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CONNECTING CHAINS OF LIFE

GRADE 7

7

Texas Performance Standards Project MIDDLE SCHOOL TASKSSCIEN

CE

Connecting Chains of Life (Grade 7)

Texas Performance Standards Project © 2017 Texas Education Agency 1

This guide links the Connecting Chains of Life unit to the Texas Essential Knowledge and Skills (TEKS) for

seventh graders. Connecting Chains of Life is a science unit that allows students to discover relationships

among species by exploring wildlife research. Connecting Chains of Life also integrates scientific research

with mathematics—specifically statistics. For example, students will use data collection skills and analysis

to examine trends in wildlife study. The following document includes the applicable TEKS and the details

of the Connecting Chains of Life unit. The final section of this document presents the applicable Texas

College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board

(THECB) on January 24, 2008.

Description of Unit In this seventh-grade science task, students will experience opportunities in wildlife research so that they may discover connections between the species in their area as well as the biosphere. The students will begin by exploring examples of “connected” species. Moving from cross continental to local, the students will learn about food chain/web relationships, study statistical representations, and conduct scientific research with measurement of locally available species, such as Monarch butterflies and/or Northern Bobwhite quail. Throughout this unit, the students will gain experiences and skills to discover how the food web is intricately interwoven. They will apply this knowledge to develop connections in the communities of an ecosystem. After independently conducting their research, students will develop a presentation to demonstrate the connections they discover between two chosen species.

Goals Students will meet these goals in their explorations:

Examine the examples of relationships between species

Develop diagrams that show energy flow connections in species

HIGH SCHOOL/EXIT TASKSTexas Performance Standards Project MIDDLE SCHOOL TASKS

Connecting Chains of Life (Grade 7) Texas Performance Standards Project © 2017 Texas Education Agency

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Understand how one species can affect another

Conduct research on species in Texas

Identify the connections between species

Understand the scientific process of research

Create a presentation to share the connections of chosen local species

Phase I. Learning Experiences 1. Students will view a photo of both the Red Knot bird (Calidris canutus) and the Horseshoe Crab

(Limulus polyphemus) and then give a brief description and background of each.

Photos can be obtained at the following websites: The Red Knot is a migrating shore bird. https://www.allaboutbirds.org/guide/Red_Knot/id The Horseshoe Crab is an ancient to present day keystone species. https://www.nwf.org/Wildlife/Wildlife-Library/Invertebrates/Horseshoe-Crab.aspx

A keystone species is a species which is crucial to the survival of other species in an ecosystem. Without the keystone species, the ecosystem would be dramatically different or non-existent. Horseshoe crabs are keystone species in the Delaware Bay area, especially for the Red Knot birds that migrate through this area and obtain valuable protein from eating the crab eggs, helping them complete their migration successfully.

2. Students will then be arranged in small groups. The students will make a group list of how they think these two species may affect each other (in allotted time period). The lists will be displayed in the room for discussion. Discuss the following questions:

When making your list, what information did you need about each species (e.g., what they eat, their habitat, where they live in the world, do they migrate)?

Which species is the keystone species in the ecosystem and why? (The Horseshoe crab is keystone because its eggs provide a vital food source for the Red Knot bird on its long migration.)

What data would a wildlife biologist need to study these species (e.g., population surveys, specific biology of each species, migration patterns, bird critical weight data)?

How would the biologist set up the data to be useful for study (e.g., graphs, charts)?

3. Students may watch the video: “CRASH – A Tale of Two Species”: https://www.youtube.com/watch?v=BjhIDOIJkvE

https://www.allaboutbirds.org/guide/Red_Knot/id

https://www.nwf.org/Wildlife/Wildlife-Library/Invertebrates/Horseshoe-Crab.aspx

https://www.youtube.com/watch?v=BjhIDOIJkvE



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This is a documentary by PBS and is a wonderful background into how species affect each other. The video is 50 minutes long. If there is not enough time in class, this video can be assigned to be watched by students at home.

4. Students will need a journal to document their learning in this task. Students will write a reflection on the video in their journals. Students will include a “food chain” diagram connecting the two species in their journals. Students will also include in their journal essential vocabulary (found in Part IV of Handout B) needed for understanding.

5. Students will review how the Red Knot bird had a long migration route to find food for survival (transition).

The range map can be found on this website to show the migration of Red Knot for the review: https://www.allaboutbirds.org/guide/Red_Knot/lifehistory

6. Students will then observe another creature that has a long migration route and depends on other species—the Monarch Butterfly.

Students will observe a live specimen of a Monarch Butterfly (Danaus plexippus) and a sample of a milkweed plant. (Discuss with students the safety of handling a live specimen.) Students will observe and sketch the insect and plant in their journal. A live specimen may be obtained at a local nature center or by catching/releasing one during the right season. Check migration dates for your local area: http://www.monarchwatch.org/tagmig/peak.html A milkweed plant may be obtained at a local nursery. Resource website: http://www.growmilkweedplants.com/texana.html If a live butterfly specimen cannot be obtained, students may use the online “Adopt a Monarch” site listed here: http://www.livemonarch.com/adopt.htm Students may also watch the video here: https://www.youtube.com/watch?v=KPVVb-6dpjk

7. Students will review the life cycle of the Monarch Butterfly and how another species, the Milkweed plant (Asclepias), is important in helping with the Monarch’s survival.

8. Students will read the National Geographic article on Monarch Butterflies by scientist Fred Urquhart: http://magazine.utoronto.ca/blogs/where-do-you-go-my-lovelies-norah-and-fred-urquhart-monarch-butterfly-migration/

https://www.allaboutbirds.org/guide/Red_Knot/lifehistory

http://www.monarchwatch.org/tagmig/peak.html

http://www.growmilkweedplants.com/texana.html

http://www.livemonarch.com/adopt.htm

https://www.youtube.com/watch?v=KPVVb-6dpjk

http://magazine.utoronto.ca/blogs/where-do-you-go-my-lovelies-norah-and-fred-urquhart-monarch-butterfly-migration/

http://magazine.utoronto.ca/blogs/where-do-you-go-my-lovelies-norah-and-fred-urquhart-monarch-butterfly-migration/



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9. Students will participate in an activity such as Inside/Outside Circle to ask and answer the following questions:

What was the author trying to find out about the Monarch Butterflies? (Where they went during the winter.)

What problem arose during his study of the migration that he solved? (Attaching the tags to the butterflies and getting them to stick.)

What data was collected in his research? (Locations of Monarch sightings.)

How was he able to collect so much data? (Volunteers/citizen scientists.)

What plant did he discover is the only plant on which Monarchs will lay their eggs?? (Milkweed—Monarch caterpillars hatch and eat the toxic milkweed with no ill effect.)

What state do the eastern Monarchs pass through to get to Mexico? (Texas.)

Note: Inside/Outside Circle is a technique in which the class is divided into two equal groups. One group makes an outside circle facing to the center. The other group makes an inside circle facing to the participants on the outside circle. The teacher has students answer one question to their face partner and discuss for a period of 1–2 minutes. Next, the teacher will have the inside circle rotate to obtain a new partner for the next question. More information can be found here: http://cooperativelearningresources.weebly.com/inside-outside-circle.html Background Information: Dr. Fred A. Urquhart—with the help of his wife, Norah—spent his entire 37-year career studying Monarch Butterflies and their migration. Being from Canada, as a boy he wondered where the butterflies would go when summer was over. He eventually developed a plan that including tagging and monitoring the species. Much of what we know today is based on his work. The video, “Flight of the Butterflies,” is an excellent resource that explains his career: http://www.flightofthebutterflies.com/home/ Other resource websites: http://video.nationalgeographic.com/video/butterfly_monarch https://www.learner.org/jnorth/monarch/ http://monarchwatch.org/

10. Students will review the articles on Milkweed at these sites: http://npsot.org/wp/story/2012/2235/

http://www.monarchwatch.org/milkweed/index.htm

11. Students will then make a Venn diagram in their notebooks that compares the Monarch butterfly and the Milkweed plant.

12. Students will write a reflection in their journals about the Monarch butterfly and the connection with the Milkweed plant. Students will also draw a “food chain” diagram including these two species.

http://cooperativelearningresources.weebly.com/inside-outside-circle.html

http://www.flightofthebutterflies.com/home/

http://video.nationalgeographic.com/video/butterfly_monarch

https://www.learner.org/jnorth/monarch/

http://monarchwatch.org/

http://npsot.org/wp/story/2012/2235/

http://www.monarchwatch.org/milkweed/index.htm



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13. Students will review the examples of specific graphs showing data collected for the Red Knot/Horseshoe Crab example, and Monarch Butterfly/Milkweed example. See Handout A found at end of this unit.

14. Students will read and watch the short video about quail in Texas at this website: http://wildlife.tamu.edu/quail/ Discuss the following:

Why is quail an important species to study in Texas?

Explain the “umbrella” effect described in the video.

How do quail fit into a food web of species for the prairie?

Background Information: Bobwhite quail in Texas are known as the “canary of the prairie.” This species helps to determine the health of the ecosystem because other species tend to follow the population trend of the Bobwhite quail. By meeting the habitat and survival needs of this species, other species fall under the “umbrella” and also benefit. This contributes to the biodiversity of an ecoregion. Several organizations have developed programs to encourage education on this species. The Texas Wildlife Association has the “Necropsy-in-a-Box” program, and Texas A&M’s AgriLife Extension Agency has the Texas Quail Index to educate and help with quail management and education.

15. The students will next partake in the quail necropsy project offered by the Texas Wildlife Association to build a background on the biology of the Northern Bobwhite quail.

The Texas Wildlife Association Necropsy-in-a-Box is an excellent resource to learn biology and information on Northern Bobwhite quail: https://www.texas-wildlife.org/program-areas/necropsy-in-a-box

16. Students will draw a food web in their journals including the Northern Bobwhite quail in Texas and explore the website on the Texas Quail Index (TQI): http://wildlife.tamu.edu/quail/texas-quail-index/

17. Students will review the process of scientific investigations by examining the TQI Project.

Note: The TQI can be used as an example of how scientists collect data to use for a research study. The study follows the scientific method by starting with a question. QUESTION: What has caused the population of quail to decline? RESEARCH: Scientists find information on the species. HYPOTHESIS: The scientists come up with several potential reasons for the decline to be tested. TEST: Scientists use dummy nest to check for predation, call counts to collect data on population, habitat evaluations, etc. (procedure protocol found on the TQI website). DATA ANALYSIS AND CONCLUSIONS: The scientists conduct statistical analysis of results to put together the report to communicate to the public.

http://wildlife.tamu.edu/quail/

https://www.texas-wildlife.org/program-areas/necropsy-in-a-box

https://www.texas-wildlife.org/program-areas/necropsy-in-a-box

http://wildlife.tamu.edu/quail/texas-quail-index/

http://wildlife.tamu.edu/quail/texas-quail-index/



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Students may review this sample report: http://agrilifecdn.tamu.edu/resultdemos/files/2015/03/2014-Texas-Quail-Index-Wichita-County.pdf

18. To better understand how wildlife biologists collect data for study, students will conduct a call count, set up a dummy nest (directions under video resources on the TQI site), or set up a game camera. Students will organize the data collections to report results to class. If quail are not available, students may do a population count of another bird species found in the local area to practice these skills.

This can be done as a class or in groups to practice the scientific investigation skills needed for an individual project later. To help with organizing data, students may use these resources: http://www.sciencebuddies.org/science-fair-projects/project_data_analysis.shtml https://nces.ed.gov/nceskids/createagraph/ http://onlinestatbook.com/rvls/index.html Resource for scientific investigation process: http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml

19. Students will report the results of the data collection activities to the class (e.g., dummy nest, call count, game camera). Show how the data were collected and organized.

20. If available, distribute the “Critters of Texas” booklets to students. Do food chain/web activities. (Handout B) Note: “Critters of Texas” booklets are available to be purchased at a discount on this site: https://www.texas-wildlife.org/program-areas/critters-of-texas-pocket-guides If these are not available, the Texas Parks and Wildlife Fact Sheets site can also be used: http://tpwd.texas.gov/huntwild/wild/species/

21. After completing Handout B (food chain/web activities), student groups will present Part IV of the handout to the class, focusing on explaining the essential vocabulary.

During these informal presentations, the teacher will check for understanding of the important vocabulary needed for food webs and clear up any misunderstandings or misconceptions.

http://agrilifecdn.tamu.edu/resultdemos/files/2015/03/2014-Texas-Quail-Index-Wichita-County.pdf

http://agrilifecdn.tamu.edu/resultdemos/files/2015/03/2014-Texas-Quail-Index-Wichita-County.pdf

http://www.sciencebuddies.org/science-fair-projects/project_data_analysis.shtml

https://nces.ed.gov/nceskids/createagraph/

http://onlinestatbook.com/rvls/index.html

http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml

http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml

https://www.texas-wildlife.org/program-areas/critters-of-texas-pocket-guides

http://tpwd.texas.gov/huntwild/wild/species/



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Phase II. Independent Research A. Research process

1. Selecting a topic. Each student will identify and choose two species—preferably in his or her local area of Texas—that have a relationship in a food chain/web. Students may use Handout C to organize project details.

2. Asking guiding questions. Each student will conduct extensive research on both species to find the background information needed to become “the expert” on each. After research, the student will select three guiding questions:

How does species A’s population affect species B’s population?

What is the correlation between the populations of species A and species B?

If species B is modified (in some way), how will that affect species A?

Is species B on the migration route of species A? If so, what would happen if species B disappeared?

What trend(s) do you notice in the populations of species A and B? Note: Correlation between one species and another species in a food chain is tested at the eighth-grade level on the STAAR test. The student’s question should be fitted to the two species chosen to investigate. The student will write a hypothesis about the relationship connection that will answer the research question. Safety: Before students conduct any investigations, the teacher will need to approve all projects and make sure that the collection process follows safety protocols.

3. Designing and submitting a research proposal. The student should include the following in the research proposal:

The question/purpose to be addressed, including three possible pairs of species for the investigation.

A plan to develop the procedure to test or collect data about the relationship. This could include doing population surveys, setting up game cameras, or using an online resource such as *iNaturalist to use a citizen scientist data base or set up a project.

Resources to be used including any safety procedures to be followed. Note: iNaturalist is a program that collects population data on species by utilizing citizen scientists’ reports of sightings. http://www.inaturalist.org/

4. Conducting the research and data summary. After teacher approval, the student will

independently conduct the investigation and then summarize and prepare the data for analysis. Adjustments may need to be made during the investigation that will be addressed as the project progresses.

http://www.inaturalist.org/



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B. The product Each student will show what he or she has learned through one of the following written products. 1. The student will produce a documentary-style video describing the relationship between the

two species and how they are connected in a “chain of life.” The video should include a synopsis of each species and evidence of the investigation that was conducted by the student. The video should clearly explain any statistical data as well as the relationship between the two species. The student is encouraged to be creative in reporting the results of the scientific investigation.

2. The student will display the information and results of the investigation of two connected

species on a tri-fold presentation board. The board should include a synopsis of each species, including photos. The display should also outline the steps of the scientific investigation with purpose, hypothesis, procedure, data collection and analysis, and conclusion.

3. The student will write a magazine article explaining the relationship of the two connected

species. The article should include a synopsis of information on each species, including photos. The article should summarize the investigation carried out by the student and present the results of the scientific investigation in a report format.

Whichever product is utilized, the student will need to include a reference/works cited page or credits with at least five reliable sources and keep a journal noting time and date of work.

C. Communication The student communicates what he or she has learned through one of the following methods of communication: 1. An informal presentation/screening of the student’s product to an audience/class with a

question and answer session following. The presentation should not last more than 15 minutes.

2. A formal presentation to a panel of judges with each panelist posing questions to the presenter.

The TPSP Middle School Rubric will be used to assess each student’s learning. The TPSP Middle School Rubric can be downloaded at http://www.texaspsp.org/middleschool/middle-school-assessment.php

Additionally, self- or peer-assessments based on the rubric may be developed that students could use to evaluate their products.

http://www.texaspsp.org/middleschool/middle-school-assessment.php



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D. A completed project consists of: 1. A cover sheet with student name, date, school, and project title 2. The research plan submitted earlier 3. A project journal with entries showing time/date of work 4. The chosen product (video, display, or report) 5. A Works Cited page with at least five references

In what ways did the student

develop sophisticated, open-ended questions about the self-selected topic;

use a variety of sources that access advanced content and include multiple perspectives;

collect data using the tools of the discipline;

analyze and interpret the data;

capture and apply their analysis through an original product; and

communicate his or her research findings, learning, and ideas to an audience using the language of the discipline?

After completing the research project, the students may set up a “fair” in which they share their projects with the public in an open informal event. To observe wildlife research up close, set up an appointment for a tour of the Rolling Plains Quail Research Ranch: http://www.quailresearch.org/welcome/

Students may be interested in helping with ongoing research projects at “Zooniverse.” The students can assist scientists in analyzing data for a variety of projects in all subject areas: https://www.zooniverse.org/ As an extension, students may want to explore displaying the species of their project in an art form, such as a watercolor painting, sculpture, or other creative means of display. Students may further extend study by researching the endangered species of his or her local area. This site can be helpful in exploring rare or endangered species of Texas: http://tpwd.texas.gov/gis/rtest/

Additional Resources Students are encouraged to work with their teachers and parents/guardians to conduct the research necessary to support and enhance each task, following local district guidelines. Online resources like The Smithsonian Museum, The Library of Congress, The Texas State Archives, Texas State Historical Association, and National Geographic’s Kids offer information on a variety of topics and could serve as a good starting place.

http://www.quailresearch.org/welcome/

https://www.zooniverse.org/

http://tpwd.texas.gov/gis/rtest/



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Texas Essential Knowledge and Skills The unit may address the following TEKS:

English Language Arts and Reading:

§110.19. English Language Arts and Reading, Grade 7

(1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.

(2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.

(7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to describe the structural and substantive differences between an autobiography or a diary and a fictional adaptation of it

(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.

(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

(17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.

(19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.

(20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.

(22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.

(23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.

(24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.

(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience.



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(26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.

(27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.

(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

Mathematics:

§111.27. Mathematics, Grade 7

(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

(3) Number and operations. The student applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions.

(6) Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships.

(12) Measurement and data. The student applies mathematical process standards to use statistical representations to analyze data.

Social Studies:

§113.19. Social Studies, Grade 7

(8) Geography. The student uses geographic tools to collect, analyze, and interpret data.

(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

Science:

§112.19. Science, Grade 7

(1) Scientific investigation and reasoning. The student, for at least 40% of the instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices.

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations.

(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.

(4) Science investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry.



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(5) Matter and energy. The student knows that interactions occur between matter and energy.

(6) Matter and energy. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes.

(10) Organisms and environments. The student knows that there is a relationship between organisms and the environment.

(11) Organisms and environments. The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations.

(12) Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function.

(13) Organisms and environments. The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli.

Texas College and Career Readiness Standards This unit may address the following Texas College and Career Readiness Standards:

English Language Arts:

I.A.2 Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources.

I.A.3 Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information, organize material generated, and formulate a thesis.

I.A.5 Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate.

II.A.2 Use text features and graphics to form an overview of informational texts and to determine where to locate information.

II.A.4 Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions.

II.B.1 Identify new words and concepts acquired through study of their relationships to other words and concepts.

II.B.3 Use reference guides to confirm the meanings of new words or concepts.

III.A.2 Adjust presentation (delivery, vocabulary, length) to particular audiences and purposes.

III.B.1 Participate actively and effectively in one-on-one oral communication situations.

III.B.2 Participate actively and effectively in group discussions.

III.B.3 Plan and deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning.

IV.A.2 Interpret a speaker’s message; identify the position taken and the evidence in support of that position.



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IV.B.1 Listen critically and respond appropriately to presentations.

IV.B.2 Listen actively and effectively in one-on-one communication situations.

IV.B.3 Listen actively and effectively in group discussions.

V.A.1 Formulate research questions.

V.A.2 Explore a research topic.

V.A.3 Refine research topic and devise a timeline for completing work.

V.B.1 Gather relevant sources.

V.B.2 Evaluate the validity and reliability of sources.

V.B.3 Synthesize and organize information effectively.

V.C.1 Design and present an effective product.

V.C.2 Use source material ethically.

Mathematics: I.A.1 Compare real numbers.

I.B.1 Perform computations with real and complex numbers.

IV.D.2 Apply probabilistic measures to practical situations to make an informed decision.

VI.A.1 Plan a study.

VI.B.1 Determine types of data.

VI.B.2 Select and apply appropriate visual representations of data.

VI.B.3 Compute and describe summary statistics of data.

VI.B.4 Describe patterns and departure from patterns in a set of data.

VI.C.1 Make predictions and draw inferences using summary statistics.

VI.C.2 Analyze data sets using graphs and summary statistics.

VI.C.3 Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.

VI.C.4 Recognize reliability of statistical results.

X.B.1 Use multiple representations to demonstrate links between mathematical and real world situations.

X.B.2 Understand and use appropriate mathematical models in the natural, physical, and social sciences.

X.B.3 Know and understand the use of mathematics in a variety of careers and professions.

Science: I.A.1 Utilize skepticism, logic, and professional ethics in science.

I.A.2 Use creativity and insight to recognize and describe patterns in natural phenomena.

I.A.3 Formulate appropriate questions to test understanding of natural phenomena.

I.A.4 Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.




I.B.1 Design and conduct scientific investigations in which hypotheses are formulated and tested.

I.C.1 Collaborate on joint projects.

I.C.2 Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.

I.C.3 Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures.

I.D.1 Demonstrate literacy in computer use.

I.D.2 Use computer models, applications, and simulations.

I.D.3 Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.

I.E.1 Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.

I.E.2 Use essential vocabulary of the discipline being studied.

II.A.1 Understand the real number system and its properties.

II.A.3 Understand ratios, proportions, percentages, and decimal fractions, and translate from any form to any other.

II.A.7 Use calculators, spreadsheets, computers, etc., in data analysis.

II.E.1 Understand descriptive statistics.

III.A.1 Use correct applications of writing practices in scientific Communication.

III.B.1 Read technical and scientific articles to gain understanding of interpretations, apparatuses, techniques or procedures, and data.

III.B.2 Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.

III.B.3 Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.

III.B.4 List, use, and give examples of specific strategies before, during, and after reading to improve comprehension.

III.C.1 Prepare and present scientific/technical information in appropriate formats for various audiences.

III.D.1 Use search engines, databases, and other digital electronic tools effectively to locate information.

III.D.2 Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.

IV.C.2 Recognize the role of people in important contributions of scientific knowledge.

V.D.1 Understand that scientists categorize things according to similarities and differences.

VI.C.2 Recognize variations in population sizes, including extinction, and describe mechanisms and conditions that produce these variations.

VI.G.2 Know patterns of energy flow and material cycling in Earth’s ecosystems.




VI.G.3 Understand typical forms of organismal behavior.

IX.F.1 Describe matter and energy transfer in the Earth’s systems.

IX.F.2 Give examples of effects of energy transfer within and among systems.

X.B.1 Understand energy transformations.

X.B.2 Know the various sources of energy for humans and other biological systems.

X.C.1 Recognize variations in population sizes, including human population and extinction, and describe mechanisms and conditions that produce these variations.

X.E.2 Understand the use and consequences of pest management.

X.E.4 Understand land and water usage and management practices.

Social Studies:I.A.1 Use the tools and concepts of geography appropriately and accurately.

I.A.2 Analyze the interaction between human communities and the environment.

IV.A.5 Read narrative texts critically.

IV.A.6 Read research data critically.

Cross-Disciplinary Standards:I.A.1 Engage in scholarly inquiry and dialogue.

I.C.3 Collect evidence and data systematically and directly relate to solving a problem.

I.E.1 Work independently.

I.E.2 Work collaboratively.

I.F.1 Attribute ideas and information to source materials and people.

I.F.2 Evaluate sources for quality of content, validity, credibility, and relevance.

II.A.1 Use effective prereading strategies.

II.A.2 Use a variety of strategies to understand the meanings of new words.

II.A.3 Identify the intended purpose and audience of the text.

II.A.4 Identify the key information and supporting details.

II.B.1 Write clearly and coherently using standard writing conventions.

II.B.2 Write in a variety of forms for various audiences and purposes.

II.C.1 Understand which topics or questions are to be investigated.

II.C.2 Explore a research topic.

II.C.3 Refine research topic based on preliminary research and devise a timeline for completing work.

II.C.4 Evaluate the validity and reliability of sources.

II.C.5 Synthesize and organize information effectively.

II.C.6 Design and present an effective product.

II.C.7 Integrate source material.

II.C.8 Present a final product.

II.D.1 Identify patterns or departures from patterns among data.




II.D.2 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data.

II.D.3 Present analyzed data and communicate findings in a variety of formats.

II.E.1 Use technology to gather information.

II.E.2 Use technology to organize, manage, and analyze information.

II.E.3 Use technology to communicate and display findings in a clear and coherent manner.

II.E.4 Use technology appropriately.



Texas Performance Standards Project © 2017 Texas Education Agency

Handout A

Example #1: Part A Data has been collected to get a better understanding of the relationship between the Red Knots and the Horseshoe crab.

1. According to this graph, what was the adequate weight needed for a Red Knot to completeits migration? __________________________________________________________________

2. What does the x-axis of this graph represent? ______________________________________

3. What does the y-axis of this graph represent? ______________________________________

Source: Conserve Wildlife Foundation of New Jersey. (2015). 2015 Horseshoe Crab Spawn and Shorebird Migration on Delaware Bay. Retrieved from: http://www.conservewildlifenj.org/blog/2015/05/20/2015-horseshoe-crab-spawn-and-shorebird-migration-on-delaware-bay/

http://www.conservewildlifenj.org/blog/2015/05/20/2015-horseshoe-crab-spawn-and-shorebird-migration-on-delaware-bay/

http://www.conservewildlifenj.org/blog/2015/05/20/2015-horseshoe-crab-spawn-and-shorebird-migration-on-delaware-bay/




4. What trend does this graph suggest for the population of adequate weight Red Knots fromthe years shown?____________________________________________________________________________________________________________________________________________________________

5. What would you predict the proportion to be in 2018? _______________________________

Why? _________________________________________________________________________

6. Create two more questions that can be answered by this graph.




Example #1: Part B

6. What is the x-axis in this graph? _______________________________________________

7. What is the y-axis in this graph? ________________________________________________

8. How can you compare this graph with the first graph of Red Knot weights in Part A?____________________________________________________________________________________________________________________________________________________________

Source: NJDEP trend report, Wildlife Populations: Horseshoe Crab, updated 3/2016: http://www.nj.gov/ dep/dsr/trends/pdfs/wildlife-horseshoe.pdf

http://www.nj.gov/%20dep/dsr/trends/pdfs/wildlife-horseshoe.pdf




9. What information do you obtain from these graphs?______________________________________________________________________________

10. What data was collected in order to create these graphs?____________________________________________________________________________________________________________________________________________________________

11. How do you think this data was collected?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. Create two more questions that can be answered by the data in this graph.




Example #2 Review the bar graph entitled, “Monarch Butterflies Overwintering in Mexico” located at http://www.learner.org/jnorth/monarch/spring2016/06/c030316_hectares.html.

1. In which year was the area of hectares the highest?______ lowest?_____

2. What is the average area of hectares from 1994/1995 to last date on graph? __________

3. How does the last year’s (shown) area compare to the average?________________________

4. According to this graph, how has the size of the monarch population changed during yourlifetime?____________________________________________________________

5. What trends do you see in the data? _________________________________________

6. How do you think this data was collected?________________________________________________________________________

http://www.learner.org/jnorth/monarch/spring2016/06/c030316_hectares.html




Handout B

Part I

Find one animal species on the Texas Critter book or list of Texas Species: http://tpwd.texas.gov/huntwild/wild/species/ .1. Choose an animal species. Write name of species here:

Common Name ___________________________Scientific Name ___________________________

2. Find out what your species eats:

_____________________________________________

3. Find out what eats your species (predators):

_____________________________________________________________

4. What habitat does your species live in? _____________________________

5. Give five facts about this species:

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

4. ___________________________________________

5. ___________________________________________

6. Develop a food chain with at least four parts (you may add more). The sun

should be included as the start of your food chain. Label each part and include

the flow of energy arrows. Use the bottom of this page to show your food

chain.

http://tpwd.texas.gov/huntwild/wild/species/




Part II

You made a food chain—now you will make a food web. Find other students who have a food chain that would live around the same area as yours. See how your food chains overlap with some of the same organisms. Create a combined food web. In a web, the energy flow can take various paths. Arrange as many of the organisms as you can into a network of interconnected food chains. Be sure to use the arrows to show which way the energy transfers as organisms eat each other. Draw your group’s food web in the space below. You may add more details if needed.




Part III

When a plant or animal dies, it leaves behind nutrients and energy in the organic material that made up its body. Scavengers can feed on the carcass, but they leave behind a large amount of unused energy and nutrients. This unused energy is found in the form of uneaten bones, feathers, and exoskeletons of insects; fur in the case of animals; wood in the case of plants; and feces in the case of scavengers. Decomposers are organisms that break down the organic matter into carbon dioxide and nutrients. This releases nutrients such as nitrogen, phosphorus, and magnesium in a form that plants and algae (producers) can use. Examples of decomposers would be some worms, fungi, and bacteria.

1. What are decomposers? ___________________________________________

2. What are some examples of decomposers?

________________________________________________________________

________________________________________________________________

3. Where do you think they should be added to the food webs and food chains?

________________________________________________________________4. If you did not add a decomposer to your food web, go back and add one now.




Part IV

With the other students that combined food chains to make a food web, prepare to explain your food web to the class. Be able to explain the flow of energy through your food web. Use vocabulary in your presentation from the list below and be prepared to explain the meanings.

Vocabulary List Autotroph Biodiversity Carnivore Decomposer Energy Energy Pyramid Food chain Food web Herbivore Omnivore Photosynthesis Predator Prey Primary Consumers Primary Producer Quaternary Consumer Scavenger Secondary Consumers Tertiary Consumers




Handout C Research Proposal/Directions—Connecting Chains of Life Project

Each student will submit three pairs of species that would be of possible interest for his or her study (preferably in the local area of Texas). 1. 2. 3. Teacher approval (signature): ____________________________________________________

1. Selecting a topic. Each student will narrow the above pairs down to two species that have arelationship in a food chain/web.

2. Research. Each student will conduct extensive research on both species to find thebackground information needed to become “the expert” on each.

3. Asking guiding questions. After research, the student will select three guiding questions,such as:

How does species A’s population affect species B’s population?

What is the correlation between the populations of species A and species B?

If species B is modified (in some way), how will that affect species A?

Is species B on the migration route of species A, and if so, what would happen if speciesB disappeared?

What trend(s) do you notice in the populations of species A and B?

The student’s question chosen should be fitted to the two species chosen to investigate.

4. Hypothesis. Each student will write a hypothesis about the relationship connection that willanswer the research question.

5. Designing and submitting a research proposal. Each student should include the following inthe research proposal:

The question/purpose to be addressed.

A plan to develop the procedure to test or collect data about the relationship.

Resources to be used including any safety procedures to be followed.

The research proposal must be approved by the teacher before any investigation begins.

6. Conducting the research and data summary. After teacher approval, the student willindependently conduct the investigation and then summarize and prepare the data for analysis.Adjustments may need to be made during the investigation that will be addressed as the




project progresses. Each student will keep a journal of the project and make date entries of work.

7. The product. Each student shows what he or she has learned through one of the followingwritten products.

Circle choice below:

1. The student will produce a documentary-style video describing the relationship betweenthe two species and how they are connected in a “chain of life.” The video should includea synopsis of each species and evidence of the investigation that was conducted by thestudent. The video should clearly explain any statistical data as well as the relationshipbetween the two species. The student is encouraged to be creative in reporting theresults of the scientific investigation.

2. The student will display the information and results of the investigation of twoconnected species on a tri-fold presentation board. The board should include a synopsisof each species, including photos. The display should also outline the steps of thescientific investigation with purpose, hypothesis, procedure, data collection and analysis,and conclusion.

3. The student will write a magazine article explaining the relationship of the twoconnected species. The article should include a synopsis of information on each species,including photos. The article should summarize the investigation carried out by thestudent and present the results of the scientific investigation in a report format.

Whichever product is utilized, the student will need to include a reference/works cited page or credits with at least five reliable sources and keep a journal noting time and date of work.

8. A completed project consists of:1. A cover sheet with student name, date, school, and project title2. The research plan submitted earlier3. A project journal with entries showing time/date of work4. The chosen product (video, display, or report)5. A Works Cited page with at least five references

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