data collection activity

8/12/2019 Data Collection Activity

1/4


2/4

Strategy: 'nquiry !ycles ( )#*+

hoose 5E strategy that you will be using in this session from the list below.

7heoretical or empirical storyline connected "nowledge

o )heoretical storyline &pplying principles to processes in systems

o +mirical or case(based storyline 2sing cases to ma"e idease'perientially real

Learning cycles learning useful "nowledge by participating in practices #model)

coach) fade$

'nquiry cycles finding and e'plaining patterns in data #arguments from evidence$

o E'perimental inuiry predict1e'plain1observe1e'plain ,*#+-

o 3nductive or field inuiry techniues1observations1patterns1e'planations

,)#*+-o .lied inquiry &ccomplishing a practical goal

#bservations/ atterns/ and e0lanations

3n the chart below) describe the connected observations) patterns) and e'planations ormodels that you will use for your session.

#bservations ore0eriences ,e0amles/

henomena/ data-

*atterns ,laws/generali1ations/ grahs/

tables/ categories-

+0lanations ,models/theories-

/ird population distributionsduring winter and summer

-ome birds are present in%ichigan during the summer butnot in the winter

%igration

/ird population distributions -ome birds are found primarilynear water) others are found inopen fields) etc.

distribution based on habitattype

.lication: %odel(based &easoning

'nquiry: 2inding and +0laining *atterns in +0erience

'ntroduction".nticiatory Set

8ui9 on basic birds and where they live. -how a picture of a duc") a goose) a robin and

an eagle) with each) as" where they live.

.ctivities of the Session

/ird ounts : ;ow do we count birds? 3ntroduce the different surveys and differentmethods of each) leading students through a discussion of why we might get differentresults.

7ime of year that different surveys are done


3/4

&///

Duration of different surveys+ocation of different surveysumber of people counting3dentification of birds

good eyes

good ears3ntroduce distribution maps

-tart with map of great la"es region) showing where %ichigan is.-how first distribution map and e'plain legend. &s" if they thin" there are manyor few birds? -how ne't distribution map #of very common species$. &s" if thereare many or few birds? -how maps side by side.7al" about different surveys

;ow we count birdsDifferent survey timesDifferent survey durationsE'perts identify birds by sight and sound #ornell website$

-how maps from different surveys for migratory and non1migratory birds andcompare

4lay ounting /ird


4/4

;ow often?;ow many people should count?;ow many feeders should we set up?-hould all feeders have the same "ind of food?Where should the feeders be?

+0tensions ,#tional-

+ong1term proect for students.4lace bird feeders on school grounds and do counts of birds once a wee"Amonth.-etup a monitoring plan as a class to show that they understand how differentsurveys are different. -ee if there are trends in the birds seen.

&ssign a common and a rare bird to each "id and have them report on what theyfind #habitat) diet) etc.$.-etup bird feeders with different "inds of bird seed and compare which birds areseen at each feeder.

*ost(lesson !omments and &eflection

&fter you have taught the lesson seuence#a$ report on evidence you have on the students( success. ;ow well did they masteryour obectives?#b$ omment on the strengths and wea"nesses of the lesson seuence and materials.#c$ 4rovide recommendations for others who teach the lesson.

What we need?-ummary sheets for each survey with when it(s done) resolution) who does the survey)websites) etc.

data collection activity

Documents