Lesson 4.2: Conclusion

Common Core Standard:

CCSS.MATH.CONTENT.6.SP.B.5.C
Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

Objective

Students will understand how temperature affects cold blooded organisms versus warm blooded ones. They will be able to graph their data and draw conclusions from their graphs, as well as the range, mode, and median of the data.

Materials

Per Student:

• Red pen
• Blue pen
• Wet Wipes
• Index Card or Scratch paper (optional)

Prep

• Pull up the slides.
• Create a "t-chart" on the board. Write "warm" on one side and "cold" on the other. This will be used for students to record whether their insects are larger in the warm or cold environment.

Procedure

Introduction:

10-15 Minutes: Collecting Data

1. Have students look at their insects and as a group decide what nymph stage their insects are in their warm and cool container.

2. Go around the room and ask each team what stage their insects are in for both the hot and cold environments. Record in the "t-chart" on the board.

• Under hot they will write what stage the insects are at and their group
• Under cold they will write what stage their insects are at and their group

Explanation:

5 Minutes: Graph the Data

1. As a class begin creating a bar graph for the data on the board. You will be recording what stage the insects are in for both the hot and cold temperatures.

• Have students follow along as you create and label the x and y axes.
• On the x-axis label how many groups you have.
• On the y-axis label 0-6 for the stages of the Milkweed Bugs.
• Use red and blue colored pencils or markers to create the bar graph. For each group draw in the hot and cold data as separate bars.

Above image: Class data and graph for "Instar by temperature for each group"

Activity:

5 Minutes: Experiment Conclusion

1. Ask students to look at the graph and talk to a partner about what they see. Have them write this data down in their journal (optional).

• What is the mode, median, and range of the data?
• What is the mode or most often occurring nymph stage in our class set of data?
• What is the median or middle number in the list if we were to write out all the stages present.
• What is the range of the data or the smallest nymph stage and the largest nymph stage from our set of class data?

Above images: Example of how students math calculations.

2. Bring up the question from the first day: Do Milkweed Bugs develop faster in warm or cool temperatures?

• Ask students to answer that question based upon the class data. Ask them to look at the bar graphs for reference.
• Have them talk to a partner about whether or not their prediction was correct.

3. Play the video on warm and cold blooded organisms. Linked below.

4. Show the slides on cold and warm blooded organisms.

• Warm blooded organisms internal temperature or their blood remain the same temperature regardless of the temperature outside. Humans for example, are warm blooded because our bodies are always around 98 degrees. It stays that temperature whether we are in the snow or at the beach. Therefore, temperature does not affect our growth.
• Cold-blooded organisms on the other hand are affected by the temperature of their surroundings. For example, a snake will have a warmer internal temperature if it is warm outside than if it is cold, which is why they sunbathe on rocks during sunny weather. Therefore, their growth is affected by temperature.

5. Based on this information, ask students whether Milkweed Bugs are warm or cold blooded.

• Milkweed Bugs are cold blooded because their growth is affected by the temperature of their surroundings.

Closing:

10-15 Minutes: Clean Up and Goodbyes

1. Have students remove the food and water cups from their insect containers. Set aside.
2. Have two students from each table go up and place their insects in the large container. One will dump the bugs, while the other uses the paintbrush to gently push any insects off the sides. Have only one table group go up at a time.
3. Have the rest of the table groups work together to dispose of the water and food in the garbage.
4. Have each table group work together to clean their plastic containers and dishes with wet wipes provided, throwing away their trash when they are done.
5. If students finish cleaning up early, have them write a goodbye letter to their Milkweed Bugs on a scrap piece of paper or index card.
6. Thank the students for their hard work and for a successful experiment!