3. What do we The wetland Plan and conduct an TS1.B: Developing Possible Students will collect data about observe in the landscape is investigation Solutions behavior and the habitat of the RWBB’s varied and RWBB while on a field trip in a behavior and diverse. Make observations and/or wetland. habitat? measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-PS2-2) RWBB’s behavior and habitat “The can help us answer and evaluate questions and claims.” ccc.scale,proportion and quantity Follow-up Red-winged Analyze and interpret on what we observed, some of Students create explanations Questions: blackbirds take data. our claims can be adjusted, based on their collected What do our territorial discarded, or added” evidence about how animal observations tell stances in their Make a claim about the behavior affects survival based us? environment. merit of a solution to a on evidence and prior problem knowledge Lesson Three: Incorporating New Information Question(s) Phenomenon Scientific Practice(s) What We Figured Out Learning goals (DCI) - (CCC) (Learning Performances) 4. What When RWBB’s 3-EESS2-2 Obtain and LS4-2 Differences among the Students will incorporate new happens if we epaulet is combine information individual bird’s behavior can help information from a published blacken the blackened, it them survive, find a mate, or scientific study to their claims; loses its territory. that scientists have discovered epaulet? reproduce. that when a RWBB’s epaulet is We found that the epaulet is related blackened, it loses its territory. to the territory of the RWBB. ccc. cause and effect CNS. Science Models, Laws, Mechanisms, Theories Explain Natural Phenomena: Science explanations can change based on new evidence Lesson Four: Features of the Wetland Question(s) Phenomenon Scientific What We Figured Out Learning goals Practice(s) (DCI) - (CCC) (Learning Performances)
3. What do we observe in the RWBB’s behavior and habitat? The wetland landscape is varied and diverse. Plan and conduct an investigation TS1.B: Developing Possible Solutions Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-PS2-2) “The RWBB’s behavior and habitat can help us answer and evaluate questions and claims.” ccc.scale,proportion and quantity Students will collect data about behavior and the habitat of the RWBB while on a field trip in a wetland. Follow-up Questions: What do our observations tell us? Red-winged blackbirds take territorial stances in their environment. Analyze and interpret data. Make a claim about the merit of a solution to a problem on what we observed, some of our claims can be adjusted, discarded, or added” Students create explanations based on their collected evidence about how animal behavior affects survival based on evidence and prior knowledge Lesson Three: Incorporating New Information Question(s) Phenomenon Scientific Practice(s) What We Figured Out (DCI) - (CCC) Learning goals (Learning Performances) 4. What happens if we blacken the epaulet? When RWBB’s epaulet is blackened, it loses its territory. 3-EESS2-2 Obtain and combine information LS4-2 Differences among the individual bird’s behavior can help them survive, find a mate, or reproduce. We found that the epaulet is related to the territory of the RWBB. ccc. cause and effect CNS. Science Models, Laws, Mechanisms, Theories Explain Natural Phenomena: Science explanations can change based on new evidence Students will incorporate new information from a published scientific study to their claims; that scientists have discovered that when a RWBB’s epaulet is blackened, it loses its territory. Lesson Four: Features of the Wetland Question(s) Phenomenon Scientific Practice(s) What We Figured Out (DCI) - (CCC) Learning goals (Learning Performances)
red-winged-blackbird-unit-summary.docx