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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?
Note:ThisinformationcomesfromTool1
EngaginginArgumentfromEvidence:Constructanoralandwrittenargumentsupportedbyempiricalevidenceandscientificreasoningtosupportorrefuteanexplanationoramodelforaphenomenonorasolutiontoaproblem.
MSESS3.C:Typicallyashumanpopulationsandper-capitaconsumptionofnaturalresourcesincrease,sodothenegativeimpactsonEarthunlesstheactivitiesandtechnologiesinvolvedareengineeredotherwise.
Cause&Effect:Causeandeffectrelationshipsmaybeusedtopredictphenomenainnaturalordesignedsystems.
(ConnectionstoEngineering,TechnologyandApplicationsofScience):Allhumanactivitydrawsonnaturalresourcesandhasbothshort-andlong-termconsequences,positiveaswellasnegative,forthehealthofpeopleandthenaturalenvironment.
(ConnectionstotheNatureofScience):Scienceknowledgecandescribetheconsequencesofactionsbutdoesnotnecessarilyprescribethedecisionsthatsocietytakes.
PerformanceExpectations
Note:ThisinformationcomesfromTool1
MS-LS2-2Constructanexplanationthatpredictspatternsofinteractionsamongorganismsacrossmultipleecosystems.
MS-ESS3-4Constructanargumentsupportedbyevidenceforhowincreasesinhumanpopulationandper-capitaconsumptionofnaturalresourcesimpactEarth’ssystems.
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Tool4TemplateExample–5ELearningSequenceOutline
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.
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Tool4TemplateExample–5ELearningSequenceOutline
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
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Five Tools and Processes for NGSSTool 4
Tool4TemplateExample–5ELearningSequenceOutline
Explore:ExperiencesintheExplorephaseprovidestudentswithacommonbaseofactivitieswithinwhichstudentswrestlewiththeircurrentconceptionsaboutanaturalphenomenonthroughthescienceandengineeringpracticeidentifiedintheperformanceexpectation.Learnersmaycompleteactivitiesthathelpthemusepriorknowledgetogeneratenewideas,explorequestions,and/ordesignandconductaninvestigation.
Whatteacherisdoing(includingabriefdescriptionoftheactivityandkeyquestions)
Whatstudentsaredoing(includingidealstudentresponsetoselectedquestions/tasks)
IdentifySEPasappropriate
IdentifyCCSS( andELA/literacy )asappropriatemath
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.
Constructanexplanationthatincludesqualitativerelationshipsbetweenvariablesthatpredictanddescribephenomena
Studentsthinkaboutthereintroductionofthewolfandhowitwillaffectthefoodwebbyaddingthewolfcardtotheirmodel,anddiscussing/predictingwhichinteractionsitmightaffect.Thealsoaddbacteria,humansandcattletothinkabouthowtheymightaffectthefoodwebtoo.
AnchorPhenomenon:
ThepopulationofwolvesinYellowstoneaffectsthepopulationofmanyotherorganisms,notjusttheonestheyeat.
GuidingQuestion:
Whatimpactcananorganismhaveontheinteractionsbetweenotherorganismsinafoodweb?
Foodwebscanrepresentpatternsoffeedingrelationshipsamongorganismsinanenvironment.
Causeandeffectrelationshipsrepresentedinafoodwebmaybeusedtopredictphenomena.
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Tool 4
Tool4TemplateExample–5ELearningSequenceOutline
KeyQuestions:
● Whichanimalseatotheranimalsforfood?● Whichanimalscompeteforthesamefood?● Whatisanexampleofahelpfulrelationshipbetweentwo
animals?● Whateffectdoyouthinkrestoringwolveshadontheelk?
Thesmallanimals?Theplants?
Note:questionsshouldhelpstudentsdescribethepatternsofinteractions.
Discussthelocalenvironmentfromthepreviouslessonwithstudents.
IdealStudentResponses:
● Cowbirds,coyote,bear,andwolveseatotheranimals.● Beaver,elk,bisonandharecompete.Thebear,coyoteand
wolfcompete.● Thecowbirdeatingwinterticksishelpfultotheanimalsthe
tickliveson,likebison.● Thewolvesmightcausetheelkandtheharestogodown
sincethatisafoodsourceforthem;sincewolveseattheplant-eaters,thismightindirectlyleadtomoreplants
Studentsconstructafoodweboftheorganismsintheirlocalenvironment(fromthepreviouslesson).
LinkingquestionfromExploretoExplain:WhatsimilarpatternsaretherebetweenhowtheorganismsinteractintheYellowstonefoodwebandhowtheorganismsinteractinyourlocalenvironment?
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Tool4TemplateExample–5ELearningSequenceOutline
Explain:DuringtheExplainphasestudentsareprovidedopportunitiestodemonstratetheirconceptualunderstandinganduseofscienceandengineeringpractices.Inthisphaseteachersorinstructionalmaterialsemploysense-makingstrategiesandintroduceacademiclanguage.Anexplanationfromtheteacherorotherresourcesmayguidelearnerstowardadeeperunderstanding,whichisacriticalpartofthisphase.
Whatteacherisdoing(includingabriefdescriptionoftheactivityandkeyquestions)
Whatstudentsaredoing(includingidealstudentresponsetoselectedquestions/tasks)
IdentifySEPasappropriate
IdentifyCCSS( andELA/literacy )asappropriatemath
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)
IdealStudentResponses:
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.
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Tool4TemplateExample–5ELearningSequenceOutline
KeyQuestions:CompletetheChart
PatternofInteraction
ExampleinYellowstone
Exampleofhowhumansinteractwithanotherspecies
Predator-Prey
Competition
Mutualism
Wrap-uplessonwithdiscussionaboutYellowstonebeforeandafterthereintroductionofthewolves.
KeyQuestion:
ExplaintheimpactofhumansonthefoodwebinandnearYellowstoneNationalParkduringeachofthefollowingtimeperiods.Usethescientifictermsyoulearnedinthislessontoexplaintheinteractionsbetweenhumansandotherorganisms.
a. Fromlate1800sto1994
b. From1995tothepresent
IdealStudentResponses:
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?
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Tool4TemplateExample–5ELearningSequenceOutline
ExploreExperiencesintheExplorephaseprovidestudentswithacommonbaseofactivitieswithinwhichstudentswrestlewiththeircurrentconceptionsaboutanaturalphenomenonthroughthescienceandengineeringpracticeidentifiedintheperformanceexpectation.Learnersmaycompleteactivitiesthathelpthemusepriorknowledgetogeneratenewideas,explorequestions,and/ordesignandconductaninvestigation.
Whatteacherisdoing(includingabriefdescriptionoftheactivityandkeyquestions)
Whatstudentsaredoing(includingidealstudentresponsetoselectedquestions/tasks)
IdentifySEPasappropriate
IdentifyCCSS( andELA/literacy )asappropriatemath
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.
IdealStudentResponse:
• 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?
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Tool4TemplateExample–5ELearningSequenceOutline
Explain:DuringtheExplainphasestudentsareprovidedopportunitiestodemonstratetheirconceptualunderstandinganduseofscienceandengineeringpractices.Inthisphaseteachersorinstructionalmaterialsemploysense-makingstrategiesandintroduceacademiclanguage.Anexplanationfromtheteacherorotherresourcesmayguidelearnerstowardadeeperunderstanding,whichisacriticalpartofthisphase.
Whatteacherisdoing(includingabriefdescriptionoftheactivityandkeyquestions)
Whatstudentsaredoing(includingidealstudentresponsetoselectedquestions/tasks)
IdentifySEPasappropriate
IdentifyCCSS( andELA/literacy )asappropriatemath
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.
6.SP.B.5(Summarizeanddescribedistributions)Summarizenumericaldatasetsinrelationtotheircontext.
Studentsworkingroupstosummarizewhatthedataisshowing.
AnchorPhenomenon:
HumanshavekilledwolvesatonetimeinhistoryandreintroducedthemtoYellowstoneatanotherpointinhistory.
GuidingQuestion:
Doesreducingapredatorpopulationhaveapositiveornegativeimpactonanecosystem?
Humanscandisruptthepatternsofinteractionsbetweenpredator-preypopulationsandaffectecosystems.
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Tool4TemplateExample–5ELearningSequenceOutline
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?
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Tool4TemplateExample–5ELearningSequenceOutline
Elaborate:Teachersorinstructionalmaterialschallengeandextendstudents’conceptualunderstandinganduseofscienceandengineeringpracticesduringtheElaboratephase.Throughnewexperiences,thestudentsdevelopdeeperorbroaderunderstandingbyapplyingtheirunderstandingorpracticeinanewcontext.DuringtheElaboratephaseteachersmayemphasizethecrosscuttingconceptintheforegroundoftheinstructionalsequence.
Whatteacherisdoing(includingabriefdescriptionoftheactivityandkeyquestions)
Whatstudentsaredoing(includingidealstudentresponsetoselectedquestions/tasks)
IdentifySEPasappropriate
IdentifyCCSS( andELA/literacy )asappropriatemath
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.
6.SP.B.5(Summarizeanddescribedistributions)Summarizenumericaldatasetsinrelationtotheircontext.
Studentsgatherinpairstodiscussthedeerpopulationdataandthereading.
Constructanexplanationthatincludesqualitativeandquantitativerelationshipsbetweenvariablesthatdescribephenomena
TheyconstructascientificexplanationusingtheExplanationTool(agraphicorganizerthatprovidesascaffoldforstudentstowriteClaims,EvidenceandReasoning)abouttheeffectoflargepopulationsofdeerontheforestecosystemintheAdirondacksusingquantitativeevidencefromthereading.
IdealStudentResponse:
Weareinvestigatingthequestion:Whatistheeffectoflargepopulationsofdeeronecosystems?Myclaimisthatwhenapopulationofdeerbecomestoolarge,itcancausedamagetoanecosystem.Theevidenceforthisisbasedonstudiesshowingthatlargedeerpopulationscauseovergrazingofplants,whichcancauseareductioninthepopulationsofsomebirds.Theserelationshipsareexplainedbytheroleofdeerasconsumersandbytheconceptofcompetitionbetweenorganisms.Theseconceptsleadmetoreasonthattoomanydeerharmboththeplantsandotherorganismsthatneedtheplantsforfoodorshelter.
AnchorPhenomenon:
ScientistsareconsideringreintroducingwolvesintotheAdirondacks,butthinkthattheywillaffecttheecosystemindifferentwaysthaninYellowstone.
GuidingQuestion:
Whatimpactcanreintroducingapredatorhaveonanecosystemthatincludeshumans?
Byexaminingboththenaturalandhuman-causedpatternsofinteractionsbetweenpopulationsinanecosystem,predicationscanbemadeabouttheeffectofreintroducingapredatorinanecosystem.
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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).
IdealStudentResponse:
IfwolvesarereintroducedintothenortheasternUnitedStates,theywillhelpreducethedeerpopulation,whichwillthenbelessharmfultotheecosystem.Thedeerpopulationislargeandisharmingtheecosystembydestroyingplants,whichserveasahomeforbirdpopulations.Wolvesarepredatorsofdeer.Increasingthepredatorpopulation(wolves)canleadtoanewbalanceinthenumberofdeer,whichwillreducethedamagethatthedeercause.ThepredictionisthatthesamepatternseeninYellowstoneintheelkpopulationdataduetowolveswouldbeseenintheAdirondacks(wolvesincrease,elk/deerdecrease).Whilethereisevidencethatwolvescancausedamagetopetsandlivestock,thereintroductionofwolvestoYellowstoneallowedforbothotherplantsandanimalstoincreaseinpopulation,soitcanbeexpectedthatasimilarbalancewouldberestoredtotheAdirondacks.
LinkingquestionfromElaboratetoEvaluate:Whatpatternsdoweseeinthewayorganismsinteractacrossecosystemsandhowdohumansaffectthosepatterns?
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Tool4TemplateExample–5ELearningSequenceOutline
Evaluate:ExperiencesintheEvaluatephaseencouragestudentstoassesstheirconceptualunderstandinganduseofthepractices.Theexperiencesallowteacherstoevaluatestudentprogresstowardachievingtheperformanceexpectation(s).NonewideasareintroducedduringtheEvaluate.
Whatteacherisdoing(includingabriefdescriptionoftheactivityandkeyquestions)
Whatstudentsaredoing(includingidealstudentresponsetoselectedquestions/tasks)
IdentifySEPasappropriate
IdentifyCCSS( andELA/literacy )asappropriatemath
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.
IdealStudentResponses:
1–Competition(GraphC)
2–Abiotic(GraphA)
3–Parasitism(GraphE)
4–Abiotic(GraphF)
5–PredatorisLynx,PreyisHare(GraphB)
6–Abioitc(GraphD)
Constructanexplanationthatincludesqualitativerelationshipsbetweenvariablesthatpredictanddescribephenomena
RST.6-8.1,WHST.6-8.2,WHST.6-8.9
StudentsselectoneofthesixscenariosandusetheExplanationTool(C-E-Rscaffold)toconstructawrittenexplanationforthephenomenapresented.
IdealStudentResponse:
MyclaimisthatGraphAbestmatchesscenario2,whichistheinteractionbetweenanabioticfactor(watertemperature)andapopulationofwormsthatincreasesincoldwater.Theevidencethatsupportsmyclaimisthatthegraphshowsthewormpopulationincreasinginwinter,whenthegraphshowsthewatertemperatureisdecreasing.Theoppositehappenswhenthewatertemperaturegoes
AnchorPhenomenon:
Dataandpatternscanshowtherelationshipsinecosystemsclearlyenoughtopredictwhichscenariothedatamatches,evenwhenthegraphsarenotlabeled.
GuidingQuestion:
Whatarethepatternsofinteractionsbetweenbioticandabioticfactorsthataffectecosystems?
Consistentpatternsofinteractionsshowrelationshipsamongorganisms(competition,predation,andmutualism)andbetweenorganismsandabioticcomponents.Thesepatternsofinteractionpredictsimilarphenomenaacrossmultipleecosystems.
Increasesinhumanpopulationsimpactecosystems.
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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).
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