Invasive Species & BiodiversityVital Signs Data Investigation – Curriculum Extension

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

What to Know Before You BeginThis curriculum extension assumes that you have experience implementing Vital Signs in your classroom and have developed a unit plan around an investigation or use one like the Change Over Time Unit. This resource does not go into the detail of Vital Signs data collection and publishing. Rather, this describes some ways that you can enhance your existing Vital Signs curriculum with a biodiversity data investigation that deepens student learning around statistical and mathematical thinking and working with data. This extension adds approximately an extra week to your Vital Signs unit depending on the length of your current unit, class period length, and whether or not you are collaborating across subject areas.

Overview of this UnitYour research question: Does an invasive species impact biodiversity? To answer this question you and your students will choose an invasive species of interest in your community and conduct research in a nearby habitat to help answer your question.

Research Question: Does an invasive species impact biodiversity?

To answer this question you and your students will: Choose an invasive species of interest in your community. Hone your scientific observation, data collection, and random sampling skills Use your skills in the field (while using the Vital Signs datasheets, species identification

resources, and scientific equipment) to collect species, biodiversity, and habitat information. Contribute your data to the Vital Signs database where it will be shared with an online

community of students, teachers, citizen scientists, and professional scientists. The data that you and other Vital Signs students contribute will help everyone better understand and address environmental issues across Maine.

Analyze and graph your findings to better understand biodiversity, ecology, and invasive species. Create media projects that share your findings and motivate others in your watershed to use

Vital Signs to investigate biodiversity in their local community.

Here is a brief overview of the specific things students will do in each part of this curriculum:

Part I - Understanding the Research QuestionStudents will activate their prior knowledge around ecosystems and biodiversity, develop an understanding of statistical questions, and dive deeper into the impacts of invasive species on biodiversity through a hands-on activity.

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Part II - Collecting and Posting DataStudents will develop fieldwork skills by designing a data collection plan, collecting data, and publishing these data to the Vital Signs website.

Part III - Analyzing the DataStudents will organize and clean their data so they can compare variability and measures of center in order to learn the best ways to visually represent these data.

Part IV - Interpreting the DataStudents will interpret and draw conclusions from their data while practicing the act of reviewing their peer's conclusions.

Standards and Learning OutcomesVital Signs investigations have rich learning outcomes. This extension targets a middle school audience, particularly related to the Common Core Math statistics standards as well as levels A and B in the Guidelines for Assessment and Instruction in Statistics Education (GAISE). Modifications and extension ideas throughout the extension can be used to go further or to modify this curriculum for high school age students.

This extension focuses on developing students’ understanding of: Statistical questions Considering variability Sampling populations Invasive species Biodiversity

Your Vital Signs unit with this Data Investigation extension will help your students work toward the below standards.

NGSS performance expectations for the Disciplinary Core Idea - Ecosystems: Interactions, Energy, and Dynamics:

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

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

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

This curriculum extension works toward the following Common Core Math standards:

CCSS.MATH.CONTENT.6.SP: CCSS.MATH.CONTENT.7.SP: CCSS.MATH.CONTENT.8.SP:

This curriculum extension works toward the following Maine Learning Results:

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A2, B1, C1, E1, E2

This curriculum extension is designed to be between inquiry levels 2 and 3 (see table below). These materials can be modified for different grade levels and more/less open inquiry. Share any modifications and new resources that you create with other teachers through the Vital Signs Curriculum Bank.

Level of Inquiry Problems/Questions Procedures/Investigation Design

Conclusions

0 given given given1 given given open2 given open open3 open open openAs cited in - The Basics of Data Literacy: Helping Your Students (and You!) Make Sense of Data

Resource list:Many activities were derived from existing Vital Signs curricula found in the curriculum bank. Specifically:

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

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

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

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

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

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

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

Part I – Understanding The Research Question

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Estimated time – 2-3 class periods

OverviewOver the next 2-3 classes students will activate their prior knowledge around ecosystems, biodiversity, and ecosystem interactions. Students will be introduced to the Vee Diagram, a graphic organizer where they will record thinking and findings throughout the unit. They will be introduced to the unit’s guiding statistical question, learn what a statistical question is, how it is different from a non-statistical question, and that statistical questions are an important part of science. Lastly, they will use a Jenga game to model biodiversity and the impacts of invasive species.

Learning Outcomes Students understand that statistical questions are questions that deal with variability. Students understand that science involves asking statistical questions and answering them with

data. Students can identify and generate statistical questions. Students can define biodiversity. Students can describe the importance of biodiversity, including different types of ecosystem

interactions that make species important to the ecosystem. Students can use an ecosystem model as evidence of the importance of the role of biodiversity

in the ecosystems. Students can display data in a frequency histogram. Students can use a frequency histogram to describe variability in a system.

Activity 1 – Activating prior knowledge

Students will rotate around the classroom in groups of two to three students visiting stations. At each station, students will activate their prior knowledge of different topics through conversation in their group. Ideas shared will be posted at each station for all groups to read.

Materials Access to the Bill Nye episode on Biodiversity - season 1, episode 9 (Try this link

https://www.schooltube.com/video/8e1097409b914b60be69/Bill%20Nye%20Biodiversity, Netflix, or your local library)

Chart Paper or another means of recording small group discussions

PreparationFinalize your research question: “How does ______[our target invasive species] impact biodiversity in our community?” Consider posting this question in the room for the duration of the unit.

Use a target species that you already know is present (FOUND) at your field site from the previous year’s work or by current students.

Modification Idea:Have students do research on the Vital Signs website (the map is a great place to see what might be in their area) and in local papers. Have students propose the target invasive species based on what is of interest to the community and themselves, and what they think may be found there.

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Pre-watch the Bill Nye episode and decide how much of the episode you will have your students watch. For Activity 3 students will play Biodiversity Jenga, so consider having them watch at least 4.5 minutes.

Prepare for the prior knowledge stations, record the concept at the top of each chart paper. Post chart paper around the room. Keep in mind how the number of stations will relate to the number of students and their group sizes. Add more topics or reduce the number of topics if necessary.Station Topics (Add or substitute other terms based on your learning goals for the unit):

EcosystemBiodiversity CompetitionPredationInvasive SpeciesNative Species

Procedure1. Begin the class by introducing the unit. Consider letting them know:

Unit goals – to learn about ecosystems, biodiversity, and invasive species, and to learn how to be a scientists by asking a statistical question and collecting real data in our local ecosystem to answer that question.

Introduce the research question, “How does ______[our target invasive species] impact biodiversity in our community?”

Through this unit they will be scientists, collecting data for real research efforts on invasive species in Maine, and they will be sharing their data with scientists and managers through the Vital Signs website.

2. Let them know that in this first activity they will be working in small groups to share their understandings of the topics posted around the room. To help them get started, they will watch a short video.

3. Watch at least the first 4.5 minutes of the Bill Nye episode on Biodiversity.

4. Divide your students into groups of 2 or 3 (or more depending on the number of stations you have set up). Give each group a colored marker for writing their ideas. If possible give each a different color. Have each group stand in front of a question station. Consider having them find the station that matches their marker color as a way to get them started.

5. Inform students that they will have 3 minutes to brainstorm and write ideas at eachquestion station (modify this to suit your time requirements and your expectations about the amount that they will have to talk about).

6. After the first round of 3 minutes, have students rotate to the next station (clockwise around the room). Let them know that they will rotate every 3 minutes until they are back at their first station.7. Continue timing and rotating around the room until each group reaches their last station.

Formative Assessment opportunity #1: As groups record their thinking on the chart paper, be on the lookout for misconceptions that you want to address, as well as concepts that need more or less attention as the unit progresses. Some students who do not always shine in science class may have significant knowledge about local species and ecosystems from fishing, hunting, and family activities. Note those students and look for ways that they can share with classmates.

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8. At their last station have each group select the top 3 ideas from their station to share with the entire class. Check in with each group about their selections. If they have misconceptions, ensure that misconceptions do not end up in the top 3 ideas being shared. If possible, help them work through those misconceptions. If you are not able to work through it, ask them to table that one, and make a note to address this misconception as the unit continues.

9. Once every group has chosen their top 3 go around the room and invite each group to report out their ideas (consider asking a different student in each group to report one of the ideas). Record those final ideas either at the bottom of the chart paper in a different color marker, or on a new chart paper, and post over the original pages. In the next activity they will add these ideas to their Vee Diagram.

Activity 2 – Introducing the Vee Diagram

In this activity students start to use a Vee Diagram (see below). This is where they will capture thinking throughout the unit. The Vee Diagram helps organize student work, both the thinking and the doing. If you prefer another structure rather than the Vee Diagram, share your ideas/resources in the Vital Signs Curriculum Bank.

Materials Chart paper for large Vee diagram drafts (unless you prefer to have them do this electronically)

PreparationPrepare printouts of the Vee diagram that students can use as a guide to draw large ones on chart paper, or prepare to project it as a guide on the screen.

If you do not complete this activity in the same class period as the previous, be sure to post the chart paper from the previous lesson back around the room, specifically the chart paper for each topic that highlighted the final 3 ideas that were reported.

Procedure1. Let students know that they will use this tool, a Vee diagram, to record their notes throughout the unit. Either hand out printouts or project onto the screen. Let them know that they will be doing a lot of science in this unit, and they will need a larger Vee diagram to record it all. Hand out a piece of chart paper or 11x17 paper to each student. Have students use the printout or projection to guide them in creating a larger Vee Diagram on the larger paper.

2. Once students have drawn the Vee diagram on their chart paper, revisit the research question:“How does ______[our target invasive species] impact biodiversity in our community?”

(This question may be refined over time, and students will be able to make edits in their Vee Diagram.)

3. Revisit the posters on the concepts from Activity 1. Have students record this initial thinking in the terms section of their Vee Diagram. Be sure they leave room for a concept map.

More on Vee Diagrams can be found in The Basics of Data Literacy: Helping Your Students (and You!) Make Sense of Data

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Our research question: (What do we want to find out about?)

What do we know and how do ideas connect? (Terms and concept map)

What do you think we will find? Why do you think that? (Hypothesis)

How will we answer our question? (Methods)

What did we observe? (Data and data transformations)

What do you make of our findings? Why? (Conclusions)

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Activity 3 - What is a statistical question?

In this activity students will explore what statistical questions are and why they are important in science. They will practice generating and identifying statistical questions. For more information on statistical questions consider the resource The Basics of Data Literacy: Helping Your Students (and You!) Make Sense of Data .

PreparationPrepare a Google doc or a piece of chart paper where students can record their example questions. See the table under procedure step 5 for example.

Procedure1. Let your students know that in this unit investigation they are posing and answering a statistical question. Review the research question, “How does ______[our target invasive species] impact biodiversity in our community?”

2. In this lesson they will practice identifying and generating statistical questions. Key points to make are that:

Science deals with "messy", real-world data. Especially in biology and ecology where systems are complex and many factors are involved.

Statistics help us explore and answer questions that involve “messy” data. “Messy” really means “variability”. Consider using recent examples from biological studies.

3. Have students give some examples of things that they think naturally vary. [Examples: height of male or female students in their grade.]

They are likely to think of things related to their own characteristics (like arm length, eye color, etc.) Encourage them to think of other topics that you have studied in class like growth rate of bean plants or seasonal rainfall.

4. Once you have a list of things that vary, have your students turn to a neighbor. In their pairs, students should generate an example of a question that they think is a statistical question and an example of a question that is not a statistical question. These should be new examples that have not yet been discussed. Remind them that a statistical question is one that deals with variation, "messy" data, not just a single number.

Science Practice Note:Many classroom science texts communicate science as deterministic rather than as a discipline that deals with uncertainty and is probabilistic in nature. Develop your students’ understanding of the nature of science throughout the year by using research articles and other alternative texts. Encourage discussions where students challenge material that is presented as deterministic rather than as likely and best supported by evidence.

Formative Assessment opportunity #2: If some groups are struggling and others get it, consider doing a partner swap. Let students talk with a new partner. See if they can gain a better understanding. Alternatively, pause the partner talk and walk through an example such as, “How tall is are [insert grade-level] grade students?” Pose the question, discuss how you would collect data, and collect data for the class.

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5. Have pairs add their questions to a shared Google doc (that you’ve prepared in advance) that looks something like this (include only the question and leave the Y/N blank for now):

Question Statistical? Y/N

5. Once the examples are generated, have students chat with their neighbor to decide which questions are statistical and which are deterministic.

As a class discuss each question and determine Y/N, and why.

Extension Idea - Types of variables and data

1. There are different types of data that you might be dealing with in statistical questions. The data type has impacts on how you will ultimately make sense of the data. Share the following table of definitions and examples with students.

Definition ExampleNominal Categorical data Gender, types of pet, eye colorOrdinal Ordered categories Shirt sizes, rating scaleInterval-Ratio Measures or counts Height in cm, stem countsMore on this in The Basics of Data Literacy: Helping Your Students (and You!) Make Sense of Data

2. Return to your example questions. For the statistical questions they generated, add a column to the table and work as a class to fill out the type of variable/data being considered in each statistical question.

3. If the questions are all dealing with one or two types, challenge students to generate some new questions around the remaining data types.

Activity 4 – Modeling biodiversity and invasive species impacts

In this activity students will play a Jenga game like Bill Nye does in the video shown in Activity 1. The game models biodiversity in an ecosystem. The blocks represent different species, and the stability of the structure represents the interdependence of the species that the blocks represent. In this version, as the blocks are removed they are placed on the top. Once a piece is placed on the top that block represents the invasive species invading the ecosystem. The structure becomes top heavy as the system becomes dominated by the invasive.

Formative Assessment opportunity #3: Consider having students generate and/or identify statistical questions (and data types if you do the following extension) as part of warm-up or bell-work activities at the start of future class times. Science fair and independent research projects are another opportunity to assess students’ ability to generate and identify statistical questions.

Modification Idea: If this is the first time your students have thought about statistical questions, they might not be ready to draft their own for this exercise. Modify this activity by giving them a list of questions to categorize.

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MaterialsJenga game

If you have only one game, you will have students come up in front of the class in small groups and take turns playing the game. If you have multiple sets of Jenga blocks, you will have students work in small groups simultaneously.

*If you do not have Jenga blocks, consider having your shop class make the blocks!

Biodiversity Jenga Rules – print or project for full class to see.

You may choose to review the beginning the Bill Nye episode from Activity 1.

PreparationReview Biodiversity Jenga Rules and Notes:

The Jenga tower represents an ecosystem.

Each block represents a different native species in the ecosystem.

Players take turns taking one block out at a time. Removing one block represents the removal of one native species from your ecosystem.

After a native species block is removed, the player must place the block on the top of the tower. The block now represents an invasive species introduced to the ecosystem. All blocks that are placed on the top of the Jenga tower represent population growth of the same invasive species.

If you’re careful not to knock it down (!), your ecosystem will slowly shift from one that is diverse, to one that has all the same species.

Prepare your Jenga blocks. Have one game set up in the front of the room. If you have additional games, do not hand them out to groups until you are ready to have them work in groups. Jenga can be very distracting.

If you only have one game, you may also use an online simulator such as these:

http://www.twoplayergames.org/play/128-Jenga.html

http://www.oyunlar1.com/online.php?flash=903 Be sure to test them out in advance to ensure that they work on your devices.

Prepare a hand out with rules as well as the data table.

Modification Idea: Label a block “keystone species” (herring, beaver), and put it in a critical spot in your Jenga tower (lower edge). When this block is removed, it will collapse the food web and the entire ecosystem.

Graph Note: A histogram is much like a bar chart with no spaces between bars, and where the horizontal axis categories are numbered. They are used in science to show frequencies (on the vertical axis) for interval-ratio data.

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Prepare your space for graphing your frequency histograms (see examples below) on the white board or chart paper. Make 2 graphs, one graph of the final biodiversity counts, and one for final population sizes of the invasive.

Procedure1. [Optional] Watch Bill Nye the Science Guy, Biodiversity Part 1 of 3 (stop the video at 4:05!).

2. Let students know that you are going to model an ecosystem, biodiversity, and the way those can change when an invasive species arrives using a Jenga game.

3. Hand out or post the rules of the game. Also hand out a data table for groups to record their data.

4. Invite 2 students up to model the game with you. Note how many species/blocks you are starting with and record that under # of species present before any turns have been taken in the row for year zero in your table. Each turn record the # of species present. The biodiversity should decrease by 1 each turn except for after the fist turn when the first invasive is introduced. Each turn also record the size of the population of invasives. This is the number of blocks you have added to the top, and it should increase by 1 each turn.

As you model the game and remove blocks: Give students specific examples of plants and animals that live in your local ecosystem or invite

them to generate examples. Consider making the invasive species in the game a different one than the one you are studying

in your research question. *Beware that using the species you are studying may encourage students to jump to conclusions about your research question before you have any data at all.

Some examples of invasive species you might use from across different ecosystems include: purple loosestrife, Asian longhorn beetle, Asian shore crab, variable milfoil, hydrilla, etc.).

You may or may not want to include reasons why species are removed from ecosystems as the result of natural processes, natural disturbance, competition with the invasive, and/or human disturbance.

Collect data in a table (see above). Keep track of the number of species present (biodiversity) and the number of individuals in the invasive species population that have been introduced (number of blocks stacked on the top, and the number of new individuals you introduce before your ecosystem collapses.

Turn (years since invasive species introduction)

# of species present (biodiversity)

Population of the invasive species

0 54 01 54 12 53 23 52 3

Turn (years since invasive species introduction)

# of species present (biodiversity)

Population of the invasive species

0123…

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4 51 45 50 56 49 67 48 78 47 89 46 95. Once your game has finished and the blocks have toppled, have students be sure they recorded data for each turn. For instance, if the game made it to turn 9 and you started with 54 species, you would have removed 9 blocks. The data table would look like the example above. Remember that in round 1 the biodiversity stays the same because the invasive species was introduced as the native was removed.

6. Next model how your students will build their frequency histogram. Record an “X” for the results in each of in the graphs on the board (see example to the right).

7. If you have enough sets of the game for students to play in groups, have them get in groups and play, recording their data in their data tables. If you only have one game, use the online simulation or allow groups to come up to the front of the class and just as you and your two volunteers did, play the game as a class volunteer records. Do as many replicates as time allows. Hopefully all students will have an opportunity to play.

8. As a class, graph your results in the form of frequency histograms of the results. Have teams put an “X” for their results (example, see above). Discuss the range of outcomes. Ask:

Did everyone end with the same biodiversity? Same invasive population size?

Even though there was variation, how would you summarize what we saw? Why would you say that? What’s your evidence?

9. Draw the beginnings of a concept map on the board. Start with the word biodiversity in the middle. Draw one line coming out that says “means”, another that says “is important because”, and a third that says “can be impacted by.” (You can modify this to suit your learning goals).

Formative Assessment opportunity #4: The frequency histograms offer an opportunity to discuss variability. Did the same thing happen in every game? Can we say exactly when or even if an “ecosystem” would collapse or does it vary? Discuss the results further. Ask students to explain what happened. Does this really happen? Could this happen in our community? Here in Maine?

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10. In the concept map section of their Vee Diagram, have students copy the beginning of the concept map down. Tell them to use what they have learned from the activity, as well as the terms and concepts already in their Vee Diagram (ecosystems, species, etc.) to start to build a biodiversity concept map in their Vee Diagrams.

11. Give students 5 minutes to work individually on their maps. Then have them work in groups of 2 or 3 to share what they wrote. While in their groups have them add to or revise their maps.

12. As a class have them add to the class concept map on the board. Once students and you feel adequately captures your understanding about biodiversity so far, allow students time to add missing connections to the concept maps in their Vee Diagrams.

13. Based on observations and experiences so far, have students make a prediction about what they think they will find in the field in answer to the research question. Have them record these in their Vee Diagram.

Extension ideas – Games and Species in the NewsTo help students better understand ecosystems, competition for resources, and invasive species and the characteristics that help them overrun an ecosystem and outcompete native species, consider these additional modeling games (as well as the model analogy map - mentioned above under "Formative Assessment opportunity #5"):

New Bird in Town - http://vitalsignsme.org/theres-new-bird-town Oh Deer! Invasive Species Style - http://vitalsignsme.org/oh-deer-invasive-species-style

News and science articles like these can help to hit home the observed impacts of invasive species on ecosystems near you:

Barberry and ticks - http://today.uconn.edu/2012/02/controlling-japanese-barberry-helps-stop-spread-of-tick-borne-diseases/

Green crabs - http://vitalsignsme.org/2-column-notes-green-crab-video

Formative Assessment opportunity #6: Students are starting to capture their thinking about biodiversity and the ways it might change in their concept map. Monitor these maps. Consider additional experiences to help them understand biodiversity and the ways ecosystems change. See “Extension ideas” below.

Formative Assessment opportunity #5: The Jenga game is a model of possible invasive species impacts on biodiversity. Using and making sense of phenomena with models is an important science practice. If students have trouble making sense of the Jenga game as a model, consider using the Model Analogy Map http://vitalsignsme.org/bscs-analogy-map-vital-signs-adaptation-making-meaning-models to help students draw the connections between the model and the concepts. Once they have done that, they can add to their concept map.

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Part II – Collecting and Posting Data Estimated Time – 5-6 class periods

OverviewOver the next 5-6 class periods, students will develop their data collection skills, design a data collection plan, collect, and post their data to Vital Signs. Because we assume that when you are using this curriculum you have experience doing basic Vital Signs investigations with students, Activity 1, 3, and 4 do not go into detail. If you have questions on these activities, please get in touch with us at vitalsigns@gmri.org or by leaving a comment in the curriculum bank.

Depending on your learning goals for this unit and your desired level of inquiry (see Table 1) you could skip Activity 3 – Designing a data collection plan. In this case you will need to design an appropriate data collection plan. If you provide the data collection plan, consider having your students reflect on that design of the plan. See if they can explain why you designed it that way with reference to the idea of the importance of random sampling.

Be sure your field site(s) include(s) some places with the invasive present and some places where it is absent. If all of the data collected is in quadrats where the invasive is found, your analysis will have to compare the density of the invasive to the amount of biodiversity (see extension activity for Part III, Activity 2).

Learning Outcomes Students can use an ID resource and careful scientific observation to determine if a specimen is

or is not their target species. Students begin to understand ideas such as sample vs. population, sample size, random sample,

and sampling bias. They will begin to design investigation methods using that thinking. Students can construct scientific arguments with claims, evidence and reasoning. They are

beginning to understand that strong scientific arguments include a claim, explicit reasoning, evidence, and can consider and rule out alternative claims.

Students can give peers feedback on their scientific arguments. Students begin to see themselves as scientists by contributing data to a real research effort and

connecting with scientists. Students begin to be able to organize data into tables and frequency histograms to see the

importance of organizing data to support data analysis.

Activity 1 – Practicing fieldwork skillsBefore you and your students head out in the field, it is important to practice data collection skills. Having your students practice these skills before you ask them to develop a data collection plan will introduce them to some of the skills, tools, and resources they can include in their data collection plan and fieldwork.

Materials: See this lesson plan - Fieldwork Skills http://vitalsignsme.org/vital-signs-fieldwork-skills-stations

(includes multiple possible fieldwork skill station ideas)

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PreparationYou will need to set up your skills stations in advance. You can modify the above lesson plan based on what kind and how much fieldwork your students have already done. In our Introductory institutes we have approximately 5 or 6 stations and we have participants visit the stations in their fieldwork teams. We use the “self-guided stations” except in the case of the Mock Quadrat Sampling Station (aka Sampling in the Land of Make Believe) which we have a facilitator at to ensure that participants understand the idea of using evidence to back up their “Found” or “Not Found” claim. This station, as well as the spot the difference and photography stations, require you to collect samples in advance.

Check out these lesson plans and resources for additional station ideas:

The station on “Not Found” data - http://vitalsignsme.org/why-nothing-matters, http://vitalsignsme.org/when-not-found-good-really-good

Preparing for scientific observation - http://vitalsignsme.org/preparing-scientific-observation Data Quality Hunt - http://vitalsignsme.org/data-quality-hunt (consider a station that highlights

what quality data looks like)

Procedure1. Remind students that they are going to do a data investigation with Vital Signs to answer the question, “How does ______[our target invasive species] impact biodiversity in our community?”

2. Ask students what are some of the skills that they might want to practice before heading out into the field. Some of the skills that they will hopefully mention are:

Species Identification Ability to collect and record data and evidence

including photographic evidence Ability to use a GPS/ability to get our location

3. In groups of 3 (though group size will depend on how many stations you have set up, you may choose to have them work in fieldwork teams or in expert groups honing expertise to perform specific jobs in the field) have students start at a station. Depending on the number of stations, class time, and whether or not you want all students to experience all stations, you will want to give students at least 7-8 minutes at each station.

Activity 2 – Random SamplingUnderstanding the importance of random sampling to avoid bias is an important understanding for both designing science investigations as well as understanding how scientists increase their confidence in their conclusions from their studies. In this activity students will model the experience of random versus non-random sampling to determine the total number of M&M’s and the diversity of M&Ms in their M&M populations. Half of the class will use random sampling, and the other half will choose where to sample, introducing bias into their sampling.

Materials:

Formative Assessment opportunity #7: As students do the stations they develop scientific skills like looking closely at key characteristics and using evidence and reasoning to back up a claim. If you are facilitating a station and not able to monitor, consider incorporating a way to check in with students at your station. You could also have students reflect at each station on what they learned, or develop bell-work like the station activities for upcoming classes that allows you check in on these skills and understandings.

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Piece of paper M&Ms (different types mixed together to increase the amount diversity of M&Ms) Calculators Rulers 6-sided dice (1 per group for half of the groups) Datasheet with table

PreparationYou will want to make baggies with a range of types of M&Ms. Each bag should have about 40-50 M&Ms. It should be a number that can be counted, but that is large enough that students aren’t inclined to count them all.

Procedure1. Have students in groups of 2 or 3 using their ruler and a pen or pencil divide their paper in to 6 equal parts (2 columns and 3 rows). Have them label the squares 1 through 6.

2. Once a group has divided the paper into equal parts, hand out the M&Ms. Have them pour the M&Ms out on the paper, distributing across the sheet.

3. At this point half of the groups receive a die. These groups will use the die to randomly choose 3 of the 6 squares. They will roll the die at least 3 times until they have 3 different squares determined to sample.

4. The other groups will choose their squares. Have them note why they selected those 3 squares.

5. Have each group complete the table below as they collect their data.

Square Sampled Number of M&Ms in the square Diversity of M&Ms in the square

MeanEstimate Total # of M&Ms (Mean X6)Total actual

6. Now have each group count the actual number of M&Ms and the actual diversity of M&Ms on their entire piece of paper. They will likely want to make piles based on the types to help their count. Diversity should account for M&M type and color (so green chocolate M&M is one type and green Crispy M&M is another type, etc.)

Modification Idea: If you have access to dice with more sides, you could have students divide the paper into more squares. You could also use chart paper or other larger paper. You could use a large variety of candy. Pasta or beans could be used in place of candy.

Modification Idea: Consider having some groups sample only 1 square, some 2 squares, some 3 squares and so on. In addition to discussing random sampling and bias, discuss appropriate sample size.

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7. As a class have a discussion. The goal is for students to see how the non-random sampling introduces bias. Students likely picked squares that had more M&Ms or their favorite kind of M&Ms. Here are some guiding questions:

How did your estimates compare to the actual values? Did it matter if you used the random sampling (the die)? If you did not decide with the die, how did you pick your squares?

Let students know that this was an example of using random sampling. Scientists often are trying to answer a question where it would be difficult or impossible to count the entire population. They sample to make informed conclusions about the population. Scientists do this in many different ways to avoid bias. Ask students if they use sampling in their own life? (e.g. Tasting a small bite of something they are cooking, getting the temperature outside the kitchen window to help decide what the weather is like that day, etc.)

8. Have students add random sample and bias to the terms and descriptions to the methods sections of their Vee diagrams.

Extension:You may choose to have students graph their M&M diversity counts with frequency histograms and bar graphs like the graphing in Part III Activity 2.

You may choose to introduce a formal percent error calculation and have students compare percent errors between random sampling and biased sampling methods.

Percent Error = absolute value (Actual Value – Estimated Value) X 100Actual Value

Activity 3 - Designing a data collection planStudents will learn about different sampling techniques. Then they will use the skills and knowledge they have developed about these sampling techniques, random sampling, and the skills stations, to design a sampling protocol. You may choose to design the data collection plan for your students rather than having them design it. These resources will still be helpful in introducing that data collection plan and supporting your students in understanding the rationale for that plan.

Materials: Access to https://www.youtube.com/watch?v=Di_S-9ZiGGY (starting at about 3 minutes up to

10 minutes), topics and times:o Random sampling – 3:00 – 4:45o Quadrats – 4:45 – 6:00o Transects – 6:00 – 8:08o Biodiversity – 8:08 – 10:00

Notes worksheet

Preparation

Formative Assessment opportunity #8: Look for evidence in their Vee diagrams that students understand the role of sampling to help learn about a population, and that random sampling helps avoid bias.

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This activity can be set up as stations or each group can access on their own devices. You will want to have a sheet prepared for note-taking, or have students record their new knowledge about random sampling, quadrats, transects, and biodiversity directly in their Vee diagrams.

Decide if you want to have all your classes use the same plan so that data can be combined, or if you will allow each class to finalize their own plan. Your final sampling plan(s) should include:

Randomization across field site by either throwing or placing quadrats randomly along a transect. [Note: This should ultimately mean that some teams will have quadrat sampling locations where the invasive species is “FOUND” and some will be where it is “NOT FOUND”. If the invasive is present in all quadrats, you will need to focus on the abundance of the invasive. See p. 27 for a description of what that might look like.]

Students should collect a measure of invasive species abundance in their quadrat either as a percent cover or a # of individuals.

Students should collect some count for biodiversity within a quadrat.

Procedure1. Have students view the video clips and record their notes about random sampling, quadrats, transects, and biodiversity.

2. Once they’ve collected their notes, let students know that they will be using their new knowledge from the last 3 activities about sampling to design a sampling method to answer the research question, “How does ______[our target invasive species] impact biodiversity in our community?”

3. Have students work in pairs. Ask students what kind of data they will need to answer their research question.

Have them work with a neighbor to describe and record how they would go about collecting the data to answer these questions. They should consider use of the tools they were introduced to in the last few lessons.

Challenge them to be ready to address these questions or questions like these:

How/where will you record the data? How will you measure biodiversity and

invasive species abundance? Do you expect variation? How much? Why

or why not? How will you avoid bias sampling? (if this

group is ready to think about random sampling and you’ve included resources to help them understand this.)

4. In their pairs have them document their plan through writing, drawing, or video based on what will work best for them.

5. Have pairs report out on their sampling plans.

Formative Assessment opportunity #9: This is a great opportunity, especially if it’s early in the school year, to learn about where your students are at in their statistical and scientific thinking. See the GAISE Framework for collecting data. Are your students level A or B? Based on where they are, scaffold the discussion to help them start to move to the next level. Students should be able to appropriately use and consider the terms from the last two activities:

Random SamplingBiasQuadratsTransectBiodiversity

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6. Have pairs share out their thinking. Invite their classmates to pose questions and ask for clarification.

7. After they report out and discuss their plans, have their peers review their plan using a peer review form. It might look something like the following table:

Summarize how this group’s plan addresses these

What from this plan should we incorporate in our final class plan?

What still needs improvement?

Data recording

Measuring biodiversity

Measuring the invasive

Random Sampling and avoiding bias sampling

5. Once students have reflected on all the proposed sampling plans:

Recommended – You the teacher can compile the best thinking from across all of your classes and propose a shared sampling plan to your students. This option allows you to combine data across classes giving you a more robust dataset for analysis. Be sure to cite the classes as the developers of the protocol. Point out their ideas in the protocol.

Alternative - Scaffold a classroom discussion to come to a final shared sampling plan for just that class.

6. Have students record the data collection plan in their Vee Diagrams.

Modification Idea: Students may be more interested in a specific aspect of biodiversity. Consider allowing students to focus in on specific types of biodiversity such as insects and plants if you are working in an upland ecosystem. Groups within a single classroom could focus on certain aspects of biodiversity and collect that data from multiple plots, or each class could choose an aspect of biodiversity to focus on all together. For insect biodiversity you could design collection methods like these http://vitalsignsme.org/bug-biodiversity. If you focus in on a certain aspect of biodiversity, be sure to have your students refine your research question accordingly.

In some cases, it might make the most sense to consider biodiversity at a higher level rather than species level. For instance, for insects you might have students count ants, bees, spiders, flies, etc. rather than distinguishing species within these groups.

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7. Based on your data collection plan, have students refine the research question. For instance, if your plan is to count all plants and insects for instance, refine your research question to be, “How does ______[our target invasive species] impact biodiversity of plants and insects in our community?” If you are only sampling in one section of the schoolyard, does this tell you enough about the community? You might refine your research question to be, “How does ______[our target invasive species] impact biodiversity of plants and insects in our schoolyard?”

Extension ideas – Expanding the FieldDepending on your protocol, timeframe, and other constraints, consider studying multiple field sites. Here are some ways you can accomplish this:

Have your classes sample at different field sites Team up with another teacher in your school or in another school in your community Have students replicate the protocol for homework in their own backyards

Note: Expanding the number of sites sampled will help you and your students get a broader picture of what is happening across your community, and will help you extrapolate more confidently beyond a single location in your community. If you and your students are experienced with data investigations, this will also give you more data to work with.

If your field site is limited, consider modifying the research question to better represent the scope of that site. For instance, if your field site is restricted to the schoolyard, refine your research question to, “How does ______[our target invasive species] impact biodiversity of plants and insects in our schoolyard?”

Activity 4 – FieldworkThis curriculum assumes you are comfortable leading your students doing Vital Signs in the field. Below are some things to consider with the addition of the data investigation.

Before you head in the field, be sure your students have all the tools they need, including datasheets and ID cards. http://vitalsignsme.org/fieldwork-toolkits

Use the Species & Habitat data sheet. You can modify the datasheet to highlight the parts that are more important or cross out the

parts that you don’t want your students to do. If it works better for you, make your own datasheet based on your sampling plan.

Be sure that students have a clear checklist, or a modified data sheet, that helps them remember the data they will need to collect in order to publish their data and for their data to be included in the class analysis. Be sure they still know to collect the usual Vital Signs required data and photos.

Science Practice Note:Scientists structure data collection tables to help them collect the right data, and to help them start to look for patterns in the data. Work with your students to design data sheets that work for your data collection plan.

Formative Assessment opportunity #10:Students are starting to think about sample size and representative sampling. Does the sample represent the whole community? Just our school yard?

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The Vital Signs Species and Habitat Survey (http://vitalsignsme.org/datasheets) datasheets may be adequate depending on what habitat data you and your students are collecting. Here’s what a modified data sheet might look like for an upland investigation:

Field site photo taken Yes/No

Sampling method photo taken Yes/No

Location coordinates Longitude:

Latitude:

Field Notes

Found/Not found claim

Adequate supporting evidence photos to support found/not found claim (at least 3, but should take many to ensure that there are at least 3 good photos)

List/describe features photographed:

Invasive abundance measure:(# of individuals in quadrat)

Biodiversity counts(if possible photograph each species)

# of plant species observed in quadrat:

# of insect species observed in quadrat:

total # of plant + insect species in quadrat:

Activity 5 – PublishingThis curriculum assumes you are comfortable leading your students in publishing their data to Vital Signs. Below are some things to consider with the addition of the data investigation.

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Note: Taking time for students to post their observations is a critical step.

When students publish their species observation data to the Vital Signs website they have the opportunity to:

Get feedback from a species expert and recognition from peers. Add that data to the larger database which is actively used by scientists and managers in Maine,

New England, and across the United States, as well as by other classrooms to answer their own “big data” research questions.

If your students don’t have experience posting data to the Vital Signs website, reserve 2-3 class periods for the process of posting and peer review. If your students have done it before, 1-2 class periods may be adequate.

Be sure to select Species and Habitat Survey when setting up the investigation on Vital Signs. This will allow students to enter their biodiversity counts and other habitat data for others to use.

Resources for publishing: How-to Guides -

http://vitalsignsme.org/guides Quality Check and Peer Review –

http://vitalsignsme.org/vital-signs-quality-assurance-peer-review-updated-2013 *

*Quality check is a required step that each team must go through before publishing. Peer review is optional but highly recommended especially if you have target learning outcomes around scientific argumentation. Observations do not need to reach “expert” scientific argument quality to be published.

Consider adding an item to the quality checklist that asks teams to look closely at the biodiversity counts, and if they collected it, revisit their photo documentation of the biodiversity.

Once students have published, have them add their data to a shared data table that you have prepared. Use a Google Spreadsheet, chart paper, or the whiteboard. If your classes are doing the same research and followed the same data collection plan, have

them enter data in the same spreadsheet. Your spreadsheet should look something like (following from the previous example):

Plot ID/Student Team

Invasive Abundance/# of individuals(0 if Not Found)

# of plant species observed in quadrat:

# of insect species observed in quadrat:

total # of plant + insect species in quadrat:

Link to Observation

Confirmed/ Questioned/ Not Yet Reviewed

[The table above is an example table based on the example from the data collection design activity.]

Formative Assessment opportunity #11: Argumentation – Through the optional peer review step students evaluate their own and others’ scientific arguments using the Peer Review Tool. The tool specifically looks at explicit reasoning and ruling out alternative claims. These are complex scientific argumentation skills that students can develop through Vital Signs.

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

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Just as you did during Biodiversity Jenga, prepare 2 graphs (you might have more than 2 if you are looking at multiple measures of biodiversity) on the board or on chart paper, one for invasive species abundance and one for biodiversity. You will need to have a sense of the ranges of data that’s been collected so that you can have your axis scales labeled.

Students should add their data to the data table and the frequency histogram graphs that you’ve teed up as soon as they have published their data to Vital Signs. Just as with Biodiversity Jenga, students place an “X” on each histogram to represent their observed counts of abundance and biodiversity.

If you’re using the board to build your histogram, consider taking photos of the graphs at the end of the day to be sure it isn’t lost.

Extension ideas – Full class peer reviewSome classrooms do a full class peer review process where student teams present their observation data, pre-publishing, in the front of the class. If you decide to go this route, have students use the Peer Review tool (mentioned above) to evaluate the observation data being presented. Invite verbal feedback and/or written feedback for teams to incorporate and improve their observations before publication.

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Part III – Analyzing the DataEstimated Time – 2-3 class periods

OverviewDepending on the species your classroom is investigating, your observations may quickly be confirmed or questioned by the species expert. Since the timeline for feedback from experts can’t be guaranteed, it is best to move forward with your data analysis while monitoring for responses from experts. Over the next 2-3 classes students will participate in a process of organizing and cleaning the data, and representing it in ways that help students start to make sense of it.

Learning Outcomes Students can observe and describe variability looking at the data table and histograms. Students use their understanding of context to generate a cleaned dataset that they are

confident is based on accurate observations. Students appropriately display distributions, variability, and mean biodiversity when the invasive

is FOUND and NOT FOUND. Students describe and compare distributions, variability, and mean biodiversity when the

invasive is FOUND and NOT FOUND.

Activity 1 – Data CleaningStudents will explore their new dataset and specifically look for possible “bad” data. They will look for outliers, and in cases that they think are outliers, they will dig in to determine if the data should be included in their analysis or if they think that there may have been human error that justifies excluding that data from analysis. They will start to think about the variability in the dataset.

Materials Data table and histograms from previous activity Vee diagrams Access to their observations Access to other photos such as biodiversity count photos if students took those

PreparationThe previous activity resulted in a data table and histograms with class data (or all class data if the same data collection method was being used). Have those ready for this activity either printed or someplace where all students can see them.

Procedure1. Have students examine the complete set of data in the spreadsheet and in the frequency histograms.

Ask: Do any data in the table look out of line with the rest of the data?

2. For any data that the students question, have them check the corresponding Vital Signs species observation. If relevant, have them review any of the biodiversity photo evidence that the team has shared.

Formative Assessment opportunity #12: Context – Statistical thinking involves using contextual knowledge. As students evaluate data accuracy, note their understanding of reasonable biodiversity counts as well as their ability to differentiate species. If you have learning desired outcomes related to species ID (e.g. leaf types, flower types), this is a great time to check-in.

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3. Have the class discuss any data that is questionable or inaccurate. The purpose of this two-part discussion in the next three steps is to help students learn to decide whether to include certain data in their analyses. You may want to pose questions such as:

Which data seem inaccurate or like they don’t belong? Why? Would you include that piece of data? Why or why not? If we look at the data that we don’t want to include, do they have anything in common? What guidelines could you suggest to the class for choosing whether or not to include a piece of

data?

4. Now give students some time to review their own data sets and make a decision about whether that data will be included in their analysis. They should mark any data that they don’t plan to include. If this is a shared data table across all of your classes, you will want to mark it in a way that still allows each class to make their own decisions.

4. Once you’ve considered and ruled out or ruled in any outliers. Have students discuss the variability.

Did you see variability in the abundance of the invasive? How did you decide there was variability?

Did you see variability in the biodiversity counts? How did you decide there was variability? What is the total range for each of these variables? How much variation do you think is reasonable or expected? What could cause that variability?

5. Have students document the class data and their thoughts on variability in the data section of their Vee Diagrams. There are more graphs to make so they may need to attach multiple sheets to this section.

Activity 2 – Comparing Variability and Measures of CenterStudents will plot their data – measures of center and the distributions of the data. They will use these visualizations to start to draw conclusions about the data and whether or not the invasive species is impacting biodiversity based on the data.

Materials Data table and histograms from previous activity Vee diagrams Graph choice chart and graphing tips handout (http://vitalsignsme.org/maine-data-literacy-

project-graph-choice-chart)

PreparationStudents will graph the biodiversity count data as a categorical variable for when the invasive is found and not found. They will graph means as well as the distributions on the same graph. This will help them compare means while simultaneously comparing the distributions.

The goal is for students to determine if the data in the two categories look like they represent two different distributions of data. They will use this thinking to informally determine if the mean biodiversity is significantly different when the invasive is found and when it is not found. The procedure below assumes students can calculate the mean.

Procedure

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1. Describe for students that they are going to compare biodiversity counts in quadrats where the invasive was found and where it was not found. Note: You may not have an equal number of data points for each of these groups.

2. Have students calculate the means for each of these categories (found and not found).

3. If you and your students discussed variable types, ask students what type of data you are dealing with. Biodiversity counts are interval-ratio, but you are comparing them across a categorical variable.

4. Introduce the graph choice chart. Have students do the best they can to determine what type of graph is appropriate to represent the data they collected. There may be terms that they get stuck on, but they should be able to determine that they are comparing two groups and trying to determine if they are the same. This should help lead them to bar graph.

5. Next, have students create a bar graph comparing the means of these two categories. Give them the graph tips hand out to help them decide what to include in the graph.

6. Now let them know you are going to add something that will allow them to compare the data even more closely. Because they need to be able to compare the distribution of the data around the mean, they will add the raw data.

7. Have them add the raw data to the graph as well (see example to the left). By adding the raw data points that they used to calculate the means, students can also visualize the variability in the data. Have them add these graphs to their Vee Diagrams. If your Vee Diagrams are electronic and graphs are on paper, have them take photos of their work.

8. Discuss sources of this variability – what are some factors aside from the possibility of the presence of the

invasive that might be affecting biodiversity?

9. Have a class discussion about the graphs. Consider using a Google doc, a tool like Today’s Meet (https://todaysmeet.com/), or the commenting feature on students’ observations to have them capture their thinking around the questions above. By capturing their thinking in a shared place where students can discuss and revisit, they can use this thinking as they develop their conclusions.

Consider these questions: Do the means seem significantly different given the amount of variability? Do the data ranges overlap?

Formative Assessment opportunity #13: Graphing best practices – Use the checklist on the graphing tips hand out or your classroom or graphing best practice checklist. What graphing practices are students struggling with? What do they have figured out? If some students are struggling, have them partner up and peer review one another’s graphs using the checklist.

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If I gave you a biodiversity count of something like _____ [e.g. 5, 8, or 10 species] would you be able to tell me if the invasive was present in the quadrat?

Do we have enough data to draw conclusions? How confident are you about your conclusions? What additional questions arise?

Extension ideas

Measures of centerDo your students already know how to calculate a mean? If so, invite them to do so without much scaffolding. If students calculate the same values, and do so without difficulty, great! It’s important that they understand what the mean is. This activity and discussion are a great opportunity to monitoring their understanding of the concept of mean.

Consider introducing other measures of center. Have them compare these values for their data.

Mean - arithmetic average arrived at by adding the values and dividing the sum by the number of values. If the data are skewed and has extreme values, this will impact the mean.

Median - middle value when values are arranged from least to greatest. If there is an even number of values, it is the average of the two middle values. Since half of the values are less than the median and half are greater, if the data are skewed, the median will not be impacted.

Mode - the most frequent value. If no value appears more frequently than any other, than there is no mode. It is unlikely that this is impacted by extreme values since it is unlikely that an extreme value will occur more often.

Looking for relationshipsStudents can go deeper with their analysis and look for a relationship between invasive abundance and biodiversity. The below suggestions also work well if all of your students found the invasive in their plots.

Categorical Ordinal Variable (Graph above)One way that they might do that is to go from comparing data where the invasive was found or not found to thinking about abundance as an ordinal variable. Depending on the abundance data, there might be some obvious breaks.

For the previous examples we might use categories: absent, low abundance (1-4 plants), high abundance (5-9 plants). If your students collected percent cover as a measure of abundance, the ordinal categories might be 0%<25%, 25%<50%, 50%<75%, 75%-100%.

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Categorical Interval-ratio Variable (Graph above)If students collected data such as the number of invasive plants in a quadrat, they plot invasive species abundance as an interval-ratio variable on the horizontal axis and biodiversity counts on the vertical. They can look for an indication of a relationship.

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Part IV – Interpreting the DataEstimated Time – 2-3 class periods OverviewIn the next 2-3 classes students interpret their data and draw conclusions. They communicate those conclusions and practice reviewing one another’s conclusions. Drawing conclusions includes making and supporting claims. Students will review one another’s claims using a peer review tool that has similar concepts to the Vital Signs Peer Review Tool, including making claims, supporting them with evidence and reasoning, and considering alternatives.

Learning Outcomes Students see scientific conclusions as a form of scientific argument. Students can communicate their scientific conclusions as scientific argument specifically

including claims, evidence, reasoning, and communication of certainty or uncertainty. Students can give one another feedback on their conclusions specifically including claims,

evidence, reasoning, and communication of certainty or uncertainty.

Activity 1 – Drawing conclusions Students will turn their discussions about the data into conclusions about the research question. They will back up their conclusions with evidence from the data and the reasoning that shows how that evidence supports their claim. They will use the Scientific Conclusion Peer Review Tool (p. 31) to review one another’s conclusions and offer feedback.

Materials Vee Diagram Scientific Conclusion Peer Review Tool

PreparationStudents will draft conclusions on a separate piece of paper before adding to their Vee Diagrams. Have printouts of the Scientific Conclusion Peer Review Tool (p. 31) ready. Or, if you have an alternative rubric for conclusions, use that.

Procedure1. Remind students of the previous class discussion. If that discussion is documented somewhere, be sure students have access to that thinking.

2. Remind students that drawing conclusions in science isn’t about presenting things as 100% certain. Scientists communicate conclusions including degrees of certainty. Scientists work hard to consider and rule out alternative claims, they use statistical tests to help

them be able to say how certain they are. Without statistical tests, we can still talk

about things that seem likely and include the possibilities that we have examined.

Modification idea:Start by having students read example scientific conclusions. Have them generate a list of the features of a conclusion. Work with students to generate a rubric for a scientific conclusion. Hone your students’ focus around scientific practices and additional learning outcomes that you have been working on such as scientific argumentation.

Formative Assessment opportunity #14: Argumentation– The draft conclusions and peer reviews are another opportunity to assess students’ skills around argumentation. The Scientific Conclusion Peer Review Tool includes claim, evidence, and reasoning as part of the review.

Collaboration - Consider having students self assess with the collaboration reflection tool again.

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3. Have students draft conclusions. Invite them to include phrases like: on average, in most cases, likely, etc. Encourage them to include possible alternative conclusions and explain why they think their conclusion better explains what they observed.

4. Have students share their draft with a neighbor. Have them review one another’s drafts using the Scientific Conclusion Peer Review Tool (p.31, below).

5. In their pairs, have them exchange feedback verbally and with the written tool.

6. Allow students time to revise their conclusions, adding the conclusions to in their Vee Diagrams.

Formative Assessment opportunity #14: Argumentation– The draft conclusions and peer reviews are another opportunity to assess students’ skills around argumentation. The Scientific Conclusion Peer Review Tool includes claim, evidence, and reasoning as part of the review.

Collaboration - Consider having students self assess with the collaboration reflection tool again.

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SCIENTIFIC CONCLUSION PEER REVIEW TOOLCommunicating findings and drawing conclusions involves making scientific arguments.

Scientific arguments include claims, evidence, and reasoning. Review the claims, evidence and reasoning with these questions:

The conclusion claims are clear Yes No Not Sure

The conclusion claims are supported by evidence

Yes No Not Sure

The data and observations are used as evidence to support claims

Yes No Not Sure

The explanations for how the evidence support the claims are clear

Yes No Not Sure

Give suggestions for improving the claims, evidence, and reasoning:

Scientific arguments are tentative and probabilistic. This means that arguments include how certain or uncertain they are, possible sources of error, possible alternative sources of variability, and possible alternative explanations.

The certainty or uncertainty of the conclusion claims is clear.

Yes No Not Sure

Possible sources of error and alternative explanations are shared

Yes No Not Sure

Reasons why the alternative explanations are less likely to explain the results are clear

Yes No Not Sure

Areas for future study, next steps, and new questions are included

Yes No Not Sure

Give suggestions for improving the tentative nature of the scientific argument:

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Activity 2 – Revising Vee Diagrams or Alternative Final ProductAt this point students’ Vee Diagrams may be quite messy. While you may choose to have them do a final, cleaned-up version, you may choose to have them share their final product in a different format. It’s great to have them share with an authentic audience on the VS website or with the local community. Sharing with the local community would be a great opportunity for students to work on communicating scientific data and findings to a larger audience. Share your final product ideas with other educators in the Vital Signs Curriculum Bank (http://vitalsignsme.org/share-curriculum-resources).

Materials Vee diagrams Clean chart paper [Optional] Access to alternative materials for final report form

Lab report Community report out event or editorial to local paper - to practice communicating scientific

findings to the general public Prezi presentations or science-fair-style poster presentations http://vitalsignsme.org/projects http://vitalsignsme.org/project-bank http://vitalsignsme.org/category/project-type/research-reports

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