{"id":619,"date":"2022-02-16T11:10:51","date_gmt":"2022-02-16T16:10:51","guid":{"rendered":"https:\/\/dev4.legawebdesign.com\/?page_id=619"},"modified":"2024-09-23T13:43:46","modified_gmt":"2024-09-23T17:43:46","slug":"llp-mar","status":"publish","type":"page","link":"https:\/\/horizon-research.com\/tl4cs\/lostladybug\/llp-mar\/","title":{"rendered":"LLP, 7: March"},"content":{"rendered":"

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7: March<\/h2>\n

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Examining ladybug data across seasons<\/h4>\n

Purpose:<\/strong> In February students looked for patterns in ladybug data connected to weather, vegetation, and geographic features at theirs and other locations. This month, in addition to their outdoor ladybug searches, students will examine ladybug data collected across seasons at their school and compare it with seasonal patterns. Working in small groups, students will prepare presentations to communicate their sensemaking of documented patterns with the other entomologists in their classroom.<\/p>\n

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<\/a>\"\"Export data<\/span><\/a><\/a> that students and another location have submitted, and allow time to make sense of the data to look for patterns consistent with what they might have discovered during the February activity when considering weather and temperature as factors. Break students into groups to specifically look at seasonal patterns (using dates in the export) in weather and temperature and connect with the ladybug data. Ask each group to prepare a short class presentation of their findings. Their presentation should include a graph or a drawing to illustrate their findings, document their seasonal ladybug data, and explain why patterns might differ throughout the year. For example, one group could focus on temperature and show how changing temperatures throughout the year impact patterns in the number and variety of ladybugs that are observed. <\/span> \"\"After students have made sense of data collected thus far in the year, have the class make predictions about the species they expect to find and what they expect others reporting data to the project across the state will find in the coming months. <\/span><\/p>\n

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Not finding ladybugs?<\/b><\/span> Increasing the time you have your class search for ladybugs, now that the seasons are changing, may help students find more ladybugs than they have in the past. Refer to the<\/span> Science Content Support: Vegetation and Ladybugs<\/a> <\/span>for more information about how to attract ladybugs on your school grounds. <\/span><\/span><\/p>\n

[\/et_pb_text][et_pb_button button_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjYwNCJ9fQ==@” button_text=”Previous: 6: February” 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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjYyMSJ9fQ==@” button_text=”Next: 8: April” 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.5.2.3<\/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 <\/b><\/span><\/strong>Analyze and interpret data to compare daily and seasonal changes in weather conditions and patterns.<\/span><\/p>\n

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Science Practices<\/strong>
SP1: Asking questions (for science)
SP4: Analyzing and interpreting data<\/p>\n

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Resources + Supports<\/h4>\n

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The Importance of Consistency<\/a><\/p>\n

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Mr. Jones\u2019 Class Notices Patterns<\/a><\/p>\n

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Vegetation and Ladybugs<\/a>; Questions to Support Student Data Analysis and Interpretation<\/a><\/p>\n

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

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Using Graphs to Compare Data<\/a><\/p>\n

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Practice Overview-Comparing and Contrasting<\/a><\/p>\n

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Ladybug Data Outside North Carolina<\/a><\/p>\n

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April 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: 15%!important;” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”https:\/\/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=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.21.0″ _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

The Importance of Consistency<\/h3>\n

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Remember, citizen science relies on the data collected by everyday people, and regular participation is key! The season is changing and more vegetation will be emerging. It will be a great time to get outside with students to continue to collect, photograph, and upload ladybug data as often as possible with your class.\u00a0<\/span><\/p>\n

As you\u2019re examining the impacts weather, vegetation, and geographic features have on which ladybugs you find at your school, remember the overarching scientific questions:<\/span><\/p>\n

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

    \n
  1. \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?\u00a0<\/span><\/li>\n
    2. Geographic variance:<\/b> Do you see the same patterns across locations throughout North Carolina? <\/span><\/li>\n<\/ol>\n

      The factors you look at this month can help you better understand why you see the patterns in your ladybug data that you recorded.<\/p>\n<\/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: 15%!important;” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”https:\/\/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=”4.16″ _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

      Mr. Jones\u2019 Class Notices Patterns<\/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” global_colors_info=”{}”]<\/p>\n

      As students look at data from earlier in the year, Mr. Jones notices that students are mainly focused on what season sightings occurred in, perhaps due to their recent study of seasonal variation as part of their weather unit. For example, one student shares that their class seemed most likely to find ladybugs during their search efforts in the fall, highlighting particularly fruitful efforts in late September. This attention to seasons helps Mr. Jones\u2019s students identify patterns in temperature and length of daylight that align with seasonal patterns. Mr. Jones uses his document camera to project the observation recording sheets from those three searches, asking students what they notice. One student points out that they recorded temperatures between 71-80\u00b0F on each of the days. Another notices that all of the sightings on those days occurred in a raised garden bed where another class was growing spinach. Mr. Jones then shared a recording sheet from early October, in which the class searched but found no ladybugs, asking students what they notice. One recalls that particular search effort, remembering that it had started raining when they were outside and it felt much colder. Another notes that the temperature they recorded was between 51-60\u00b0F. Mr. Jones reminds students that as they review data it is important to consider temperature or other conditions observed in addition to the date or season. One student jokes, \u201cIt\u2019s not like the ladybugs have a calendar!\u201d Another adds, \u201cBut I bet today <\/span>feels <\/span><\/i>like spring to them! It\u2019s very warm today. Maybe we should go out to look!\u201d <\/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=”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\/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=”4.21.0″ _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

      Vegetation 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=”4.21.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

      As the seasons change, so does the vegetation. In the spring, you may see an abundance of plants beginning to emerge resulting in a greater chance of finding ladybugs (and other insects). In particular, if there are pollinating plants that ladybugs prefer to take shelter on, or because of the insects they will find on them to eat, more ladybugs will tend to be present (the opposite is true as well–if these plants or aphids are not present, fewer ladybugs will tend to be present). If you want more information on the types of plants that might attract ladybugs, refer to the following site: <\/span>How to Attract Ladybugs<\/span><\/a>. This interconnected relationship between the plants and ladybugs directly links to standard LS.5.2.3: Use models to infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.\u00a0<\/span><\/p>\n

      [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”practice overview” module_id=”practiceoverview” _builder_version=”4.21.0″ 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\/tl4cs\/wp-content\/uploads\/2022\/02\/Asset-22.png” title_text=”Asset 22″ show_bottom_space=”off” align=”center” _builder_version=”4.21.0″ _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=”4.21.0″ _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 <\/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=”4.21.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

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

      Have students use <\/span>Google Sheets<\/span><\/a> or graph by hand to generate graphs using data that has been collected throughout the year.\u00a0<\/span><\/p>\n

      The following video, intended for a teacher audience, provides additional information related to this practice. (0:00-2:55)<\/b><\/p>\n

      https:\/\/www.youtube.com\/watch?v=9NkT-oYPkOA&feature=youtu.be<\/span><\/a><\/p>\n

      Tips for graphing by hand:\u00a0<\/i><\/b><\/p>\n