The way animals behave can have a big impact on how big they grow and whether or not they survive. Sometimes there are advantages and disadvantages to acting risky (bold) AND advantages and disadvantages to acting timidly (shy). When there are costs and benefits for two different strategies, we call this a tradeoff. For example, when bluegill are young, they have to grow big enough so that they don’t fit into the mouth of their predators, the largemouth bass. The best habitat for young bluegill to get lots of food to grow is the open water areas of a pond or lake. But, the open water zone has very few plants for bluegill to hide in from predators, so it’s not safe when bluegill are small! Once a bluegill grows long enough to not fit in its predator’s mouth, it [...]
Data Nuggets are worksheets that give students practice interpreting quantitative information and making claims based on evidence. Each worksheet asks students to answer a scientific question using real data collected by scientists at Michigan State University. These materials are being developed by NSF-funded GK-12 fellows at Michigan State University’s Kellogg Biological Station in collaboration with K-12 teachers in southwest Michigan. You can read more about the development of Data Nuggets and how they will address the Next Generation Science Standards (NGSS) here.
To find worksheets that teach specific quantitative skills (e.g., bar graphs), see the Data Nugget Master List, which lists the quantitative themes in each worksheet, as well as content topics and state content level expectations (Michigan GLCEs and HSCEs) where applicable.
To allow for differentiated instruction, we currently have a draft ranking system:
Background Reading Level. First, data nuggets are ranked from 1-4 according to the reading, vocabulary, and content level of the background information provided to students. Worksheets of the highest level (4) are probably inappropriate for younger students, but “lower-level” worksheets are still appropriate to use with higher-level students if the quantitative skills they teach are relevant.
Graphing Skill Level. Secondly, worksheets are coded according to the graphing skills required. Type A worksheets provide the graph for the students, (allowing a focus on graph interpretation, making claims based on evidence, and explaining reasoning), and as levels increase students are asked to provide more components of the graph, with Type E only providing an unlabeled grid on which to draw a graph.
If you have any questions, comments, or suggestions regarding these Data Nuggets please e-mail Elizabeth Schultheis at email@example.com.