February Preview<\/a><\/p>\n[\/et_pb_blurb][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Objectives” module_id=”narrative” _builder_version=”4.16″ background_enable_color=”off” custom_padding=”35px|||||” border_width_top=”8px” border_color_top=”#cc232f” global_colors_info=”{}”][et_pb_row column_structure=”1_4,3_4″ use_custom_gutter=”on” gutter_width=”1″ make_equal=”on” admin_label=”Module Heading with Icon” _builder_version=”4.16″ custom_padding=”||1px|||” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.16″ custom_padding=”|||” custom_css_main_element=”width: 15%!important;” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”http:\/\/www.horizon-research.com\/tl4cs\/wp-content\/uploads\/2022\/02\/Asset-18.png” title_text=”Asset 18″ show_bottom_space=”off” align=”center” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” header_font=”EB Garamond||||||||” header_text_align=”left” header_text_color=”#454545″ header_font_size=”42px” header_line_height=”2.2em” header_3_font=”|700|||||||” header_3_text_color=”#454545″ header_3_font_size=”26px” header_line_height_tablet=”1.2em” header_line_height_phone=”1.2em” header_line_height_last_edited=”on|tablet” global_colors_info=”{}”]<\/p>\n
Ms. Jones\u2019 Class Poses Questions<\/h3>\n
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Ms. Jones would like students\u2019 questions to drive her instruction. She planned to start this month\u2019s work by comparing students’ multiple data sources; however, she notices students continue to ask: \u201cWhy are we finding ladybugs inside now?\u201d and \u201cWhy are we finding ladybugs in groups?\u201d To review the concept of overwintering while still maintaining a focus on broader questions they\u2019ll use multiple data sources to investigate, Ms. Jones writes down student questions and adds a heading: \u201cHow and why does ladybug behavior change throughout the year?\u201d\u00a0<\/span><\/p>\nTo 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.\u00a0<\/span><\/p>\nNow 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. <\/span><\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Objectives” module_id=”citscience” _builder_version=”4.16″ background_enable_color=”off” custom_padding=”35px|||||” border_width_top=”8px” border_color_top=”#cc232f” global_colors_info=”{}”][et_pb_row column_structure=”1_4,3_4″ use_custom_gutter=”on” gutter_width=”1″ make_equal=”on” admin_label=”Module Heading with Icon” _builder_version=”4.16″ custom_padding=”||1px|||” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.16″ custom_padding=”|||” custom_css_main_element=”width: 15%!important;” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”https:\/\/horizon-research.com\/sbpscience\/wp-content\/uploads\/2025\/03\/Screenshot-2025-03-13-095802.png” title_text=”Screenshot 2025-03-13 095802″ show_bottom_space=”off” align=”center” _builder_version=”4.27.0″ _module_preset=”default” width=”70%” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” header_font=”EB Garamond||||||||” header_text_align=”left” header_text_color=”#454545″ header_font_size=”42px” header_line_height=”2.2em” header_3_font=”|700|||||||” header_3_text_color=”#454545″ header_3_font_size=”26px” header_line_height_tablet=”1.2em” header_line_height_phone=”1.2em” header_line_height_last_edited=”on|tablet” global_colors_info=”{}”]<\/p>\n
Using Collected Data to Answer Questions<\/h3>\n
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Throughout the year, students are contributing data to the Ladybugs at School iNaturalist project. These data will help students to answer the following questions:<\/span><\/b><\/p>\n\n- How does the presence of ladybugs change across the school year? What might explain those changes?\u00a0<\/b>\n
\n- Which species of ladybugs do we find at our school? Are they native, non-native, or both?<\/span><\/li>\n
- What features of our school grounds make the space habitable\/uninhabitable for native ladybugs?\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n
- How can we improve habitat for ladybugs in our schoolyard?<\/b><\/li>\n<\/ul>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Objectives” module_id=”lbfieldguide” _builder_version=”4.16″ background_enable_color=”off” custom_padding=”35px|||||” border_width_top=”8px” border_color_top=”#cc232f” global_colors_info=”{}”][et_pb_row column_structure=”1_4,3_4″ use_custom_gutter=”on” gutter_width=”1″ make_equal=”on” admin_label=”Module Heading with Icon” _builder_version=”4.16″ custom_padding=”||1px|||” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.16″ custom_padding=”|||” custom_css_main_element=”width: 15%!important;” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”https:\/\/horizon-research.com\/sbpscience\/wp-content\/uploads\/2022\/02\/Asset-25.png” title_text=”Asset 25″ show_bottom_space=”off” align=”center” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” header_font=”EB Garamond||||||||” header_text_align=”left” header_text_color=”#454545″ header_font_size=”42px” header_line_height=”2.2em” header_3_font=”|700|||||||” header_3_text_color=”#454545″ header_3_font_size=”26px” header_line_height_tablet=”1.2em” header_line_height_phone=”1.2em” header_line_height_last_edited=”on|tablet” global_colors_info=”{}”]<\/p>\n
Practice Overview: Analyzing and Interpreting Data<\/h3>\n
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Analyzing and interpreting data<\/b> involves organizing and graphing collected data and making sense of it (e.g., finding relationships, patterns, outliers). Various tools can be used in data analysis, including spreadsheets and graphing tools. Observation and reasoning help scientists make predictions and form explanations based on the data. <\/span><\/p>\nWhile it is important to model these practices for students, it is also important to consider the sources used when modeling. Avoid using the same exact dataset that students will work with to preserve the authenticity of students experiencing the practice of analyzing and interpreting data. Modeling this practice with a comparable data set that is unrelated will help students see the practice in action and may need to be done multiple times before students fully grasp the concepts. <\/span><\/p>\nThe following video, intended for teachers, provides additional information related to this practice. (0:00-2:55)<\/b><\/span><\/p>\n[\/et_pb_text][et_pb_video src=”https:\/\/www.youtube.com\/watch?v=9NkT-oYPkOA&feature=youtu.be” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_video][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n
Questions for students to consider when interpreting data:<\/b>\u00a0<\/span><\/p>\n1. What do I notice about how these data are displayed?\u00a0<\/span><\/p>\na. (iNat database output): Which categories\/columns from the spreadsheet will help me answer the question?<\/span><\/p>\n2. Did we collect our data the same way (e.g., time of day, location) every time?\u00a0<\/span><\/p>\na. Do we think this matters? Why or why not?<\/span><\/p>\n3. What patterns do I see in the data?<\/span><\/p>\na. How many ladybugs have we found? Which species have we found?<\/span><\/p>\nb. Where were ladybugs found?\u00a0<\/span><\/p>\nc. Under what conditions were we most likely to find ladybugs (e.g., time of day, temperature, time searching)?<\/span><\/p>\n4. Are there data that stand out\/surprise you? What are possible explanations for those points?<\/span><\/p>\na. 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?<\/span><\/p>\n5. What can I infer based on these data?<\/span><\/p>\n6. What predictions could I make based on these data?<\/span><\/p>\n7. What questions do I have, or what do I still need to figure out?\u00a0 What data would help me answer those questions? <\/span><\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Objectives” module_id=”otherbugs” _builder_version=”4.16″ background_enable_color=”off” custom_padding=”35px|||||” border_width_top=”8px” border_color_top=”#cc232f” global_colors_info=”{}”][et_pb_row column_structure=”1_4,3_4″ use_custom_gutter=”on” gutter_width=”1″ make_equal=”on” admin_label=”Module Heading with Icon” _builder_version=”4.16″ custom_padding=”||1px|||” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.16″ custom_padding=”|||” custom_css_main_element=”width: 10%!important;” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”http:\/\/www.horizon-research.com\/tl4cs\/wp-content\/uploads\/2022\/02\/Asset-22.png” title_text=”Asset 22″ show_bottom_space=”off” align=”center” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.16″ _module_preset=”default” header_font=”EB Garamond||||||||” header_text_align=”left” header_text_color=”#454545″ header_font_size=”42px” header_line_height=”2.2em” header_3_font=”|700|||||||” header_3_text_color=”#454545″ header_3_font_size=”26px” header_line_height_tablet=”1.2em” header_line_height_phone=”1.2em” header_line_height_last_edited=”on|tablet” global_colors_info=”{}”]<\/p>\n
Using Ordered Pairs<\/h3>\n
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Students can use the class School Grounds Map to consider the locations and frequency of ladybug sightings over time. Having students chronologically list the<\/span> ordered pairs<\/b> 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.<\/span><\/p>\n[\/et_pb_text][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
Abstracting Data from School Grounds Map:<\/span><\/p>\n<\/span><\/p>\n\n\n\n| \n Month<\/strong><\/p>\n<\/td>\n| \n Coordinates<\/strong><\/p>\n<\/td>\n| \n Anecdotal notes<\/strong><\/p>\n<\/td>\n<\/tr>\n\n| \n September<\/span><\/p>\n<\/td>\n | \n (28,14)<\/span><\/p>\n<\/td>\n | \n Near tree<\/span><\/p>\n<\/td>\n<\/tr>\n\n| \n September<\/span><\/p>\n<\/td>\n | \n (28,18)<\/span><\/p>\n<\/td>\n | \n Near tree<\/span><\/p>\n<\/td>\n<\/tr>\n\n| \n September<\/span><\/p>\n<\/td>\n | \n (4,3)<\/span><\/p>\n<\/td>\n | \n Bushes near trailer<\/span><\/p>\n<\/td>\n<\/tr>\n\n| \n September\u00a0<\/span><\/p>\n<\/td>\n | \n (8,4)<\/span><\/p>\n<\/td>\n | \n Bushes near trailer<\/span><\/p>\n<\/td>\n<\/tr>\n\n| \n October\u00a0<\/span><\/p>\n<\/td>\n | \n (22,18)<\/span><\/p>\n<\/td>\n | \n Near tree<\/span><\/p>\n<\/td>\n<\/tr>\n\n| \n October<\/span><\/p>\n<\/td>\n | \n (6, 28)<\/span><\/p>\n<\/td>\n | \n Near tree<\/span><\/p>\n<\/td>\n<\/tr>\n\n| \n October<\/span><\/p>\n<\/td>\n | \n (27,15)<\/span><\/p>\n<\/td>\n | \n Near tree<\/span><\/p>\n<\/td>\n<\/tr>\n\n| \n October<\/span><\/p>\n<\/td>\n | \n (28,14)<\/span><\/p>\n<\/td>\n | \n Near tree<\/span><\/p>\n<\/td>\n<\/tr>\n\n| \n November<\/span><\/p>\n<\/td>\n | \n (35, 9)<\/span><\/p>\n<\/td>\n | \n Front Entry<\/span><\/p>\n<\/td>\n<\/tr>\n\n| \n November<\/span><\/p>\n<\/td>\n | \n (34, 10)\u00a0<\/span><\/p>\n<\/td>\n | \n Front Entry<\/span><\/p>\n<\/td>\n<\/tr>\n\n| \n November<\/span><\/p>\n<\/td>\n | \n (38, 6)<\/span><\/p>\n<\/td>\n | \n Classroom windowsill<\/span><\/p>\n<\/td>\n<\/tr>\n\n| \n December\u00a0<\/span><\/p>\n<\/td>\n | \n (39, 10)\u00a0<\/span><\/p>\n<\/td>\n | \n Classroom windowsill\u00a0<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Objectives” module_id=”litandext” _builder_version=”4.16″ background_enable_color=”off” custom_padding=”35px|||||” border_width_top=”8px” border_color_top=”#cc232f” global_colors_info=”{}”][et_pb_row column_structure=”1_4,3_4″ use_custom_gutter=”on” gutter_width=”1″ make_equal=”on” admin_label=”Module Heading with Icon” _builder_version=”4.16″ custom_padding=”||1px|||” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.16″ custom_padding=”|||” custom_css_main_element=”width: 10%!important;” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”https:\/\/horizon-research.com\/sbpscience\/wp-content\/uploads\/2022\/02\/Asset-31.png” title_text=”Asset 31″ show_bottom_space=”off” align=”center” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” header_font=”EB Garamond||||||||” header_text_align=”left” header_text_color=”#454545″ header_font_size=”42px” header_line_height=”2.2em” header_3_font=”|700|||||||” header_3_text_color=”#454545″ header_3_font_size=”26px” custom_padding=”|||12px||” header_line_height_tablet=”1.2em” header_line_height_phone=”1.2em” header_line_height_last_edited=”on|tablet” global_colors_info=”{}”]<\/p>\n Checking for Understanding<\/h3>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” header_4_font=”|700||on|||||” header_4_text_color=”#cc232f” header_4_font_size=”16px” header_4_letter_spacing=”1px” header_4_line_height=”1.4em” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n 1. What environmental features could impact the ladybugs you have observed? Use words, drawings, diagrams, and\/or other representations to explain your thinking.\u00a0<\/span><\/p>\nTeacher note: Potential ideas to look for in student work\u00a0<\/span><\/i><\/p>\n<\/span><\/i><\/p>\n\n- 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.\u00a0<\/span><\/i><\/li>\n
- Students may notice the amount of tree cover on school grounds and\/or proximity of tree-covered areas to school grounds.\u00a0<\/span><\/i><\/li>\n
- Student observations about weathering and erosion of asphalt or concrete on school grounds creating cracks and breaking apart materials.\u00a0<\/span><\/i><\/li>\n
- Students may notice the natural slope of land and the relation of the slope to areas where puddles form during\/after precipitation events.\u00a0<\/span><\/i><\/li>\n
- 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.\u00a0<\/span><\/i><\/li>\n
- 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.)<\/span><\/i><\/li>\n<\/ul>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ module_id=”looking-ahead” _builder_version=”4.16″ _module_preset=”default” custom_padding=”33px|||||” global_colors_info=”{}”][et_pb_row _builder_version=”4.16″ _module_preset=”default” width=”100%” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_cta _builder_version=”4.27.0″ _module_preset=”default” header_text_align=”left” background_color=”#ebebeb” text_orientation=”left” background_layout=”light” global_colors_info=”{}”]<\/p>\n ![\"\"](\"http:\/\/www.horizon-research.com\/tl4cs\/wp-content\/uploads\/2022\/02\/Asset-28.png\") <\/span><\/p>\nIn next month\u2019s activities, students continue to look for ladybugs outside, and analyzing previously collected data helps them make sense of patterns in ladybug sightings. Students focus on habitat as they take a closer look at locations on their school grounds. <\/span><\/p>\n[\/et_pb_cta][et_pb_button button_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjYwNCJ9fQ==@” button_text=”Next: 6: February” button_alignment=”right” _builder_version=”4.16″ _dynamic_attributes=”button_url” _module_preset=”default” custom_button=”on” button_text_size=”14px” button_border_width=”0px” button_icon=”$||divi||400″ button_on_hover=”off” custom_padding=”|||20px|false|false” custom_css_main_element=”text-align:right !important;” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" 5: January <\/div>Analyzing and Interpreting Data Purpose: Students will use iNaturalist exports, their class map, and their class data recording sheets as data sources in the coming months. This month focuses on familiarizing students with how to analyze and interpret these data. In addition, students consider the affordances and limitations of each source. Start by asking […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":9,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"class_list":["post-602","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/horizon-research.com\/sbpscience\/wp-json\/wp\/v2\/pages\/602","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/horizon-research.com\/sbpscience\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/horizon-research.com\/sbpscience\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/horizon-research.com\/sbpscience\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/horizon-research.com\/sbpscience\/wp-json\/wp\/v2\/comments?post=602"}],"version-history":[{"count":9,"href":"https:\/\/horizon-research.com\/sbpscience\/wp-json\/wp\/v2\/pages\/602\/revisions"}],"predecessor-version":[{"id":1820,"href":"https:\/\/horizon-research.com\/sbpscience\/wp-json\/wp\/v2\/pages\/602\/revisions\/1820"}],"up":[{"embeddable":true,"href":"https:\/\/horizon-research.com\/sbpscience\/wp-json\/wp\/v2\/pages\/9"}],"wp:attachment":[{"href":"https:\/\/horizon-research.com\/sbpscience\/wp-json\/wp\/v2\/media?parent=602"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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. Engage students in discussion about the benefits and drawbacks of each source. <\/span>A takeaway for students here is that it may be necessary to use multiple data sources to answer questions (e.g., Is our schoolyard a quality habitat for ladybugs?) and generate explanations.\u00a0<\/span><\/p>\n