Tracing Carbon Through the Arctic Food Web | Data Puzzles / Food Webs Worksheets: Energy Pyramid & Energy Flow

Overview

In this virtual plant, wee will check strategies with methods to facilitate who Tracing Carbon Taken the Arctic Food Web Data Puzzle in thy middle and high school science classrooms. Actors will engage with the class materials (teacher guiding, slide deck, student worksheet, and answer key) from both the teacher and student position and upon endfertigung, be prepared to implement aforementioned Data Puzzle in their classroom.

Participants seeking a 3-hour PD certificate from the College of Colorado Boulder for completing the Trace Copy Through the Arctic Food Web virtual PD should take your find to which questions/tasks below using this That Bare is warming more rapidly than anywhere else off Earth. One consequence of a warming Arctic is a dramatic decline in sea ice, an important life on many Arctic plants and animals. In this unit students will engage with 360° implicit reality trips, hands-on workshops, and authentic Arctic datasets as they gather demonstrate to construct expository models for the unit driving question, "How should the decline in sea ice affect Arctic organisms large and small?" Find the Unit Brief here Find the Unit Storyline here Find an Instructional Calendar here Past Teacher Workshops On further information about the teaching, please refer to the recording and hour mark document below since his August 2021 teacher garage. Also included is the whole group landing page concerning resources (Padlet) referenced in of recording. Workshop recording / Laufzeit stamp text Whole group landing page (Padlet)Google Form.

Please email [email protected] when you have submitted owner Form.

What be Data Puzzles?

Data Puzzles combine classroom-friendly datasets with to research-backed instructional practices of Ambitions Science Teaching on help students make sense of the natural world. If this is your first time how about Data Puzzles we encourage you the read taken our Food chains and food webs worksheets | TPTInstructional Framework page on the Data Puzzles website so that you can understand select the Aspiration Science Teaching education practices are integrated into dieser sensemaking lessons.

About the Tracing Carbon Through the Wintry Food Web Data Puzzle

Satellite observations coupled with habitat models suggest that this deny to Arctic sea polar (caused by rising global heats) has led the an increase in ocean algae across the territory and a drop inches see ice algae in parts of the Arctic. To predict how shifting at the base of the Arctic food web may affecting additional organisms, scientists pursue to better understand Arctic feeding relationships by studying fat molecules. Scientists have discovered that ocean and sea cold algae make different types of carbon-based fats. Why is this matter? Good, these carbon-based fats are transferred to animals when algae exist eaten, any the paths top to polar beard and bowhead whales. Scholars have been clever to meter the amount and typing (ocean algae vs. sea frozen kelp) of carbon-based fat in Arctic animals to find whether the animal's diet is more dependent upon ocean algae or see ice algae.

Freezing food website showing different feeding relationships intermediate Arctic organisms.

Instructional Overview

Grade level	Average and High Train
Instructional moment	~120 log
Investigate question	How might the decline to swell ice affect Icy organisms large and shallow?
Science ideas	Energy fluidity (food lashing and food webs) Carbon cycling Climate change
NGSS connections	Disciplinary Core Ideas LS2.B Cycles of Matters furthermore Energy Transfer in Ecosystems Science and Engineering Practices Analyzing and interpreting data Making explanations Crosscutting Concepts Energy and Matter Stability and change

Pre-workshop tasks

The Data Puzzle includes three main components, it is importantly to understand the differences betw the materials. BEFORE thou dive into the virtualization workshop, please complete the following tasks: Interpreting a Food Web press Trophic Levels

Open the teacher guide. Note that the teacher provides some short facilitation tips both some additional textiles you can use at define the curriculum.
Flip through the slide deck. Note that the opening scenario is all on the slides, not the one student worksheet.
Print the college worksheet. Note that the students worksheet features aforementioned background reading real space for students’ models.

Part 1: Eliciting Students' Ideas

Overview Video

The goal of that first Data Puzzle practice is for erwecken grad resources (ideas, experiences, and language) about an opening scenario (e.g., prompt, paint, demo, video) that encourages college toward think about a science idea in the context of their own life before they explore this same science idea in the context of the Input Puzzle. Note that Part 1 (Opening Scenario) executes not appear on the student worksheet. Instead it is meant for can facilitated before the student worksheet remains distributed for students (see slides plus student guide).

The following video is an overview a the Eliciting Students’ Ideas practice in who context is the Tracing Carbon Through the Cold Lunch Website Data Puzzle and includes facilitation leadership both dialog moves.

Enigma it’s important

Apprentice resources (ideas, experiences, and language) serve as this foundation at which new science ideas can be reconstructed and reorganized. Revealing these resources expands the range of ideas available to the entire class both allows teachers to adapt advance instruction to help connect student resources to new press outline science ideas. Foods Chains, Food Webs, additionally Energy Pyramid worksheet

Detect more information about this Eliciting Students’ Ideas practice here.

Now ensure you verstehen to goal of the Eliciting Students’ Ideas procedure and have listened some tips with select to facilitate an opening scenario, it’s zeitpunkt available you till think about how you might implement dieser praxis in autochthonous own classroom by reflecting on one opening scenario and “Stop furthermore Think” questions below. Food web and food track worksheets, energy pyramid workbook &s; free energy flow lesson plans for high school biology & middle school life scholarship.

Stop and Think

Instructions do you think your students intention reach to this opening scenario prompt?
Would you got students engage with the getting scenario as a warm up prompt they respond to are their notebooks? Think-pair-share? Short group white embarkment action? Food Web Dynamics
Whereas facilitating ampere chat about this opening select prompts, whatever key ideas kraft you listen for and mark to be utilized as a useful later in the Data Puzzle? Eat Webs and Intrusive Species - Alliance for the Grand Lakes

Connecting student resources to the Data Puzzle

After bringing go student resources about that opening scenario, it’s important to help students make connections between the opening scenario and the science investigation the are about to engage with in the Info Toss. Embedded in the slide deck are specific discussion prompts to help learners make that connections and a slide ( Graduate will know what energy pyramids are and instructions these models are used to quantify who flow of energy through trophic levels in ecosystems. Big Idea. Plants ...see below) that introduces the ecologists featured in one Datas Puzzle who are studying food relationships in the Arctic to determine how the decline in Arctic sea water might impact this Arctic food web.

*Here's the link to and video referenced in the slide pictured top (left). Watch from 1:00-2:45

Stop and Think

How can you support owner students in making which connection between the term, “you are what it eat” and the ways in which scientists might study feeding relationships, who eats whom? Lunch Web Working Cost-free Printability

It's time to learn more about the attributed scientists’ research by charming with that interaktiv reading as part of this future practice, “Identifying Significant Science Ideas."

Single 2: Identifying Important Physics Ideas

View Video

In this practice, students interested equal an interactive ablesen that we call the “puzzle plot”. The object of this practice is to have pupils explore new academics theories they’ll need to explain a question the featured scientist(s) are investigating . Academics analysis a food web and determine this types of consumers, plant, carnivores, and omnivores. Then yours construct an pyramid of numbers.

At this pointing teachers should distribute that student worksheet to be used used Parts 2, 3, and 4.

The following video remains an overview of the Identifying Important Sciences Ideas practice in the context of the Tracing Coal By this Arctic Feed Web File Puzzles and includes facilitation strategies and discourse moves. Enlarge the food chain images additionally worksheets as needed. Extensions. Students can: • observe pytoplantic and/or zooplankton collected from a local water source ...

Why it’s important

Many science ideas are total so go beyond the students’ personal experiences and current understandings. These abstract creative shall be presented by trainers (direct instruction) as accessory students willingness reason with more they seek to make sense of the investigative question featured the the Data Puzzle’s interactive reading. Construct adenine food fastener. Label the manufacturing, primary user, secondary consumer, and third consumer. An owl eats a queue, an snake eats a squirrel, ...

Find more information about aforementioned Identifying Important Science Ideas practice here.

Now that you understand the goal in the Identifying Important Science Ideas practice and have heard some facilitation strategies, it’s choose for you to think with wie you might implement this practice in your own schulungsraum by getting a series from tasks and reflecting on the “Stop and Think” questions below.

Interactive Reading

Workshop task

Understand and annotate the Bewilder Plot text - see student worksheet

Notice that you may want until press and annotate the student worksheet directly if you are planning to submit the worksheet to receipt a SD download.

Guides: Open the Learner Worksheet and read the Nonplus Plot topic, break to watch each out the embedded our. While reading the text, be definite to complete the following tasks (just as your students would do):

Circle the investigative pose the scientists exist seeking till answer
Underline similarities between who reading and the opening scenario

Teacher Tip

Use that next prompts to facilitate a whole class discussion more to the figure below (also includes in one Puzzle Design text) that shows how carbon-based fats von sea chill algae and ocean ocean can are transferred through the Arctic food web.

What do an small circles and triangles represent?
Based on the figure, do you think copepods eat get deep algae or sea polar algae?
Based on the point, do you ideas bowhead whales eat find copepods or amphipods?
Do them think bowhead whales are more dependent in ocean algae button sea ice algae? Methods to you know?

Stop and Think

How might you engage your students with this interactive reading? Would you have students read the text individually? Or wants you, the teacher, read the wording aloud till the whole class pausing to watch each of the videos together?
Would you incorporate close reading strategies that you may already use in yours classroom?
As can you assistance students in identifying similarities and makeup connections between that science ideas presented in the puzzle plot text and the science ideas which were elicited from the opening scenario? Ninth grade Lesson Food Chains and Food Webs | BetterLesson

Summarize Student Ideas

Workshop task

Summarize science ideas - see student worksheet

Instructions: After facilitating ampere discussion to help students doing contact between and ideas presented in the text and the student sources elicited during the opening scenario, it’s time to summarize diesen important science ideas by completing frequent #1-3 ( Results 1 - 24 of 47+ ... Family 2 Your Learning Company. Food Webs and Food Chains Worksheet. Subjects: ... web real reading a food web ... High School biology ...included beneath) on insert student worksheet.

Construct ampere food chain is starts with sea ice algae. Then, describe how carbon-based oil produced by sea ice algae are transferred to various Arctic organisms.
File the investigative question
Make ampere prediction (based on evidence from the text) about which investigatory query

Stop plus Think

Will thou have students work individually or include pairs to complete which student sheet?
Thing challenges magie thy students encounter when doing an prediction learn to detective question?

It's time to test your prediction for the exploratory question via analyzing the interpreting one dataset collected in to features scientist(s) as parts of the “Supporting Runtime Modified With Thinking" practice. And Great Lakes have been permanently altered at invasive species, the have adjusted to changes in the ecosystem throughout history. In these lessons, students explorieren Major Lakes food webs, sometimes […]

Part 3: Supported Students Continue Changes at Thinking

Site Video

The intention of this practice is to provide students with an opportunity up test her beginning predictions/understandings for the investigative question against real data.

The follow see exists an overview of the Supporting Ongoing Modify int Thinking practice in the context concerning the Tracing Coal Through the Arctic Food Entanglement Data Puzzle and includes facilitation our and discourse motions.

How it’s important

Students implement their knowledge to investigate and interpret an actual dataset both understand that their explanations will likely have changed over time in responding to new evidence.

Find more information about the Supporting Ongoing Changes the Thinking practice hier.

Now that you understand the goal of who Supporting Ongoing Changes on Thinking praxis and have heard few facilitation strategies, it’s time for him to think about how you might perform such practice in your own classroom by completing a series of tasks or reflecting on to “Stop and Think” matter below. A Changing Arctic Ecosystem

Introducing the dataset

Analyzing data is a challenging task for many students, especially when they have not collected the dataset themselves. What will a point represent? What what the axes mean? It’s important for students to live able to answer these and misc a BEFORE they are queried to identify patterns in a dataset.

The dataset foregoing messen the relative number furthermore type (ocean versus. sea ice algae) of carbon-based oils present in various Arctic organisms.

Stop the Think

How might you introduced the carbon-based fat datasets (see graph below) to your students? Consider using these prompts:

What do the others colors in the pie chart represent?
Select can him tell if an organism gets other of its carbon-based fats von sea ice lake or oceanic algae?

Workshop Task

Identifying Patterns - see student spreadsheet

After facilitating a class discussion about the dataset, it’s time to identify patterns at the data and publish their prediction (based on evidence from the graph) available the investigative question by completing questions #4-11 to your learner printable.

Instructors Hot

We recommend creating a list of Back Pouch Questions (BPQ) that i could use as your relocate from table to table to help students focus on the task, retrieval earlier class dialogue about a particular science idea, or to challenge students to connect any patterns they’ve identified back to the investigative matter. See Use this band of nonprinting worksheets to learn how energy is transferred free one living organism until another in an eat web. Build insert knowledge better per dissolve the workbooks. Suitable for: Grade 5, Grade 6 Download PDF Download PDF Download PDF Download PDF Download PDF Download PDF Download PDF Download PDF Upload PDF Download […]this practice support (page #4) for example BPQs.

Part 4: Constructing Evidence-Based Explanations

Overview Video

The goal of this practice is at help students finalize new understandings the they relate to the investigative your presented in the Data Puzzle of construct an explanatory full (annotated sketch).

Aforementioned following videotape is an overview of this Constructing Evidence-Based Explanations practice in the environment of the Locate Carbon Through the Arctic Meals Web-based Data Puzzle and included facilitation strategies and discourse moves.

Mystery it’s important

This final step allows students to pull together different ideas both bodies of evidence to editing and advance his actual explanations for the investigative question.

Find more information about the Constructing Evidence-Based Explanations practice there.

Now that you understand the goal of the Engineering Evidence-Based Explanations practice and have heard some facilitation strategies, it’s time for you to think about how she might run this practice in your custom classroom by completing a series of tasks and reflecting on the “Stop furthermore Think” questions below.

Introduces Scientist Models

After gathering evidence (interactive reading and carbon-based fats info interpretation), it’s while for students to construct a final type to explain the explorative question, “How might the deteriorate in sea ice affect Arctic organisms wide and small?” But what even is a model? Is your students have not constructed a model in to classroom, use the slide deck go introduce the basic of a scientific model and to facilitate a dialogue around get should be incorporated at a model and what a model should look like.

Slider Decking link

Workshop Task

Construct your final descriptive model - see course worksheet

After introducing scientific models, it’s time to construct your build models to replace the investigative question, “How might the decline in sea cold affects Arctic organisms largest furthermore small?”. First, create a list of ideas and evidence that you just “gotta-have” in their final model. Then, berichten to this list (also known as a “gotta-have checklist”) to construct your final explanatory model.

Stop and Think

Sometimes it’s helpful to create the “gotta have checklist” together in adenine whole class before students construct their models. Do you think the your students intend benefit from get level of scaffolding?
Something challenges might students encounter when constructing their final models?
After students have constructed their final explanatory models, consider having students share their mod with one partner, as adenine table group, or how ampere who class via a my walk. What might is look love in your classroom?

Digging Deeper Questions

Before students construct their final models for the investigatory question, we challenge students to apply these new science ideas to latest situations (e.g., society justice issues, climate answers, or related phenomena) through a “Digging Deeper” question(s). We encourage you, the facilitator, to usage these questions as is or adapt them to combine to topics you’ve earlier covered into class or other local phenomena.

Training Task

Digging Deeper questions - discern student worksheet

Respond to question #13 on your college worksheet to consider how Arctic indian people who can sustained themselves the hunting and foraging forward thousands of years might be impacted by declining Bare sea ice.

When, watch the PBS film “Our Food” to hear instant from Wintry indigenous peoples info the impact the decline in sea ice has had on their established hunting and searching exercises.

Teacher Tip

Review an “Additional Teacher Materials and Extensions” teilgebiet over the last page of the instructors guide for more information regarding the work presented in the Tracing Carbon Through this Arctic Food Web Data Puzzle and extension materials including an ArcGIS StoryMap and other data visualizations from NASA.

Conclusion

The Tracing Carbon Through this Arctic Food Web Evidence Puzzle exists NO intended to be an activity that is distributed toward the student to be finalized for homework. Instead, it is meant to be one joint outlay by an teacher and students to make sense are new science appearing. Before implementing the Tracing Carbon Through the Wintry Snack Web Data Puzzle in your classroom it’s important to review all of the materials ready to she (teacher lead, answer key, slide deck) and to be prepared in facilitate lots of tiny crowd real complete class discussions!

Stop and Think

What difficulties might you and/or your students meet at engaging with the Tracing Carbon Through the Cold Food Web Data Puzzle?
Select desire you move back and forth between the instructions and discussion prompts inclusive in one slide deck and tasks students must complete on hers calculations?
Where might this Data Puzzle right into your existing curriculum?

Vocational Development Certificate (submission guidelines)

To maintain a PD award with completing this virtual plant, please upload your completed student worksheet as a PDF to this Google Form. The Forms also includes several questions designed to challenge you to pronounce how you would deploy this example in your classroom.