Model Interpretation Chart Features of the model (is like...) Features in the real world They are similar because... Example: a “native species” student signaling “light” didn’t find a matching habitat resource and becomes a resource. Example: A native meadow rose shrub doesn’t get enough light, so it dies. Its nutrients become part of the soil. Example: When the meadow rose didn’t find light, it became nutrients in the soil. Nutrients are a habitat resource, so this is like a student’s role changing from native species to habitat resource if the student doesn’t find light. Fill in the chart below with your section of the class data. In the “Explanation of data section,” write down what happened to make the native species abundance increase or decrease. Data and Explanation Chart Year # of Native Species # of Invasive Species # of Habitat Resources Explanation of the Data Copy the data for the year prior to your assigned time period here, so you can see how the populations change from year to year. My graph of our class data:
clear claim about my research question. Connect my findings to the background research that I conducted and explain the significance of my claim. my data, possible sources or error, natural variability in the data, and/or the amount of data collected. questions for future study to help me investigate further. Once you have completed the activity, circle the highest level that you achieved. Draw a star next to the evidence in the student notebook that shows that you did this.
Mission: Native vs. Invasive Shrub Phenology Rubric Level 1 (Beginning) Level 2 (Developing) Level 3 (Meets) Level 4 (Exceeds) I can… I can do all of level 1 and… I can do all of level 2 and… I can do all of level 3 and… Practice 3: Planning and Conducting Investigations Describe an investigation that addresses my research question. Describe the data used to address my research question, the materials needed, and a procedure that is clear and detailed enough to be replicated. Describe how to record the data, including specific measurements and observations to be collected. Describe the thinking that went into gathering reliable data, including collecting data from multiple sites or multiple times, controlling variables, or random sampling. Practice 4: Analyzing and Interpreting Data Record the data that I collected following the mission protocol. Create visual representation that makes my data understandable, like a graph, table, or other figure that is scaled, labeled, and accurate. Choose an appropriate graph, table, or figure that organizes the results in a way that helps address the research question. I can explain the information in that graph, table, or figure. Identify aspects of the data that help to understand the data, which could include the range, mean, median, mode, the spread of the data, any interesting points or groups of data, or outliers in the data. Practice 7: Engaging in Argument from Evidence Use the information that I gathered to make a clear claim about my research question. Support my claim with evidence from the data and explain why I think the data supports my claim. I can connect my findings to the background research that I conducted and explain the significance of my claim. Explain how confident I am in my claim, considering factors that that might have impacted my data, possible sources or error, natural variability in the data, and/or the amount of data collected. Explain how I ruled out other possible claims. I can pose additional questions for future study to help me investigate further. Practice 8: Obtaining, Evaluating and Communicating information Gather background information on my topic. Locate reliable information from multiple sources that connects to my research question and cite my sources accurately. Use my research to explain how my question builds on or contributes to existing scientific knowledge and to form a prediction about my results. Explain the importance of my research to me, my local community, or to the larger scientific community.