1. These slides are student facing with the exception of this slide and the two teal slides that are included to give you a guide of where we have come from and where we are heading. Do not share these with students. The speaker notes for each slide include suggested prompts from the Learning Plan which are for your use and will assist you in leading the discussion.
If you need slides to share with students, you can go to File -> Download -> PDF Document and delete this slide and the two teal slides.

3. What did we do last class?
Learned that Rinderpest disease played a big role in the Buffalo population change.
Lesson 5

4. LESSON 6:
What happened to other herbivores on the Serengeti after the big change created by disease?
Lesson 6 Teacher Guide

5. Remembering Last Class
Complete the Warm Up Questions #1-2 on your Lesson 6 SAS:
What did we decide we wanted to investigate today?
What are the next steps we should take to answer our question today?
(5 min) Begin with a Consensus Building Discussion to help re-orient students in the storyline. Use the following prompts to help students articulate what we figured out last time and what we should do today.
Guide students to articulate what they think they should focus on in today’s lesson.
Have students record their idea in the Warm-Up section questions 1 and 2 of the Student Activity Sheet.
Suggested Prompts:
What did we do last time?
We agreed that we want to figure some things out in our last lesson. What were they?
Listen for student responses that refer to what we figured out last time such as:
We figured out that the buffalo population was increasing a lot.
We figured out it was increasing because there was a disease (rinderpest) that was cured.
Scientists made a vaccine that cured the cattle of rinderpest and then the buffalo stopped getting it too even though they were not vaccinated.
Today we said we wanted to know if there were other populations affected by this.
What about the other animals in the Serengeti? What was happening with them during and after rinderpest?
Could other animals, like herbivores, get or be affected by rinderpest?
During this time, present students with the Driving Question Board you created from their questions. Read the categories aloud and share out the questions that you collected around each of these topics.
Give students a moment to turn and talk about this question with people nearby. Have a few students share their ideas.
What should our next steps be to figure out if another population was affected by this change (disease)?
How should we go about measuring if other species were affected? How would we know?
What data should we look up?
We should look at population data from another species in the Serengeti during this time.
We could compare another animal that lives close to the buffalo to see if it was also affected by the disease.
The students decide that we need to know more about the other species in the Serengeti during this time and see if another population, like wildebeests, was affected. We decide to look at population data from this time for another population and compare it to the buffalo population.

6. Comparing Buffalo and Wildebeest
What are some similarities/differences?
What patterns do you notice?
(20 min) Present the students with the buffalo and wildebeest population data taken from the Serengeti over the same time frame.
“Fortunately, I was able to find a lot of data about the wildebeest population in the Serengeti during this time so that we can compare and figure out what might be going on with the wildebeest.”
Refer to the Part 1 Procedure section of the Student Activity Sheet. Provide students time to analyze the data (item #3), make observations (item #4) about the data patterns and to answer the initial ideas question (item #5).
Next, shift to a Sharing Initial Ideas Discussion.
Suggested Prompts:
What are some similarities in the two graphs?
What are some differences in the two graphs?
What patterns do you notice in the buffalo graph after rinderpest?
What patterns do you notice in the wildebeest graph after rinderpest?
Listen for student responses that mimic the next step in the story line, such as
There are a lot more wildebeests than buffalo.
After rinderpest the buffalo went up.
After rinderpest the wildebeest went up.
What are some ideas you have about why the population numbers are different between the buffalo and wildebeest?
Why are the trends in the buffalo populations different than the patterns in the wildebeest population?
What should we look up to figure out why the wildebeest population show such a sharp spike in population?
What factors affect whether a populations can grow?
Maybe how many babies each group is having.
How much food they can eat.
How much space they have to eat from like migration.
When do they die? Like does 1 species live longer than the other?
We should look up how many offspring each buffalo has compared to wildebeest.
We need to know more about where they live and if they have more food or space.
We still have a lot of questions like:
Which live longer, buffalo or wildebeest?
Which have more babies?
Which have more food to eat?

7. Part 1 - Procedure
Using the graphs provided, you will complete #3-5 on your SAS
Analyze the data (item #3)
Make observations (item #4) about the data patterns
Answer the initial ideas question (item #5)

8. Sharing Initial Ideas Discussion
What are some similarities in the two graphs?
What are some differences in the two graphs?
What patterns do you notice in the graphs after Rinderpest?
What factors affect a population’s growth rate?
What should we look up to figure out why the wildebeest population show such a sharp spike in population?

9. Part 2 Procedure Examine the data sources
Identify the factors that can affect buffalo and wildebeest
Record these in the table on your SAS

10. Bringing it all Together
Answer Conclusion Question #8
Why did the wildebeest population increase more than the buffalo population?
Predict what the populations of these two animals will look like in the future.
Growing, stabiling, or declining?
Answer Next Steps Question #9
What questions do you have about how all of the factors interact...
(5 min) Following our class discussion about what we figured out, students will individually answer Conclusion item #8 and Next Steps question 9 of the Student Activity Sheet to demonstrate their progress with the PE.
In addition, ask students to add to their Incremental Modeling Trackers.

11. Update your Tracker
Record your big ideas and model for Lesson 6 on your Tracker sheet

12. What’s Next
Students will revisit the computer simulation to test the new variables they have investigated
Lesson 7