Download - Tool 4 Template Example – 5E Learning Sequence Outline 4... · Tool 4 Template Example – 5E Learning Sequence Outline ... , and change in those habitats affects the organisms

Tool4TemplateExample–5ELearningSequenceOutline

Unit:Ecosystems:Interactions,EnergyandDynamics GuidingQuestion:Whathappenswhenapredatorcomesbackintoanenvironment?InstructionalSequence:1-WolvesinYellowstone Resources:Yellowstonefoodwebcardsanddatasheet

Whatscience(andengineering)contentwillbedevelopedduringthislearningsequence?

Note:ThisinformationcomesfromTool1

ScienceandEngineeringPractices DisciplinaryCoreIdeas CrosscuttingConceptsandConnections

ConstructingExplanations:Constructanexplanationthatincludesqualitativeorquantitativerelationshipsbetweenvariablesthatpredictphenomena.

MSLS2.A:Predatoryinteractionsmayreducethenumberoforganismsoreliminatewholepopulationsoforganisms.Mutuallybeneficialinteractions,incontrast,maybecomesointerdependentthateachorganismrequirestheotherforsurvival.Althoughthespeciesinvolvedinthesecompetitive,predatory,andmutuallybeneficialinteractionsvaryacrossecosystems,thepatternsofinteractionsoforganismswiththeirenvironments,bothlivingandnonliving,areshared.

Patterns:Patternscanbeusedtoidentifycauseandeffectrelationships.

Whatconnectionswillbemade?


EngaginginArgumentfromEvidence:Constructanoralandwrittenargumentsupportedbyempiricalevidenceandscientificreasoningtosupportorrefuteanexplanationoramodelforaphenomenonorasolutiontoaproblem.

MSESS3.C:Typicallyashumanpopulationsandper-capitaconsumptionofnaturalresourcesincrease,sodothenegativeimpactsonEarthunlesstheactivitiesandtechnologiesinvolvedareengineeredotherwise.

Cause&Effect:Causeandeffectrelationshipsmaybeusedtopredictphenomenainnaturalordesignedsystems.

(ConnectionstoEngineering,TechnologyandApplicationsofScience):Allhumanactivitydrawsonnaturalresourcesandhasbothshort-andlong-termconsequences,positiveaswellasnegative,forthehealthofpeopleandthenaturalenvironment.

(ConnectionstotheNatureofScience):Scienceknowledgecandescribetheconsequencesofactionsbutdoesnotnecessarilyprescribethedecisionsthatsocietytakes.

PerformanceExpectations


MS-LS2-2Constructanexplanationthatpredictspatternsofinteractionsamongorganismsacrossmultipleecosystems.

MS-ESS3-4Constructanargumentsupportedbyevidenceforhowincreasesinhumanpopulationandper-capitaconsumptionofnaturalresourcesimpactEarth’ssystems.

HO2

Copyright © AMNH 2017 of 14 Five Tools and Processes for NGSSTool 4


Whatpriorknowledgeiscrucialasafoundationforthelearningsequence?

Note:Reviewthepreviousgradeband(s)forcoreidea

LS2A.

FromK-2:Plantsdependonwaterandlighttogrow;plantsdependonanimalsforpollinationortomovetheirseedsaround.

From3-5:Thefoodofalmostanykindofanimalcanbetracedbacktoplants.Organismsarerelatedinfoodwebsinwhichsomeanimalseatplantsforfoodandotheranimalseachtheanimalsthateatplants.

LS1C.

FromK-2:Allanimalsneedfoodinordertoliveandgrow.Theyobtaintheirfoodfromplantsandfromotheranimals.

LS4D.

FromK-2:Therearemanydifferentkindsoflivingthingsinanyarea,andtheyexistindifferentplacesonlandandinwater.

From3-5:Populationsliveinavarietyofhabitats,andchangeinthosehabitatsaffectstheorganismslivingthere.

CommonStudentIdeas

Note:Theseideascomefromyourexperienceteachingthetopic,andtheresearchonstudentideasinscience.Sourcesmayinclude:

AtlasofScienceLiteracy,AAAS

MakingSenseofSecondaryScience,Driver

Studentsmaythinkplantsaredependentonhumans,ratherthanhumans(andallotheranimals)aredependentonplants.

TheymaythinkpredatorandpreypopulationsaresimilarinsizeORthattherelativesizesofpredatorpreypopulationshavenobearingonthesizeoftheother.

Studentsmaythinkvaryingthepopulationsizeofaspeciesmaynotaffectanecosystembecausesomeorganismsarenotimportant.

Theymaythinkthatecosystemsarenotafunctioningwholebutsimplyacollectionoforganismsinsteadofthinkingthatecosystemsincludenotjusttheorganismsbutalsotheinteractionsbetweenorganismsandbetweentheorganismsandtheirphysicalenvironment.

HO2



Engage:Theteacheroracurriculumtaskhelpsstudentsbecomeengagedbyanaturalphenomenonthroughtheuseofshortactivitiesthatpromotecuriosityandelicitpriorknowledgeaboutthephenomenonandassociatedconcepts.Theactivityshouldmakeconnectionsbetweenpastandpresentlearningexperiences,exposepriorconceptions,andorganizestudents’thinkingtowardthelearningoutcomesofactivitiesintheinstructionalsequence.

Whatteacherisdoing(includingabriefdescriptionoftheactivityandkeyquestions)

Whatstudentsaredoing(includingidealstudentresponsetoselectedquestions/tasks)

IdentifySEPasappropriate

IdentifyCCSS( andELA/literacy )asappropriatemath

AnchorPhenomenon

GuidingQuestion

ScienceConcepts

DCI,CCC,PE

Atthebeginningofthelessonaskstudentstobrieflydescribewhatanimalsandplantsneedinordertoliveandgrow.

Togenerateinterestinthetopic,invitestudentstothinkaboutalocalenvironmentneartheirschool.

Facilitatestudentschartingtheirresponses,andhavegroupscomparetheirliststoothergroups’lists.

ShowavideoaboutthereintroductionofwolvesinYellowstoneNationalPark(NationalGeographicVideo–wolves,bisonandranchersinYellowstone).ShowstudentsInteractiveMap:WhereYellowstoneWolvesRoam(websitefromPBSNature).

Asksstudentsiftheythinkthewolvesstaywithinparkboundaries.

Askstudentstoconsiderwhetherpeopleshouldbeallowedtohuntwolves,andwhetherpeopleshouldacttorestorewildecosystems.

Chartstudents’questionsabouttheinteractionsbetweenanimalsandpeopleinYellowstone.

Studentresponse:livingthingsneedfood,airandwater.

Studentsworkingroupstoconsiderwhattheyknowaboutalocalenvironmentneartheirschool(suchasaplayground,park,orgarden).Theylistthepossibleinteractionsamongthelivingandnon-livingthingsandsharetheirideaswiththeclass(SL.8.1).

Studentswatchvideoandreadtwoparagraphsoftexttolearnstorythatallthewolvesweregonefromtheparkby1930duetooverhunting,butthattheseanimalswerereintroducedintotheparkin1995.

Constructanexplanationthatincludesqualitativerelationshipsbetweenvariablesthatpredictanddescribephenomena

Inpairs,studentsdiscusshowreintroducingthewolvesmightaffecttheparkandthetourists,cattleranchers,andlocalresidentswholivenearby.TheylistotheranimalsthatliveinYellowstonebasedonwhattheysawinthevideo,anddiscusshowthewolfpresencemightaffectthenumbersanddistributionoftheseotheranimals(SL.8.1).

StudentResponse:Animalssuchaswolves,grizzlybears,mooseanddeerwillnotlikelyremainwithintheparkboundaries.

Constructanoralargumentsupportedbyscientificreasoningtosupportorrefuteasolutiontoaproblem

Studentsargueaboutwhetherpeopleshouldbeallowedtohuntwolves,andwhetherpeopleshouldacttorestorewildecosystems.

StudentResponse:Wolvesshouldnotbehuntedsincethereareonlyabout100withintheparkorwolvesshouldbehuntedsincetheycanpostathreattocattleandpeopleoutsidetheparkboundaries.

AnchorPhenomenon:

WolveswerereintroducedtoYellowstoneParkin1995andsincethenthenumbersofseveraldifferentorganismshavebeenaffectedwithsomepopulationsincreasingandsomedecreasing.

GuidingQuestion:

Howdolivingthings,includinghumans,interactwitheachotherandwithnon-livingthingsinanenvironment?

Animalsandplantsliveinvarietyofenvironments;humansarepartofandcanaffectthatenvironment.

Animalsneedair,waterandfood-theyeatplantsandotheranimals.Plantsalsoneedfood,whichtheymakefromair,waterandsunlight.

Linkingquesti

Copyright

onfro

©

mE

AMNH

ngag

2017

etoExplore:Whatpatternsdoweseeinthewaysorgani

Page

sms

3

i

of

nte

14

ractwitheachother?

HO2

Five Tools and Processes for NGSSTool 4


Explore:ExperiencesintheExplorephaseprovidestudentswithacommonbaseofactivitieswithinwhichstudentswrestlewiththeircurrentconceptionsaboutanaturalphenomenonthroughthescienceandengineeringpracticeidentifiedintheperformanceexpectation.Learnersmaycompleteactivitiesthathelpthemusepriorknowledgetogeneratenewideas,explorequestions,and/ordesignandconductaninvestigation.





AnchorPhenomenon

GuidingQuestion

ScienceConcepts

DCI,CCC,PE

AskstudentstobrainstormandreviewthelistofYellowstoneorganismstheyhadgeneratedinthepreviouslesson.Asanimalinteractionsaredescribed,drawfoodchain,andthenafoodwebontheboard(basedonstudentideas).

DistributeYellowstonecardsforbison,beaver,coyote,elk,cowbird,bear,snowshoehare,andwintertick.

Afterstudentshavehadtimetopredictthefoodweb,givestudentsaninformationsheetthatlistswhatthevariousorganismsinthefoodwebeat.

KeyQuestions:

● Whichorganismsplayasimilarrole?Describetheseroles.● Whatdoyoupredictwouldhappentothefoodwebifallthe

plantsdied?

GivestudentstheGrayWolffoodwebcard.

Useamodel(afoodweb)todescribephenomena

StudentsreceiveYellowstoneFoodWebcardsforcertainorganismsandareaskedtosortthecardsintogroupsandexplaintheirgroupingstoeachother.

Studentsarrangethecardsintoafoodweb,andpredictwhateachanimalmighteat,andrecorditintheirsciencenotebooks.Theycomparetheirfoodwebswiththoseofothergroupsandreflectonsimilaritiesanddifferences.

Usingtheinformationsheet,studentsrevisetheirfoodwebs,accordingtothenewinformationandrecordtheirrevisions.Intheirgroupstheydiscussthepatternsofinteractionamongtheorganismsinthefoodweb(SL.8.1).

IdealStudentResponses:

● Thebeaver,theelk,thehareandthebisonalleatplants● Ifalltheplantsdied,animalsliketheharewouldn’thave

food,andthenanimalslikethecoyote,thateatsmallanimalslikethehare,mightalsodie.


Studentsthinkaboutthereintroductionofthewolfandhowitwillaffectthefoodwebbyaddingthewolfcardtotheirmodel,anddiscussing/predictingwhichinteractionsitmightaffect.Thealsoaddbacteria,humansandcattletothinkabouthowtheymightaffectthefoodwebtoo.

AnchorPhenomenon:

ThepopulationofwolvesinYellowstoneaffectsthepopulationofmanyotherorganisms,notjusttheonestheyeat.

GuidingQuestion:

Whatimpactcananorganismhaveontheinteractionsbetweenotherorganismsinafoodweb?

Foodwebscanrepresentpatternsoffeedingrelationshipsamongorganismsinanenvironment.

Causeandeffectrelationshipsrepresentedinafoodwebmaybeusedtopredictphenomena.

HO2

Copyright © AMNH 2017 of 14Five Tools and Processes for NGSS

Tool 4


KeyQuestions:

● Whichanimalseatotheranimalsforfood?● Whichanimalscompeteforthesamefood?● Whatisanexampleofahelpfulrelationshipbetweentwo

animals?● Whateffectdoyouthinkrestoringwolveshadontheelk?

Thesmallanimals?Theplants?

Note:questionsshouldhelpstudentsdescribethepatternsofinteractions.

Discussthelocalenvironmentfromthepreviouslessonwithstudents.


● Cowbirds,coyote,bear,andwolveseatotheranimals.● Beaver,elk,bisonandharecompete.Thebear,coyoteand

wolfcompete.● Thecowbirdeatingwinterticksishelpfultotheanimalsthe

tickliveson,likebison.● Thewolvesmightcausetheelkandtheharestogodown

sincethatisafoodsourceforthem;sincewolveseattheplant-eaters,thismightindirectlyleadtomoreplants

Studentsconstructafoodweboftheorganismsintheirlocalenvironment(fromthepreviouslesson).

LinkingquestionfromExploretoExplain:WhatsimilarpatternsaretherebetweenhowtheorganismsinteractintheYellowstonefoodwebandhowtheorganismsinteractinyourlocalenvironment?

HO2



Explain:DuringtheExplainphasestudentsareprovidedopportunitiestodemonstratetheirconceptualunderstandinganduseofscienceandengineeringpractices.Inthisphaseteachersorinstructionalmaterialsemploysense-makingstrategiesandintroduceacademiclanguage.Anexplanationfromtheteacherorotherresourcesmayguidelearnerstowardadeeperunderstanding,whichisacriticalpartofthisphase.





AnchorPhenomenon

GuidingQuestion

ScienceConcepts

DCI,CCC,PE

AskstudentstosharesomeexamplesofYellowstonefoodwebinteractionsfromthepreviouslesson.

Showthreevideosaboutpatternsofinteractionsbetweenorganisms:

• Video1fromPBS-predator-prey• Video2fromNationalGeographic-competition• Video3fromUntamedScience-symbiosis(includingmutualism,

commensalismandparasitism).

Aftereachvideo,havestudentsrecorddefinitionsofthetermsontoanote-takingsheet,andlisttheorganismsfromthevideo.

Givestudentsareadingwithinformationsimilartowhatwasinthevideos,andallowstudentstorevisetheirdefinitionsandlistadditionalexamplesoforganismsthatfolloweachpatternofinteraction(modelanexampleofhowtoreviewthedefinitionforpredator-prey).

Givestudentsmatchingactivitytoidentifyrelationshipsusingthisnewterms.

AskstudentstoidentifythepatternsofrelationshipsfromtheYellowstonefoodwebusingthenewscientificterms(createachartforthemtofillouttogether).Askthemtoexplainhowhumansinteractwithotherorganismsinpredator-prey,competitive,andmutualisticrelationships.

Examplestudentresponse:wolvesandcoyoteseatelkandbison.

Studentsusegraphicorganizer(worksheet)totakenotesaboutorganismrelationshipsinthevideos.IngroupstheycreatetheirowndefinitionsbasedonthevideosandprovideexamplesfromofeachtypeofinteractionThenstudentsworkwiththeirpartnertoreadthetext.Withtheirgrouptheyrevisetheirdefinitions.(SL.8.1)


predator-prey(feedingrelationshipwhereoneanimalkillsandtheotheriskilled;ex.beareatsafish)

competition(twoormorespeciesrequirethesamelimitedresources;ex.Europeangreencrabsandnativegreencrabscompeteforfood)

symbiosis(commensalism-helpsonespeciesanddoesn’thelporharmtheother,mutualism-helpsbothspeciesinvolved,parasitism-benefitsonespecies(parasite)andharmstheother(host);ex.tapewormsareparasitesthatliveinsidetheintestineofananimalhost

Studentsaregivenalistoforganismsanddescriptionsoftheirrelationships,andhavetomatcheachexamplewithapatternofinteractionfromtheirgraphicorganizer(ex.“mountainlionseatdeer”ismatchedwithpredator-prey).

StudentsrevisittheYellowstonefoodwebandidentifydifferenttypesofinteractionsthatincludehowhumansinteractinthefoodweb.

AnchorPhenomenon:

Wolvesandcoyotehavearelationship,eventhoughneitheroneofthemeatstheother.

GuidingQuestion:

Whattypesofinteractionsoccurbetweenorganisms?

Whiletheindividualorganismsindifferentenvironmentsmayvary,thepatternsofinteractions(relationships)betweenorganismsareconsistentacrossdifferentenvironments.

Theserelationshipsbetweenorganisms,includinghumans,canbepredatory,competitiveormutuallybeneficial.

HO2



KeyQuestions:CompletetheChart

PatternofInteraction

ExampleinYellowstone

Exampleofhowhumansinteractwithanotherspecies

Predator-Prey

Competition

Mutualism

Wrap-uplessonwithdiscussionaboutYellowstonebeforeandafterthereintroductionofthewolves.

KeyQuestion:

ExplaintheimpactofhumansonthefoodwebinandnearYellowstoneNationalParkduringeachofthefollowingtimeperiods.Usethescientifictermsyoulearnedinthislessontoexplaintheinteractionsbetweenhumansandotherorganisms.

a. Fromlate1800sto1994

b. From1995tothepresent


PatternofInteraction

ExampleinYellowstone

Exampleofhowhumansinteractwithanotherspecies

Predator-Prey

wolfandbeaver

Humansarepredatorsthateatpreysuchasfish

Competition elkandbison Humanscompetewithotherpredatorssuchaswolvesforpreysuchasbison;theyalsocompetewithotherorganismsforspace

Mutualism cowbirdandbison

Humansraisebeesforhoneyandbeespollinateimportantcommercialcrops

Constructanexplanationthatincludesqualitativerelationshipsbetweenvariablesthatpredictanddescribephenomena.

Criticallyreadscientifictextsadaptedforclassroomusetodeterminethecentralideasandobtainscientificinformationtodescribepatternsinandevidenceaboutthenaturalworld.

IdealStudentResponse:

a. Yellowstonewasestablishedin1872,whichledtoincreasesinsomeorganismsinthefoodwebsuchabison.Peoplewerenotharmedorhelpedwhiletheprotectedanimalswerehelped.Thiswascommensalism.Atthesametimepeoplecompetedwithwolvesandbearsforanimalssuchasdeerandalsokilledwolvesandbears.By1930therewerenowolvesinthepark.

b. Wolveswerere-introducedintothepark;thishelpedthewolfpopulationtorecover.Thisprobablycausedtheirpreypopulationstodecrease.

LinkingquestionfromExplainto2ndExplore:Whatdatacanweanalyzeinordertobetterunderstandthesepatternsofinteractionsbetweenpopulations?

HO2



ExploreExperiencesintheExplorephaseprovidestudentswithacommonbaseofactivitieswithinwhichstudentswrestlewiththeircurrentconceptionsaboutanaturalphenomenonthroughthescienceandengineeringpracticeidentifiedintheperformanceexpectation.Learnersmaycompleteactivitiesthathelpthemusepriorknowledgetogeneratenewideas,explorequestions,and/ordesignandconductaninvestigation.





AnchorPhenomenon

GuidingQuestion

ScienceConcepts

DCI,CCC,PE

Tellstudentsthattheywillshiftfromthinkingaboutindividualorganismstothinkingaboutpopulationsoforganisms.EngagestudentsinareviewofinteractionsamongorganismsinYellowstone.

KeyQuestion:

• Whatkindsofdatamighthelpuslearnmoreaboutthepatternsofinteractionstheywerestudyinginthepreviouslesson?

• Whatdoyoupredictthatthedatawillshow?

Providesstudentswithdata,whichtheyplotongraphpaper.

SOURCE:NationalParkService.(2015).WinterCountofNorthernYellowstoneElk.

Promptstudentstothinkaboutwhatmayhavecausedthefluctuationstheysee(theoverallpatterndoesshowthetrendtheymayhavepredicted,butthedataismorecomplexthanthat).

Sharewithstudentsthatanotherfactormayhaveaffectedtheelkpopulation--snowaccumulation.Discusswithstudentshowsnowmayhaveaffectedtheelk–askthemtomakeapredictionbeforepresentingthedatatothem.

Studentsbrieflydiscusswhattheyexpecttoseeinthedataandthengraphthesnowdatawiththeelkpopulationdata.

Helpstudentsmakesenseofthedata;askthemwhatmayhavecausedthesepatternsandtrendstooccur.

TellstudentstheywillcontinuetothinkabouttheimpactofwolvesinYellowstoneinthenextlesson.

StudentsreviewtheYellowstoneFoodWebandtheirnotesfromthepreviouslesson.


• Wolvesandelkhaveapredator-preyinteraction.Wewouldwanttoseeinformationaboutthequantityofeachspeciesintheparkovertime.

• Wepredictwewillseeanincreaseinwolvesovertimeandweexpecttoseeadecreaseintheelksince1994.

6.SP.B.5(Summarizeanddescribedistributions)Summarizenumericaldatasetsinrelationtotheircontext.

Analyzeandinterpretdatatoprovideevidenceforphenomena

StudentsanalyzeWolfandElkdatainYellowstonetolookatthepatternofinteractioninapredator-preyrelationship.

StudentsanalyzesnowaccumulationandElkpopulationdatainYellowstonetolookattheimpactofanon-livingfactoronapopulation.

Studentswriteaparagraph(exitsliporhomework)summarizinghowtheirgraphshelpedthemunderstandhowlivingandnon-livingfactorsaffectpopulations.

AnchorPhenomenon:

Snowaffectselkpopulations,whichthenaffectswolfpopulations.

GuidingQuestion:

Howdolivingandnon-livingfactorsaffectpopulations?

Patternsconsistentwithpredator-preyrelationshipscanbeobservedinpopulationdata.

Non-livingfactorscanalsoaffectpopulations.

Linkingquestionfrom2ndExploreto2ndExplain:Whatevidence-basedclaimscanwemakeabouttheoverallimpactapredatorhasonanecosystem?

HO2

Copyright © AMNH 2017 of 14 Five Tools and Processes for NGSS Tool 4


Explain:DuringtheExplainphasestudentsareprovidedopportunitiestodemonstratetheirconceptualunderstandinganduseofscienceandengineeringpractices.Inthisphaseteachersorinstructionalmaterialsemploysense-makingstrategiesandintroduceacademiclanguage.Anexplanationfromtheteacherorotherresourcesmayguidelearnerstowardadeeperunderstanding,whichisacriticalpartofthisphase.





AnchorPhenomenon

GuidingQuestion

ScienceConcepts

DCI,CCC,PE

AskstudentstosummarizethestoryofthewolvesinYellowstone.

ProvideareadingaboutthegrowingpopulationofwolvesinthegreaterYellowstoneregion,andtheconcernaboutthewolveseatingnotjustelkbutalsodeer,moose,bisonandsometimesevenlivestockandpets.Thereadingintroducesthetermsecosystem,bioticandabiotic.

Postquestion,“Doesreducingapredatorpopulationhaveapositiveornegativeimpactonanecosystem?”Askstudentstodiscusswhatadditionaldatawouldbehelpfultoaddressthisquestion.

ProvidestudentswithdatathatshowtheincreaseinpopulationofsomeoftheotherorganismsintheYellowstonefoodweb(variousbirdspecies,treesandotherplants,etc.).

KeyQuestion:Whydoyouthinkthebirdandplantpopulationsincreased?

Shareagraphthatdisplaysfoursetsofdata:theestimatedwolfpopulationfrom2004-2014,thewolfpopulationattheendofeachyear,thetotalnumberofwolfdeathscausedbyhumans,andthetotalnumberoflivestockandpetskilledbywolves.

SOURCE:NorthernYellowstoneCooperativeWildlifeWorkingGroup.(2013).AnnualReport.

SOURCE:U.S.FishandWildlifeService.(2014).RockyMountainWolfRecovery2014InteragencyAnnualReport.

Studentsturnandtalktoapartner;theydescribethestoryofthewolvesinYellowstone.

IdealStudentsResponse:

Humanskilledthewolvesduetoconcernsabouttheireffectonwildlife,petsandhumansafetyandby1930theywereallgone;afterthewolveswerereintroducedin1995theyincreasedinnumber;theirpredator-preyrelationshipwiththeelkcausedanoveralldecreaseintheelkpopulation.

StudentslistthetypeofdatathatwouldhelpthemincludingpopulationdataforotherorganismsintheYellowstonefoodweb,aswellasinformationabouthumans.

IdealStudentResponse:Populationsofbirdssuchastheflycatcherincreasedastheirhome,theAspentrees,grewmoreabundant.Thisincreaseintheplantpopulationwasduetothedecreaseintheelk(observedinthedatafromthepreviouslesson).

Nextstudentswilllookatthedataonthedistributionofwolfpacks,cattleranchersandhumanpopulationsinthegreaterYellowstoneecosystem,numberofwolfdeathscausedbyhumans,andthenumberoflivestockandpetskilledbywolves.


Studentsworkingroupstosummarizewhatthedataisshowing.

AnchorPhenomenon:

HumanshavekilledwolvesatonetimeinhistoryandreintroducedthemtoYellowstoneatanotherpointinhistory.

GuidingQuestion:

Doesreducingapredatorpopulationhaveapositiveornegativeimpactonanecosystem?

Humanscandisruptthepatternsofinteractionsbetweenpredator-preypopulationsandaffectecosystems.

HO2



Posttheargumentquestioninthefrontoftheroom:“Didwolfdeathscausedbyhumans(ranchers,huntersandparkrangers)haveapositiveornegativeimpactonthegreaterYellowstoneecosystem?”Postthepositiveclaimononesideoftheroomandthenegativeclaimontheother.Facilitate“WalkingDebate.”SupportstudentswithusingAccountableTalkthroughoutthediscussion.Remindstudentstoconsiderwhichevidencebestsupportstheirsideoftheargument.Pointouttostudentsthatastheycritiqueeachother’sevidence,thatthisisreasoning–usingtheirscienceconceptstothinkaboutwhichevidenceisstronger.

Debrieftheexperiencewithstudents;askthemtoreflectonhowengaginginargumenthelpedthemunderstandwhathappenedtotheecosysteminYellowstone.

Constructanoralargumentsupportedbyempiricalevidenceandscientificreasoningtosupportorrefuteanexplanationforphenomena.

RST.6-8.1,WHST.6-8.1,WHST.6-8.9

Studentsengageinanargument.TheyparticipateinaWalkingDebateinwhichtheymovetothesideoftheroomwiththeclaimtheythinkisbestsupportedbytheevidence;theyareallowedtoswitchsidesatanytime.

Afterthedebatestudentswriteasummaryofthebestlinesofevidencetheyheardduringthewalkingargumentactivity.

Linkingquestionfrom2ndExplaintoElaborate:Howmightthereintroductionofapredatorintoadifferentecosystemaffectthepatternsofinteractionsamongorganismsthere?

HO2



Elaborate:Teachersorinstructionalmaterialschallengeandextendstudents’conceptualunderstandinganduseofscienceandengineeringpracticesduringtheElaboratephase.Throughnewexperiences,thestudentsdevelopdeeperorbroaderunderstandingbyapplyingtheirunderstandingorpracticeinanewcontext.DuringtheElaboratephaseteachersmayemphasizethecrosscuttingconceptintheforegroundoftheinstructionalsequence.





AnchorPhenomenon

GuidingQuestion

ScienceConcepts

DCI,CCC,PE

SharewithstudentsthatpeopleareconsideringreintroducingthewolfintothenortheasternUnitedStates.

Askstudentswhatinformationtheywouldneedtoanswerthequestion,“Whatistheimpactofreintroducingapredatorinanecosystemthatalsoincludeshumans?”

Providestudentswithdatathatshowsthepopulationofwhite-taildeerovertimeintheU.S.Alsoprovideadditionalreadingabouthowhumanshaveaffectedthedeerpopulation,andthevarietyofnegativeimpactsthatincreasedpopulationsofdeerarehavingontheecosystem(bothbioticandabioticfactors).SOURCE:U.S.FishandWildlifeService:NorthernRockyMountainWolfRecoveryProgram2014InteragencyAnnualReport

IntroducestudentstotheExplanationTool.Providesentencestemsforeachofthecomponentsonthetooltohelpstudentsgetstarted.AfterstudentshavecompletedtheToolfortheirexplanationaboutdeer,selectafewstudentstoshareouttheirresponsesonthedocumentcamera–providefeedback.

IdealStudentResponse:Tolearnaboutapredator’simpactonanecosystemweneedbackgroundknowledgeabouttheecosystem,dataaboutexistingpopulationsincludinghumans,andmoreinformationaboutthepatternsofinteractionsamongthosefactors.


Studentsgatherinpairstodiscussthedeerpopulationdataandthereading.

Constructanexplanationthatincludesqualitativeandquantitativerelationshipsbetweenvariablesthatdescribephenomena

TheyconstructascientificexplanationusingtheExplanationTool(agraphicorganizerthatprovidesascaffoldforstudentstowriteClaims,EvidenceandReasoning)abouttheeffectoflargepopulationsofdeerontheforestecosystemintheAdirondacksusingquantitativeevidencefromthereading.


Weareinvestigatingthequestion:Whatistheeffectoflargepopulationsofdeeronecosystems?Myclaimisthatwhenapopulationofdeerbecomestoolarge,itcancausedamagetoanecosystem.Theevidenceforthisisbasedonstudiesshowingthatlargedeerpopulationscauseovergrazingofplants,whichcancauseareductioninthepopulationsofsomebirds.Theserelationshipsareexplainedbytheroleofdeerasconsumersandbytheconceptofcompetitionbetweenorganisms.Theseconceptsleadmetoreasonthattoomanydeerharmboththeplantsandotherorganismsthatneedtheplantsforfoodorshelter.

AnchorPhenomenon:

ScientistsareconsideringreintroducingwolvesintotheAdirondacks,butthinkthattheywillaffecttheecosystemindifferentwaysthaninYellowstone.

GuidingQuestion:

Whatimpactcanreintroducingapredatorhaveonanecosystemthatincludeshumans?

Byexaminingboththenaturalandhuman-causedpatternsofinteractionsbetweenpopulationsinanecosystem,predicationscanbemadeabouttheeffectofreintroducingapredatorinanecosystem.

HO2


Tool4TemplateExample–5ELearningSequenceOutlineProvidestudentswiththeExplanationToolagain;askthemtoidentifypatternsofinteractionintheAdirondackecosystemusingthereadingandthedata,andtoidentifythecauseandeffectrelationshipsthathelpthempredicttheimpactwolvesmighthaveonthedeerandhumanpopulationsintheAdirondackecosystem.

Askstudentstoreflectonhowthescaffoldsupportedtheminconstructingtheirexplanations.Also,askstudentstoreflectonhowthinkingaboutthepatternshelpedthemexplainthephenomena.

Constructanexplanationthatincludesqualitativerelationshipsbetweenvariablesthatpredictphenomena

RST.6-8.1,WHST.6-8.2,WHST.6-8.9

Thesecondparthasthemconstructanexplanation,usingtheExplanationToolagain,thatpredictstheimpactthatthereintroductionofwolvesintheAdirondacksmighthaveonanecosystemthatincludeshumans.TheyapplytheirknowledgeaboutpatternsinecosystemsthattheylearnedfromstudyingtheorganismsinYellowstone.TheymakepredictionsaboutwhatthereintroductionofwolvesintheAdirondackswoulddototheecosystem(includingtheimpactonboththedeerandhumanpopulations).


IfwolvesarereintroducedintothenortheasternUnitedStates,theywillhelpreducethedeerpopulation,whichwillthenbelessharmfultotheecosystem.Thedeerpopulationislargeandisharmingtheecosystembydestroyingplants,whichserveasahomeforbirdpopulations.Wolvesarepredatorsofdeer.Increasingthepredatorpopulation(wolves)canleadtoanewbalanceinthenumberofdeer,whichwillreducethedamagethatthedeercause.ThepredictionisthatthesamepatternseeninYellowstoneintheelkpopulationdataduetowolveswouldbeseenintheAdirondacks(wolvesincrease,elk/deerdecrease).Whilethereisevidencethatwolvescancausedamagetopetsandlivestock,thereintroductionofwolvestoYellowstoneallowedforbothotherplantsandanimalstoincreaseinpopulation,soitcanbeexpectedthatasimilarbalancewouldberestoredtotheAdirondacks.

LinkingquestionfromElaboratetoEvaluate:Whatpatternsdoweseeinthewayorganismsinteractacrossecosystemsandhowdohumansaffectthosepatterns?

HO2



Evaluate:ExperiencesintheEvaluatephaseencouragestudentstoassesstheirconceptualunderstandinganduseofthepractices.Theexperiencesallowteacherstoevaluatestudentprogresstowardachievingtheperformanceexpectation(s).NonewideasareintroducedduringtheEvaluate.





AnchorPhenomenon

GuidingQuestion

ScienceConcepts

DCI,CCC,PE

Part1:

Providestudentswithaseriesofsixwrittenscenariosandsixgraphsshowingqualitativetrends(notquantitative).Explaintostudentstheirtaskasagroupistomatchthescenariotothepatterninthegraph,andthatforthebioticrelationshipstheyneedtolabelthepatternofinteractionwiththecorrectterm.Scenariosaretakenfromreal-worldexamples:

1. FreshwaterLakeFish(RainbowsmeltinCrystalLakeeliminatedyellowperch)SOURCE:UniversityofWisconsin-Madison’sCenterforLimnology– CrystalLakeMixingProject:Smelt(website)

2. MarineWormsandOceanTemperatures(scalewormsliveonseastarsinshallowoceanwaterinthePacificnorthwest;thepopulationofwormsisaffectedbyseasonaltemperaturechanges–whenwintertemperaturesdrop,wormpopulationsincreaseandtheoppositeoccursinthesummer)

3. InsectFieldsandOrchards(insectsarepestsincropfieldsandotherfarmland;evidencesuggeststheintroductionofawaspcancausethelevelsofcertainpestsinfarmfieldstodecline)SOURCE:CornellUniversityCollegeofAgricultureandLifeSciences’BiologicalControl:BeneficialInsectsIntroductionResearch(website)

4. PhosphorusandAlgaeGrowth(whenphosphorus,anessentialnutrientforplans/algae,risesinwaterduetosewagewaste,populationofalgaeincreases)

5. CanadianLynxandSnowshoeHare(innorthernCanada,thelynx’spreferreddietisthesnowshoeharebutwhentheharepopulationdecreases,thelynxkittensareoftenunabletosurvive)SOURCE:DukeUniversity’sDept.ofMath:Predator-PreyModels(website)

6. OxygenandFishPopulations(investigationsofafishpopulationinalakeshowedastheoxygenlevelsdrop,thepopulationdecreasedrapidly)

ProvidestudentswithExplanationTooltosupporttheirwritingascientificexplanationaboutoneofthephenomenainthescenarios.

Part1:

Studentsworkingroups(SL.8.1)toidentifythepatternsofinteractioninavarietyofscenarios.Theyexplaintheimpactofonepopulationonanother(includingpredator-prey,competitionandsymbiosis),andtheimpactofabioticfactorsonapopulation.


1–Competition(GraphC)

2–Abiotic(GraphA)

3–Parasitism(GraphE)

4–Abiotic(GraphF)

5–PredatorisLynx,PreyisHare(GraphB)

6–Abioitc(GraphD)


RST.6-8.1,WHST.6-8.2,WHST.6-8.9

StudentsselectoneofthesixscenariosandusetheExplanationTool(C-E-Rscaffold)toconstructawrittenexplanationforthephenomenapresented.


MyclaimisthatGraphAbestmatchesscenario2,whichistheinteractionbetweenanabioticfactor(watertemperature)andapopulationofwormsthatincreasesincoldwater.Theevidencethatsupportsmyclaimisthatthegraphshowsthewormpopulationincreasinginwinter,whenthegraphshowsthewatertemperatureisdecreasing.Theoppositehappenswhenthewatertemperaturegoes

AnchorPhenomenon:

Dataandpatternscanshowtherelationshipsinecosystemsclearlyenoughtopredictwhichscenariothedatamatches,evenwhenthegraphsarenotlabeled.

GuidingQuestion:

Whatarethepatternsofinteractionsbetweenbioticandabioticfactorsthataffectecosystems?

Consistentpatternsofinteractionsshowrelationshipsamongorganisms(competition,predation,andmutualism)andbetweenorganismsandabioticcomponents.Thesepatternsofinteractionpredictsimilarphenomenaacrossmultipleecosystems.

Increasesinhumanpopulationsimpactecosystems.

HO2


Tool4TemplateExample–5ELearningSequenceOutlineup—thenthewormpopulationgoesdown.Theconceptthatsupportsthisevidenceistheinteractionofapopulationwithanabioticfactor.Thereasoningthatlinkstheevidencetotheconceptofinteractionofapopulationwiththeabioticfactoristhepatterneveryyearshowingthatwheneverthewatertemperaturechanges,thewormpopulationchangesintheoppositedirection.

Part2:

Leadstudentsinargumentdiscussion–posttheclaim“Humansimpactecosystems,”ontheboard.Askstudentsevaluatetheevidencetheylearnedaboutacrosstheirlessonsthatsupportsthisclaimusingscienceconceptsandreasoning.SupportstudentswithusingAccountableTalk.

Engagestudentsinareflectionabouttheirownlearningandunderstandingaboutthepatternsofinteractionsinecosystems;alsohelpthemreflectonhowmodeling,analyzingdata,constructingexplanationsandengaginginargumenthelpedthemlearnwhattheynowunderstand.

Givestudentswrittenperformancetaskwithascenarioanddatathatasksstudentstoapplytheirscienceknowledgetoansweraseriesofquestions.(SEETOOL5)

Part2:

Studentsarepresentedwiththeclaim“Humansimpactecosystems.”Theyusescienceconceptsandreasoningfromtheirpreviouslessonstoevaluatetheevidencethatsupportsthisclaim.

Constructanoralargumentsupportedbyempiricalevidenceandscientificreasoningtosupportorrefuteanexplanationforphenomena.

RST.6-8.1,WHST.6-8.1,WHST.6-8.9

Afterthediscussion,studentsreflectwithapartneronhowtheirthinkingaboutinteractionsecosystemshaschangedsincethefirstlesson.Theyreflectoneachofthepracticestheyengagedinacrossthe5Elearningsequencetothinkabouthowthatpracticehelpedthemlearn.

Toprepareforperformancetask,studentsreviewtogetherwhattheyhadwrittenintheirsciencenotebooksandscaffoldsthroughoutthelessons,aswellaswhattheyhadrecordedfromthevariousactivitiesdoneduringtheunit.

Studentstakewrittenperformancetaskindividually(SEETOOL5).

HO2
