Content Standard(s):
Science 7 ) Use empirical evidence from patterns and data to demonstrate how changes to
physical or biological components of an ecosystem (e.g., deforestation,
succession, drought, fire, disease, human activities, invasive species) can lead
to shifts in populations.
NAEP Framework
NAEP Statement::
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Analyzing and Interpreting Data
Crosscutting Concepts: Stability and Change
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
Use information gained from data patterns and analysis to demonstrate that any change in an ecosystem can lead to shifts in populations. Teacher Vocabulary:
Empirical evidence
Patterns
Data
Ecosystem
Populations
Physical components (e.g., water, air, temperature, sunlight, soil, etc.)
Biological components (e.g., plants, animals, etc.)
Phenomena (e.g., deforestation, succession, drought, fire, disease, human activities, invasive species, etc.) Knowledge:
Students know:
Ecosystems are dynamic in nature and can change over time.
Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
Changes in the physical or biological components of an ecosystem (e.g., rainfall, species introduction) can lead to changes in populations of species. Skills:
Students are able to:
Demonstrate the scientific idea that changes to physical or biological components of an ecosystem can affect the populations living there.
Identify and describe the given evidence needed to demonstrate the scientific idea that changes to physical or biological components of an ecosystem can affect the populations living there.
Evaluate the given evidence, identifying the necessary and sufficient evidence for supporting the scientific idea.
Use reasoning to connect the evidence and support an explanation using patterns in the evidence to predict the causal relationship between physical and biological components of an ecosystem and changes in organism populations. Understanding:
Students understand that:
Changes in the amount and availability of given resource may result in changes in the population of an organism.
Changes in the amount or availability of a resource may result in changes in the growth of individual organisms.
Resource availability drives competition among organisms, both within a population as well as between populations.
Resource availability may have an effect on a population's rate of reproduction. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
Science 9 ) Engage in argument to defend the effectiveness of a design solution that
maintains biodiversity and ecosystem services (e.g., using scientific, economic,
and social considerations regarding purifying water, recycling nutrients,
preventing soil erosion).
Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence
Crosscutting Concepts: Stability and Change
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
Argue using evidence to support claims of the effectiveness of the design solution. Teacher Vocabulary:
Evidence
Engineering design process
Design solution
Biodiversity
Ecosystem
Ecosystem service
Scientific argument
Criteria
Constraint
Economic considerations
Social considerations
Recycling nutrients
Soil Erosion
Water Purification Knowledge:
Students know:
Evidence about performance of the given design solution.
Biodiversity describes the variety of species found in the earth's ecosystems.
The completeness of the biodiversity of an ecosystem is often used as a measure of health.
Changes in biodiversity can influence humans' resources and ecosystem services. Skills:
Students are able to:
Identify and describe a given design solution for maintaining biodiversity and ecosystem services.
Identify and describe the additional evidence (in the form of data, information, or other appropriate forms) that is relevant to the problem, design solution, and evaluation of the solution.
Collaboratively define and describe criteria and constraints for the evaluation of the design solution.
Use scientific evidence to evaluate and critique a design solution.
Present oral or written arguments to support or refute the given design solution. Understanding:
Students understand that:
There are processes for evaluating solutions with respect to how well they meet the criteria and constraints. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
Primary Learning Objective(s):
Learning Targets
I can:
1. calculate the approximate amount of garbage produced by the class. recycling , reusing , incinerating , use of landfill , and composting .
5. identify problems associated with landfills and investigate possible design solutions to these problems (Examples: smell , methane gas , contamination of groundwater , scavenging birds , loss of natural resources, and increased traffic from trash trucks) .
6. design and defend a proposed solution for dealing with trash and present the design to the class.
7. use evidence from patterns and data on the human activities of recycling , reusing , incinerating , use of landfill , and composting to demonstrate how changes to physical or biological components of an ecosystem can lead to shifts in populations.
