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Unit 7: Biodiversity and Ecology

Standard LS2-1

Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

Standard LS2-2

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales

Standard LS2-6

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Standard LS2-7

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity

Standard LS4-6

Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Content/The Science

Compare the definitions of species, populations, community, and ecosystem (LS2-1)

Define biodiversity and explain why it is important to ecosystems & exponential and logistic growth. (LS2-1, LS2-2)

Differentiate between biotic and abiotic factors & density-independent and density-dependent factors (LS2-1, LS2-2)

Define carrying capacity and explain what factors limit the population from increasing past this point. (LS2-1)

List and describe several ways humans have impacted the environment. (LS2-7, LS4-6)

Predict and simulate the effects of various disturbances on an ecosystem (LS2-6)

Propose a solution to mitigate the negative human impacts on an ecosystem (LS4-6, LS2-7)

Performance

Emerging (5-6)

Progressing (7)

Meets (8)

Exemplary (9-10)

Indicators

3b. The student can ANALYZE cause and effect relationships to EXPLAIN outcomes in complex, natural, and designed systems.

The student can IDENTIFY cause and effect relationships to explain outcomes in complex, natural, and designed systems.

The student can GENERALIZE cause and effect relationships to explain outcomes in complex, natural, and designed systems.

The student can ANALYZE cause and effect relationships to EXPLAIN outcomes in complex, natural, and designed systems.

The student can ANALYZE cause and effect relationships to EXPLAIN outcomes in complex, natural, and designed systems WITH EXCEPTIONAL DETAIL.

3c. The student can DESIGN or CHANGE a system to cause varying effects.

The student can LIST possible changes to a system.

The student can ANTICIPATE the effects of a changed system.

The student can DESIGN or CHANGE a system to cause varying effects.

The student can CRITIQUE a design or change to a system and EXPLAIN its varying effects.

8c. The student can RECOGNIZE that systems can be designed for greater or lesser stability.

The student can CATEGORIZE a system by its stability and IDENTIFY what its stability entails.

The student can COMPARE two systems to each other by their stabilities.

The student can RECOGNIZE that systems can be designed for greater or lesser stability.

The student can DESIGN or ANALYZE systems for greater or lesser stability.

2b. The student can ANALYZE and INTERPRET patterns of performance of designed systems to REENGINEER and IMPROVE the system.

The student can STATE the patterns of performance of designed systems.

The student can INTERPRET the patterns of performance of designed systems. The student can PREDICT problems in the system that may need improvement.

The student can ANALYZE and INTERPRET patterns of performance of designed systems to REENGINEER and IMPROVE the system.

The student can ANALYZE and INTERPRET the patterns of performance and apply it to a reengineered system. The student can critique a reengineered system and provide argument or justification for the application of the new system.

Scientific Practice/The Skill

Constructing an Explanation

Analyze and Interpreting Data

Scoring

Emerging

Progressing

 

Meets

 

Exemplary

Elements

   
 

1

2

 

3

 

4

Controlling

Presents a general or unclear controlling idea.

Presents a clear controlling idea with an uneven focus.

Presents and maintains a clear, specific controlling idea that takes into account the complexity of the topic.

Presents and maintains a precise, substantive controlling idea that takes into account the complexity of the topic and, where appropriate, acknowledges gaps in evidence or information.

Idea

   

Includes details, examples, and/or quotations from sources that are relevant to the controlling idea.

~

Includes details,

~

Includes wellchosen

Selection &

Includes minimal details from sources.

examples, and/or quotations from sources that support the controlling and supporting ideas.

details, examples, and/or quotations from sources that fully support the controlling and supporting ideas.

Citation of

Evidence

Sources are used without citation.

 

Inconsistently cites sources.

~

Consistently cites sources

Consistently cites sources using appropriate format.

~

with minor formatting errors.

Development

Explanation of source material is irrelevant, incomplete, or inaccurate.

Explains source material to support the controlling idea, with some incomplete reasoning or explanations.

Accurately explains source material and how it supports the controlling idea.

Thoroughly and accurately explains source material to support and develop the controlling idea.

/Explanation of

Sources

   

Analyze &

Attempts to analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to identify patterns, to make scientific claims, or to determine an optimal design solution. Analysis or explanation includes major errors or omissions.

Analyzes and explains data using tools, technologies, and/or models (e.g., computational, mathematical) in order to identify patterns, to make reasonable scientific claims, or to determine an optimal design solution. Analysis or explanation includes minor errors or omissions.

Analyzes and explains data using tools, technologies, and/or models (e.g., computational, mathematical) in order to identify patterns, to make reasonable and supported scientific claims, or to determine an optimal design solution.

Analyzes and evaluates data using tools, technologies, and/or models (e.g., computational, mathematical) in order to identify patterns, to make reasonable and well-supported scientific claims, or to determine an optimal design solution.

Interpret Data

The Final Product:

After researching the effects of an invasive speciesor the loss of akeystone species, write a magazine article in which you analyze and present data on its effects on biodiversity. Propose a solutionto mitigate the impact of removing or introducing a species into an ecosystem, providing evidence to clarify your analysis.