Objectives

Objectives

• The goal of this presentation is to provide an in-depth overview of Unit 2 (the Tiger Salamander Unit) from SAIL’s fifth-grade yearlong curriculum.

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Specifically, we will:

• Provide a detailed overview of each lessons and major takeaways
• Provide connections to 3-D learning and learning performances for each lesson
• Highlight key language instructional shifts

Unit 1 (Physical Science)

What happens to our garbage?

Unit 2 (Life Science)

Why did the tiger salamanders disappear?

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Unit 4 (Space Science)

Why do falling stars fall?

Unit 3 (Earth Science)

Why does it matter if I drink tap or bottled water?

• During today’s PD, you will see symbols that indicate action. Let’s review them now!

Key symbols we will use for PD

This green check means we will carry out an investigation together. We will engage in the investigation, just as our students do in the classroom.

Key symbols we will use for PD

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This pencil means that we will write. For example, we might write an argument based on evidence, just as our students in the classroom.

This book icon indicates that you should open the SAIL Lesson Plan and read along.

This play button means that we will watch a video from the lesson.

Key symbols we will use for PD

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This lightbulb icon indicates that we will share the “So What?” or the takeaway to our partners.

Unit overview

Phenomenon

3-D Learning

Learning Progressions

Modalities

Registers

Interactions

Science and language instructional shifts

Science and language instructional shifts

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Share with your group:

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• What are the three dimensions? (hint they are posted on the board ☺)

3-D Learning

1. Ask questions and define problems
2. Develop and use models
3. Plan and carry out investigations
4. Analyze and interpret data
5. Use mathematics and computational thinking
6. Construct explanations and design solutions
7. Engage in argument from evidence
8. Obtain, evaluate, and communicate information

1. Patterns
2. Cause and effect
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change

1. Life science
2. Physical science
3. Earth and space science
4. Engineering, technology and application of science

Performance Expectations in Unit 2

5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water.

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5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

NGSS Performance Expectations in unit 2

5-PS3-1: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

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5-ESS3-1 (partial): Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

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3D Learning breakdown is on pages 1-3 in teacher book

Phenomenon

3-D Learning

Learning Progressions

Modalities

Registers

Interactions

Science and language instructional shifts

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Phenomenon

Science and language instructional shifts

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Share with your group:

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• What is SAIL’s approach to engaging all students in phenomena?

Phenomenon

Science and language instructional shifts

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• Students engage in a phenomenon that is local, meaningful, and relevant to them.
• The phenomenon sustains the entire 9-week unit.
• Science instruction anchored in local phenomena provides all students, and particularly MLs, with a purpose to communicate.

Unit overview

• The Unit overviews provide a summary of each cluster, lesson, as well as the learning performances in the Unit.
• Click here to access the Unit 2 overview document.
• You can also access them through the SAIL website, on the Unit homepage by clicking on the tab.

Structure of the tiger salamander unit

Phenomenon

3-D Learning

Learning Progressions

Modalities

Registers

Interactions

Science and language instructional shifts

Science instructional shifts

Click here to access the SAIL webinar on Language Instructional Shifts

Language instructional shifts

Click here to access the SAIL webinar on Language Instructional Shifts

��To align with our philosophy,� �we want to SHOW you the shifts, �not just TELL you about the shifts.

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Experience comes first.

Modalities

Fast facts

about

tiger salamanders

The tiger salamander

Fast fact #1

Tiger salamanders live in New York and New Jersey. They can be found in vernal pools. Vernal pools are temporary wetlands that fill with water in the spring, fall, and winter and then dry out in the summer. There is a close vernal pool in NJ that is the focus of the unit.

Fast fact #2

Tiger salamanders go through different stages in their life cycle. Tiger salamanders are amphibians.

Egg

Hatchling

Larva

Adult

The tiger salamander

The tiger salamander

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Fast fact #3

Tiger salamander larvae eat many things, including fairy shrimp (small crustaceans).

The tiger salamander

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Fast fact #4

Garter snakes eat adult tiger salamanders.

The tiger salamander

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Fast fact #5

Tiger salamanders are disappearing in certain areas.

Unit design

In this unit, students figure out Why are the tiger salamanders disappearing from Bayshore Pool?

Dr. Cortez

Dr. Cortez is an ecologist who studies tiger salamanders. Throughout the unit, students will request data from Dr. Cortez.

Get students excited about working with Dr. Cortez.

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From our experience,

they LOVE Dr. Cortez!

Possible causes

This unit is framed around 5 possible causes.

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Dr. Cortez gives students 5 possible causes (reasons why) the tiger salamanders could be disappearing.

Possible causes elimination

Throughout the unit, students investigate each cause. They use their data to argue from evidence for or against a cause.

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At the end of the unit, students write a final explanation advocating for one of the causes.

Reviewing the anatomy of a SAIL lesson

Lesson anatomy sort

• With your group, see if you can connect the puzzle pieces that go together. For example…

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• Try it out now.

Lesson anatomy sort

Lesson anatomy sort

Lesson anatomy sort

Lesson anatomy sort

TIGER SALAMANDER UNIT

CLUSTER 1

Lesson 1-1�

What do you observe in Bayshore Pool?

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Last year

This year

Before we jump in…

First, let's look at the Lesson 1-1 overview, so we understand the "big picture" of the lesson.

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In the PD Slides, we will provide a day-by-day overview of the lesson before diving into details of each component of the lesson. You can also find this in your lesson plans.

1. Asking questions about the tiger salamander

2. Finding patterns between Bayshore Pool this year and last year

3. Creating the DQ Board

4. Making predictions about the cause of the TS disappearance

Lesson 1-1 Overview (1 class)

• As students enter the room, have Video Lesson 1-1: Tiger Salamander playing on the screen.

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• Describe, This week I received an email from a local scientist, Dr. Cortez. The video is real footage of a tiger salamander in Dr. Cortez’s laboratory (p. 2 of the teacher book).

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• Play the video again and have students write down questions about the TS on sticky notes in their SEN (see photo on p. 3).

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Lesson 1-1: Asking questions about the tiger salamander

• As students enter the room, have Video Lesson 1-1: Tiger Salamander playing on the screen.

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• Describe, This week I received an email from a local scientist, Dr. Cortez. The video is real footage of a tiger salamander in Dr. Cortez’s laboratory (p. 2 of the teacher book).

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• Play the video again and have students write down questions about the TS on sticky notes in their SEN (see photo on p. 3).

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Lesson 1-1: Asking questions about the tiger salamander

This icon means we will watch the video together

Remember this icon?

• After you play the video twice, ask (p. 2)
• Did you recognize the animal features in the video?
• What are your reactions to the video?

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Show students the map in the Lesson 1-1 PPT so they see where the TS are.

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Name the animal (bottom of p. 2) The animal in Dr. Cortez’s video is a tiger salamander. This map shows where tiger salamanders live.

Lesson 1-1: Asking questions about the tiger salamander

• Describe, Dr. Cortez sent us two other videos that show where the tiger salamander lives. She recorded the first video last year in New Jersey (p. 3).

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• As you watch the video, make observations and write any questions on sticky notes. Let’s watch the first video now.

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Lesson 1-1: Making observations and asking questions about Bayshore Pool

We will watch the video together now. Click here.

Write down any questions on sticky notes.

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Remember, one question per sticky note.

Lesson 1-1: Asking questions about the tiger salamander

Get your writing utensils ready to write questions on sticky notes!

• Describe, Dr. Cortez recorded the video you watched last year at Bayshore Pool. Bayshore Pool is located in New Jersey. Let’s look where Bayshore Pool is… (p. 3)

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Lesson 1-1: Making observations and asking questions about Bayshore Pool

• Describe, The second video shows Bayshore Pool this year. When you watch the second video, look for patterns of similarities and differences. What is similar/different about Bayshore Pool last year and this year? (p. 4).

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• Play the video twice and then students talk in triads about patterns they found in the observations. They also write questions on sticky notes in their SEN (p. 4).

Lesson 1-1: Finding patterns between Bayshore Pool this year and last year

Let’s watch the video together now. Click here.

What did you observe?

What PATTERNS of similarity and difference did you notice?

• Ask students if they recognize the watery place in the videos. Describe, Bayshore Pool is a vernal pool. (p. 4).
• Give each group a copy of Bayshore Pool seasonal photographs. Ask, What observations can you make of Bayshore Pool in different seasons of the year? (p. 4).

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• Use student observations to describe a vernal pool (a wet area that fills with water in the spring, fall, and winter and dries up in the summer) (p. 4)

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Fall

Winter

Spring

Summer

Lesson 1-1: Making observations of Vernal Pools in different seasons

Did you notice that we introduce the term “vernal pool” in context?

Registers

Let’s develop the Driving Question board!

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Remember this process from Unit 1?

• Ask, What questions do you have about tiger salamanders and Bayshore Pool?

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• Ask, Is there one big question that connects all of the questions? A lot of you asked about why the tiger salamanders were in the vernal pool last year but not this year. Could this be our DQ: Why did the tiger salamanders disappear? (p. 5).

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Lesson 1-1: Creating the DQ board

Let’s Make the DQ board Now!

• Direct students in answer these questions in their SEN (p. 3 of the student book):

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Lesson 1-1: Making predictions about the cause of the TS disappearance

Students make observations about the environment of the tiger salamander and find patterns of change in order to make predictions about their observations.

Lesson 1-1: Where is the 3-D learning?

1. This animal called the tiger salamander is the anchoring phenomenon of the unit.

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1. The tiger salamander lives in Bayshore Pool. Bayshore Pool is a vernal pool (a wet area that fills with water in the spring, fall, and winter and dries up in the summer).

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1. Tiger salamanders are disappearing (in real life!) from Bayshore Pool.

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Phenomenon

Lesson 1-1: MAJOR TAKEAWAYS

Lesson 1-2�

What could cause the tiger salamanders to disappear?

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1. First Dr. Cortez Video:

5 possible causes introduced

2. Reorganize DQ board according to the possible causes

3. Predict Effects of Possible Causes

Lesson 1-2 Overview (1 class)

• Share SEN predictions about the cause of the tiger salamander’s disappearance from last class.
• Describe, When you make a prediction, there is a reason for that prediction. That prediction has to do with an observation you made or a pattern you found. A prediction is based on something you observed. Specifically, <student’s name> made the prediction <name the student’s prediction>. The reason for the prediction is <name the reason for the student’s prediction>.
• Call on a second student to share another prediction. Ask a volunteer to restate the reason for the prediction. (p. 2)

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• Example predictions and reasons:
• Prediction: I think the tiger salamanders disappeared because of dirty water.�Reason for prediction: In the video, I observed that the water was dirty.
• Prediction: I think the tiger salamanders disappeared because they didn’t have food.�Reason for prediction: I know my pets need to be fed every day.

Lesson 1-2: Sharing predictions for why the TS disappeared from Bayshore Pool

• Show Dr. Cortez Video
• Dr. Cortez, the scientist who sent us the video of the tiger salamander, contacted us again. Dr. Cortez is a type of scientist called an ecologist. She is studying the same thing we are studying! She is an expert on tiger salamanders and vernal pools, and she wants to work with other scientists like you to figure out what happened to the tiger salamanders in Bayshore Pool. (p. 3)

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• Play Dr. Cortez Video in English and Spanish

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Lesson 1-2: The 5 possible causes

Click on the English or Spanish text above to watch the video in either language now.

• Display 5 possible causes chart in English and Spanish

(Bilingual versions also available for student handouts on the SAIL website)

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• How do your predictions compare with these possible causes suggested by Dr. Cortez? (p. 3)

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Lesson 1-2: The 5 possible causes

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Using the following procedure, have students reorganize the DQ board to align with Dr. Cortez’s possible causes (p. 4):�

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Divide class into 5 groups. Assign each group a possible cause:

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1. Students talk in their groups about what questions might be relevant to their assigned cause.

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1. One student from each group goes to the DQ board and picks a few questions that are most relevant to his/her group’s cause.

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1. The student brings the questions back to his/her group, and then the group decides whether those questions are relevant to their possible cause. If they decide that a question might be more relevant to a different cause, they should bring the question to that group. Students may return to the DQ board to find relevant questions. Students may also ask new questions about their cause. �

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1. After the groups agree on the questions that are relevant to their respective causes, one student from each group posts the questions back on the DQ board under the titles of the 5 causes. Now, the questions are organized on the DQ board based on Dr. Cortez’s causes (p. 4).

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1. Any remaining questions are placed into a cause by the whole class.

Lesson 1-2: Reorganize the DQ board

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WHILE STUDENTS ARE WORKING:

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Prepare the DQ board by creating a space for and labeling each cause. Move miscellaneous questions to a separate section.

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Lesson 1-2: Reorganize the DQ board

Lesson 1-2: Reorganize the DQ board

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• Think about your group’s cause. If the cause happened, what effect would the cause have on tiger salamanders? (e.g., the tiger salamanders would die) (look at the language at the bottom of p. 5).

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• Trying to get students to think about a healthy environment:
• DCI:LS2.A: (partial) Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life.

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• We also want students to understand the structure of a “possible cause.” A possible cause is a tough abstraction for kids.

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Lesson 1-2: Predicting effects of possible causes

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• Think about your group’s cause. If the cause happened, what effect would the cause have on tiger salamanders? (e.g., the tiger salamanders would die) (p. 5)
• All of the causes relate to an environment that may not be healthy for the tiger salamander.
• If a tiger salamander can’t eat because there is not enough food or can’t survive but it gets eaten, the environment may not be healthy.
• If the water is not healthy or if the vernal pool is destroyed, the environment may not be healthy for the tiger salamander.
• If the plants decreased, the environment may not be healthy.

Lesson 1-2: Predicting effects of possible causes

SEP:

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DCI:

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CCC:

Lesson 1-2: Where is the 3-D learning?

SEP: Asking questions

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DCI: Organisms can survive only in environments in which their particular needs are met.

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CCC: Cause and effect - Mechanism and prediction

Lesson 1-2: Where is the 3-D learning?

1. Dr. Cortez shared 5 possible causes of the tiger salamanders’ disappearance from Bayshore Pool. It is up to our class to investigate each possible cause. We will eliminate causes using evidence until we figure out why the tiger salamander disappeared. �
2. Organisms can survive only in environments in which their particular needs are met. All of the possible causes relate to an environment that may not be healthy for the tiger salamander (e.g., if a tiger salamander can’t eat because there is not enough food, the environment may not be healthy).

Lesson 1-2: MAJOR TAKEAWAYS

TIGER SALAMANDER UNIT

CLUSTER 2

Lesson 1-2�

Where in Bayshore Pool did the tiger salamanders live?

1. Obtaining Information about the Tiger Salamander Life Cycle (Video)

2. Introducing upland and wetland

3. Making Observations of Bayshore Pool Over a Year (Video)

4. Connecting the Needs of the Tiger Salamander to Where it Lives

Day 1

Lesson 2-1 Overview (2 classes)

1. Developing a Bayshore Pool Ecosystem Model

Day 2

Lesson 2-1 Overview (2 classes)

• Connect to the last class period. Let’s read the text together on p. 2:

�After Dr. Cortez shared 5 possible causes of the tiger salamanders’ disappearance from Bayshore Pool, we decided that we need to learn more about vernal pools and tiger salamanders. We are asking, Where in Bayshore Pool did the tiger salamanders live? We are interested in why the tiger salamanders disappeared from Bayshore Pool over the last year. Our data show that last year, tiger salamanders lived in Bayshore Pool. This year, tiger salamanders do not live in Bayshore Pool. Let’s start thinking about what could happen over a year. (p. 2)

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Lesson 2-1: Connecting to the last class period

• Connect to students’ prior understanding of life cycles from previous experiences to introduce that the tiger salamander, like all plants and animals, has a life cycle. Like all other animals, the tiger salamander has a life cycle. A life cycle is the pattern of the change during the life of an organism. (p. 2)

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• Distribute tiger salamander life cycle images and ask groups to arrange the images to predict the tiger salamander life cycle (NOTE: Life cycle is a third-grade DCI in the NGSS). (p. 2)

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With your group, arrange the life cycle images now – can you place them in order?

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Lesson 2-1: Obtaining information about the tiger salamander life cycle

With your group, arrange the life cycle images now – can you place them in order?

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Lesson 2-1: Obtaining information about the tiger salamander life cycle

• Students obtain life cycle information through Video Lesson 2-1: Tiger Salamander Life Cycle (top of p. 3). Let’s watch the video now.

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• Have groups rearrange their tiger salamander life cycle as needed.

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Click here to watch the video now.

Lesson 2-1: Obtaining information about the tiger salamander life cycle

Top of Page 3 (right before the teacher apple)

As students share their observations with the class, introduce the terms upland and wetland in context, We first observed the tiger salamander in the water. Scientists call the water of a vernal pool the wetland. Then, we observed the tiger salamander on the land. Scientists call the land around a vernal pool the upland. (p. 3)

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In SAIL, scientific terms are introduced after students have experienced phenomena and developed some understanding of science concepts and ideas.

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Registers

Lesson 2-1: Introducing wetland and upland

• Describe, We observed what happens to a tiger salamander over a year through changes in its life cycle. Now, let’s observe the tiger salamanders’ environment over a year. (p. 3)
• Remind students that scientists use the term vernal pool to describe the tiger salamander’s environment, which includes the upland and the wetland.
• Students make observations of Video Lesson 2-1: Vernal Pool Over 1 Year and share their observations with the class (p. 3).

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Let’s watch the video now here.

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Lesson 2-1: Making observations of Bayshore Pool over 1 year

• We made observations of the changes to the tiger salamander in its life cycle over 1 year and changes to the vernal pool over 1 year. Let’s understand how living in the vernal pool provides the tiger salamander what it needs to live. Where do you think the tiger salamander lives in the vernal pool at different stages of its life cycle, and why do you think it lives there? (bottom of p. 3)

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• Guide students to Table 2-1: Where the Tiger Salamander Lives in their SEN. Let’s turn to the answer key on p. 12:

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Lesson 2-1: Connecting the needs of the Tiger Salamander to where it lives

• Summarize, The tiger salamander sometimes lives in the upland and sometimes lives in the wetland at different stages of its life cycle. (p. 4)

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• CLASS CHECK! Healthy Environment for the Tiger Salamander
• What would happen to the tiger salamander if there was a change in the upland or the wetland?

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Use the responses to get a sense of students’ initial ideas about what makes a healthy ecosystem for the tiger salamanders. Look for whether students make connections between the conditions of the vernal pool ecosystem and the needs of the tiger salamander at different stages of its life cycle. (p. 4)

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Lesson 2-1: Connecting the needs of the tiger salamander to where it lives

END OF CLASS PERIOD 1

• Review the practice of developing models. Let’s read the text together on p. 6:
• We will represent the tiger salamander’s environment on paper as a model to show our current thinking about the vernal pool as a system. Eventually, our model will describe why the tiger salamanders disappeared.
• Remind students of the landfill bottle system models they developed in Unit 1 – What were the components of the landfill bottle systems? How did they interact?
• We will describe Bayshore Pool as a system with components and how the components interact.
• What are the components of the Bayshore Pool system that you will include?
• How do those components interact?

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Lesson 2-1: Developing group models of Bayshore Pool ecosystem

• P. 7: What are the components of the Bayshore Pool system that you will include? Tiger salamander, upland, wetland

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• How do those components interact? The adult tiger salamander lives in the upland. The egg and larvae live in the wetland.

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Suggest that groups may want to consider developing the model from a side view and limit what components they add to their models because they’ll need room for further additions. However, students should still have choice in how they model. We do not want students copying your model. (p. 7)

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We are going to look at some sample student models in just one moment.

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Lesson 2-1: Developing group models of Bayshore Pool ecosystem

• Introduce the term ecosystem, We identified some components and interactions of the Bayshore Pool system. Scientists call this type of system an ecosystem. An ecosystem includes organisms that interact with each other and their environment. (bottom of p. 7)

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Lesson 2-1: Developing group models of Bayshore Pool ecosystem

• As students identify components and interactions, add them to a Class Consensus Model displayed in front of the classroom. (p. 8)

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Lesson 2-1: Developing a class consensus model of the ecosystem

• This Bayshore Pool Model is the main model for the unit. Students are going to continue revising this model as they figure out more about why the tiger salamander is disappearing from Bayshore Pool.
• Students develop models with a group on chart paper.
• THEN, you will develop a sample class consensus model so there is a sample model displayed by the DQ Board.

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Any questions about the Bayshore Pool Model logistics? (We will look at some sample models next)

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Lesson 2-1: Notes about the Bayshore Pool model

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• Connect to the next lesson, What else do you think a tiger salamander needs to survive? (food) What does the tiger salamander eat? What eats the tiger salamander? Next time, we’ll investigate these questions. (p. 9)

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Lesson 2-1: Connecting to the next question

SEP:

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DCI:

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CCC:

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Lesson 2-1: Where is the 3-D learning?

SEP: Developing and using models

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DCI: Organisms can survive only in environments in which their particular needs are met.

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CCC: Systems and system models

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Lesson 2-1: Where is the 3-D learning?

Focus on feedback

• To focus on how to respond to students and provide feedback we are going to look at sample student models.
• For this module, you need a partner (no more than 3 to a group).

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• With your partner, take a look at sample model A. What do you notice?

Focus on feedback

• We want to model how we would provide ORAL FEEDBACK when we work with small groups.

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• First we ask, What am I looking for in this artifact? You should have a strong understanding of what you expect to see in a model before you pull up to a group.

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• Take out your handout.

Focus on feedback

• Remember, all three dimensions are important

Modeling (SEP)

• Includes components and interactions (see also CCC)
• Helps explain the phenomenon
• Includes a key and/or labels
• Includes only relevant information

Organisms can survive only in environments in which their particular needs are met (DCI)

• Upland and wetland are labeled and connected by different life cycle stages.
• Matter moves through the tiger salamander life cycle.

Systems and system models (CCC)

• Components: tiger salamander, upland, wetland
• Interactions: Tiger salamander lives in the upland or wetland depending on its needs for survival in different stages of its life cycle.

Focus on feedback

• Okay, so we know what we are looking for in the artifact. We are going to model how we would provide feedback to students working on Model A.

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• Person 1 = student
• Person 2 = teacher

Sample model A

Sample model B

Sample model C

So what?

• As groups model, you can pull into small groups to ask students about their model.�
• Consider all 3 dimensions when providing feedback.

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• Leave a group with concrete ideas for revision.

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1. The tiger salamander lives in the upland or wetland based on survival needs. For example, as an egg it needs water to stay wet so it is in the wetland. As an adult, it can get water from other sources so it lives on the upland. �
2. This is the first time students develop models of the Bayshore Pool ecosystem on chart paper. At this point, the models should show: 1) the tiger salamanders live in both the upland and wetland at different stages of its life and 2) matter moving through the tiger salamander life cycle. �
3. Make sure students develop a model with enough space to add to it throughout the unit.

Lesson 2-1: MAJOR TAKEAWAYS

Lesson 2-2�

What do tiger salamanders eat? What eats tiger salamanders?

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1. Obtain information from Digital SEN

2. Food Web Part 1: Relationships

Day 1

Lesson 2-2 Overview (3 classes)

1. Food Web Part 2: Movement of Matter

Day 2

Lesson 2-2 Overview (3 classes)

1. Revise Models to Include 2 Pathways

Day 3

Lesson 2-2 Overview (3 classes)

• Ask new questions, What eats the TS? What does the TS eat?
• CLASS CHECK! Healthy Environment for TS Follow-up (p.3)

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• Groups obtain information about the organisms in Bayshore Pool Wetland OR Upland from Dr. Cortez’s Digital SEN

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*At this point, split the class in half: half of the groups will study wetland organisms, and half will study upland organisms.

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Lesson 2-2: Food webs

YOUR TASK (in partners):

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1. Go to https://sailwebquest.wixsite.com/digitalsen1

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1. Obtain information about either the Wetland or Upland organisms using Investigation 2-2: Food Web handout (p. 7-10 in the student handout).

• Groups build the Wetland or Upland food web to show relationships between organisms (pp. 4-5)

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Upland

Wetland

Lesson 2-2: Food web 1

YOUR TASK (in groups):

1. Complete a Wetland or Upland organism food web using the information you obtained from the Digital SEN.

• On day 2, groups add the movement of matter to their food webs. (p. 6)
• Read along with me from the header at the top of the page.
• The way we introduce movement of matter as the reason for the direction of arrows in a food web is key.

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Upland

Wetland

Lesson 2-2: Food web 2

YOUR TASK (in groups):

1. Use sticker dots and sharpies to add movement of matter to your food webs.

• Students participate in a gallery walk of food webs.

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• SMALL GROUP CHECK! (pp. 7-8): Probe groups for understanding that . . .
• Organisms are related to each other in food webs
• All food webs trace back to plants
• Matter moves through the ecosystem in food webs
• The upland and wetland food webs are related to each other through the tiger salamander.

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Lesson 2-2: Food Web 2

• On day 3, groups add two pathways of the food webs and the movement of matter to their models. (p. 9)

Wetland: Algae → fairy shrimp → tiger salamander larvae

Upland: Leaves → earthworms → adult tiger salamander → garter snake

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• Revise class consensus models to include food webs and movement of matter.
• SEN entry (individual)
• CLASS CHECK! (pp.10-11)

Lesson 2-2: Modeling

Sample model D

Lesson 2-2: Where is the 3-D learning?

SEP:

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DCI:

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CCC:

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SEP:

• Obtaining, evaluating and communicating information;
• Developing and using models.

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DCI:

• Organisms are related in food webs…food is traced back to plants.

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CCC:

• Energy and matter;
• Systems and system models.

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Lesson 2-2: Where is the 3-D learning?

1. Organisms in the Bayshore pool interact by eating one another, therefore transferring energy and matter. For example, when a garter snake eats a tiger salamander, the matter and energy of the tiger salamander is transferred to the garter snake.

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1. Students make upland and wetland food webs. Arrows in food webs show the direction the matter moves – NOT the direction of “eating”. [ Tiger Salamander → Garter Snake ]

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1. All food web matter traces back to plants.

Lesson 2-2: MAJOR TAKEAWAYS

TIGER SALAMANDER UNIT

CLUSTER 3

Lesson 3-1�

Where do plants get the matter they need to grow bigger?

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1. Students plan and carry out the plant investigation to provide evidence that plants get the matter they need to grow bigger mainly from air and water, not soil.

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1. Plants get energy from the sun.

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1. Matter and energy are two distinct ideas.

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1. Photosynthesis is not a grade 5 DCI.�
2. Students eliminate their first cause!

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Lesson 3-1: MAJOR TAKEAWAYS

The purpose of Lesson 3-1 is to learn about how plants need air and water to grow.

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Students eliminate Possible Cause #1 as a reason why the tiger salamanders disappeared.

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This is a long lesson – 8 class periods!

Lesson 3-1: Overview

Let’s jump right in!

• Students write in their SENs some ideas about what plants need to grow and add questions to the DQ board.
• Introduce plants as a system. Ask, What are the components, inputs, and outputs of a growing plant? Record students’ responses on the board.

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• Come to a class consensus about what components, inputs, and outputs to include in the classroom plant investigation.
• Components: seeds, soil
• Inputs: water, air, sunlight
• Outputs: ???

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Lesson 3-1, Day 1: Planning the plant investigation

(p. 5 of the lesson plan)

Open up the student book!

Class discussion on setting up fair tests:

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We think that plants need soil, air, water and sunlight to grow bigger. To get evidence that plants need each of these things for growth, we need to test them individually.

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• How can we set up a fair test?

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• What are the final inputs we will include in

our classroom investigation?

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• What things should we change to compare

different plant systems?

Lesson 3-1, Day 1: Planning the plant investigation

(p. 5 of the lesson plan)

Students complete the investigation plan on the first page of Investigation 3-1: Plants.

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*Remember, planning an investigation is just as crucial as carrying out an investigation. Students’ understanding of what data they are recording and why they need that data drives both excitement and results.

Lesson 3-1, Day 1: Planning the plant investigation

(p. 5 of the lesson plan)

• Review the investigation question: Where do plants get the matter they need to grow bigger?
• Review variables we keep the same and those we change.

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• Assign conditions to groups:

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• Each group sets up their conditions and then records data for their group’s conditions only (see Investigation 3-1: Plants).

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Lesson 3-1, Day 2: Carrying out the plant investigation (p. 9 of the lesson plan)

Let’s carry out the plant investigation now.

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SOIL GROUP: p. 18

WATER GROUP: p. 23

AIR GROUP: p. 28

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Open up the student book!

• CLASS CHECK! Conducting a Fair Test. Exit Slip 3-1 (Day 2)

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Lesson 3-1, Day 2: Carrying out the plant investigation (p. 9 of the lesson plan)

Video Lesson 3-1: The Sun’s Energy

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Class discussion questions:

• What did you observe in the video?
• Why did the class set up plants on the window?

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The goal of this video is to get

students thinking about the

transfer of energy from the sun.

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Lesson 3-1, Day 3: Energy from the sun (pp. 9-10)

Click here to watch the video now.

Video Lesson 3-1: Plants With and Without Sunlight

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Class discussion questions:

• How would you conduct a fair test to figure out whether plants need light to live and grow?
• What variables would you control? What would you change?
• What data would you collect?

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Big takeaway:

Plants need energy from the sun

to live and grow. We will not be testing

sunlight as an input.

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Lesson 3-1, Day 3: Energy for plants (pp. 10-12)

Let’s watch:

Video Lesson 3-1: Plants with and without Sunlight

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• Students record observations of plant growth for their group’s conditions in Investigation 3-1: Plants.

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• Students share data using the reporting matrix.
• The only data students share is yes/no.

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• Groups share out patterns found in the data.

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Lesson 3-1, Day 4: Recording observations for plant investigation (p. 12)

Let’s review the data students collect and share on pages 34 and 35.

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Connect students’ arguments to the videos about the sun’s energy:

• What information did we obtain from the video about the sun’s energy? (plants capture energy from the sun)
• How can we connect this information to our argument about plant growth? (plants use energy from the sun to form plant matter from air and water)

Lesson 3-1, Day 5: Arguing from evidence about where plants get the matter they need to grow (p. 14)

Work with your group to write a claim and evidence on page 39-40 in the SEN.

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Get your writing utensils ready!

This argument is done in investigation groups.

Lesson 3-1, Day 5: Arguing from evidence about where plants get the matter they need to grow (p. 14)

• This class period begins by differentiating between energy and matter.
• Add to the Bayshore Pool Ecosystem Models:
• Plants
• Air + Movement of Matter
• Water + Movement of Matter
• Sun + Transfer of Energy

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• What relationships will you show in the ecosystem? (Plants getting energy transferred from the sun.). How are you going to show energy in your model? What symbols will you use? Use your model to think about energy in this ecosystem. Think about how energy transfers from the sun to plant.

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• Ask Dr. Cortez for more data. What evidence would you need to show that a decrease in algae or plants is causing tiger salamanders to disappear?

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Lesson 3-1, Day 6: add plants to the Bayshore Pool ecosystem model (pp. 15-18)

Day 6 is over. We know where plants get the materials they need to grow bigger…

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But why did we investigate this in the first place?

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• Dr. Cortez shares her data about the air and water levels in Bayshore Pool on the Digital SEN 2. Click here for the video.

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• Students complete Investigation 3-1: Plants Data.

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Lesson 3-1, Day 7: Interpreting Dr. Cortez’s plant data (p. 19)

Let’s go to Digital SEN 2 and see the kind of data Dr. Cortez has added.

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https://sailwebquest.wixsite.com/digitalsen2

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“Algae” tab

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• What patterns do you observe in the water levels between this year and last year?

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• What patterns do you observe in the water levels between this year and last year in the SPRING?

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• Based on the water level data, do you think there would be the same number of algae this year and last year in the SPRING? Why do you think that?

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• What patterns do you observe in the air levels between this year and last year?

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• What patterns do you observe in the air levels between this year and last year in the SPRING?

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• Based on the air level data, do you think there would be the same number of algae this year and last year in the SPRING? Why do you think that?

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Students record and analyze data about air and water levels in Bayshore Pool.

Lesson 3-1, Day 7: Water and air data (pp. 43-46 in student book)

• Students organize and review the data they collected about plants.

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• Students eliminate Possible Cause 1: There was a decrease in the number of plants or algae.

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• Because the water and air levels did not change significantly from last year to this year, plants have just as much matter as they had last year, so a decrease in plants or algae is likely not the cause of the tiger salamanders’ disappearance.

Lesson 3-1, Day 8: Review data (pp. 20 in teacher book)

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Interactions

Lesson 3-1, Day 8: Cause elimination

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Here is how students eliminate a cause.

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1. In their possible cause groups, students answer the following questions:

1) Which cause is your group considering to eliminate?

2) Do we have evidence that can rule out this cause?

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2. In investigation groups, students do the SELF AND PEER CHECK! Arguing from Evidence to Eliminate a Cause (p. 48 in student book).

Let’s do this now.

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2. As a whole class, groups report their recommendations. Other groups agree or refute based on evidence.

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Lesson 3-1, Day 8: Cause elimination

Lesson 3-1, Day 8: Cause elimination

Lesson 3-1: Where is the 3-D Learning?

SEP:

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DCI:

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�CCC:

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Lesson 3-1: Where is the 3-D Learning?

SEP:

• Planning and carrying out an investigation;
• Obtaining and Evaluating Information;
• Engaging in argument

�DCI:

• Plants acquire their material for growth chiefly from air and water;
• The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water).

�CCC:

• Patterns;
• Energy and matter

1. Students plan and carry out the plant investigation to provide evidence that plants get the matter they need to grow bigger mainly from air and water, not soil.

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1. Plants get energy from the sun.

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1. Matter and energy are two distinct ideas.

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1. Photosynthesis is not a grade 5 DCI.�
2. Students eliminate their first cause -- a decrease in the number of plants or algae.

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Lesson 3-1: MAJOR TAKEAWAYS

Where does the food matter go when animals eat?

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Lesson 3-2�

1. Plan and set up fairy shrimp

Day 1

2. Record first observations of fairy shrimp

Lesson 3-2: Day 1 of 5

1. Groups feed the fairy shrimp

2. Connecting food to energy through exercise

Day 2

Lesson 3-2: Day 2 of 5

1. Observe fairy shrimp

2. Watch Video Lesson 3-2

Day 3

Lesson 3-2: Day 3 of 5

3. Argue that food material becomes fairy shrimp material

1. Revise Bayshore Pool models

2. Ask Dr. Cortez for more data

Day 4

Lesson 3-2: Day 4 of 5

1. Analyze and interpret organism data from digital SEN

2. Eliminate 2 more causes!

Day 5

Lesson 3-2: Day 5 of 5

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• Introduce new sub-question, Where does food matter go when animals eat it? (p.3 of teacher book)

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• Groups set up fairy shrimp ecosystems following Investigation 3-2: Fairy Shrimp directions in their student books (pp. 53-54).

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Let’s set up the fairy shrimp investigation now.

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Lesson 3-2: Day 1

A few notes about setting up fairy shrimp:

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• Clean your mason jars well before putting in fairy shrimp. Make sure there is NO SOAP RESIDUE left (that will kill the shrimps).

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• You cannot use tap water! Use distilled water.

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• Fairy shrimp eggs are expensive, so be careful with them.

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• Do NOT feed the fairy shrimp Day 1.Wait until the fairy shrimp hatch (usually 2 days) before moving to day 2.

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• Don’t forget to aerate (add bubbles with the pipette) to the tanks.

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• Leave the jars open (these shrimps need air!)

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Lesson 3-2: Fairy Shrimp Notes

DAY 2 (must wait until fairy shrimp have hatched):

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• Groups observe fairy shrimp egg mixture and record water properties.�
• Groups feed fairy shrimp. �
• Connect food to energy through exercise. Let’s read the text on p. 7 in the teacher book together.

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Lesson 3-2: Day 2

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• Groups feed and observe fairy shrimp
• Let’s practice feeding the shrimp using the procedures on p.54 of the SEN.
• As you do this, record the properties of the water.

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Lesson 3-2: Day 3

DAY 3

Lesson 3-2: Fairy Shrimp After 3 Weeks

• As a class, complete the chart (pp. 52 on student book):

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Lesson 3-2: Day 3

• Show Video Lesson 3-2: Fairy Shrimp Molting (pp.8-9 of teacher book)
• What did you observe in the video?
• Where does the waste come from?

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• CLASS CHECK! SEN Entry 3-2: Food for Animals
• Where does the matter of the animal come from?
• How is it possible for the little egg to become the adult fairy shrimp? (p.10)

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Lesson 3-2: Day 3

Click here to watch the video.

• Revise Bayshore Pool Ecosystem Models
• Use Bayshore Pool Ecosystem Models to identify data needed from Dr. Cortez to eliminate possible causes.

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• Let’s look at a sample student model…

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Lesson 3-2: Day 4

DAY 4

Sample Model E

• CLASS CHECK! Follow-up

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• Groups revise Bayshore Pool Models
• SMALL GROUP CHECK! (pp.11-12)
1. Food provides animals with the matter they need for growth
2. Matter (including waste) moves through the ecosystem
3. Energy is transferred through the ecosystem

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Lesson 3-2: Day 4

• Page 11: Let’s use our model to think about the predator and prey causes.
• Let’s read the text together on p. 11.

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Lesson 3-2: Using the Bayshore Pool Model to Identify Data Needed from Dr. Cortez

• What data would we need from Dr. Cortez, which could serve as evidence to eliminate the prey and predator causes? The organism data for garter snakes, fairy shrimp, and tiger salamanders this year and last year.

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• Tell the class you will email Dr. Cortez to request the data.

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• Complete the Class Consensus Bayshore Pool model (p. 12).

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Lesson 3-2: Using the Bayshore Pool Model to Identify Data Needed from Dr. Cortez

• Analyze and interpret Bayshore Pool organism data from Dr. Cortez’s Digital SEN.

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YOUR TASK (in partners):

• Go to https://sailwebquest.wixsite.com/digitalsen3
• Complete Investigation 3-2: Bayshore Pool Organism Data

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Lesson 3-2: Day 5

DAY 5

Lesson 3-2 Day 5: Eliminating Possible Cause(s)

• Possible cause groups complete Handout 3-2: Investigating Possible Causes 2 and 5

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Lesson 3-2 Day 5: Eliminating Possible Cause(s)

• Students go back to their investigation groups and share (think of this like a jigsaw) (p. 14)

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Lesson 3-2 Day 5: Eliminating Possible Cause(s)

Lesson 3-2 Day 5: Arguing from Evidence to Eliminate a Cause

• Students come back from their groups to report their recommendations. Other groups agree or refute based on evidence.

SEP:

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DCI:

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CCC:

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Lesson 3-2: Where is the 3-D learning?

SEP:

• Planning and carrying out an investigation;
• Engaging in argument from evidence

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DCI:

• Food provides animals the materials they need for…growth and energy…for motion.
• Organisms are related in food webs.

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CCC:

• Energy and matter;
• Systems and system models

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Lesson 3-2: Where is the 3-D learning?

1. Fairy shrimp eating is an example of transfer of matter in an ecosystem [ fairy shrimp food → fairy shrimp ].

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1. Students revise the Bayshore Pool model to include three main additions: 1) Food provides animals with the matter they need for growth; 2) Matter (including waste) moves through the ecosystem; 3) Energy is transferred through the ecosystem.

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1. Students eliminate two more possible causes – a decrease in prey and an increase in predators.

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Lesson 3-2: MAJOR TAKEAWAYS

What happens to the water in the pool during the year?

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Lesson 4-1�

1. The class relates the two remaining causes to water

Day 1

2. Groups add movement of water to the Bayshore Pool Ecosystem Model

X

X

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Lesson 4-1 Overview (4 classes)

2. Students read and interpret Dr. Cortez’s Field Notes�

Day 2

1. Students watch Video Lesson 4-1: Dr. Cortez

Lesson 4-1 Overview (4 classes)

1. Students obtain data about water quality in Digital SEN 5

Day 3

Lesson 4-1 Overview (4 classes)

1. Students add to the Bayshore Pool Ecosystem Model

Day 4

Lesson 4-1 Overview (4 classes)

There are 2 Possible Causes left: decrease in water quality and increase in human activity.

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Lesson 4-1, Day 1: Relating the possible remaining causes to water in the ecosystem

Let’s investigate our questions about what happens to the water in the Bayshore Pool ecosystem.

• Why is water important for the survival of the tiger salamander?
• What do we know about the water of the wetland?

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Main takeaway: There are different levels and forms of water in the vernal pool depending on the season. Tiger salamanders live in water as eggs and larvae. Other organisms live in the vernal pool water.

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Lesson 4-1, Day 1: Reviewing what we know about water in Bayshore Pool as it relates to TS survival

• Connect back to when students traced matter through the ecosystem, explaining that water can also be traced through an ecosystem.

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• Students add movement of water to the model with string and sticker dots.

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Let us show you what adding string/sticker dots looks like now…

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Lesson 4-1, Day 1: Modeling water movement through the Bayshore Pool ecosystem

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• SMALL GROUP CHECK! As groups work, probe for understanding . . .
• Where does the water come from? Where does water enter the ecosystem as an input?
• Where does the water move in the ecosystem?
• How does the tiger salamander interact with the water?

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• After modeling, groups can share their pathway and explain interactions.

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Lesson 4-1, Day 1: Modeling water movement through the Bayshore Pool ecosystem

SMALL GROUP CHECK!

• Where does the water come from?
• Where does the water move in the ecosystem?
• How does the tiger salamander interact with the water?

• Students make predictions about water in Handout 4-1: Tracking Spot (pp. 6-7)

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Lesson 4-1, Day 1: Making predictions about water

(p. 6)

• The class watches Video Lesson 4-1: Dr. Cortez’s Field Notes

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• Students read the Field Notes

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• Groups complete Investigation 4-1: Tracking Spot.

Note: Dr. Cortez’s Field Notes comprise Digital SEN 4. Students do not need their computers for this activity.

Lesson 4-1, Day 2: Reading and interpreting data from Dr. Cortez’s field notes

Let’s watch Video Lesson 4-1: Message from Dr. Cortez

• As students read the field notes, they complete the “Information obtained” and “Evaluate” columns of the investigation in pairs.

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• Prompt students to share some of their findings from the “Evaluate” column

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• DO NOT CONFIRM ANY CONCLUSIONS AT THIS POINT!

Lesson 4-1, Day 2: Reading and interpreting data from Dr. Cortez’s field notes

• Dr. Cortez has been investigating tiger salamanders’ disappearance and she collected some initial data about the substances found in vernal pool water.
• Dr. Cortez would like some help interpreting the data to see if the amount of pesticides present in the vernal pools would harm the Tiger Salamander.

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• Students obtain information about the water quality from Dr. Cortez’s Digital SEN 5.
• Students complete Article 4-1: Bayshore Pool Water Quality (p. 29-32).

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Lesson 4-1, Day 3: Connecting movement of water to movement of substances

Let’s explore Digital Sen 5: www.sailwebquest.wix.com/digitalsen5

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“Bayshore Pool Water Quality” Tab

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Complete Article 4-1: Bayshore Pool Water Quality in groups.

Possible teacher prompts:

- How will you show the interaction of the pesticide and water?

- How will you show how the pesticide moves through the ecosystem?

- How will you show the interaction of the pesticide and the tiger salamander?

- How will you show pesticides leaving the system? (pesticides do not leave the system)

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• Add to the Bayshore Pool Ecosystem Models:
• Pesticides
• Dead animals
• Microbes

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• Update the class consensus model.

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Lesson 4-1, Day 4: Revising the Bayshore Pool ecosystem models (p.11)

• CLASS CHECK! Identifying Evidence for the Cause of Tiger Salamander Disappearance
• In SENs, students answer:
• What are your ideas about the cause of the tiger salamanders’ disappearance from Bayshore Pool?
• What evidence will you use to argue for your ideas?

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• At this point, we are looking for ideas supported by evidence. Any ideas are great. Do not confirm any suspicions!

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• We are close to figuring out the cause of tiger salamanders’ disappearance from Bayshore Pool. I know you have many ideas and we all look forward to sharing our evidence for the cause. It’s very exciting!

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Lesson 4-1, Day 4: Identifying evidence for the cause of the tiger salamander disappearance

SEP:

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�DCI:

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�CCC:

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Lesson 4-1: Where is the 3-D learning?

SEP:

• Obtaining, evaluating, and communicating information;
• Developing and using models

�DCI:

• Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die.
• Human activities… have had major effects on the land, vegetation…. communities are doing things to help protect Earth’s resources and environments.
• The food of almost any kind of animal can be traced back to plants.

�CCC:

• Systems and system models;
• Energy and matter

Lesson 4-1: Where is the 3-D learning?

1. Poor water quality, in this case from pesticides, can disrupt ecosystems because organisms interact with the water.

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1. The digital SEN data provides evidence that the pesticide levels in Bayshore Pool’s water were safe both last year and this year.

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1. A possible cause is not eliminated in this lesson.

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Lesson 4-1: MAJOR TAKEAWAYS

Lesson 4-2�

Why did the tiger salamanders disappear?

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1. Reviewing Evidence and Eliminating a Cause

Day 1

Lesson 4-2 Overview (3 classes)

1. Constructing an explanation for the tiger salamanders; disappearance

Day 2

Lesson 4-2 Overview (3 classes)

1. Obtaining Information about human effects on ecosystems through an article

Day 3

Lesson 4-2 Overview (3 classes)

• Describe that the class eliminated three possible causes with evidence (p. 3):

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• Possible Cause 1: Decrease in the number of plants or algae
• Possible Cause 2: Decrease in number of prey
• Possible Cause 5: Increase in number of predators

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• Two possible causes remain:
• Possible Cause 3: Decrease in water quality
• Possible Cause 4: Increase in human activity.

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Lesson 4-2: Deciding on the final possible cause to investigate

• Now, you are going to prompt students to review all of the data so far to make sure 1) We haven’t missed anything and 2) We have a good understanding of the work so far.

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• Pass out Table 4-2: Summarizing Our Findings. Direct students to work in groups to fill in the evidence column (p. 3)

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Lesson 4-2: Deciding on the final possible cause to investigate

• SMALL GROUP CHECK! Reviewing the Evidence for Eliminating the Causes (p. 3)

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• As groups work, circulate and help students find evidence from relevant sources. Let’s look at some possible prompts on the top of p. 4.

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Lesson 4-2: Reviewing evidence and eliminating a cause

• We have made a lot of progress in our understanding of the vernal pool ecosystem. In particular, we obtained information about a chemical that may have affected the water quality.

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• We also have a map with important information about the movements of a tiger salamander into and out of Bayshore Pool this year and last year.

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• Can we eliminate decrease in water quality or increase in human activity as the cause of tiger salamanders disappearing from Bayshore Pool? Are we ready to make a claim for why the tiger salamander disappeared? (p. 4)

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Lesson 4-2: Eliminating decrease in water quality or increase in human activity cause

• Have students follow the steps to eliminate a cause using Arguing from evidence to eliminate a cause (p. 5)

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Lesson 4-2: Eliminating decrease in water quality or increase in human activity cause

• Two options for the outcome:

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• All groups agree. We write a letter to Dr. Cortez with recommendations and evidence next class period.

• Groups do NOT agree – let’s read the teacher apple on p. 5

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Lesson 4-2: Eliminating decrease in water quality or increase in human activity cause

Lesson 4-2: Constructing an explanation

• Remind students of the explanation they constructed in Unit 1 about what caused the food in the landfill bottles to decompose. (p. 9)

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• INDIVIDUAL CHECK! Constructing an Explanation About the Cause of the Tiger Salamanders’ Disappearance
• Each student writes an explanation (in the form of a letter to Dr. Cortez) about why the tiger salamanders disappeared from Bayshore Pool. (p. 9)

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• In their letters, students should:
• explain what caused the tiger salamanders to disappear AND explain how the other four causes do not account for the tiger salamanders’ disappearance.
• include evidence and reasoning to support each claim. (p. 9)

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Lesson 4-2: Constructing an explanation

Sample explanation F

Sample explanation F

• Conclude with a final class discussion of the tiger salamanders’ disappearance from Bayshore Pool.

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• Allow time for students to read Article 4-2: $500 Reward. Facilitate a class discussion about how problems like the tiger salamanders’ disappearance can be prevented or solved.

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• Show Video Lesson 4-2: Dr. Cortez.

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Lesson 4-2: Obtaining information about human effects on ecosystems

SEP:

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DCI:

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CCC:

Lesson 4-2: Where is the 3-D learning?

SEP: Constructing explanations

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DCI:

• Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die;
• Human activities… have had major effects on the land, vegetation… communities are doing things to help protect Earth’s resources and environment.

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CCC: Cause and effect

Lesson 4-2: Where is the 3-D learning?

1. Students eliminate the decrease in water quality cause. �
2. Students explain that an increase in human activity (habitat destruction) caused the tiger salamanders’ disappearance.�
3. The learning goal is an understanding of the dynamics of an ecosystem rather than the “right” answer to the cause. Focus on listening to the evidence and reasoning students are using to support their ideas.

Lesson 4-2: MAJOR TAKEAWAYS

Collaborative planning

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Logistics

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THANK YOU

& GO SAIL!

Please exit this PowerPoint and click on Unit 3 to view the curriculum.

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