{"id":602,"date":"2022-02-16T11:07:11","date_gmt":"2022-02-16T16:07:11","guid":{"rendered":"https:\/\/dev4.legawebdesign.com\/?page_id=602"},"modified":"2024-09-23T13:53:22","modified_gmt":"2024-09-23T17:53:22","slug":"llp-jan","status":"publish","type":"page","link":"https:\/\/horizon-research.com\/tl4cs\/lostladybug\/llp-jan\/","title":{"rendered":"LLP, 5: January"},"content":{"rendered":"

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5: January<\/h2>\n

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Overwintering<\/h4>\n

Purpose: <\/strong>In previous months, students have explored ladybug features, their needs for survival, and connected with features of their schoolyard. During this winter month of January, students will focus on ladybugs\u2019 survival practice of overwintering and will look for patterns in data they have collected in their schoolyard in the previous months.<\/span><\/p>\n

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\"\"<\/p>\n

Using data students have collected this year (at school and at home), facilitate a class discussion about why ladybugs might be seen more frequently indoors than outdoors or in different locations outdoors during colder months compared to warmer months, focusing on <\/span>what happens to ladybugs when temperatures drop<\/span><\/a> and how this supports their survival.<\/span><\/p>\n

Using the class recording sheets and schoolyard map, review data collected thus far (e.g.,<\/span>\"\"\u00a0locations of collections, numbers of ladybugs, types of species) and discuss any patterns in the data for what types of ladybugs have been found on your school grounds. Discuss the concepts of native and non-native ladybugs and remind students of the story about the <\/span>9-spotted ladybug<\/span><\/a> they read earlier in the year in August\/September. Share with students an information sheet that lists the native and non-native species in your area. Ask students to identify which types of ladybugs have been found and consider why this is occurring (refer back to the <\/span>Science Practice Overview<\/span><\/i> from <\/span>December<\/span><\/a>)<\/b>. <\/span><\/p>\n

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Not finding ladybugs?<\/b> Ladybugs might be harder to find now that the weather is colder. Refer to the Science Content Support for more information about new places to search for ladybugs. In addition, the Outdoor Learning Support has information regarding searching for ladybugs in colder months. <\/span><\/p>\n

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Standards + Practices<\/h4>\n

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Science Standards: <\/strong><\/p>\n

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

ESS.5.1.1 Analyze and interpret data to compare daily and seasonal changes in weather conditions and patterns.<\/span><\/b><\/strong><\/p>\n

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Science Practices
<\/strong>SP4: Analyzing and interpreting data<\/p>\n

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Math Practices
<\/strong>MP2: Reason abstractly and quantitatively<\/p>\n

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Resources + Supports<\/h4>\n

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

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Mr. Jones\u2019 Class Poses Questions<\/a><\/p>\n

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Native and Non-Native species<\/a><\/p>\n

Outdoor Temperatures and Ladybugs<\/a><\/p>\n

Practice Overview: Constructing Explanations<\/a><\/p>\n

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Using Ordered Pairs<\/a><\/p>\n

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Nine-Spotted Ladybugs<\/a><\/p>\n

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Outdoor Search Tips<\/a><\/p>\n

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Ladybugs in the Media<\/a><\/p>\n

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February Preview<\/a><\/p>\n

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Using Collected Data<\/h3>\n

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\u00a0<\/b>As students consider why native\/non-native ladybugs have (or have not) been found on your campus this month, it would be a good time to analyze your data to try to discover what it might tell you about your schoolyard in order to continue to consider the changes you can make to your school grounds (see <\/span>December<\/span><\/a> extension support).\u00a0<\/span><\/p>\n

Are your students finding any ladybugs?\u00a0 If so, where are they finding them?\u00a0 Discussing these questions this month will help your students explore the overarching questions, but can also help them understand how different ladybug species overwinter. Have students examine their predictions related to the first overarching question about species variance and revise based on what they have learned about overwintering. As predictions evolve, it is helpful to keep a visible record of student thinking so that they can reflect on how their understanding has changed. <\/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<\/ol>\n

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      Mr. Jones\u2019 Class Poses Questions<\/b><\/h3>\n

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      Mr. Jones would like students\u2019 questions to drive his instruction. Students have begun asking: \u201cWhy are we finding ladybugs inside now?\u201d and \u201cWhy are we finding ladybugs in groups?\u201d To acknowledge these student-generated questions while still addressing his planned focus on overwintering, Mr. Jones decides to document and organize them under a broader question: \u201cHow and why does ladybug behavior change throughout the year?\u201d\u00a0<\/span><\/p>\n

      To begin addressing the first question about increased indoor ladybug sightings, Mr. Jones guides students to look at their data collection sheets and maps. They have recently noted indoor observations of ladybugs. Ask students what they notice about the recorded outdoor temperatures for these sightings. Students discover that once the temperatures dropped outdoors, they started finding more ladybugs indoors. When students express concern over whether the ladybugs will survive, Mr. Jones reminds students of a classroom discussion earlier in the year when students discussed the needs of a ladybug, which prompts students to ask about food and water sources when ladybugs come indoors. Mr. 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. He then shares that when ladybugs 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) reappear with warmer temperatures. Mr. Jones informs students that ladybugs do require some moisture during the overwintering period.\u00a0<\/span><\/p>\n

      Now that the class recognizes that ladybugs are coming indoors to overwinter and escape the cold temperatures and harsh winter weather, Mr. Jones asks students to consider where ladybugs could shelter outdoors. Students express uncertainty and have difficulty generating locations, so Mr. Jones decides that students will go outdoors to identify outdoor areas ladybugs may overwinter during the next class period. In preparation, they discuss what students should wear to be prepared for outdoor exploration the following day, given that it will be cold. <\/span><\/p>\n

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      Native and Non-Native species<\/h3>\n

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      Refer back to the science content support in <\/span>October<\/span><\/a> for more information regarding the use of the field guide, which lists the ladybugs as native or exotic (non-native) in North Carolina (see picture below).\u00a0<\/span><\/p>\n

      Native species: species that normally live and thrive in a given region.<\/span><\/p>\n

      Non-native species: species that do not naturally occur in an area and are introduced accidentally or purposefully.\u00a0<\/span><\/p>\n

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      You may see the terms \u201cnon-native\u201d and \u201cexotic\u201d used interchangeably and these are viewed as neutral terms by those in the field. In contrast, the term \u201cinvasive,\u201d carries a negative connotation. There are conflicting views as to whether non-native species should be considered invasive.<\/span><\/p>\n

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      \u00a0<\/span><\/p>\n

      For more information regarding the introduction of ladybug species in the United States, refer to the <\/span>brochure<\/span><\/a> from the Lost Ladybug website. <\/span><\/p>\n

      [\/et_pb_text][et_pb_image src=”http:\/\/www.horizon-research.com\/tl4cs\/wp-content\/uploads\/2022\/06\/Screenshot-2022-06-24-095104.png” title_text=”Screenshot 2022-06-24 095104″ _builder_version=”4.16″ _module_preset=”default” width=”78.5%” min_height=”227.6px” height=”406px” custom_padding=”||0px|||” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Objectives” module_id=”scifieldguide” _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 _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

      Outdoor Temperatures and Ladybugs<\/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=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

      During the warmer, drier months, ladybugs will be most prevalent, however once the weather cools and potentially becomes wetter, they will be looking for remote places to stay warm, including under rocks or logs and inside homes or buildings. While attempting to stave off the cold, ladybugs will become dormant, slowing down their body\u2019s needs in a process called overwintering. They will live off of the fat in their bodies, move very slowly or hardly at all, and gather in groups to stay warm. Once the weather warms again, they will begin to move around much more, feed, and again, be much more prevalent outside. More information about ladybugs in the winter can be found in the Teacher Content Resources<\/a><\/span>. <\/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=”scitutorial” _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 _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

      Practice Overview: Constructing Explanations<\/b><\/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=”4.16″ _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” custom_margin=”||||false|false” custom_padding=”||||false|false” global_colors_info=”{}”]Constructing explanations is a critical science practice, and it is important to emphasize to students that we don\u2019t stop at collecting data, but we must make sense of data. In science, explanations are based on data. As students analyze and interpret the data, they should be thinking about how they will use the data as evidence to respond to the investigation question: What types (native vs. non-native) ladybugs are we finding in particular locations in and around our school? As students transition from analyzing data to <\/span>constructing explanations<\/b>, be sure that students are distinguishing between relevant and irrelevant data. When constructing explanations, a decision to include particular data is just as important as a decision to eliminate data.\u00a0 Remind students that all data reviewed or considered for an explanation is valuable, even if it does not surface in a final explanation. One way to emphasize this is to ask students how they selected the data used in an explanation and how it represents other data used to make a claim.\u00a0<\/span><\/p>\n