After thinking about what was causing changes to the badger and watching the timelapse of it, we agreed that we had more questions about the causes and effects. We added more questions to our DQB (gosh, we are constantly thinking of new questions like scientists do, huh?)!
We also added to our Investigation Ideas charts, as we felt that we'd need some new things to do because of the new questions we created. Here are our updated investigation ideas!
With all these new ideas, we agreed our focused needed to be two-fold:
1. Focus on the flies, since they arrived first to the dead badger's body.
2. Think about how we'd set up our plant investigations, since we're in a unique set-up (remote vs. hybrid) due to the pandemic. Students are thinking about what containers they'd use along with dead plants or dead plant parts they could use.
1. Focus on the flies, since they arrived first to the dead badger's body.
2. Think about how we'd set up our plant investigations, since we're in a unique set-up (remote vs. hybrid) due to the pandemic. Students are thinking about what containers they'd use along with dead plants or dead plant parts they could use.