Goldenrod+Gall+Lesson+Plan+I

1-25-2010 TA: A. Lackey
 * __Lab 8: Goldenrod Galls (Part I: Data collection)__**

Prior to start of class: - hand back assignments (say students can use to help them correctly complete today’s activity)


 * 1) Announcements (5 min)**
 * Due today
 * Plagiarism exercise on ANGEL
 * takes time to update grades. Let me know if 1 week from now you have incorrect grade
 * Group research questions – hold on to them until end of class. We’ll discuss and edit if needed
 * remember on syllabus – weeks 8 & 10 are swapped


 * Today We Will:
 * Learn about the natural history of goldenrods and the insects and birds that interact with it
 * Develop questions to test using goldenrod galls
 * Collect data on galls, begin data analysis

[] (This was very successful in the classroom. Students were engaged and could use visuals of each parasite/parasitoid/predator interaction throughout class as they were developing questions and collecting data.)
 * 2) Introduction of Natural History of goldenrod galls (15 min)**
 * Use PPT and snippets of video “The Goldenrod and the Gallfly”
 * Tell students: Goal of learning natural history & watching video is to develop questions they want to test. Remember, coming up with scientific questions requires background knowledge.
 * OR** instead of video, draw out natural history events on board storyboard-style


 * 3) Introduction activity (5 min)**
 * Each group will develop a question, hypothesis, prediction & method
 * All groups will collect data for all questions so we have larger sample size/ data set
 * Each group analyses data for their own question
 * Read & follow directions on pg 73


 * Show student resources available
 * keys to determine what’s there/who did damage
 * pictures & preserved examples of different larvae, etc


 * So, first, develop your question, hypoth, pred
 * Write hypothesis & pred on board in if, then format
 * Also write data you need collected by your classmates


 * 4) Students develop questions (10 min)**
 * check each group’s question
 * have them refer to last week’s assignment for writing of pred, hypoth. Ask if they don’t understand my comments
 * record the finalized info on pg 87 (includes sketching a graph of expected outcome)


 * 5) Discussion of methods (10 min)**
 * Ask students: why do we need to discuss how we’ll collect each piece of data?
 * have students agree on methods for each variable. Settle on centimeters as unit
 * demo how to use calipers. Have students in each group measure same thing and compare w/in table. if they have trouble, let me know.
 * collect nondestructive data first
 * demo how to cut open gall (push blade in 1/3 in, then twist to crack open)

As they start collecting data, I generate an Excel sheet to organize their data
 * 6) Data collection (30 min)**
 * As you collect data, put into excel
 * plan your data collection - decide how you’ll split up work in group

As students complete data collection & enter it in excel, I discussed group research projects with them.


 * 7) Group Research Projects (45-60 min)**
 * groups discuss research questions and review graded assignments to see if any editing needs to be done
 * it should be as detailed as it can be, clearly explained
 * I’ll tell the students that when they hand them in, I’ll look over their Qs and let them know if our materials can accommodate
 * consider having groups share with each other, or share as a class – everyone asks clarifying / troubleshooting questions
 * put up Qs students should ask themselves on PPT


 * 9) Announcements (5 min)**
 * Turn in pgs 87-88
 * Submit group research project topics
 * Clean up tables/floors with dustpans
 * For next week
 * read over Goldenrod Gall Lab (Part II)
 * read over inferential statistics 174-190, t-tests,etc. Try to figure out what stats work for your data.
 * could start finding articles on research project for article analysis, but not due til 2 weeks from now