Ms. Jones would like students’ questions to drive her instruction. She planned to start this month’s work by comparing students’ multiple data sources; however, she notices students continue to ask: “Why are we finding ladybugs inside now?” and “Why are we finding ladybugs in groups?” To review the concept of overwintering while still maintaining a focus on broader questions they’ll use multiple data sources to investigate, Ms. Jones writes down student questions and adds a heading: “How and why does ladybug behavior change throughout the year?” 

To begin addressing the first question specific to increased indoor ladybug sightings, Ms. Jones guides students to look at their class data collection on iNaturalist, on their data recording sheets, and on their School Grounds Maps, where they have recently noted indoor observations of ladybugs. Ms. Jones asks students what they can recall about the recent weather conditions outside, again referring them to their data recording sheets. Students note that the outdoor temperature has recently dropped, and this corresponds with the shift to finding more ladybugs indoors. When students express concern over whether the ladybugs will survive, Ms. Jones prompts students to think about possible food and water sources when ladybugs come indoors. Ms. Jones acknowledges that it can be difficult for ladybugs to meet their needs for food and water while indoors, which is why students have also discovered dead ladybugs. She then shares that when ladybugs overwinter, or are dormant (e.g., when gathered outdoors together in a crevice of a log), they can survive without food because they live off of their energy reserves until their food (like aphids) reappears with warmer temperatures. Ms. Jones informs students that ladybugs do require some moisture during the overwintering period. 

Now that the class recognizes that ladybugs are coming indoors to overwinter and escape the cold temperatures and harsh winter weather, Ms. Jones directs students to their School Grounds Map and asks students to consider where ladybugs could shelter outdoors. Students express uncertainty and have difficulty generating locations, so Ms. Jones decides that the next day the class will go outdoors to identify spots where ladybugs may overwinter. In preparation, they discuss what students should wear or bring to school tomorrow to be prepared for outdoor exploration the following day, given that it will be cold.

Throughout the year, students are contributing data to the Ladybugs at School iNaturalist project. These data will help students to answer the following questions:

• How does the presence of ladybugs change across the school year? What might explain those changes? 
  • Which species of ladybugs do we find at our school? Are they native, non-native, or both?
  • What features of our school grounds make the space habitable/uninhabitable for native ladybugs? 
• How can we improve habitat for ladybugs in our schoolyard?

Questions for students to consider when interpreting data: 

1. What do I notice about how these data are displayed? 

a. (iNat database output): Which categories/columns from the spreadsheet will help me answer the question?

2. Did we collect our data the same way (e.g., time of day, location) every time? 

a. Do we think this matters? Why or why not?

3. What patterns do I see in the data?

a. How many ladybugs have we found? Which species have we found?

b. Where were ladybugs found? 

c. Under what conditions were we most likely to find ladybugs (e.g., time of day, temperature, time searching)?

4. Are there data that stand out/surprise you? What are possible explanations for those points?

a. Do I notice any ladybug search dates when no ladybugs were found or are data missing from any search dates? Why are these zeros important to include?

5. What can I infer based on these data?

6. What predictions could I make based on these data?

7. What questions do I have, or what do I still need to figure out?  What data would help me answer those questions?

Students can use the class School Grounds Map to consider the locations and frequency of ladybug sightings over time. Having students chronologically list the ordered pairs with anecdotal notes regarding landmarks (see example below) where ladybugs have been seen will help students look for patterns in their observations. In addition to locating ladybugs, students can also analyze their School Grounds Maps to pinpoint coordinates where ladybugs have never been found. Identifying areas of ladybug presence and absence are equally important as students understand how ladybugs interact with their environment.

Abstracting Data from School Grounds Map:

1. What environmental features could impact the ladybugs you have observed? Use words, drawings, diagrams, and/or other representations to explain your thinking. 

Teacher note: Potential ideas to look for in student work 

• Students may find it interesting that ladybugs are not found near certain areas of plant growth adjacent to the school building and may question pesticide use. 
• Students may notice the amount of tree cover on school grounds and/or proximity of tree-covered areas to school grounds. 
• Student observations about weathering and erosion of asphalt or concrete on school grounds creating cracks and breaking apart materials. 
• Students may notice the natural slope of land and the relation of the slope to areas where puddles form during/after precipitation events. 
• Students may notice that ladybug sightings are related to the sunlight/shade and other weather patterns in various areas of school grounds throughout the day. 
• Overwintering may lead ladybugs to be found under tree bark, in natural crevices, or even indoors. (More information is provided on the concept of overwintering in the science content support in December.)