2 class periods; 1

hour of teacher prep)● Student Activity 4 – Creating and Defining Statistical Questions (½ class period; 15 mins of

teacher prep)● Student Activity 5 – Refining a Class Statistical Question and Deciding on a Sampling Method (1-

2 class periods)Part II: Vital Signs Data Collection and Entry (3-5 class periods; 1.5 hours of teacher prep)● Student Activity 1 – Fieldwork Skill Stations (1-2 class period; 30 mins of teacher prep)● Student Activity 2 – Fieldwork (1 class period; 1 hour of teacher prep)● Student Activity 3 – Publishing Data (1-2 class periods)

Part III: Data Analysis - Visualizing Change Over Time (5 class periods; 2 hours and 15 mins of teacher prep)● Student Activity 1 – Visualizing Variation in This Year’s Class Data (1 class period; 15 mins of

teacher prep)● Student Activity 2 – Learning from the Past- The Purple Loosestrife Example (1 class period; 1

hour of teacher prep)● Student Activity 3 – Revisiting Predictions About Species Abundance Over Time (1 class period;

30 mins of teacher prep)● Student Activity 4 – Long-term Monitoring Plan (2 class periods; 30 mins of teacher prep)

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Part I: Building Background Knowledge and Choosing a Target Species

STUDENT ACTIVITY 1: Oh Deer: Invasive Species & Data Variability Modifications(Adapted originally from a Project WILD activity and Vital Signs Oh Deer: Invasive species style -

http://vitalsignsme.org/oh-deer-invasive-species-style)

In this active and competitive game, students experience how a community of native animals and plants changes over time in response to resource availability in their habitat. Students collect data during the game and then graph and analyze their data to answer the driving question, “How does the introduction of an invasive species to a habitat affect native species populations over time?” A crucial component of this activity is the combination of multiple sets of class data so students can consider the natural variability in a population.

Learning Outcomes for Activity I - Students will be able to...● Identify the roles of invasive, native, and non-native species within a model ecosystem.● Determine the resources necessary for species survival within an ecosystem.

Standards AlignmentMLR NGSS

A2– Unifying Themes – 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.

MS-LS 2-1: Analyze and interpret data to provide evidence for the effects of resource availability on

organisms and populations of organisms in an ecosystem.

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.

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.

TEACHER PREP FOR ACTIVITY 1: 1. Decide what native and invasive species you plan to model with the Oh Deer! game. See

step 2 in the activity description for a few examples.2. Gather all the materials necessary:

a. Easel and flip-chart or dry-erase boardb. Marker(s)c. Nerf ball (only necessary if doing the predator modification)d. Colored head bands or arm bands (2 colors, enough of each color to outfit class)e. Cones

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TEACHER NOTE: Students who are not able to participate in an active game may take on modified roles, such as a species that does not move (i.e, part of the ecosystem), reporters that record a running commentary or play-by-play of the game, or data collectors.

3. Set up data tables on a white board, chart paper, or print out multiple copies (See example table below). Use a different data table for each class, label it with the class name, and save for creating graphs of each class’s data in the following lesson.

Class name: # Native species # Invasive species

Year 1Year 2Year 3Year 4Year 5….

4. Decide on where you will play this game. It is best played in a playing field, basketball court, or some other open space.

5. Set up your playing field before ahead of time. Make a large rectangle with cones at the 4 corners set at least 20 m apart.

6. Review the full instructions on how to play in the student activity description below. Watch this video to see the game in action - https://youtu.be/sLGNeWQztQE

ACTIVITY 1:1. Before you head to the playing field, introduce the driving question for this activity: “How does

the introduction of an invasive species to a habitat affect native species populations over time?”

2. Introduce the native species and habitat you’re focusing on. Here are a few examples of habitat-specific species to use. Please share with us the species you use.Stream Native: Spinycheek crayfish

Invasive: Rusty crayfishOptional - Non-native: European lobster

Upland Native: BluebirdInvasive: SparrowOptional - Non-native: Rock pigeon

Rocky intertidal Native: Rock crabInvasive: Asian shore crab

Pond/ lake Native: Wild brook troutInvasive: Smallmouth bass

3. Explain that in this active and competitive game, students experience how the populations of a community of native animals and plants changes over time in response to resource availability in their habitat.

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Formative Assessment Opportunity #1: Look at the entry for Part I, Activity 1 in their Vital Signs Notebooks to see what they identified at the essential components of habitat. Look for gaps in their understanding that can be addressed as they develop concepts around ecosystems. Look to see if they include components that you think you should add to the list.

Modification Ideas: 1. If you want to add more variables to

the game, introduce a predator. The predator may move along the sidelines, stalking the native species. Each round, the predator may throw a Nerf ball at the native species. If the Nerf ball hits a native species, it dies and returns in the next round as habitat or as another predator. If you allow the predator population to increase, keep data records on this population as well. You may want to limit the number of throwing attempts a predator has each round (depending on the demeanor and accuracy of your predator!).

2. After a few “normal rounds”, introduce a non-native species. Distinguish the

4. Ask students to brainstorm a list of things they think a species needs to survive in its habitat. From the brainstorm list, ask students to pick the four that they feel are most important. Have students write these in Part I, Activity 1 of their Vital Signs Notebook (found in Appendix A).

5. Have students share out their lists. Through whole class discussion, guide them to make sure that they have identified food, water, shelter, and space.

a. Note: Students typically need some prompting for “space.” It helps to give an example, such as lots of relatives at your dinner table, too many snakes in your classroom terrarium, or too many students in gym class.

6. Students will be assigned roles as either “habitat” or “native species.” As the game progresses, these roles will change with the availability of resources, as well as with the addition of non-native and invasive species and natural predators.

7. Head outside.8. Ask the students to count off by four. 9. Have the 1’s go to one end of the field and stand in a line about shoulder-width apart, facing

away from the rest of the class. This group is the native species. a. Make each class starts with the same number of native species so that you will be able

compare data across classes. 10. Have the 2’s, 3’s, and 4’s line up at the opposite end of the playing field, facing away from the

native species. This group is habitat (starting the game with ¾ of the students designated as “resources” and ¼ “native species” typically works well).

11. Tell the students that before each round you will count the number of native species and record this number on the data table (remember to record each class’s data in a different table).

12. Explain that at the beginning of each round, while their backs are turned, each native species will decide to look for any one of its four basic resources, indicated by the following signals:

a. Food: Put hands over stomach b. Water: Put hands over mouthc. Shelter: Put hands over head d. Space: Put arms out to sides

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Modification Idea: This could be a great opportunity for students to practice group consensus. Students can share their individual lists and then work together to narrow a group list down to four, using the same process that they will eventually vote for their target species.

Modification Ideas: 1. If you want to add more variables to

the game, introduce a predator. The predator may move along the sidelines, stalking the native species. Each round, the predator may throw a Nerf ball at the native species. If the Nerf ball hits a native species, it dies and returns in the next round as habitat or as another predator. If you allow the predator population to increase, keep data records on this population as well. You may want to limit the number of throwing attempts a predator has each round (depending on the demeanor and accuracy of your predator!).

2. After a few “normal rounds”, introduce a non-native species. Distinguish the

Formative Assessment Opportunity #2: After playing the Oh Deer! modeling game, your students will have been a part of modeling ecosystem interactions. Assess their understanding of how the game relates to features in a real-life ecosystem by having them complete an analogy map like the one provided here - http://vitalsignsme.org/bscs-analogy-map-vital-signs-adaptation-making-meaning-models

Modification idea: In addition to or instead of an informal discussion to wrap up the activity, consider asking students to state three possible interpretations of their results. Have them share their interpretations with at least one other peer. Look for identification of trends, relationships between invasive and native species populations, or unexpected data.

A native species may not change what it is looking for until the next round.

13. At the same time, while their backs are turned towards the native species, each student that represents habitat will decide which habitat resource he or she wishes to be and will indicate their choice using the same signals. Like the native species, the habitat students may not change within the round, but can change the following round.

14. Make sure the two groups (native species and habitat) keep their backs turned from each other until the start of each round, when you say “Go.” Tell each student to make their signal.

15. Let both groups know that when you say, “Go,” they will all turn around and face each other while continuing to hold their signals. At this point, native species should walk/run toward the habitat that matches the resource they are looking for. The habitat students should stay in their places.

16. Let students know that any native species that finds what they need will survive and reproduce. They will take their habitat resource back to the starting place to become a native species. Native species that do not find the resource they need, die and become part of the habitat (representing natural population flux). If more than one native species tries to get the same habitat component, the one to get there first survives.

17. Watch this video of Oh Deer! in action if you would like some more detail - https://youtu.be/sLGNeWQztQE.

18. Tell the students that this represented one year in the life of this native species population and discuss what happened. Most of the native species should have found what they needed and successfully reproduced. This has resulted in an increase in the native species population.

19. Count the number of native species and record it in the table. Make sure you note when a new species is introduced on the chart. This will help students interpret their data in the next lesson.

20. After the first few rounds, introduce an invasive species. This means you have identified a few students as invasives. Have them start halfway towards the line of habitat resources, mimicking their ecological advantage. When they get their habitat resources, have them go back to that halfway line and continue going through rounds and recording the number of native species. *See modification ideas to the right if you’d like to add more variables.

21. Have the students perform this activity for at least 4-6 more rounds (representing 4-6 years). After the first round, where you may need to clarify directions (or consider starting with a practice round), keep the pace brisk.

22. After you have completed your rounds, wrap up the activity with an informal discussion about how the game went. Talk about these questions:

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a. In what years does the population increase/decrease most dramatically? b. Why do you think the population crashed in Year X?c. Why does the population increase in Year X?d. Why doesn’t the population fluctuate as much in Years X through X?e. How do you think your data compares to how this/these species populations vary in

nature?f. What makes an invasive species invasive?g. Why did the invasive start closer to the habitat resources? What did that represent?

23. Repeat this activity with each of your classes. Each class is effectively one observation of a system over time. We want to compare multiple observations and see the variability between those observations. Each class’s population data is one piece of data. They will use multiple pieces of data to look for trends in how the species populations change over time and to look at how that varied between classes.

Here is a growing list of classroom management tips from those who have done this before:

a. Designate an area for “circling up” before you start and in between rounds to review what is happening

b. Re-focus students and check for understanding in between rounds by asking them to explain what happened. For example: Mary, you were a sparrow and now you are part of the habitat. What happened?”

c. Be clear when you’re introducing the non-native species that the habitat students use the same signs that it has in past rounds. The non-native species are the only ones who will use different signs.

d. If your predator has lousy aim, have them gently tag the native species with the ball.

STUDENT ACTIVITY 2: Graph your Oh Deer! results & tell the storyWhen you have your students graph the Oh Deer! data from multiple classes, it is just like a computer simulation/modeling tool showing population dynamics over time in which the simulations runs multiple trials and you get some range of data. Your students were developing and using models because they were a model of an ecosystem. Understanding the nature of data and that it is “messy” aka variable, is a key theme to grasp in science.

Learning Outcomes for Activity 2: Students will be able to...● Accurately organize and visually represent data ● Interpret data to determine the impact of resource availability and competition on native and

invasive species populations within an ecosystem● Distinguish between normal populations fluctuations and impacts of invasive species● Recognize and explain that data, even under the same conditions, will be messy/variable, and

explain the different sources of variability

Standards AlignmentMLR CCSS NGSS

A2– Unifying Themes – Models: Use CCSS.MATH.CONTENT.6.SP.B.4: MS-LS 2-1: Analyze and

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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.

Display numerical data in plots on a number line, including dot

plots, histograms, and box plots.

interpret data to provide evidence for the effects of

resource availability on organisms and populations

of organisms in an ecosystem.

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.5: Summarize numerical data sets

in relation to their context.

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.

TEACHER PREP FOR ACTIVITY 2:1. Your students will be graphing data in this activity. If your students need practice or support

with graphing, see the resources available on the Maine Data Literacy Project page, here - http://participatoryscience.org/project/maine-data-literacy-project, specifically, consider using the graph choice chart with your students, found here: http://vitalsignsme.org/maine-data-literacy-project-graph-choice-chart

2. Choose how you will want to graph with your students; as a whole class activity or individually.3. If you want your students to graph independently, make sure you make enough copies of all of

the data from each class for each student, or that you have posted the data so that it is visible to all students.

4. Print out new data tables like the one below.

Year Native Species Explanation of data0123456789101112

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1314

ACTIVITY 2:

1. Divide the years of data amongst your students so that each student is only responsible for the explanation of a few years.

2. Hand students the data table that has space for them to include explanations of their data about how the native species population changed over time for their class.

3. Ask students to fill create an explanation for the years they have been assigned, based on their Oh Deer! game, that explains the changes in population numbers over time (see example below).

Example Data and Sample Explanations:

Year Native Species Explanation of data (only with natives and natural predators)

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1 8 The native species population increased. They got the food, water, and shelter that they needed to survive and reproduce.

2 15 The native species population thrived again this year. They got what they needed to survive and reproduce.

3 10 There were not enough habitat resources (food, water, shelter) to support the native species population.

4 2 The native species population went way, way down, possibly due to disease, fire, bad weather, competition with another species, or maybe another factor

5 4 The native species population slowly increased. The few remaining got what they needed to survive and reproduce.

6 6 The native species population slowly increased. They got what they needed to survive and reproduce.

7 11 The native species population got the resources they needed. They are reproducing!

8 16 More living! More reproducing!

9 14 There was a slight drop in native species population. They did not get all of the resources they needed because of limited water and drought conditions.

10 16 The native species population got the resources they needed. They are reproducing again.

11 10 The native species population decreased because a predator was introduced.

12 5 The native species population continued to decrease because of the predator. It’s a really good predator!

13 2 The native species population continued to decrease because of the predator.14 2 The native species population is in bad shape, but has not been wiped out yet.

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Modification Idea: If you want students to get more practice with graphing and would like them to explore how the invasive, non-native, and predator populations varied, consider extending this activity to include the graphing of all those populations.

Modification Idea: Instead of line graphs for all years, you can also have students make dot plots (or histograms) of all year 1 data, all year 2 data, all year 3 data, etc. and see that each year the data is variable.

Note: The predator population decreased because there were only a few of its prey left

4. Have students share out their work so that the class can construct an explanation for population changes over the full time span.

5. Now, hand students the copies of all the data (combined across all classes).6. Have students graph the data that was collected in the

data table during the Oh Deer! Game for each class period. Depending on your students’ comfort level with graphing, consider modeling the following steps in front of the whole class:

a. Show the Graph Choice Chart from the Maine Data Literacy Project and discuss what the appropriate graph choice would be for these data and why.

b. Have each student write the question at the top of their graph- “How does the introduction of an invasive species to a habitat affect native species populations over time?”

c. Mention that they will only be graphing how the native species population changed over time, but they will be doing this for each class (each class will be represented with a different color on the graph).

d. As they graph how the native species populations changed over time, have them use a different color for each class. Suggest that they complete the graphs for one class at a time (see example below).

7. Once the graphs are completed, have students go back to their explanations of the data to find the year where the invasive species entered the habitat. Ask them to draw a perpendicular line showing the introduction of the species for each class.

8. Engage students in the following questions: a. How would you all describe the variability in the data? What looks different? What is

similar?

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TEACHER NOTE: If you have a specific species that you have been monitoring you can skip to step 5 of this activity.

Formative Assessment Opportunity #3: As students discuss their answers to Part I, Activity 2 in their Vital Signs Notebook, listen for them reasoning with evidence from the data they graphed.

b. What are some things that you think might explain that variability – imagining the natural system that we were modeling?

c. In spite of that variability, are there certain trends that emerge? How might you explain those trends?

d. What impact did the invasive species have on the native species? Did the impact vary?9. Give students some time to reflect on this discussion a bit more by completing Part I, Activity 2

in their Vital Signs Notebook and paste their graph below their answer.

10. Have students discuss their answers to Part I, Activity 2 in their Vital Signs Notebook with a peer. If they disagree on some things, ask them to bring these disagreements to the whole class to discuss and make sure they provide evidence and reasoning to back up their disagreements.

STUDENT ACTIVITY 3: Choosing a Target Species and Making Initial PredictionsScientists in Maine are concerned about invasive species and want to know where they are (and aren’t) so they can manage them effectively. As citizen scientists, your students can help by looking in your community and reporting to scientists via the Vital Signs website. In this activity, students will choose a target species and then work in groups to complete a Research Jigsaw. Students will be asked to answer questions that will lead them to make informed predictions.

Learning Outcomes for Activity 3: Students will be able to…● Conduct independent research ● Use multiple credible sources for evidence to support predictions for outcomes of fieldwork

Standards AlignmentMLR CCSS NGSS

A3 – Unifying Themes – Constancy and Change: Describe how patterns of change vary in

physical, biological, and technological systems.

CCSS.ELA-LITERACY.WHST.6-8.7Conduct 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.

MS-LS2-2: Construct an explanation that predicts

patterns of interactions among organisms across multiple

ecosystems.

E2 – The Living Environment –Ecosystems: Examine how the

CCSS.ELA-LITERACY.WHST.6-8.8Gather relevant information

NGSS Practice 8: Obtaining, evaluating and communicating

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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.

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.

information

TEACHER PREP FOR ACTIVITY 3:Your students will explore the Vital Signs website to find an invasive species that is locally relevant. They will look through the Vital Signs database and explore the map of data. It is worth noting that not all species have the same amount of data as others. Students will be most likely to engage in the project if they are allowed students to choose their species. Once they have chosen their target species, they will conduct additional research on that species.

1. Peruse the Vital Signs database and map ahead of time and see which invasives have been FOUND or NOT FOUND in your general area. This will give you an idea of what Vital Signs data already exists.

a. If no data exists in your area, you and your students will be starting to collect baseline data (awesome!). Over time, you will be able to look at how abundance has or has not changed over time. You can also look in surrounding communities to see if an invasive has been detected there, but not in your area yet. This could lead into an early monitoring project.

b. If there is abundance data available for your target species –individual counts, percent cover, or stem count – you will be able to use this data to track how the abundance of your target species has changed over time.

2. Explore the existing Field Missions for additional ideas - http://vitalsignsme.org/field-missions.3. Provide additional relevant for the students to use in making their choice of species. Here are

some suggestions: a. Vital Signs Species News page - http://vitalsignsme.org/news b. Boston Globe article on European naiad -

https://www.bostonglobe.com/metro/2015/10/13/invasive-plant-found-river-maine-new-hampshire-border/ndQFPDwCnctUaVMS6wHqCK/story.html

c. Bangor Daily News article on invasive species in Maine - http://bangordailynews.com/2014/06/29/news/state/pandoras-box-waging-war-on-invasive-plants-in-maine-is-a-full-time-job/

d. Maine Invasive Plant Fact Sheets - http://www.maine.gov/dacf/mnap/features/invasive_plants/invsheets.htm

e. Science Daily - https://www.sciencedaily.com/news/plants_animals/invasive_species/

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4. Prepare a Google Doc or piece of chart paper that has one column for name of species and another for a short explanation of why they think they need to study it, like the one below. Teams will record their ideas in this chart in step 7 of the following activity.Species Why this species is important to study

5. Once the students have chosen their species, find the framework provided in the Research Jigsaw found in Appendix B and use the following resources to populate each section of the jigsaw before giving it to your students. You may have to search for additional resources so allow some prep time for this before you do it with students.

a. Maine Natural Areas Program Invasive Plant Overview – http://www.maine.gov/dacf/mnap/features/invasive_plants/invasives.htmhttp://www.maine.gov/dacf/mnap/features/invasive_plants/invasives.htm

b. Maine Natural Areas Program Invasive Plant Fact Sheets – http://www.maine.gov/dacf/mnap/features/invasive_plants/invsheets.htm

c. Maine Invasive Species Network – http://umaine.edu/invasivespecies/ d. Vital Signs Species ID Cards – http://vitalsignsme.org/species-identification-resources e. Vital Signs Community Blog – http://vitalsignsme.org/category/blog-categories/species-

news-information f. Vital Signs News page - http://vitalsignsme.org/news g. Science Daily - https://www.sciencedaily.com/news/plants_animals/invasive_species/h. USDA National Invasive Species Information Center -

https://www.invasivespeciesinfo.gov/index.shtml i. *If you find other useful resources, please share them in the Vital Signs Curriculum Bank

- http://vitalsignsme.org/share-curriculum-resources 6. After the Research Jigsaw is complete with resources on your target species, print enough for

each student.7. For this activity, you will be splitting students up into research jigsaw groups that will be

completing a part of the jigsaw and then going back to their home teams to share what they have learned. We recommend organizing students so that jigsaw teams are homogenous according to reading level and research skills and home teams are heterogeneous groups.

a. Make jigsaw teams (for each of the jigsaw pieces outlined in Appendix B).b. Make home teams.

ACTIVITY 3:1. Group students into teams (these will become their fieldwork teams). The size of the group will

depend on your class size, but teams of 2-3 are recommended (2 is best if working on iPads).a. Have them come up with team names. Have them write these names on the board so

you have a full list that you will need for future steps. They will also enter this in the beginning of the Vital Signs Notebook.

2. As a class, start this activity off by creating a list of invasive species they have heard of.

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a. If the idea of invasive species is new to your students, have them look through some of the Vital Signs species ID cards here - http://vitalsignsme.org/species-identification-resources as well as the Field Missions pages here - http://vitalsignsme.org/field-missions

3. After an initial list is created, ask them to identify which ones they know or think are in their community.

4. Tell students that they will work in their teams to determine which species poses a threat to their community or would be particularly important to study. They will need to do some research to find evidence to support their ideas. Tell them that they should look through the following resources knowing that as a class, they will be doing an investigation with Vital Signs. Here are some questions for them to consider while they do their initial research:

a. What species have or have not been found in our area? Look at the Vital Signs map (http://vitalsignsme.org/explore/map)

b. Is there a Field Mission that focuses on an issue that is important for our community? Look through the many exciting Field Missions (http://vitalsignsme.org/field-missions) that have been posed by scientists on the Vital Signs website.

c. Is there a species that you are curious about or that you know is a major threat?They will record these notes in their Vital Signs Notebooks under Part I, Activity 3.

5. Come together as a class and see what species each team has identified as a possible species to research.

6. Use the Google Doc or the chart you prepared to record the name of a species of interest as well as the reason(s) to study it.

7. Have students vote on a species that interests them the most. a. Give each student three stickers or post-its or let each student know they can add 3 “*”

to the Google doc next to their top picks.b. Give students time to quietly read through the ideas c. Invite students to ask for clarification of reasoning.d. Students may vote by giving three stickers or stars to their top choice, one to each of

their three choices, or may distribute their three votes however they choose.e. After all votes are in, look for the one with the most votes. You may have to do a tie

breaker, but in the end, this will be your target invasive species for this project.8. Now that you have a target species, have students record that species name in their Vital Signs

Notebook under Part I, Activity 3. 9. Set up a research jigsaw. Split the class into 5 different jigsaw teams. 10. Explain that they will work in these jigsaw teams to develop their understanding about their

target species and help the whole class make informed predictions about the target species.11. Hand out a research sheet and resources to each jigsaw team so that each jigsaw team can

work on the same question together. Each person on the team will need to complete the hand out to bring back to their home team.

12. Once they have completed their research, regroup the students into home teams that have at least one representative from each jigsaw team. Have them take turns sharing their information. While they are sharing, the others in the group should be answering the questions in their Vital Signs Notebook (Part I, Activity 3) and asking clarifying questions.

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iMapInvasives Resource Management ExtensioniMapInvasives Project Set-Up:Now that you have a target species for your investigation:

Request an iMap teacher login here: http://login.imapinvasives.org/meimi/request_login_account/ Send an email to Nancy Olmstead, Invasive Plant Biologist with the Maine Natural Areas Program (Nancy.Olmstead@maine.gov), to let her know you want to start a project with your class(es). Here is what you should include in the email in order for her to set up your project(s).

For team names include:First part of team name (i.e., if team name is Purple Unicorns, you would put “Purple” hereLast part of team name (using the example from above, this would be “Unicorns”)Organization (this will be your school name)Username (this will just be letters, but you can use an underscore if need be...to keep it simple it

can be the team name, i.e. Purple_Unicorns)PasswordEmail (if students are under 13 this will be your email – this can also just always be your email so

these team accounts can persist for future students in your classes)For the rest of the project request include:

Project Name (you can have one project per class OR one project for all classes)

13. Once they have shared information, have students enter their prediction at the bottom the entry in their Vital Signs Notebook for Part I, Activity 3.

14. It is important to note here that if you have not found pre-existing abundance data for the target species in your community or in surrounding areas, you will be starting the data collection process and will be unable to look at abundance data over time this year. This will just mean you can set yourself up to monitor change over time in future years.

STUDENT ACTIVITY 4: Creating and Defining Statistical QuestionsIn this activity, students will explore what statistical questions are and why they are important in science. Statistical questions are questions that deal with variability.

Learning Outcomes for Activity 4: Students will be able to...● Generate statistical questions that deal with variability to guide a class investigation.

Standards AlignmentMLR CCSS NGSS

B1.a – The Skills and Traits of Scientific Inquiry: Identify

questions that can be answered through scientific investigations

CCSS.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.

NGSS Practice 1: Asking Questions and Defining

Problems

TEACHER PREP FOR ACTIVITY 4:1. Make a spreadsheet with all your student team names, names of students in the team, and

create a password for the teams.a. Create investigations for each class and add the student teams for each class to the

associated investigation (this will create their student team accounts on Vital Signs). You cannot edit this investigation after a student team publishes data, so be sure that you have all the student teams added and accurate investigation data.

b. See this How-to Guide for detailed instructions - Use this guide to create your Vital Signs investigation and add student teams: http://vitalsignsme.org/how-teachers-set-investigations-their-students.

2. If you are doing the iMapInvasives extension, see the green box below.

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iMapInvasives Resource Management ExtensioniMapInvasives Project Set-Up:Now that you have a target species for your investigation:

Request an iMap teacher login here: http://login.imapinvasives.org/meimi/request_login_account/ Send an email to Nancy Olmstead, Invasive Plant Biologist with the Maine Natural Areas Program (Nancy.Olmstead@maine.gov), to let her know you want to start a project with your class(es). Here is what you should include in the email in order for her to set up your project(s).

For team names include:First part of team name (i.e., if team name is Purple Unicorns, you would put “Purple” hereLast part of team name (using the example from above, this would be “Unicorns”)Organization (this will be your school name)Username (this will just be letters, but you can use an underscore if need be...to keep it simple it

can be the team name, i.e. Purple_Unicorns)PasswordEmail (if students are under 13 this will be your email – this can also just always be your email so

these team accounts can persist for future students in your classes)For the rest of the project request include:

Project Name (you can have one project per class OR one project for all classes)

3. Watch this Khan Academy video for more background on statistical questions (4:23 into the video) - https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-data-statistics/cc-6-statistical-questions/v/understanding-statistical-questions.

4. Complete the Statistical Questions Challenge here - http://vitalsignsme.org/statistical-question-challenge. Print this activity for your students to use.

5. Prepare a Google Doc or a piece of chart paper like the one below for your students to add to:

6.

Question Statistical? Y/N

7.

ACTIVITY 4: Let your students know that in this data investigation they will be posing and answering a statistical question about their target invasive species.1. In this activity, they are going to practice generating and identifying statistical questions – the kinds

of questions scientists work with. Key points to make:a. Science deals with "messy", real-world data. Especially in biology and ecology where

systems are complex and many factors are involved.b. Statistics help us explore and answer questions that involve “messy” data.c. “Messy” really means “variable.” Talk about the differences in the data that students

observed from different classes in the Oh Deer! game or consider using examples from biological studies that involve making inferences from a wide range of data.

2. Give students the Statistical Questions Challenge handout. Go through the first one or two problems as a class, and then have students complete the rest individually.

3. Once students have completed the challenge, have them compare and discuss their answers in pairs.

4. Share the answer key with students and discuss any disagreements or sources of confusion.5. Have students give some examples of things that they think naturally vary. [Examples: height of

male or female students in their grade.]a. They are likely to think of things related to their own characteristics (like arm length, eye

color, etc.) Encourage them to think of the Oh Deer! game. 6. Once you have a list of things that vary, have your students work in pairs to generate an example of

a question that they think is a statistical question and one that is not. These should be new examples that have not yet been discussed. Remind them that a statistical question is one that deals with variation, "messy" data, not just a single number.

7. Have students take some time to record their questions and explanations why each are statistical in their Vital Signs Notebook under Part I, Activity 4.

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Formative Assessment Opportunity #4: Gather students’ Vital Signs Notebooks to look at the section for Part I, Activity 4. Look for hurdles in understanding. Look at the questions in the shared document. Are the questions statistical? Do they involve “messy”/variable data?

8. Ask pairs to share what they have written in their notebooks for this section with another group in the room. Ask them to make sure they ask for clarification if the other pair’s reasoning does not make sense to them.

9. Once the groups have finished discussions, have pairs add at least one of their questions that they are confident in to a shared Google doc, or piece of chart paper, that you’ve prepared in advance that looks something like this the table below. Be sure they leave the column on the right blank for now.

10. Once the examples are generated, have students work individually to decide which questions are statistical and which are not. For some students, this may be very difficult. You may choose to use this step as a quick assessment or to guide further conversation to bring out questions and misconceptions.

11. As a class, discuss each question and come to a consensus on Y/N, and why. Some questions might fall in a gray area. Consider having students rephrase them to make them more clearly statistical or non-statistical.

STUDENT ACTIVITY 5: Refining a Class Statistical Question and Deciding on a Sampling MethodNow that your students have had some experience creating statistical questions, they can work on refining one as a class that will guide their investigation on their target species. Then, they will generate a research plan that will include unbiased sampling methods.

Learning Outcomes for Activity 5: Students will be able to…● Create a specific, statistical research question ● Generate a research plan using a random sampling method to collect unbiased data

Standards AlignmentMLR 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.

NGSS Practice 3: Planning and Carrying Out

Investigations

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TEACHER PREP FOR ACTIVITY 5:1. Tee up your driving question on the board or on chart paper for students to refine: What is the

abundance of [target species] in our area? How has it change over time? How will it change over time?

2. The following activity has students watching short videos on sampling methods so consider whether you want them to do this in stations, or at their desks. Either way, have headphones available.

ACTIVITY 5:1. Remind students of their target invasive species (they will have voted on this back in activity 3).2. Introduce the statistical question you have for them to refine – How has the species abundance of

[target species] changed over time?3. Ask students if this question is specific enough. Can they imagine the kind of data they will need to

collect to answer this question? Prompt them to think about where they will be able to collect data for this investigation, how much time they will have, etc.

Have them work in teams to think of one way to make the question more specific. Have them share their ideas and be sure to make any edits to the question that improve its

specificity up on the board. Try and move students towards considering the specific location they will study, the time of year, etc.

An example could be something as simple as, “How has the species abundance of Japanese knotweed on our school nature trail changed from 2013 to 2016?”

If you have multiple ideas for a final, refined, guiding research question, vote on which one they like the best. You can choose to have them vote anonymously or just my raising hands.

4. Have students record their target invasive species and class statistical/guiding research question in their Vital Signs Notebook for Part I, Activity 5.

5. Tell students they will be collecting data on abundance. This will take the form of something like stem counts, percent cover, or individuals per meter squared (depending on the target species you are working with).

6. Have students use the table in their Vital Signs Notebook for Part I, Activity 5 to organize their thoughts while watching these videos about sampling methods: https://www.youtube.com/watch?v=Di_S-9ZiGGY (starting at about 3 minutes up to 10 minutes), topics and times:

Remote sensing – 1:08 – 2:59 Random sampling – 3:00 – 4:45 Quadrats – 4:45 – 6:00 Transects – 6:00 – 8:08 Biodiversity – 8:08 – 10:00

7. After they have watched these videos, ask them to work in teams to weigh the benefits and limitations of each method for their own research, using the prompts in their Vital Signs Notebook for Part I, Activity 5.

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Formative Assessment Opportunity #5: When your students choose a sampling method. Look at their reasoning and see if they have chosen a logical method of data collection based on the question they are trying to answer. Look to see that they will have enough quantitative data, that they have ensured randomness of their sample, and that they will be able to stay within time and budget constraints.

8. Have each team choose a sampling method that will work best to answer their research question. Have a representative write the method and an explanation to support it on the board.

9. See what ideas they come up with and from there decide if they need more direction or if they can agree on one method. *Ultimately you will want to come to consensus as a class, and ultimately you may need to make consensus across all the classes if you are going to compare across classes.**For ideas of how people have sampled in different habitats, see the different Vital Signs Fieldwork Toolkits - http://vitalsignsme.org/fieldwork-toolkits.

10. Once students have chosen a method, have them use the questions in Part I, Activity 5 of their Vital Signs notebook to develop a research plan. You can use their answers as a quick assessment or to guide a class discussion, depending on where your students are at.

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Part II: Vital Signs Data Collection and Entry

STUDENT ACTIVITY 1: Fieldwork Skill StationsIn order for scientists and citizen scientists to publish their data to the Vital Signs database, it has to be of a certain quality to ensure its usefulness. Before your students team up to go outside, make sure you take time to hone observation skills and become experts in identifying the species you will look for.

Learning Outcomes for Activity 1: Students will be able to…● Identify and describe evidence necessary for constructing explanations

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.WHST.6-8.1: Write arguments to support

claims with clear reasons and relevant evidence.

NGSS Practice 7: Engaging in Arguments from Evidence

TEACHER PREP FOR ACTIVITY 1: 1. Choose your fieldwork skill stations:

● The following activity may require more teacher guidance. You may want to use this activity to introduce skill stations and run through it with the whole class at once:

i. Data quality hunt: http://vitalsignsme.org/data-quality-hunt ● This station has students practicing how to collect data on abundance. Choose either

percent cover or stem count depending on what you want your students to collect during their fieldwork and how they will be looking at change over time.

ii. How many are there? http://vitalsignsme.org/how-many-are-there-practice-counting-estimating-coverage

Select a few other activities to develop student fieldwork skills:i. Species in focus (Photo evidence & Macro photography):

http://vitalsignsme.org/species-focus-photo-critique-activity ii. Spot the difference (Species identification): http://vitalsignsme.org/spot-difference

iii. Preparing for Scientific Observation: http://vitalsignsme.org/preparing-scientific-observation

iv. Why Nothing Matters: http://vitalsignsme.org/why-nothing-matters 11. Consider using one of the following approaches when you do the skill stations. You certainly can’t

be everywhere at once.● 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.

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Formative Assessment Opportunity #6: Look at students’ entries for Part II, Activity 1. Look and see that they have written evidence of their understanding of what makes a quality scientific observation. Look for notes on clarity, specificity of descriptions, and measurements.

● 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.

12. Set-up the stations you have chosen around the room, consider that you won’t be able to be at each station all the time. Based on how many stations you have...

Assign students teams (preferably fieldwork teams). Figure out how much time you want them to spend at each station.

ACTIVITY 1:1. If you have decided to do the Data quality hunt

activity before the skill stations, complete this activity and have students complete that prompt in their Vital Signs Notebook for Part II, Activity 1.

2. Have students practice their fieldwork skills by visiting the stations you have set-up around the room.

3. Remind students to take notes at each station in their Vital Signs Notebook for Part II, Activity 1.

a. Share the quality checklist with your students so they can see what will be required of them as they collect their own data in the field. Note- there is space on this checklist for you to add additional required fields.

b. Consider sharing this peer review tool with them as well - http://vitalsignsme.org/sites/default/files/vitalteach/vs_peerreview_020513.docx

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iMapInvasives Resource Management Extension

iMap survey plot prep:If you think you may extend this work with the iMapInvasive Species Management Curriculum, make sure you document your survey plot, i.e., get GPS points for the perimeter or mark it off somehow, so you can enter that information into iMapInvasives later on. This may also simply help keep your students in a specified area.

iMap modified datasheet – http://vitalsignsme.org/initial-observation-and-assessment-modified-vital-signsimapinvasives-datasheets:

You still go through the process of collecting data for Vital Signs and posting to the Vital Signs

STUDENT ACTIVITY 2: FieldworkStudents will use the skills they practiced along with the Vital Signs datasheets, species identification resources, and scientific equipment to collect species evidence and habitat information that will help them answer their statistical question.

Learning outcomes for Activity 2: 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

TEACHER PREP FOR ACTIVITY 2: In preparation for your field work:

1. If you haven’t already, set up your investigation on the Vital Signs website, and create usernames and passwords for each student team (http://vitalsignsme.org/how-teachers-set-investigations-their-students) – if you did this already, skip this step.

2. Gather the materials you need for your field work:a. Clipboardb. Pen/pencilc. Species ID cardd. Rulere. Quadratf. Cameras (or iPads)g. GPS - hold on to cameras and GPS units until students have completed their field notes

and initial observations of their quadrats. h. Vital Signs datasheets: http://vitalsignsme.org/datasheets Note - consider highlighting

required fields and make any modifications such as to field notes prompts before you make photo copies. E.g. Make sure to highlight where students will record abundance of the species.

i. If doing iMapInvasives, use the modified datasheets here – http://vitalsignsme.org/initial-observation-and-assessment-modified-vital-signsimapinvasives-datasheets

25

iMapInvasives Resource Management Extension

iMap survey plot prep:If you think you may extend this work with the iMapInvasive Species Management Curriculum, make sure you document your survey plot, i.e., get GPS points for the perimeter or mark it off somehow, so you can enter that information into iMapInvasives later on. This may also simply help keep your students in a specified area.

iMap modified datasheet – http://vitalsignsme.org/initial-observation-and-assessment-modified-vital-signsimapinvasives-datasheets:

You still go through the process of collecting data for Vital Signs and posting to the Vital Signs

Formative Assessment Opportunity #7: While going around with the GPS and cameras, check in to see how each team is doing in their data collection. Check their observations for:

Detailed written observations of the species in their quadrat

Photos that are in focus and show enough detail for identification as well as site and sampling method photos

Accurate description of the site and detailed field notes

j. Vital Signs species identification resources: http://vitalsignsme.org/species-identification-resources

3. Equipment lists for coastal, freshwater, and upland habitats can be found here - http://vitalsignsme.org/fieldwork-toolkits#3

4. Take a look at the Fieldwork Toolkits for specific directions for “Team Protocols” - http://vitalsignsme.org/fieldwork-toolkits#4.

5. Delineate your study area by using flagging, wooden posts, etc. This way you and your students will know where your study site is in the future.

6. If doing the iMapInvasives Resource Management extension, see the green sidebar explaining survey plot prep, and the modified datasheet.

ACTIVITY 2:1. Before heading outside, ask students to get into their fieldwork teams.

a. Make sure each team has a...i. Clipboardii. Pen/pencil

iii. Species ID cardiv. Rulerv. Quadrat

Note – hold on to cameras and GPS units until students have completed their field notes and initial observations of their quadrats. This will increase student focus on careful scientific observation. If you are using iPads, have students keep their iPads packed up until they are done with those first few steps.

2. Before heading outside, remind students of the protocol they/you have designed to answer your statistical question. Have them restate the statistical question.

3. Head outside.4. Have students start filling in their datasheets as a team, following the progression outlined in

the datasheets. As you circulate around to groups, remind them that they will be relying on these notes when they go to post this data online. It is critical that they are collecting the data on abundance (i.e., stem count, percent cover, individuals per meter squared, etc.).

5. Pass out GPS units and cameras. If teams are sharing cameras, have them sandwich their team’s photos between two team selfies so they know which string of photos is theirs. If you are using iPads, have students start taking their photos after their field notes are complete.

6. After all the data has been collected, head back inside and have students hand you their datasheets and cameras. Make sure they have

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Modification Idea: If students are working with more than 2 people, consider having student teams organize their written and photo data in a template like this one - http://vitalsignsme.org/vital-signs-data-entry-template in a collaborative space like Google docs before they post it all on the Vital Signs website. When student teams are logged into the Vital Signs website, they can only be logged in to a single user account from one device at a time.

put their team name on their datasheets and labeled their cameras so they know which photos are theirs.

STUDENT ACTIVITY 3: Publishing DataAfter collecting their data in the field, students will enter, quality check, and publish their data to the Vital Signs database. Published observations are shared with an online community of students, teachers, citizen scientists, and professional scientists.

Learning Outcomes for Activity 3: Students will be able to…● Assess the quality of data collected during field work ● Provide constructive feedback on data using evidence-based claims and reasoning● Revise, edit, and organize work for publication

Standards AlignmentMLR CCSS NGSS

C1.f – The Scientific and Technological Enterprise – Understanding of Inquiry:

Communicate, critique, and analyze their own scientific work and the work of other students.

CCSS.ELA-LITERACY.WHST.6-8.1: Write arguments to support

claims with clear reasons and relevant evidence.

NGSS Practice 7: Engaging in Argument from Evidence

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

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

information and ideas efficiently as well as to interact and collaborate with others.

NGSS Practice 8: Obtaining, Evaluation and Communicating

Information

TEACHER PREP FOR ACTIVITY 3:1. Print Quality Assurance Checklist and Peer

Review sheets (enough for each student to have one of their own)

a. Quality Assurance Checklist (required before publishing) -

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Formative Assessment Opportunity #8: Argumentation – Through the optional peer review step students evaluate their own and others’ scientific arguments using the Peer Review Tool. The tool specifically looks at explicit reasoning and ruling out alternative claims. These are complex scientific argumentation skills that students can develop through Vital Signs.

Collaboration – Throughout this investigation students are developing their collaboration skills. Do periodic check-ins using the Vital Signs Collaboration reflection tool. http://vitalsignsme.org/collaboration-self-reflection-assessment-tool

http://vitalsignsme.org/sites/default/files/content/DataEntry_QualityAssuranceChecklist_1009.pdfNote – Add additional fields that you are requiring before photo copying.

b. Peer Review Questionnaire (This step is optional for data entry but critical for students learning around scientific argumentation.)- http://vitalsignsme.org/sites/default/files/content/DataEntry_PeerReviewQuestionaire_1009.pdf

c. If you want to focus on another skill such as scientific observation, consider using a review tool like the Scientific Observation Review Tool - http://vitalsignsme.org/scientific-observation-assessment-tool

2. Make sure all students’ images and field notes are ready to upload transcribe.

a. If students shared cameras, you may have them upload their photos directly from the cameras, but you will want to be sure they do not upload the photos from other student teams and then delete them. You might find it easiest to pull photos from cameras on your computer and create a shared Google or Dropbox folder where students can access their team photos.

ACTIVITY 3:1. Have student teams add their observations to the Vital Signs database:

● Have students go to http://vitalsignsme.org● Log in● Go to the “My Vital Signs” page● Select from the list of “Unfinished observations”● Have them carefully transcribe the written information from their paper datasheet to the

online datasheet. Where prompted, they will upload photos from their camera to the online datasheet.

2. Hand out the Quality Checklist. Before clicking “Publish,” students must Quality Check their own observations (required!).

3. If you are focusing on scientific argumentation, hand out the Peer Review Tool. Before clicking “Publish,” student teams can also do a Peer Review of another team’s species observation. (This step is optional for data entry but critical for students learning around scientific argumentation.)

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TEACHER NOTE: Observations do not need to be expert level scientific argumentation to publish. Also, if some students need to go back outside to collect more data, consider using this as an opportunity for other students who have already published, to go back out and gather more data from a different location from their initial sampling area. This will just provide more data for them to work with later on.

iMapInvasives Resource Management ExtensionAfter publishing their Vital Signs observations, they will immediately see their observations on the website. It may take some time for the species expert to confirm or question these posts, so entering their data into iMapInvasives can be a good thing to follow up with. Remember, the reason for entering this into iMapInvasives is to have a record that they can initially assess, treat, monitor, and re-assess over time.

Because your students collected data with the modified iMapInvasives/Vital Signs datasheet, they already have all they need in order to enter their initial observation and assessment in iMapInvasives. Go to Part I: Initial Observations and Assessments, student activity 1 in the iMapInvasives Resource Management extension curriculum.Follow along in that curriculum until you get to Part II and then come back to this curriculum and continue on from here.

4. Once published, tell students to keep an eye on the Vital Signs home page and celebrate as they see their observations appear! They can also find them as they appear on the Explore Data page - http://vitalsignsme.org/explore/search .

5. If students need to go back outside to collect more data, get better photos, etc. before they are able to publish have them, agree on a time for this to happen and have them work with you to schedule this.

6. If you are doing the iMapInvasives Resource Management extension, follow the instructions in the green box at the bottom of this page.

7. Have students complete the entry for Part II, Activity 3 in their Vital Signs Notebooks.

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Part III: Data Analysis - Visualizing Change Over Time

STUDENT ACTIVITY 1: Visualizing Variation in This Year’s Class DataIn this activity, students will graph the data from their investigation for the current season. This graph should include data from all classes that conducted the same investigation. They will create a dot plot or histogram that will highlight the variability present within their study site. They will discuss that dot plot or histogram in order to describe variability and generate ideas for sources of variability in the system they are investigating.

Learning Outcomes for Activity 1: Students will be able to…● Organize, analyze, and interpret data in order to describe populations of invasive species ● Explain sources of variability in data

Standards AlignmentMLR CCSS NGSS

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

mathematics to gather, organize, and present data and

structure convincing explanations.

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.

NGSS Practice 4: Analyzing and Interpreting Data

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.A.3Recognize 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.

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.

TEACHER PREP FOR ACTIVITY 1:1. Prepare a piece of chart paper ahead of time that looks like the dot plot or histogram below. The

dot plot shows stem count and the histogram shows percent cover – these are two examples of ways to graph abundance data.

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Formative Assessment Opportunity #9: This is a good time to make sure students understand why they are graphing data this way. Have them talk with a neighbor about why they are graphing the data with a dot plot or histogram. Ask them to list at least 2 reasons, such as “deals with variability” or “shows how many groups

2. Look over the questions and examples in Part III, Activity 1 of the Vital Signs notebook. Pick out

where you anticipate your students might struggle and choose a few questions to go through with the class.

3. If you want some background on variability and how to think about it, read over the section on the nature of variability in the GAISE Report (pp. 6) - http://www.amstat.org/education/gaise/gaiseprek-12_full.pdf

ACTIVITY 1:1. Have students get into their teams and pull up their team’s observation on the Vital Signs

website. 2. Have students look at their observations and find what they recorded for abundance (you likely

used percent cover or stem count of individuals in a quadrat as your measure of abundance – either of these values would be 0 if the team did not find the target species).

3. Ask each team put an “X” on the chart you created over the count or percent cover on the x axis that represents their data. Ideally, your graph will eventually include all data that was collected for this investigation. If you collected percent cover you can use X’s but eventually you will change the graph to look like the histogram below.

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Formative Assessment Opportunity #9: This is a good time to make sure students understand why they are graphing data this way. Have them talk with a neighbor about why they are graphing the data with a dot plot or histogram. Ask them to list at least 2 reasons, such as “deals with variability” or “shows how many groups

Formative Assessment Opportunity #10: This is a good time to check in with students and makes sure they understand variability. What do they think variability means?

4. After students have completed the graph, have them draw it in their Vital Signs Notebooks under Part III, Activity 1 as well as answer the questions in Part III, Activity 1 of their Vital Signs Notebook.

5. After they have had time to record their thinking in their Vital Signs Notebook, have a class discussion around their responses to the questions in Part III, Activity 1 in their Vital Signs Notebook. The goal is to get students talking about variability and sources of variability. Be prepared for students to talk about human error, but push them to think about natural variability. Here are some prompts to get the conversation going.

a. How would you describe variability in your own words?

b. How did you find the range of the data?c. What were your ideas around why there

was variability in the data? What can sources of variability be? Prompt students to think about:

i. Measurement variability – measurements can vary because of the instrument you use OR the system you are measuring.

ii. Natural variability – individual organisms are different, even in the same exact environment, nature and things in nature vary (i.e. seeds from the same plant will grow to be different sizes, babies from the same parents look different, are different shapes and sizes)

iii. Induced variability – when environments are different (i.e. same plants grown in two different soils, or at different temperatures)

iv. Sampling variability – most of the time, you cannot sample a population in entirety, so, you need to sample a portion of that community and each sample will be slightly different (i.e. you are counting stems of Japanese barberry plants in a meter squared survey plot on one end of the school yard, and your peer is doing the same in a different meter squared plot on the opposite end of the school yard – those values will differ)

STUDENT ACTIVITY 2: Learning from the Past- The Purple Loosestrife ExampleStudents will use maps and graphs of real data from other Vital Signs investigations with Purple loosestrife as an example of how to look at change over time. Together, the class will practice analyzing the data and drawing conclusions. If the data is available, students can apply their skills to draw conclusions about the change over time in abundance of their own target species.

Learning Outcomes for Activity 2: Students will be able to…● Organize and interpret maps and graphs to describe changes in invasive species populations

over time● Explain sources of variability in data

Standards Alignment

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MLR CCSS NGSSA3 – Unifying Themes – Constancy and Change: Describe how patterns of change vary in physical, biological, and technological systems.

CCSS.MATH.CONTENT.6.SP.B.5Summarize numerical data sets in relation to their context, such as by:- Reporting the number of observations.- Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.- Giving quantitative measures of center and variability, as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

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.

A1 – Unifying Themes – Systems: Describe and apply principles of systems in man-made things, natural things, and processes.

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).

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

TEACHER PREP FOR ACTIVITY 2:1. Look at the Vital Signs map - http://vitalsignsme.org/explore/map - and search for the species your

students are studying. a. You should have already checked this back in the teacher prep section of Part 1, student

activity 3. You will want to make sure there is measure of abundance this species over time so students can compare the data they collected. If there is past data to compare, have students repeat the procedures in this activity with data on your target species.

2. Prepare student teams

ACTIVITY 2:1. Arrange students into their teams2. Assign each team a year of data to analyze between 2009 and 2014 (i.e. 01/01/2009-

01/01/2010)3. Show students how to access map data for their time frame:

a. Go to the Vital Signs map here, http://vitalsignsme.org/explore/map b. Click on 'Change Search' c. Under 'Search by Species' choose 'purple loosestrife'. This activity will serve as an

example which is why you will use loosestrife instead of your target species.33

d. Under “Search by Time,” click “Show data from” and enter the assigned time frame starting with January 1st of each year (i.e. 01/01/2009-01/01/2010)

4. Have students save a screen shot of the map of their time frame and then answer questions in their Vital Signs Notebook, Part III Activity 2 under 'Vital Signs map'

5. Show students how to access the GMRI purple loosestrife dataset on Tuva Labs, https://tuvalabs.com/datasets/gmri_purple_loosestrife_data/activities

a. Give each team the same time frame as they had for the Vital Signs map portionb. Go to editing icon next to year (it looks like a pencil) and change this to the assigned

time frame and click 'Close'.c. Click and drag the 'Count of individuals' attribute to the x-axisd. To download an image of the graph, go to the cog icon on the top toolbar and click on

the photo icone. Find the image that was downloaded and save it the to the desktop. f. Name this image, Purple Loosestrife abundance and include the specific time frame (i.e.

PurpleLoosestrife_2009-2010).6. Now, have teams look at the year they were assigned and answer the questions in their Vital

Signs Notebook, Part III Activity 2 under 'Tuva Labs'.7. Reorganize the groups so that each one has a representative with a map and a graph of each

year of data. Have students display the maps and graphs in chronological order in their new groups. You could line up laptops or print them all out.

8. Have each student share one or two observations of the map and graph that they created. 9. Once students have shared, have them work together on the questions "Summary of Purple

Loosestrife Data 2009-2014" in their Vital Signs Notebook10. Have each student group present one to two findings about change over time in abundance of

purple loosestrife to the class.

Optional Follow Up: Learning from the Past- Our Class Target SpeciesHave students look back into the Vital Signs FOUND and NOT FOUND database for their target species. If there is existing data in their community, have them repeat the same process with the Vital Signs map to visualize how species occurrence has changed over the past 5 years. If you have your own data from previous years, you can also upload that data to Tuva Labs in order to create your graphs. If you identified that there is no previous data for your target species (in your community or nearby areas), go on to Activity 3.

STUDENT ACTIVITY 3: Revisiting Predictions About Species Abundance Over TimeStudents will revisit their Research Jigsaws from Part I, Activity III and use the knowledge they have gathered throughout this unit to predict how their target species may change over the next 5 years.

Learning Outcomes for Activity 3: Students will be able to…

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Integrate information from independent research, past data, and data from their own investigation to make a logical prediction for the change in abundance of their species over the next five years.

Support their prediction with evidence and reasoning

Standards AlignmentMLR CCSS NGSS

A3 – Unifying Themes – Constancy and Change: Describe how patterns of change vary in

physical, biological, and technological systems.

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-LS2-2: Construct an explanation that predicts

patterns of interactions among organisms across multiple

ecosystems.

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.6-8.1.B: Support claim(s) with

logical reasoning and relevant, accurate data and evidence that demonstrate an understanding

of the topic or text, using credible sources.

MS-LS2-4: Construct an argument supported by

empirical evidence that changes to physical or biological

components of an ecosystem affect populations.

TEACHER PREP FOR ACTIVITY 3:Make sure that students have the notes from their research jigsaw and their Vital Signs notebooks. Students will need to use information gathered from early parts of this unit to complete the activity.

ACTIVITY 3:1. Have students go to their Research Jigsaws in their Vital Signs Notebooks. 2. Working in teams or pairs, have students read through these jigsaws and add any new

information they have learned since they first used these to form their initial predications.3. Have each group share something new that they added or even something they may have

edited. 4. Now have students complete the reflection question in their Vital Signs Notebook under Part III,

Activity 3 to show how their predictions may or may not have changed.

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Summative Assessment idea: Collect the graphs of students’ predictions and the explanations justifying their predictions. Use this work as evidence of students’ ability to recognize patterns, use and interpret graphs, and support claims with evidence and reasoning. Use the attached rubric (Appendix C) to assess student work.

TEACHER NOTE: Based on what students found through their analysis, they may choose to design and implement a management project to impact the spread of the target species, or to design a plan to monitor the species. If doing the management project, follow the instructions in the green box below. Otherwise continue to activity 4.

iMapInvasives Resource Management ExtensionGo to Part II: Create an Invasive Species Management Project in the iMapInvasives Resource Management extension.

STUDENT ACTIVITY 4: Long-term Monitoring PlanNow that students have predicted how their species will change over the next 5 years, tell them they are charged with creating a monitoring plan that will help future classes monitor their plot of land over time. They will be focusing on how to monitor their target invasive species population.

Learning Outcomes for Activity 4: Students will be able to...● Use evidence from investigations, observations, prior knowledge, reading materials, and

historical data to inform future resource monitoring actions

Standards AlignmentMLR 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.1Understand 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 inferences.

NGSS Practice 3: Planning and Conducting

Investigations

B1 – The Skills and Traits of Scientific Inquiry: Plan, conduct,

analyze data from, and communicate results of

investigations, including simple experiments.

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

and ideas clearly and efficiently.

MS-LS2-5: Evaluate competing design

solutions for maintaining

biodiversity and ecosystem services (if

students use monitoring plan in

assessment of a management plan).

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Modification idea: If you want your students to dig into similar projects that have been done before they develop their plan, consider having some resources available for them, or have them find them on their own. The Field Missions page is a good place to start. They can see various research projects that they can contribute to as well as what kind of protocol goes along with them.

TEACHER PREP FOR ACTIVITY 4:1. Go to the Vital Signs Project Bank: http://vitalsignsme.org/how-guide-how-post-project and make

sure you are familiar with how your students will post their projects.2. Decide on whether you plan on continuing to monitor this species with this class and/or with

classes in future years. As they craft their long-term monitoring plan in the next activity, they will need to know if this is for them to continue or for others to use after they move on.

a. If you plan on monitoring with classes in future years, you will want to make sure your current classes agree on a final plan. If you want more resources around long-term management projects, see the iMapInvasives Resource Management extension.

ACTIVITY 4:1. Using what they have learned in the field

and during their analysis, your class will now discuss and plan the type of study they or future classes will do over the next 5 years to see if their predictions are correct or not. Have students reflect a bit on their method in their Vital Signs Notebook under Part III, Activity 4.

2. In pairs have students share their reflections from this section of their Vital Signs Notebook with another peer. Give them a total of 8 mins to share and get some reactions.

a. 2 mins to share, 1 min for the other to react and give feedback/ask questions, 1 min for the initial person to comment on the reactions/questions. Repeat this for the second person in the pair. Ask them to take notes in their Vital Signs Notebook as they have this conversation.

3. After they have reflected, have a them complete the “Create a Monitoring Plan” section under Part III, Activity 4 in their Vital Signs Notebooks.

4. Have students share their plans with a new partner. Then have each student share out to the whole group while you record the ideas on the board, chart paper, or in a Google Doc.

5. Have the class agree on a plan. Consider using the post-it note voting method from Part I, Activity 3, step 6 on page 18. Note – if you plan to

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Summative Assessment Opportunity: The monitoring plan can be a great summative assessment. Consider having students include vocabulary learned about sampling method, variability, etc. when writing these plans (see Appendix D for a sample scoring rubric). In addition, having them share this plan with an authentic audience, like local managers or trail maintenance groups, to get feedback or show how they (the students) might be useful in filling in any information gaps might be a great addition to this unit.

TEACHER NOTE: Have individual teams post graphs of their predictions under their team usernames, or compile all graphs into one document and post together under a teacher username.

Do not post documents to the Project Bank with the full name of anyone under age 13.

monitor with classes in future years following this plan, you may decide to take the best thinking from across all of your classes and design one final plan.

i. Refer to Part II, Activity 3 in the iMapInvasives Resource Management extension if you would like to take students through a more scaffolded decision making process.

6. Have students record this plan in their Vital Signs Notebook in the final part of Part III, Activity 4.

7. After they have entered their plans into their Vital Signs Notebooks, post a copy of this plan somewhere in the class and post the plan online in the Vital Signs Project Bank (you can have the students post this or you can, either way, share with the broader community!):

a. To post online in the Vital Signs Project Bank:i. Log inii. Go to the Vital Signs Project Bank: http://vitalsignsme.org/project-bank

iii. Click “Post my project”iv. As prompted, fill in the information that will help others find their projectv. Select Project Type: “Research reports”

vi. Browse and upload the graph & graph storyvii. Click “Save”

viii. Celebrate!

8. Now, have students post their Vital Signs Notebook to the Project Bank.

9. Consider additional ideas for sharing with the community. Here are some examples of how students have done this in the past:

a. Invasive Species Forum - http://vitalsignsme.org/blog/massabesic-middle-school-2nd-annual-invasive-species-forum

b. Invasive Species Carnival - http://vitalsignsme.org/blog/sedomocha-middle-school-invasive-species-carnival

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Summative Assessment Idea: Collect the plans that students create, individually or in small groups. Use these plans as evidence of students’ ability to define questions and design and conduct investigations. See Appendix D for a rubric to use to assess student work.

Summative Assessment Idea: Students could also summarize their findings on their target species, in the form of a science paper or creative product. Use this work of evidence of their ability to interpret data and draw conclusions supported by evidence. See Appendix E for a rubric to use to assess student work.

APPENDIX A

My Vital Signs Notebook: Population Change Over Time Data Investigation

Team Name: __________________________ Your First Name and Last Initial: __________________________ Target Species: __________________________

Part I: Building Background Knowledge and Choosing a Target Species

Activity 1: Oh Deer!

Key question: What does a species need to survive?

Suggested vocabulary: invasive species, native species, non-native species, habitat, population, competition, ecosystem

By the end of this activity I will be able to…MS LS2-1 Level 1 Level 2 Level 3 Level 4Analyze and interpret data to provide evidence for the effects of resource availability on organismsand populations of organisms in an ecosystem

Identify one to four types of resources that living things need to survive.

Explain what happens to a population of a native species if it does not have access to the resources it needs and give an example from the game to show this.

Predict what might happen to a population of a native species if an invasive species is introduced to the ecosystem and give evidence from the game to support this prediction.

Make suggestions for how to improve the class game so it better shows how a population of a native species can be impacted by the introduction of an invasive species.

List the 4 most important things you think a species needs to survive in its habitat:

My list:

My group’s list:

The class list:39

Once you have completed the Oh Deer! activity, fill in the chart below:

Features of the model (is like...) Features in the real world They are similar because...

Limitations of the model:

Activity 2: Oh Deer! Analysis

Key question: How does an invasive species impact native populations in an ecosystem? How accurate are our results?

Suggested vocabulary: variability, fluctuation, abundance

By the end of this activity I will be able to…MS-LS 2-1 Level 1 Level 2 Level 3 Level 4Analyze and interpret data to provide evidence for the effects of resource availability on organismsand populations of organisms in an ecosystem

Use a graph or a chart of the class game data to identify a time that the abundance of the native species decreased.

Use a graph or a chart of the class game data to identify a time that competition and/or limited resources impacted the abundance of the native species.

Organize data from the class game into a graph or a chart and use it to explain the impact of the invasive species on the abundance of the native species.

Describe the differences in the data between each class and explain why these differences exist.

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Fill in the chart below with your class data. In the “Explanation of data section,” write down what happened to make the native species abundance increase or decrease.

Year Native Species Explanation of data01234567891011121314

My Graph of our class data:

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Based on your experience playing Oh Deer!, after graphing how the native population changed over time, and your classroom discussion, answer the following questions, support each of your answers with evidence:● Overall what impact did the invasive species have on the native species?

Claim:

Evidence:

● Did the impact vary between classes?Claim:

Evidence:

● How do you think your data compares to how this species’ population varies in nature? Claim:

Evidence:

● Do you think it is important to manage the introduction of invasive species? Why or why not?Claim:

Evidence:

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Activity 3: Choosing a Target Species

By the end of this activity I will be able to…MS LS 2-2 Level 1 Level 2 Level 3 Level 4Construct an explanation that predicts patterns of interactions among organisms across multipleecosystems.

Explain why it is important to know about the target species. Make a prediction about whether I will find the target species and how I think the abundance of that species will change over time.

Use information that my team has gathered about the target species to support my prediction.

Show my prediction on a graph and explain the reasoning behind my prediction using what I know about how species interact in ecosystems.

Identify areas that I still need to know more about in order to feel more confident about my prediction.

Key question: What are the invasive species in our area?

Here are some questions to consider while you do your background research: What species have or have not been found in our area or in any nearby towns? Look at the Vital

Signs map (http://vitalsignsme.org/explore/map)

Look through the many exciting Field Missions (http://vitalsignsme.org/field-missions) that have been posed by scientists on the Vital Signs website.

o What is an exciting Field Mission that focuses on an issue that is important for our community?

o What is a species that you are curious about or that you know is a major threat?

Target species:

Work with your home team to answer the questions below about the target species:

● Why is this species a problem for humans? What are the negative impacts on humans?

● What changes have been observed in ecosystems?

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● Why is the species successful in its new environment?

● How is it spreading?

● How can it be identified?

● What can we learn from the places it hasn’t been found?

My Prediction:I think the target species IS / IS NOT (circle one) in our community. I think this because...

If you think that your target species is in your community, make a prediction about how its abundance could change over the next five years, then fill in the graph below so that it shows your prediction.

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Explain the reasons why your graph looks the way it does. Think about what you learned in the research jigsaw. What is your evidence and reasoning for this prediction?

Activity 4: Defining and Creating Statistical Questions

By the end of this activity I will be able to…NGSS Practice 1 Level 1 Level 2 Level 3 Level 4Asking questions and defining problems

Pose a question about my target species.

Take into account prior knowledge that I have about my species when I form my question.

Generate a question that has many potential answers to my question and requires gathering evidence to answer it.

Continue to generate additional relevant questions as I gather new information.

Key Question: What kind of question is appropriate for a research project?

Suggested vocabulary: statistical question, variability

Record the list of statistical questions you and your partner generated in the space below. Write your reasoning as to why each one is (or is not) a statistical question.

Question Is it statistical?(Yes/No)

Explanation: Why is/isn’t this a statistical question?

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Activity 5: Refining a Statistical Question and Deciding on a Sampling Method

By the end of this activity I will be able to…NGSS Practice 3 Level 1 Level 2 Level 3 Level 4Planning and carrying out Investigations

Describe one sampling method

Compare and contrast multiple sampling methods and explain why random sampling is important.

Create a practical research plan for our class that includes the sampling method, data to be collected, and a detailed procedure for collecting data.

Consider the advantages and disadvantages of each sampling method and plan ways to prevent sampling bias

Key Question: How do scientists answer statistical questions?

Suggested vocabulary: random sampling, quadrat, transect, biodiversity index

My statistical (research) question about the target species:

The class statistical question:

After watching the video on sampling methods, work with your team to fill in the chart below:

Sampling method Benefits for our research Limitations (what can’t it do?)

remote sensing

quadrat

transect

transect/quadrat

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Create a research plan!

● What kind of data do you need to collect to try and answer your question? (stem count, coverage, etc?)

● What method do you propose your class use in to collect that kind of data (quadrat, transect, something different)?

● Why do you think this is a good method for collecting this kind of data?

● How will you ensure that it is randomly collected (with no bias)?

● What materials will you need?

● Write a step-by-step procedure for how you will collect your data:

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Part II: Vital Signs Data Collection and Entry

Activity 1: Fieldwork Skill Stations

Key question: What makes good data?

By the end of this activity I will be able to…NGSS Practice 3 Level 1 Level 2 Level 3 Level 4Planning and carrying out Investigations

Identify a good observation

List two to three qualities of a good observation

Assess the quality of an observation (weak, strong or in-between) and support my decision with at least two pieces of evidence.

Make suggestions for improving an observation.

After your practice with the data quality hunt, write an example claim supported by both written and photo evidence:

Claim:

Written evidence:

Photo evidence:

After you have reviewed a variety of evidence, fill out an example of “great” and “okay” evidence:

GREAT EVIDENCE (Photo/Field Note/Evidence Statement/ Sampling method)Species name:Username:What was so great about it?

OKAY EVIDENCE (Photo/Field Note/Evidence Statement/ Sampling method)Species name:Username:Suggestions to improve next time:

As you go through your stations, take notes on things you learn at each skill station that you visit. Note things that you think will help you when it comes to heading out into the field and collecting data.

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Tips for good data collection What NOT to do... Challenges I anticipate...

What were the three most important things that you learned at the stations?

Activity 2: FieldworkBy the end of this activity, I will be able to…NGSS Practice 3 Level 1 Level 2 Level 3 Level 4Planning and carrying out Investigations

Take photo and written evidence of my target species (or the absence of my species)

Follow the plan that my class created for gathering data on my target species

Make a strong observation according to the standards that my class defined in the previous activity.

Note anything surprising or unusual that might have affected my data.

Key question: Write the statistical question that you will be investigating during fieldwork:

When you have completed your field work, answer the following questions:1. Write a summary of what you saw

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2. Were you surprised by anything you saw in the field?

3. Are there any more questions you have now that you have collected this data?

Activity 3: Publishing DataBy the end of this activity, I will be able to…NGSS Practice 3 Level 1 Level 2 Level 3 Level 4Planning and carrying out Investigations

Publish my “Found/NOT Found” Observation to Vital Signs

Use detailed photo and written evidence to support my observation

Match the written and the photo evidence that support my observation and explain how the evidence supports my claim.

Generate ideas for improving the quality of my investigation.

Key question: Is the data clear and accurate enough to answer my research question?

After you have published your data, answer the questions below:

● What did you do well when collecting your data?

● What could you do to improve the quality of your data?

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Part III: Data Analysis and Visualizing Change Over Time

Activity 1: Visualizing Variability in this Year’s Data

Key question: What can the data tell us?

Suggested vocabulary: frequency, histogram, dot plot

By the end of this activity, I will be able to…NGSS Practice 4

Level 1 Level 2 Level 3 Level 4

Analyzing and Interpreting Data

Use my observations to make a claim about the abundance of the target species.

Organize my data into a graph or a chart and use that data to support my claim about the abundance of the target species.

Use statistical tools (including range, mean, median, mode, and/or variability) to better understand the data and support my claim.

Communicate multiple possible explanations of the data, including limitations in the data (what the data doesn’t tell me)

Example graph:

Draw your graph of the class data in the space below:

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What is the range of the data? Use the minimum and maximum values to describe the range.

Example: The lowest stem count that our class collected this year was 10 and the highest was 85.

Describe the shape of the graph that you see.

Example: Most of the points are stacked on the left side of the graph. The points on the right side are spread out.

Do you see variability in your data? Did your class get mostly the same results or is the data “messy” and all spread out?

Example: We think the data varies because the points are spread out and there are only three data points that are the same.

What does that tell you about the abundance of your target species?

Example: There are four plots that have a high stem count (above stem count of 40) and four places that have a low stem count (lower

than 40). This tells me that some plots have more plants than others.

What is average data for the entire class? Find the mean:

Example: 10+30+30+30+40+60+80+85= 365

365/8= 45.63

The mean stem count is 45.63

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What is the most common value for the entire class? Find the mode:

Example: there are three data points of 30, so the mode stem count is 30

What is the middle value for the entire class? Find the median:

Example: the middle value is 40

Add the mean, median and mode to your graph of the class data and label the points.

Are these values (the mean, median, and mode) the same? Why do you think that is?

Example: The mode stem count is a much lower value than the median. I think this is because three groups found 30 stems, but the rest of the stem counts were greater than 30 and spread out.

Do you think that the measures of center (mean, median, and mode) are useful in answering your question about the abundance of your target species? Why or why not?

Example: Since most of our data is spread out, the measures of center are different from most of our data. If we just look at the mean to describe our data, others wouldn’t know that some areas have a low (30) and some have a high (85) stem count, so we think it doesn’t give a full picture.

What might be causing that variability in the data? What are some things you saw in the field that might be contributing to the variability?

Example: The plants in some quadrats near the stream were packed really close together. More water might allow more plants to grow.

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If you went out and collected data in another spot in the school yard, what results would you expect to find? Why do you think so?

Example: It depends on where we were going to look. If we were close to the soccer field, I think the stem count would be around 30. If we were close to the stream, I think it would be closer to 80. I think this because the plants seem to grow closer together by the stream.

What values would you be more surprised to find? How surprised would you be based on how variable your data are?

Example: I would be surprised to see a stem count of 150 because that is much higher than our highest stem count. I wouldn’t be too surprised though, because the range in our data was really high (from 10 to 85).

Activity 2: Learning from the Past- The Purple Loosestrife Example

Key question: How can we visualize change over time? What can we learn from maps and graphs?

Suggested vocabulary: occurrence, sampling bias

By the end of this activity I will be able to…NGSS Practice 4

Level 1 Level 2 Level 3 Level 4

Analyzing and Interpreting Data

Use my observations to make a claim about how the abundance of the target species has changed over time.

Support my claim with evidence from the maps or the graph.

Combine information from the map and the graph to support my claim.

Compare information from the maps and the graphs to determine which is more useful for answering our research question or identify areas where more data is needed and.

Year: 01/01/___ to 01/01/____

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Vital Signs Map:Was purple loosestrife found (indicated by the orange markers)? If so, where?

Was purple loosestrife not found (indicated by the white markers)? Where? If so, where?

Compare the amount of found versus not found purple loosestrife observations:

Are there places with no observations at all? Where? What does that mean?

What can this map tell you?

What questions do you still have?

Tuvalabs Data:

What is the range of the data? Use the minimum and maximum values to describe the range.

Describe the shape of the graph that you see.

Do you see variability in this data? Are most of the results the same or are they all spread out?

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What might be causing that variability in the data?

What does this data tell you about the abundance of purple loosestrife?

What questions do you still have?

Summary of purple loosestrife data from 2009 - 2014: Considering the information in both the graph and the map, what do you feel comfortable saying about purple loosestrife? What are you still curious about?

Based on the evidence you just saw, how has the abundance of purple loosestrife changed? Were there more, less, or the same amount found over time? Explain your answer.

Do you think that this data is accurate? Do you think there was any sampling bias? Why or why not?

Which was more helpful to you in drawing conclusions, the map or the graph? Why?

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What questions would you ask the people that collected this data if they were in this class with you? List at least two.

Activity 3: Revisiting Predictions about Change in Species Abundance Over Time

Key Question: How will the population of the target species change in the future? What should, if anything should be done?

By the end of this activity I will be able to…MS LS 2-2 Level 1 Level 2 Level 3 Level 4Construct an explanation that predicts patterns of interactions among organisms across multipleecosystems

Use my observations to make a prediction about how the abundance of the target species will change over time.

Support my claim with evidence from my investigation or research that I have conducted.

Represent my prediction accurately on a line graph and explain any patterns in changes in species abundance that helped me make my prediction.

Form additional questions that I want to investigate in order to be more confident in my prediction.

Based on what you researched about your target species, data that you gathered on Vital Signs, and what you have seen from your field observations, make a prediction about how the abundance of your species will change in the next five years. Fill in the graph below so that shows your prediction.

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Explain the reasons why your graph looks the way it does. What is your evidence and reasoning for this prediction?

Go back to the graph that you drew in Part I Activity 3. Add your initial (first) prediction to your graph. Make sure to label which was your initial prediction and your last prediction so that you can tell them apart.

Did your prediction change? Why or why not? What new information that you gathered over the course of your investigation changed or confirmed your initial prediction?

How confident are you in your prediction? What else do you want to know to be more confident? What could you do to gather more information?

Why is it important to look at change in abundance of your target species over time? Support your answer with information from your class investigation.

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Activity 4: Long-term Monitoring Plan

Key question: What, if anything, should be done in the future to monitor the target species?

By the end of this activity I will be able to…NGSS practice 3

Level 1 Level 2 Level 3 Level 4

Planning and Carrying Out investigations

Describe plan to monitor the abundance of my target species over the next five years

Use techniques learned from our class investigation which includes gathering data from a sample to see how the abundance changes over the next 5 years.

Improve upon our class investigation by introducing new strategies and planning to gather enough data from random samples to make strong claims about the changes in species abundance.

Anticipate limitations in the data that I will be able to collect and explain how these limitations should be taken into account when analyzing the data.

Before creating a new plan, reflect on your sampling method:

● What sampling method did you use for your Vital Signs observation?

● Why did you use this sampling method?

● Did this sampling method work?

● What would you change about your sampling method and why?

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Create your Monitoring Plan:Using what you have learned in the field and during your analysis, how do you think your study site should be monitored? Answer the questions below to create a plan to collect data over the next 5 years to see if your predictions are correct or not.

● What is the statistical question?

● What data will need to be collected?

● What sampling methods and equipment should be used?

● How often will data be collected?

● How will results be reported?

● What are potential sources of error in your data? What are some limitations in the data that you will be able to gather?

Once you and your classmates have agreed on a monitoring plan, record it in the space below:

Target species:

Statistical Question:

Data to be collected:

Sampling method:

Equipment needed:

Frequency of data collection:

Method for reporting results:

Additional notes:

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APPENDIX B

Research Jigsaw: [target species]

Our Research QuestionHow has the species abundance of [target species] changed over time?

JIGSAW PERSPECTIVE #1

What’s the big deal? Use these resources to get a sense of why scientists, managers, and others want to know where [target species] is.

*ADD YOUR RESOURCES HERE*

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Our Research QuestionHow has the species abundance of [target species] changed over time?

JIGSAW PERSPECTIVE #2

How do I know it when I see it? Use these resources to learn more about the key identifying characteristics and biology of [target species].

Vital Signs species ID cards for [target species] (check out similar species, too)http://vitalsignsme.org/species-identification-resources

University of Maine Cooperative Extension:Insects, Marine, and Fish - https://extension.umaine.edu/invasivespecies/home/id_resources/

Terrestrial/Aquatic Plants - https://extension.umaine.edu/invasivespecies/home/id-resources2/

*ADD ANY ADDITIONAL RESOURCES HERE*

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Our Research QuestionHow has the species abundance of [target species] changed over time?

JIGSAW PERSPECTIVE #3

How does [target species] behave in an ecosystem? How is it spread? Use these resources to better understand [target species] ecology, and how it spreads and/or travels from one location to another (naturally and by humans).

Maine human population distribution maphttp://vitalsignsme.org/maine-population-county-layer-google-earth Download and launch this Google Earth layer, check out human population densities and roadways in northern and southern Maine

*ADD YOUR RESOURCES HERE*

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Our Research QuestionHow has the species abundance of [target species] changed over time?

JIGSAW PERSPECTIVE #4

Where in Maine is [target species]? Use these resources to understand where [target species] has been FOUND, and where it has been looked for but NOT FOUND.

Vital Signs Map (Explore Data → Map) http://vitalsignsme.org/explore/map

Vital Signs Map Guide, How Do I Find Things On The Map?http://vitalsignsme.org/guides

Invasive Plant Atlas of New England Map (Data & Distribution Maps → [target species] → points)http://www.eddmaps.org/ipane/distribution/

*ADD ANY ADDITIONAL RESOURCES HERE*

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Our Research QuestionHow has the species abundance of [target species] changed over time?

JIGSAW PERSPECTIVE #5

Why are NOT-FOUND data important? Use these resources to understand why it’s important to document that you looked for a species like [target species] but did NOT find it.

Vital Signs Guide – When “Not Found” is goodhttp://vitalsignsme.org/guides

Why Nothing Mattershttp://vitalsignsme.org/why-nothing-matters

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APPENDIX CSAMPLE RUBRIC: Predicting Change in Species Over Time

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

across multiple ecosystems.

Level 1 Level 2 Level 3 Level 4Performance descriptors:

I can recognize a pattern in changes in species abundance over time or explain why I don’t see a pattern.

I can form a logical prediction of how species abundance might change over time based on information that I have gathered and represent my prediction on a line graph.

I can support my prediction with multiple pieces of evidence from patterns in species abundance that I have observed and/or from my research and represent my prediction accurately on a line graph.

I can identify limitations in the information that I used to form my predictions and pose additional questions that I want to investigate in order to be more confident in my prediction.

Elements of each level of proficiency:

- Pattern identified(or explanation of why one cannot be identified)

All of 1 and…

- Clear 5-year prediction formed- Prediction is supported by evidence from investigation and/or independent research- Prediction considers relationships between organisms and/or abiotic components of the ecosystem- Prediction is represented on a line graph

All of 1 and 2 and…

- Multiple pieces of evidence identified- Relevance of evidence is supported by logical reasoning (ie patterns in data or knowledge of species interactions)- Line graph is accurate including:-title-labeled x and y axes-clear units-consistent intervals-comparison of initial and following predictions-labels to identify initial and following predictions

All of 1, 2, and 3 and…- explanation of limitations in data include identification of gaps in data or variability of data- questions are researchable- questions will produce information that will lead to a more accurate prediction

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APPENDIX DSAMPLE RUBRIC: Long-Term Monitoring Plan

Standards:NGSS Practice 3: Planning and Carrying out InvestigationsCCSS.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.

Level 1 Level 2 Level 3 Level 4Performance descriptors:

I can describe a plan to monitor the abundance of my target species over the next five years

I can use techniques learned from our class investigation to devise a practical monitoring plan that will gather data from a sample of a population in order to answer a statistical question about changes in the abundance of my target species in the next 5 years.

I can improve upon our class investigation to devise a monitoring plan that will answer a statistical question about the change in abundance of my target species by using enough data from random samples to draw inferences about the species population.

I can anticipate limitations in the data that I will be able to collect and explain how these limitations should be taken into account.

Elements of each level of proficiency:

- includes how to collect data on species abundance.- accounts for five years of data collection.

All of 1 and…- incorporates skills used during the whole class investigation- acknowledges need to use a sample to represent the whole population- begins with a statistical question- details what data is to be collected- is practical for students to implement

All of 1 and 2 and…- improves upon class investigation in terms of accuracy of data collection, randomness of sampling, or amount of data collected-uses appropriate random sampling techniques-details frequency and duration of data collection- will generate enough data to be able to draw inferences on changes in abundance

All of 1, 2, and 3 and…- identifies potential errors in data collection, gaps in data, sampling bias, or other possible challenges or sources of error-makes suggestions for how to interpret data despite limitations

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APPENDIX E SAMPLE RUBRIC: Summary of Findings

Choose two to three of the strands below on which to assess your students. Choose the performance indicators that best reflect the work done through your class investigation.

Standard Level 1 Level 2 Level 3 Level 4

MS-LS 2-1

I can use my observations to identify a relationship between available resources and abundance of species in an ecosystem

I can interpret data in a graph or a chart to identify relationships between resource availability and species abundance an ecosystem

I can use a graph or chart to provide evidence to show relationships between resource availability and species abundance in an ecosystem and predict how changes in resource availability might impact abundance.

I can communicate multiple possible explanations of the data, including limitations in the data. I can pose additional questions for future study to help me investigate further.

MS LS2-2

I can use my observations to identify a relationship between populations of two or more species in an ecosystem.

I can interpret data in a graph or a chart to identify relationships between populations of two or more species in an ecosystem.

I can use data to provide evidence for predatory, competitive, and/or mutually beneficial relationships between species and make predictions how the introduction of a species or changes in abundance of one species might impact populations of another.

I can communicate multiple possible explanations of the data, including limitations in the data. I can pose additional questions for future study to help me investigate further.

MS-LS-2-3

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

I can develop a model based on data that I collected to show how matter or energy moves through an ecosystem.

I can create a model that illustrate how matter and energy move throughout an ecosystem showing multiple relationships, including abiotic and biotic factors and the species that I am investigating. I can use data to determine whether my model is accurate.

I can propose ways to revise or improve my model based on evidence that I collected.

MS-LS-2-4

I explain how a change in an ecosystem affects the population of a different species.

I can support my explanation using evidence from data that I collected.

I can predict how changes in an ecosystem might impact species abundance. I can explain my prediction and the evidence that supports it by describing patterns that I observed.

I can devise a new investigation to test the accuracy of my prediction.

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