{"id":623,"date":"2022-02-16T11:11:38","date_gmt":"2022-02-16T16:11:38","guid":{"rendered":"https:\/\/dev4.legawebdesign.com\/?page_id=623"},"modified":"2025-05-29T01:10:27","modified_gmt":"2025-05-29T05:10:27","slug":"ladybug-may-june","status":"publish","type":"page","link":"https:\/\/horizon-research.com\/sbpscience\/ladybugs-at-school\/ladybug-may-june\/","title":{"rendered":"Ladybugs at School, 9: May & June"},"content":{"rendered":"

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9: Culminating Activities<\/h2>\n

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Presenting findings<\/h4>\n

Purpose: The culminating project gives students an opportunity to share answers from their yearlong investigation of ladybugs and their school grounds. Students will design a presentation to communicate what they\u2019ve learned and\/or advocate for changes to their school grounds. <\/span><\/b><\/p>\n

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Last month, the class worked together to construct explanations related to the presence of ladybugs and improvements to their school grounds. Students also envisioned an improved campus, using a revised School Grounds Map to represent a system that would attract and sustain populations of ladybugs. Reflect as a class on how student thinking about ladybugs and their school grounds has evolved over time, making comparisons to what students have discovered now that they have a full year\u2019s worth of data. Have students determine an audience with whom they would like to share what they have learned about the presence of ladybugs on their school grounds and potential improvements (see the Science and Literacy support below for additional suggestions related to the presentations). Brainstorm with students a list of who their authentic audience might be for their final presentation<\/span>\"\"s and contact the audience as appropriate. (For example, if presenting to another class, set a date\/time with that teacher; if presenting to school groundskeepers, contact them to arrange a date\/time for the presentation; if creating a school-specific field guide, consider materials needed, etc.)<\/p>\n

Engage the class in a discussion to help them identify which information will be most important to share with their audience and make a plan for <\/span>how to present the information. Refer to student products (e.g., School Grounds Maps, data recording sheets) to demonstrate how students may incorporate different sources from their work throughout the year. Allow students time to design their presentations according to what was decided as a class (this will vary depending on the audience your class has chosen) and present.<\/p>\n

[\/et_pb_text][et_pb_button button_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjYyMSJ9fQ==@” button_text=”Previous: 8: April” button_alignment=”left” _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_icon_placement=”left” button_on_hover=”off” custom_padding=”|20px|||false|false” global_colors_info=”{}”][\/et_pb_button][et_pb_button button_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjkifX0=@” button_text=”Next: LLP Front Matter” 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_column type=”1_3″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.16″ _module_preset=”default” text_font_size=”14px” text_line_height=”1.3em” header_font=”EB Garamond||||||||” header_font_size=”56px” header_line_height=”1.3em” header_2_font=”|700|||||||” header_2_font_size=”30px” header_3_font=”|600|||||||” header_3_font_size=”26px” header_3_line_height=”1.4em” header_4_font=”|700||on|||||” header_4_text_color=”#cc232f” header_4_font_size=”16px” header_4_letter_spacing=”1px” header_4_line_height=”1.8em” custom_margin=”||2px|||” header_font_size_tablet=”50px” header_font_size_phone=”32px” header_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n

Standards + Practices<\/h4>\n

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DCI:<\/b> LS2.A Interdependent relationships in ecosystems
ESS3.C Human impacts on earth systems<\/p>\n

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CCC: <\/b>Patterns; <\/i><\/b>Systems and System Models<\/i><\/b><\/a><\/p>\n

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SP2: <\/strong>Developing and Using Models
Throughout the year, students have added observation data to their School Grounds Map model which has allowed them to better understand features of their campus. Students continue to work on revising this model to represent an improved habitat for ladybugs.<\/em><\/p>\n

SP6:<\/strong> Constructing Explanations
Students continue to use evidence to support their explanations regarding the presence of ladybugs and improvements to their school grounds.<\/em><\/p>\n

SP8: <\/strong>Obtaining, Communicating, & Evaluating Information
Students create presentations to communicate what they have learned with a broader audience, allowing them to see the importance and impact of sharing scientific findings.<\/em><\/p>\n

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Resources + Supports<\/h4>\n

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Participation Makes an Impact!<\/a><\/p>\n

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Ms. Jones\u2019 Class Celebrates Their Contributions to Ladybugs at School<\/a><\/p>\n

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Presenting Findings<\/a><\/p>\n

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Mathematics Connections<\/a><\/p>\n

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Supporting Student Data Collection<\/a><\/p>\n

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Sample Rubric<\/a><\/p>\n

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Back to LLP Front Matter<\/a><\/p>\n

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Participation Makes an Impact!<\/b><\/h3>\n

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Celebrate and share what you\u2019ve learned! You\u2019ve completed a year of scientific research and have contributed to the iNaturalist Ladybugs at School project, which can help others better understand how and why populations of native ladybugs have declined in North America. Along the way, you have learned so much about data collection, asking questions, repeated searches, and more. You are stewards of the ladybugs in your schoolyards, and your participation has made an impact!\u00a0\u00a0<\/span><\/p>\n

Now that students have been collecting data throughout the year and sharing data with others, the class can answer the overarching questions:<\/span><\/p>\n

How does the presence of ladybugs change across the school year? What might explain those changes?<\/i><\/b>\u00a0<\/b><\/p>\n