1. Food Webs and Ecosystems Part 2
Which member of an ecosystem would affect the food web the the most if removed?
Show this slide when introducing the task, the guiding questions, and the hints for the lab (stage 1)

2. EXTENSION
You may use the following slides to guide your thinking when creating your Formal Report. Students should complete the Data Talks 2: The Investigation Sheet

3. You are now going to write your investigation report
FORMAL REPORT
You are now going to write your investigation report
Use this slide to give students guidance as they write their draft of their investigation report (stage 6)

4. Typed Formal Report (Times New Roman, 12-Font)
Name
Date
Period
Title
Introduction: What were you trying to do and why? Provide a context for the investigation. Explain the task. Make the guiding question clear
The Method: What did you do and why did you do it that way? Be sure to explain…
How you collected your data and why you decided to do it that way
What type of data you collected and why you collected that data
How you analyzed your data and why you decided to analyze it that way
The Argument: Be sure to…
Provide your claim
Support your claim with evidence. Use a figure and/or graph to present your evidence and reference it
Provide an interpretation/justification/reasoning for your evidence
The Conclusion: Summarize your findings by restating your claim and giving a final explanation to convince and persuade your audience that you are correct

5. You can find this information in the introduction of your lab handout
FORMAL REPORT
Section I: The Introduction
What were you trying to do and why?
Be sure to…
Provide a context for the investigation
Explain the task
Make the guiding question clear
You can find this information in the introduction of your lab handout
Use this slide to give students guidance as they write their draft of their investigation report (stage 6). Be sure to give students a chance to write this section of their report before moving on to the next slide.

6. FORMAL REPORT Section II: The Method
What did you do and why did you do it that way?
Be sure to explain…
How you collected your data and why you decided to do it that way
What type of data you collected and why you collected that data
How you analyzed your data and why you decided to analyze it that way
Use this slide to give students guidance as they write their draft of their investigation report (stage 6). Be sure to give students a chance to write this section of their report before moving on to the next slide

7. information on your whiteboard
FORMAL REPORT
Section III: The Argument
What is your argument?
Be sure to…
Provide your claim
Support your claim with evidence
Use a figure to present your evidence and reference it
Provide a justification for your evidence
You can find all this
information on your whiteboard
Use this slide to give students guidance as they write their draft of their investigation report (stage 6).

8. You will need to be creative and persuasive by providing details
FORMAL REPORT
Section IV: The Conclusion
How will you convince the audience to believe your claim ?
Be sure to…
Restate your claim
Summarize your findings/evidence
Give a final explanation to convince your audience that you are correct
You will need to be creative and persuasive by providing details
Use this slide to give students guidance as they write their draft of their investigation report (stage 6).

9. Food Webs and Ecosystems Part 3
Which member of an ecosystem would affect the food web the the most if removed?
Show this slide when introducing the task, the guiding questions, and the hints for the lab (stage 1)

10. DATA TALK SHEET #2: PLANNING & EXECUTION
Students should use the following slides to complete the Data Talks 2: The Investigation Sheet
Now let’s talk a little about the way you planned and carried out your investigation
Use this slide to discuss ways to plan and carry out better investigations during the explicit reflective discussion (stage 5)

11. DATA TALK SHEET #2: PLANNING & EXECUTION
Question 1
What were some strengths of the way you planned or carried out your investigation?
Question 2
(What made it scientific?)
Use this slide to discuss ways to plan and carry out better investigations during the explicit reflective discussion (stage 5)

12. DATA TALK SHEET #2: PLANNING & EXECUTION
Question 3
What were some weaknesses of the way you planned and carried out your investigation?
Question 4
(What made it less scientific?)
Use this slide to discuss ways to plan and carry out better investigations during the explicit reflective discussion (stage 5)

13. DATA TALK SHEET #2: PLANNING & EXECUTION
Question 5
What rules should we make in order to ensure that our next investigation is scientific?
Use this slide to discuss ways to plan and carry out better investigations during the explicit reflective discussion (stage 5)

14. DATA TALK SHEET #2: SCIENTIFIC INQUIRY
Students should use the following slides to complete the Data Talks 2: The Investigation Sheet
Now let’s talk a little about the nature of science and scientific inquiry
Use this slide to discuss concepts related to the nature of science and scientific inquiry during the explicit reflective discussion (stage 5)

15. DATA TALK SHEET #2: SCIENTIFIC INQUIRY
Question 1
Some people think that scientists need to be creative and have a good imagination. Others say that there is no room for creativity or imagination in science.
What do you think?
Use this slide to discuss concepts related to the nature of science and scientific inquiry during the explicit reflective discussion (stage 5)

16. What do you think E.O. Wilson meant by this?
DATA TALK SHEET #2: SCIENTIFIC INQUIRY E.O. Wilson, an influential biologist, had this to say about it…
Quote 1: The ideal scientist thinks like a poet and only later works like a book keeper. Keep in mind that innovators in science are basically dreamers and storytellers. In the early stages of science everything in the mind is a story. There is an imagined ending, and usually an imagined beginning, and a selection of bits and pieces that might fit between any part can be changed, causing a ripple among the other parts, some of which are discarded and new ones added.
Question 2
What do you think E.O. Wilson meant by this?
Use this slide to discuss concepts related to the nature of science and scientific inquiry during the explicit reflective discussion (stage 5)

17. DATA TALK SHEET #2: SCIENTIFIC INQUIRY
Quote 2: Some people, like E.O. Wilson, suggest that scientists use “imagination and creativity” when creating and testing new ideas about how the world works.
Others say that scientists use “inventiveness and ingenuity” when they create and test new ideas about how the world works.
Question 3
What do you think people mean by this?
The Next Generation Science Standards use the terms “imagination and creativity” to describe what we (the ADI team) would call “inventiveness and ingenuity.” We feel “creativity and imagination” imply scientists make up ideas out of thin air, so to speak. Thus, we use inventiveness to imply that sometimes, scientists need to invent new equipment or methods as part of an investigation, and in doing so, create new knowledge. We use ingenuity to suggest that scientists look to and draw inspiration from various sources when (1) identifying problems; (2) planning and carrying out investigations; and (3) reporting their results in the development of scientific knowledge, including laws and theories.

18. DATA TALK SHEET #2: SCIENTIFIC INQUIRY
Question 4
What are some examples from this investigation where you used creativity and imagination or inventiveness and ingenuity?
Discuss with your group and be ready to share.
Use this slide to discuss concepts related to the nature of science and scientific inquiry during the explicit reflective discussion (stage 5)

19. DATA TALK SHEET #2: SCIENTIFIC INQUIRY
Question 5
Social and cultural issues often influence the work of scientists.
What are some examples of social or
cultural issues that have influenced
the work of scientists?
Discuss with your group and be ready to share.
Use this slide to discuss concepts related to the nature of science and scientific inquiry during the explicit reflective discussion (stage 5)

20. DATA TALK SHEET #2: CROSSCUTTING CONCEPTS
Students should use the following slides to complete the Data Talks 2: The Investigation Sheet
Now let’s talk a little about some important crosscutting concepts of science
Use this slide to discuss the crosscutting concepts related to this to lab during the explicit reflective discussion (stage 5)

21. DATA TALK SHEET #2: CROSSCUTTING CONCEPTS
Question 1
In science, it is important to track how matter and energy move into, out of, and within a system in order to understand how nature works.
What are some examples of ways you attempted to track the movement of matter or energy during this investigation?
Discuss with your group
and be ready to share
Use this slide to discuss the crosscutting concepts related to this to lab during the explicit reflective discussion (stage 5)

22. An example of tracking matter in an ecosystem
Source:
Use this slide to discuss the crosscutting concepts related to this to lab during the explicit reflective discussion (stage 5)
Why are diagrams like this one useful?

23. Why are diagrams like this one useful?
An example of tracking energy in an ecosystem
Source:
Use this slide to discuss the crosscutting concepts related to this to lab during the explicit reflective discussion (stage 5)
Why are diagrams like this one useful?

24. DATA TALK SHEET #2: CROSSCUTTING CONCEPTS
Question 2
Scientists use models to help them understand or explain how nature works.
What are some example of models
that we used during this investigation?
Discuss with your group
and be ready to share.
Use this slide to discuss the crosscutting concepts related to this to lab during the explicit reflective discussion (stage 5)

25. What are some limitations of these models?
Some examples of the models that we used during this investigation
Use this slide to discuss the crosscutting concepts related to this to lab during the explicit reflective discussion (stage 5)
What are some limitations of these models?

26. DATA TALK SHEET #2: CROSSCUTTING CONCEPTS
Question 3
Why is it useful to use or develop
models during an investigation?
Discuss with your group and be ready to share.
Use this slide to discuss the crosscutting concepts related to this to lab during the explicit reflective discussion (stage 5)

27. If you think the author… Example of WEAK feedback STRONG feedback
... forgot to include something important.
Write more.
We think you forgot to include some important information, we suggest adding:
... included an important piece of information, but did not provide enough details about it.
Add more detail.
We think you need to be more specific about [X]. We suggest making the following changes:
... wrote something that was difficult to follow or confusing.
Unclear.
We did not understand what you meant by [X]. You can make your writing more clear by [Y].
... wrote something that was inaccurate.
That is not right.
We disagree with [X]. We think you should change it to [Y].
... needs to make a change to a table, graph or figure.
Fix this.
We think you need to reorganize your [X]. Here is how we would change it:
Show this slide when the students are peer reviewing the reports (Stage 7)