Mentor Teacher: Flonia Chillis School: Cass Technical High School Class and grade level: Honors Biology, 9th Date: 9/15/14
Part I: Information about the Lesson and Unit Topic: Population Ecology Abstract Students will conduct an inquiry activity using the simulation Wolf Sheep Predation to answer, What factors affect the stability of a predator-prey population relationship? They will develop their own focus questions and design and conduct an investigation using the simulation through a PEOE sequence. They will write their rough drafts of their lab report in class and peer review them. Part II: Clarifying Your Goals for the Topic A. Big Ideas Populations of living things increase and decrease in size as they interact with other populations and with the environment. The rate of change is dependent upon relative birth and death rates, which are affected by environmental factors, such as the availability of food and the presence of predators. A populations growth can be limited by density-dependent factors that change as the population size changes, such as competition with other members of the population for food, or by density-independent factors that affect the population regardless of its size, such as a harsh winter. Together these factors create a limit to how many members of a species an ecosystem can support, which is called the carrying capacity. Normally, a populations growth is exponential until it reaches the environments carrying capacity, after which it levels off. Populations of foreign invasive species that enter a new ecosystem are able to grow exponentially for a long time because few factors limit their growth, and they may outcompete native species. (Michigan HSCE) B. Student Practices 1. Naming key practices Students will: -Ask questions, -Plan and carrying out an investigation -Use mathematics and computational thinking
-Develop and use a model -Engage in argument from evidence. -Use peer review C. Performance Expectations for Student Learning
Performance Expectation Associated NGSS Practice HSCE Performance Expectation(s) 1. (B1.1h, B1.1E, B3.5B) Design and conduct a systematic scientific investigation that tests a hypothesis about the factors that affect population growth. Draw conclusions from data and describe a reason for a given conclusion using evidence from the investigation. Inquiry 2. (B3.5C, B1.1D) Identify patterns in data and relate them to theoretical models of how an invading organism will impact the survival of other organisms in an ecosystem. Using Specific Lesson Objective(s) 1. (B1.1h, B1.1E, B3.5B) Design and conduct a systematic scientific investigation that tests a hypothesis about the factors that affect population growth. Draw conclusions from data and describe a reason for a given conclusion using evidence from the investigation. Inquiry
Part III: Example Activity Sequence A. Storyline for the Activity Sequence in Context
Stage Role in Storyline
Lessons before your sequence The day before students will have been introduced to some of the major concepts in population ecology, such as carrying capacity and limiting factors, and will have practiced graphing exponential growth. Students will be given the introduction to the lab to read for homework. Lesson 1 Students will be introduced to the guiding question for this activity, What factors affect the stability of a predator-prey population size relationship? and to the NetLogo simulation Wolf Sheep Predation. They will be put into groups or four or five students and be given time to explore the simulation, then develop their investigation question and a hypothesis and fill out the investigation proposal worksheet. If there is time, they will begin collecting data. Lesson 2 Students will finish collecting data, then analyze it and begin working on the rough draft of their lab reports. If they dont finish, they will finish their rough draft at home. Lesson 3 Students will peer-review each others rough drafts using a rubric. They will write their final lab report for homework Lessons after the activity Students will apply what they learned about factors that affect a populations size and the influence of predator populations on prey to explain why the elk in Yellowstone National Park became overpopulated in the absence of wolves.
B. Activity Sequence Details
Focus Objective Objective NGSS Practice Design and conduct a systematic scientific investigation that tests a hypothesis about the factors that affect population growth. Draw conclusions from data and describe a reason for a given conclusion using evidence from the investigation. Inquiry (PEOE)
. 2. PEOE Inquiry Sequence Stages in Your PEOE Sequence
Stage Teaching Activities Predict Students will fill out an investigation proposal worksheet that includes a hypothesis
Explain On their investigation proposal worksheet, students will explain the reasoning behind their hypothesis Observe Students conduct their proposed investigation using the Wolf Sheep Simulation Explain Students will write a lab report explaining their findings.
Source of activity: Sampson, V., Enderle, P., Gleim, L., Grooms, J., Hester, M., Southerland, S., et al. (2014). Arugment-Driven Inquiry in Biology. Arlington: NSTA Press. C. Lesson Plans Lesson 1 Materials Presentation materials (Overhead transparencies or PowerPoint presentations, etc): -Projector and computer Copied materials (Handouts, worksheets, tests, lab directions, etc.): -Lab introduction handout -Investigation proposal guide -Peer review rubric Laboratory materials: For each laboratory station: One IPad from IPad cart per group of 4-5 students Lesson 1 Activities Lesson 1 Introduction (5 minutes) Talk briefly about the ways that populations can interact with each other in a food web, and how those interactions might affect the size of the population in order to connect the previous unit (energy and matter cycling in an ecosystem) to the current unit. Introduce the guiding question of the investigation, What factors affect the stability of a predator-prey relationship? and briefly discuss the lab handout they read for homework.
Lesson 1 Main Teaching Activities (45 minutes) 10 min: Pass out and go over the investigation proposal sheet. Use the projector to show the students the simulation and explain the different parameters that they can change. Explain that they will have to decide which variables to test in order to see how they affect the populations stability, and while they can take a few minutes to mess around with the simulation, they must get an investigation proposal approved by the end of class at the latest so they can collect their data. Allow students to form groups. 33 min: Call students up one group at a time to check out an IPad from the cart by giving me their ID card. Groups can spend the rest of the time writing their proposal and, once its
approved, collecting data. I will check over their proposals and suggest changes or give them the go-ahead to start.
Lesson 1 Conclusion (7 minutes) Students will return the IPads to the cart. I will inform them that during the next class period they need to finish collecting data and can start writing the rough draft of their lab report in their notebook.
Lesson 2 Materials -IPad -Rubric for lab report Lesson 2 Introduction (5 minutes) I will remind students that they need to finish collecting their data during this class period, and inform them that they will have the entire hour to work on that and the rough draft of their lab report, which is due the next day. While group members can work together, each student must complete their own lab report that they will turn in. I will pass out and briefly go over the rubric, reminding them that they already have some of the sections completed in their investigation proposal. Lesson 2 Main Teaching Activities (45 minutes) Groups will check out an IPad by giving me one of their ID cards, then spend the rest of the time working. Lesson 2 Conclusion (5 minutes) Students will return the IPads to the cart. I will remind them that the rough draft of their lab report is due by next class period, and explain that they will spend the hour peer reviewing each others lab reports. Lesson 3 Materials -peer review checklists (classroom set) Lesson 3 Introduction (10 minutes) I will remind students that they are peer reviewing each others lab reports, and briefly explain the importance of the peer review process. I will explain that scientists must always get their work peer reviewed before it is taken seriously. I will pass out the peer-review rubric and go over it with them, and explain that they will be graded for if they provide constructive feedback. Lesson 3 Main Teaching Activities (35 minutes) Each student will peer review two other peoples lab reports. They will spend any extra time getting started on their final lab report, written in their composition notebook. Lesson 3 Conclusion (5 minutes) I will remind students that their final lab reports are due next class period, and that they will also need to turn in their peer review sheets and rough drafts.
Part IV: Assessment of Focus Students A. Focus Objective Design and conduct a systematic scientific investigation that tests a hypothesis about the factors that affect population growth. Draw conclusions from data and describe a reason for a given conclusion using evidence from the investigation.
B. Developing Assessment Tasks 1. Students will complete a formal lab report in their composition notebooks which includes the following sections: title, purpose (guiding question), hypothesis, procedure, explanation for procedure, data table and graphs, conclusion (including claim, evidence from data, and reasoning). Students have already been introduced to this format and completed a practice lab report. 2. Test questions from district common assessment: The amount of energy available to individual consumers in an ecosystem is limited by A. the number of producers B. the amount of sunlight C. the amount of predators D. the number of consumers In an ecosystem there are usually fewer predators than there are primary consumers. This is because A. energy is lost as it moves from one organism to another in a food web. B. predators require more energy because they have to hunt for food. C. the smaller size of primary consumers makes it easy for them to conserve energy D. energy is gained as it moves from one organism to to another in a food web.
Part V: After the Unit Report
A. Description of Changes in Your Plans After getting feedback from Dr. Richmond, I decided to have each student turn in the peer review sheets they got from the two classmates who edited their lab reports. Dr. Richmond suggested that I have some way to grade students on how much effort they put in to helping their peers improve. After talking to my mentor teacher, I realized that the simulation, which was a Java application, would not be able to run on an IPad, so we reserved the computer lab in the media center instead.
B. Story of What Happened My unit got off to a rocky start when my students had much more trouble than I anticipated with graphing exponential growth. I wanted them to have a chance to explore what would happen if a population could expand without limits as well as a chance to practice their graphing skills, so I had them chart the progress of a bacterial culture that doubled every 20 minutes as an introduction to the unit. However, this turned out to be a lot more difficult for them than I had anticipated. I had thought that this would be review for them, or at least not too challenging, as I had substitute taught middle-school classes that covered exponential growth in the past, but it ended up really confusing them and we spend a lot more time going over it than I had initially planned. Many students were baffled as to how they were supposed to graph a line that started out with y-values under a hundred but ended up over two million. One student drew his y-scale doubling each tick mark, which resulted in a perfectly linear curve. After we covered exponential growth, we moved from there to limits on growth, limiting factors, and carrying capacity. My students seemed to have the most trouble wrapping their heads around the difference between density-dependent and density-independent factors. For example, when I asked which flooding would be, one student argued that it was density- dependent because if the deer population was larger there would be more deer caught in the flood. Several students were also confused about whether a disease was density-dependent or density-independent, but I think that had more to do with not thinking too deeply about how infectious diseases spread. My activity sequence was initially a complete disaster due to technical troubles and poor planning on my part. It turned out that because the simulation was an outdated Java application it would not run on the computers unless their security settings were changed. Although changing the security settings wasnt that complicated, trying to explain how to do it to all of my students while they were in the computer lab was quite challenging. I tried to hook a projector up to one of the computers so I could walk everyone through the process step-by-step, but I wasnt able to get the projector to work and started panicking. Fortunately the librarian was able to give me a hand, but my students by that point were frustrated with me and getting antsy, as getting the predation simulation up and running for everyone took a good chunk of the hour. I then walked them through the parts of the simulation and tried to verbally explain what I wanted them to write in their investigation proposals, which were supposed to be due by the end of the hour. On the fly I changed their assignment from needing two hypotheses to only needing one, as they were running short on time, but some students missed that and ended up making two anyway. Because we were so short on time, I didnt have a chance to discuss the classic predator prey population cycle you can see using the simulation the way I had originally wanted to, and no one had time to finish their proposals. I essentially ended up a day behind, which was a bit of a problem considering we only had access to the computers for two days. As the groups worked together to collect their data, I quickly realized that I hadnt done a good enough job explaining what I expected of them. One of my goals for this activity sequence was to give students quite a bit of autonomy, as they could decide what hypotheses to test. However, many groups, including Lauras, initially made very simplistic hypotheses, such as, If the wolf population increases, then the sheep population will decrease as the wolves eat the sheep. Laura and her partner generally had a hard time staying on task and often got distracted messing around with the settings on the simulation rather than trying to finish their proposal. I had a hard time balancing between encouraging groups to explore and getting them to finish
deciding what they wanted to test. Originally I had planned on check their investigation proposals overnight and giving them feedback before they started collecting data, but because it took us so long to get going they had to write their proposal and collect their data the same day. I tried to talk to as many groups as I could and gradually made more and more guidelines for what I expected of them in the process. For example, several groups collected data only two or three times through the course of their simulation. I initially hadnt wanted to give them a minimum number of data points they needed to collect as I knew if I did all the groups would only collect that much data and no more, but I ended up backpedaling on that pretty quickly. Even so, by the end of the second day, most of the groups still hadnt finished collecting all their data. Fortunately Ms. Chillis was able to borrow a cart of Netbooks from another teacher, but I ended up scrapping the peer review idea as so many of the groups were struggling to finish even with an extra day. Instead, I made the process optional for those students who finished their work early.
B. Making Sense of Focus Students Responses 1. Descriptions of focus students
Pseudonym Academic Standing Personal Description Aarav A Short, quiet, Bengali boy who is often late to class Stephano B Quiet Hispanic boy who rarely actively participates Laura D African American girl who often has difficulty remaining on task
2. Excellent Response or Rubric Lab report rubric:
Section Points Possible Guidelines Title Page 5 Is there a title page that includes the students name, date, and hour? Does the title clearly communicate what the experiment is about in as few words as possible?
Purpose 5 Did the author describe the goal of the study, being specific to the variable they chose to manipulate? Did they explain how the goal relates to the guiding question of the investigation? Hypotheses 5 Is the hypothesis in the form of an if-then statement? Does the hypothesis include both a prediction and a reason for that prediction? Materials List 5 Does the materials list contain the name of the simulation we used, so that someone unfamiliar with it could find it easily? Procedure 5 Is the procedure in the form of a numbered list? Is it clear and easy to follow? Did the author include what data they collected and how they collected it? (how often they sampled, etc) Did they indicate which variable they changed for the experimental group and what value they changed it to? Results 10 Do the results contain the authors data in a well- organized data table? Are the units clear? Do the results include at least one graph? Does the graph have labeled axes and a title? Is the graph easy to read? Conclusion 10 Did the author include a claim that answers the guiding question? Do they explain if their hypothesis was correct or incorrect? Did they include evidence to support their claim by referencing their data? Is that evidence relevant? Does the claim match the data? Does the author connect the results of the investigation to concepts we have discussed in class using the correct vocabulary words (population, carrying capacity, and so on)?
Neatness/Grammar 5 Are all sections (except for the title and materials list) written in complete sentences? Are sentences grammatically correct and free of spelling errors? Are all sections labeled and easy to find? Are the graph(s) on graph paper and were they made with a straight edge? Is the final draft typed or written neatly in pen? Rough Draft 5 Was the rough draft completed on time, as shown by Ms. Berghs signature? Were any comments left on the investigation proposal addressed in the final draft? Peer Review 5 Did the student address the comments left by their peers?
Did the student peer review two of their classmates rough drafts, leaving constructive criticism?
Sample Lab Report Conclusion: When we increased the amount of time the grass took to regrow from 30 ticks to 50 ticks, the ecosystem became very unstable and the wolf population died out entirely, just as we predicted. In the control simulation, which was run using default settings, the wolf, sheep, and grass populations changed in a repeating pattern but remained fairly constant. When the sheep population was high, the grass population and wolf population were low, and vis versa. While the three populations changed quite a bit at first, the sheep population stabilized to about 150, the wolf population to about 60, and the grass population to about 1,000, suggesting that these are the control ecosystems carrying capacities. However, in the experimental simulation the wolf population died out at about 150 ticks. Because grass grew back more slowly in this simulation, there was less energy available to the sheep and then to the wolves. This experiment shows that if there are not enough producers in an ecosystem it will not be able to support second-order consumers.
Sample Ecology Quiz Responses: 3. (From me):
A glacier is melting, and as a result, a new stream is being formed. Initially, the stream has no living things in it, but over the next 10 years, more and more living things wil be found in the stream. a) How would you predict what organisms would be in the stream in 10 years? DO NOT make a list of organisms. Tell us how you would make your predictions. Be as detailed as you can in your answer. I would look at the streams abiotic factors, such as water temperature, depth, and how fast its flowing. I would then research which organisms are nearby and can survive in that sort of environment. I would expect there to be at least some plants or algae or some other kind of producer in the stream, because they are the first link in any food chain. b) What are some interactions (relationships) with other living things that could affect if an insect can survive and reproduce on the newly formed stream? Whatever organism or organisms that the insect eats must also be present in the stream, or the insect will not be able to survive there. In addition, there may be organisms in the stream that eat the insect. (Other possible answers involve symbiosis and competition)
3. Finding and Explaining Patterns in Student Responses Students conclusions were mainly focused on describing what happened in their simulations and not on explaining why that happened. Although students typically mentioned if their hypothesis was correct or not and sometimes supported that claim with data, they rarely included any kind of reasoning or explained the implications of the experiment. For example, Aarav, who is an A student, observes, The population of wolves did not increase as I predicted. However, it did not decrease at a steady rate either. The population of wolves and sheep constantly went higher, then went back down then higher again. Aarav describes the predator- prey cycle, but offers no explanation as to why this pattern exists. This pattern holds true for Stephano and Lauras conclusions as well. In both cases, they describe patterns in the data but do not attempt to interpret those patterns or explain what might be causing them. The students drew conclusions from the data but failed to connect those conclusions to the overall purpose of the experiment. All three of my focus students got the selected exam questions correct, suggesting that they did get something out of this unit. In fact, my students in general did better on those questions than on the rest of the test. This suggests that despite the fact that they did not demonstrate their knowledge of how energy flows through an ecosystem and how that flow can limit population sizes in the conclusions of their lab reports, an interactive experience with an admittedly fake ecosystem may have helped them understand these concepts. I gave the two questions about the glacier stream as a quiz, and I found that the answers I got varied quite a bit. Aaravs answer, for example, suggests he is at least considering how interactions among organisms can affect their population sizes. He wrote, as some organisms move into the stream, others will follow. If a consumer moves in to the stream in search of food, it will later reproduce and grow in numbers. Predators with follow them into the stream because of the need of food from the consumers. Aarav makes a bit of an artificial distinction between consumers and predators, but seemed to understand how food availability or the presence of
predators can cause a population to grow larger or smaller. Stephanos response, while a littler harder to interpret, also suggests he has a basic understanding of the fact that a consumer population must rely on another population for food. In response to the second question, he wrote, The other insects mustve died and the insects were only left with themselves. Also they wont be able to help each other like if the surviving insect ate a type of insect it wouldnt be able to get the insect for food since its dead.
(Student work in separate file)
C. Improvements Parts I-IV If I was to do this activity sequence over again, I would make it a TOPE sequence rather than a PEOE. My students really struggled with the explain portions of the PEOE, both in their hypotheses, which tended to be straight predictions without any kind of explanation, and in their conclusions, in which they just described what happened rather than explaining why it happened. This also had the effect of making it difficult to interpret if they had accomplished the objective. I think a PEOE this early in the year may have been too ambitious, as my students hadnt had much practice writing lab reports. I hoped students would be able to make educated guesses about the effects of manipulating different variables based on what they had already learned about food chains and populations that they could incorporate into their hypotheses, but just figuring out how to run the simulations and collect data was apparently to stressful. If I did this experiment again, we would discuss how to use the simulation (techniques) and then I would allow them to play with on their own for a few minutes (observe). I would then ask them questions prompting them to describe the patterns they found and asking them to explain those patterns (pattern and explain). If I did try to do this activity sequence again while keeping it a PEOE, I would provide my students with more scaffolding instead of expecting them to remember how to write a good conclusion. I would first model the experimental process by going through it as a class with the simulation on default settings before I cut them loose to try manipulating the different variables. In addition, I would put more thought into setting up the technological aspects of the lab. If I had realized that the java application was going to be so much trouble sooner, I could have printed out step-by-step instructions ahead of time on how to change a computers security settings in order to allow it to run. I also wish I had put more thought into the formation of the lab groups. In the future Id like to try pairing up a students who are doing well in the class with those who are struggling, as the students who are succeeding might be able to mentor their classmates.
D. Improvements in Your Understanding of Science Teaching One thing this activity sequence really drove home was while its great to have high expectations without the proper scaffolding students will not be able to meet them and will quickly get frustrated and discouraged. I hoped to increase my students motivation by giving them more autonomy, but instead they were so confused about what they were doing that I got low quality lab reports and students generally seemed to put forth little effort. I also learned that
connecting a lab to scientific concepts seems straight-forward to me, but is apparently very challenging for my students and is something Ill have to emphasize in the future. Attachments Predator-Prey Population Size Relationships: Which Factors Affect the Stability of a Predator-Prey Population Size Relationship?
Lab Handout
Introduction Several factors determine the size of any population within an ecosystem. The factors that affect the size of a population are divided into two broad categories: abiotic factors, which are the nonliving components of an ecosystem, and biotic factors, which are the other living components found within an ecosystem. Predation is an example of a biotic factor that influences the size of a population (see the figure to the right). Predation is an interaction between species in which one) species (the predator) uses another species as food (the prey). Predation often leads to an increase in the population size of the predator and a decrease in the population size of the prey. However, if the size of a prey population gets too small, many of the predators may not have enough food to eat and will die. As a result, the predator population size and the population size of its prey are linked. The sizes of a predator population and a prey population often cycle over several generations (see the figure to the right, A stable predator-prey population size relationship), and this cyclic pattern is often described as a predator-prey population size relationship. A predator-prey population size relationship that results in both populations surviving over time, despite fluctuations in the size of each one over several generations, is described as stable. A predator-prey relationship that results in the extinction of one or more species, in contrast, is described as unstable. There are a number of factors that might influence the size of predator and prey populations in an ecosystem and can contribute to the overall stability of a predator-prey population size relationship. These factors include, but are not limited to, the amount of food available for the prey, the number of different prey species available for a predator, and how fast the predator and the prey species reproduce. In this investigation, you will investigate how a population
of predators (wolves) and a population of its prey (sheep) interact with each other and the plant life in an environment over time. Argument-Driven Inquiry in Biology: Lab Investigations for Grades 912 Copyright 2014 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. Your Task
Determine what makes a predator-prey population size relationship stable or unstable. The guiding question of this investigation is, Which factors affect the stability of a predator-prey population size relationship?
Materials
You will use an online simulation called Wolf Sheep Predation to conduct your investigation. You can access the simulation by going to the following website: http://ccl.northwestern.edu/ netlogo/models/WolfSheepPredation.
Getting Started The Wolf Sheep Predation simulation allows you to explore the stability of the predator-prey population size relationship between a population of wolves (the predator) and a population of sheep (the prey). In the simulation, wolves and sheep wander around the landscape at random. The wolves lose energy with each step, and when they run out of energy they die. The wolves therefore must eat sheep to replenish their energy. You can set the simulation so there is an unlimited amount of food for the sheep to eat (grass off) or you can set the simulation so it includes a limited amount of grass in the ecosystem (grass on). If you decide to leave grass out of the simulation, the sheep never run out of energy and they only die when a wolf eats them. If you decide to include grass in the simulation, the sheep must eat grass to maintain their energy; when they run out of energy, they die. Once grass is eaten by a sheep it will only regrow after a fixed amount of time; you can adjust the amount of time it takes for grass to regrow. You can also set other factors such as the initial population size of the wolves and the sheep and what percentage of the wolves and sheep reproduce with each tick of the simulation (each tick represents a set amount of timein this case a day). To answer the guiding question, you must determine what type of data you will need to collect, how you will collect it, and how you will analyze it. To determine what type of data you will need to collect, think about the following questions:
How will you determine if a predator- prey relationship is stable? What will serve as your dependent variable (number of wolves number of sheep, and so on)? What type of measurements or observations will you need to record during your investigation?
To determine how you will collect your data, think about the following questions: What will serve as a control (or comparison) condition? What types of treatment conditions will you need to set up and how will you do it? How often will you collect data and when will you do it? How will you make sure that your data are of high quality (i.e., how will you reduce error)? How will you keep track of the data you collect and how will you organize the data?
To determine how you will analyze your data, think about the following questions: How will you determine if there is a difference between the treatment conditions and the control condition? What type of calculations will you need to make? What type of graph could you create to help make sense of your data?
Argument-Driven Inquiry in Biology: Lab Investigations for Grades 912 Copyright 2014 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
Peer Review Rubric
Please do not write on this sheet. On a separate piece of paper, write a score (0-3) and some ideas for how the author could improve for each section. Scoring: 3 Guidelines are met; 2 Some guidelines are met; 1 Few guidelines are met; 0 No guidelines are met
Section Guidelines Title Is the title easy to find and does it clearly communicate what the experiment is about in as few words as possible? Purpose Did the author describe the goal of the study? Did they explain how the goal relates to the guiding question of the investigation? Hypotheses Are the hypotheses in the form of an if-then statement? Do the hypotheses include both a prediction and a reason for that prediction? Materials List Is the materials list complete? Procedure Is the procedure in the form of a numbered list? Is it clear and easy to follow? Did the author include what data they collected and how they collected it? Did they explain how they analyzed that data? Results Do the results contain the authors data in a well-organized data table? Are the units clear? Do the results include at least one graph? Does the graph have labeled axes and a title? Is the graph easy to read?
Conclusion Did the author include a claim that answers the guiding question? Do they explain if their hypothesis was correct or incorrect? Did they include evidence to support their claim by referencing their data? Is that evidence relevant? Does the claim match the data? Does the author connect the results of the investigation to concepts we have discussed in class using the correct vocabulary words (population, carrying capacity, and so on)? Neatness/Grammar Are all sections (except of the title and materials list) written in complete sentences? Are sentences grammatically correct and free of spelling errors? Are all sections labeled and easy to find? Are the graph(s) on graph paper and were they made with a straight edge?
Investigation Proposal: uploaded separately
Grading Rubric Summary Comments
Comments on specific sections. The parts emphasized for this report are in bold. Criteria for grading are the bulleted lists in each section. I: Abstract IIA: Big ideas IIB: Practices IIC: Performance expectations