We've recognized the connections between the flies, the eggs, the larvae and the dead animal. But we're also digging deeper into understanding our driving question for the unit, "Why do dead things disappear?"
We decided (with Mrs. Brinza's push) to think about mathematically representing what was going on between all these organisms. We brainstormed some things we might see in a mathematical model and came up with this list:
We decided (with Mrs. Brinza's push) to think about mathematically representing what was going on between all these organisms. We brainstormed some things we might see in a mathematical model and came up with this list:
From there, we spent some time thinking individually, in partners, and then as a whole class as various student-groups presented! We even did it with some legos we had in the classroom!
We then came to consensus as we agreed that the raccoon was getting smaller as the larva that ate it got bigger!
It seems as if we've figured out a lot since we started thinking about what happened to the raccoon on the side of the road! We're steps closer to figuring out our driving question...and hopefully all of our upcoming investigations can help us answer all the other questions on our DQB!