{"id":537,"date":"2022-02-15T13:45:36","date_gmt":"2022-02-15T18:45:36","guid":{"rendered":"https:\/\/dev4.legawebdesign.com\/?page_id=537"},"modified":"2024-09-23T13:38:00","modified_gmt":"2024-09-23T17:38:00","slug":"llp-dec","status":"publish","type":"page","link":"https:\/\/horizon-research.com\/tl4cs\/lostladybug\/llp-dec\/","title":{"rendered":"LLP, 4: December"},"content":{"rendered":"

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4: December<\/h2>\n

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Features of a ladybug that aid in survival<\/h4>\n

Purpose<\/strong>
Building on last month\u2019s focus on ladybugs\u2019 roles and classification of organisms in an ecosystem, this month students will connect with features of their own schoolyards as they make sense of the relationship between ladybugs” survival features and the features of their habitat.<\/span><\/p>\n

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\"\"
Start by asking students to think about the ladybug\u2019s anatomical features they learned about in October. Then, ask students to consider the question, \u201cHow do ladybugs\u2019 features help them survive?\u201d Record student responses and classify them into categories (e.g. coloration, size, body shape, wings). Then, break students into groups to research each feature in more detail.\u00a0 Have groups share their findings with the class.\u00a0 Page 3 of the <\/span>All About Ladybugs PDF<\/span><\/a> resource explains the <\/span>anatomy<\/span><\/a> of a ladybug and <\/span>this<\/span><\/a> resource provides more information about ladybug vs. lady beetle classification.<\/span><\/p>\n

Discuss with students areas of the school grounds where they have found ladybugs (refer to<\/span>\u00a0your school grounds map and record sheets).\u00a0 What do these areas have in common, or what makes them different from other areas where ladybugs have not been found?\u00a0 Give students time to consider location, pesticide use, types and amounts of vegetation, and other habitat features of these school ground areas. Recall that the entire school ground area is part of an ecosystem made up of living and non-living factors, whereas habitat features are specific to the school ground area. Ask students to discuss with a partner if these features also <\/b>aid in ladybug survival.\u00a0 Share thoughts with the whole group. Suggestion: Students should compare their findings regarding where they observe ladybugs to the findings of others and attempt to identify common features or criteria that might help define those habitats that are<\/span>\"\"<\/span> most suitable for ladybugs. Ask students what they could do to determine whether the features and criteria that they found define ladybug presence in their area at this time also apply at other times and in other places in the country and around the world. This is a common method used in science for improving understanding of organism behavior. These types of observations may be found using other sources including contacting other groups that are participating in the LLP. <\/span><\/p>\n

Take the students to an area of your school grounds where ladybugs have been found previously. The intent of this activity is not to search for new ladybugs but to return to an area you have previously searched and found ladybugs in an effort to make connections between the discussions in class today and prior ladybug sightings.\u00a0 After recording any findings, ask students to think about what was discussed in class as they think about the ladybugs as survivors.\u00a0 If no ladybugs are found, ask students to infer, based on the information they\u2019ve learned about how they survive, why there might not be any ladybugs present at this time or location.\u00a0 <\/span><\/p>\n

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Not finding ladybugs?<\/b> Student morale may be low if your class has not been finding ladybugs. Refer to the Outdoor learning support for ideas on how to manage disappointment. In addition, there may be other reasons beyond where you are searching that affect ladybug sightings. Refer to the Extensions Support for information regarding pesticide use on your school grounds. <\/span><\/p>\n

[\/et_pb_text][et_pb_button button_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjQ3NCJ9fQ==@” button_text=”Previous: 3: November” 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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjYwMiJ9fQ==@” button_text=”Next: 5: January” 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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Science Standards: <\/strong><\/p>\n

LS.5.2.1 Engage in argument from evidence to compare the characteristics of several common ecosystems (including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands) in terms of their ability to support a variety of populations.<\/span><\/b><\/strong><\/p>\n

LS.5.2.3 <\/b><\/strong>Use models to infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.<\/span><\/p>\n

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Science Practices
<\/strong>SP 1: Asking questions (for science)
SP 6: Constructing explanations
SP 8: Obtaining, evaluating, and communicating information<\/p>\n

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Resources + Supports<\/h4>\n

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Using Collected Data<\/a><\/p>\n

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Ladybug Adaptations<\/a><\/p>\n

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Mr. Jones\u2019 Class Makes Inferences <\/a><\/p>\n

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Practice Overview: Analyzing and Interpreting Data<\/a><\/p>\n

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Checking for Understanding<\/a><\/p>\n

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Not Finding Ladybugs?<\/a><\/p>\n

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Not Finding Ladybugs?<\/a><\/p>\n

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January 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=”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: 10%!important;” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”http:\/\/www.horizon-research.com\/tl4cs\/wp-content\/uploads\/2022\/02\/Asset-23.png” title_text=”Asset 23″ 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=”|||” custom_css_main_element=”vertical-align:middle;” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text module_id=”support-title” _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 Collected Data<\/h3>\n

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Based on everything you have learned so far about ladybugs and your observation data, what recommendations do you have for changes to the school grounds to increase ladybug sightings on your school campus?\u00a0<\/span><\/p>\n

Did your students see a change in the number of ladybugs they found this month compared to previous months?\u00a0 If so, considering where you found any ladybugs and what the weather has been like might help the class begin to address the overarching questions and revise their predictions. If students have struggled to find ladybugs this is also a good opportunity for students to consider different reasons that they have not found ladybugs based on what they have learned about ladybugs. <\/span><\/p>\n

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\n <\/p>\n

    \n
  1. Species variance:<\/b> Do you see differences in the types and number of ladybugs of each type that you find throughout the school year within your local area? <\/span><\/li>\n
  2. Geographic variance:<\/b> Do you see the same patterns across locations throughout North Carolina?<\/span><\/li>\n<\/ol>\n

    [\/et_pb_text][\/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: 10%!important;” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”http:\/\/www.horizon-research.com\/tl4cs\/wp-content\/uploads\/2022\/02\/Asset-20.png” title_text=”Asset 20″ 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 module_id=”support-title” _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

    Ladybug Adaptations<\/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=”4.21.0″ _module_preset=”default” global_colors_info=”{}”]Ladybugs have numerous adaptations that help them survive in an ecosystem.\u00a0<\/span><\/p>\n