From all of our questions on the DQB, students agreed unanimously that we needed to figure out what the trout eats and what eats the trout.  If we could figure out predator-prey relationships with the trout, then we could research population sizes of these organisms and see if there were any correlations to both the rising and falling trout population. 

Each pair of students researched both predators and prey of the trout in the Great Lakes.  From there, students developed models to explain how these organisms could affect the trout.  And since we don't know who could be causing the fluctuations, students recommended an organism to find specific data on!

Mrs. Brinza then took student recommendations to search for data.  She found data on an organism that was connected to the trout, and we used the data to build this graph:

And because we've already figured out this:

It's safe to say that organism #2 must be prey to the trout!  So what? What does this really mean for the trout?!?!?!

With our data on the trout's population organized into a graph, we used the data to drive the creation of our Driving Question Board.  And BOY!  Did the sixth grade build a dynamite one!  When we were all finished, we felt really proud of our ability to ask questions...

​And we're also overwhelmed at all there is to figure out!

We took the data from our data table and transformed it into a graph. We had a great discussion about the trends we saw in the graph, and what could possibly be driving those changes.  We also got the big reveal...that the population we will be focusing on is trout!

We began asking questions like scientists do, as well as thinking about investigations we could do to answer our questions. Tomorrow we'll be setting up our Driving Question Board for the Unit!

So while we had some initial ideas about how wolves impact a river, this video, about a real-world situation in Yellowstone, sets the tone for our unit!

Mrs. Brinza was able to scrounge up some data on another organism...and we'll be using this data to drive our unit!  What questions will arise form this data?  How will we figure this out?

To kick off our next unit, Mrs. Brinza posted this fragment on the board:

HOW WOLVES CHANGE RIVERS

So with some quick writing and some discussion, here's what the two classes think about that fragment!

We've got lots of ideas about how wolves, a living organisms, can possibly change a river.  Stay tuned!