Restoring Ecosystems
Students will read, analyze, and discuss videos or articles on the ecology of apex predators and other endangered wildlife from the literature, especially on population dynamics, food web relationships, habitat selection, and effects of human impact and prepare/present a presentation and poster that will showcase their knowledge.
Overview
Students investigate how the presence or absence of an animal affects an ecosystem, focusing on apex predators and food webs. They act out a food web with string and organism cards, remove one organism, and predict what would happen if wolves were removed before watching How Wolves Change Rivers and generating questions. In the Del Rey Marsh investigation, they build a marsh food web, collect and analyze data, and present a claim, evidence, and justification about which removed populations most affect it. Pairs then research a case-study organism such as beavers, sea otters, honeybees, or Everglades pythons and present it with a presentation and poster. Phases are timed in 50-minute class periods: engage 1, explore 1 and 2, elaborate 1-2, and evaluate 1-2.
Lesson Objectives
- Read, analyze, and discuss videos or articles on the ecology of apex predators and other endangered wildlife from the literature, especially on population dynamics, food web relationships, habitat selection, and effects of human impact and prepare/present a presentation and poster that will showcase their knowledge.
Standards
NGSS · 4
- MS-LS2-1Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem
- MS-LS2-2Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems
- MS-LS2-4Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations
- HS-LS2-7Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
CCSS Math · 3
- MP2Reason abstractly and quantitatively.
- HSN-Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
- HSN-Q.A.2Define appropriate quantities for the purpose of descriptive modeling.
CCSS ELA · 7
- SL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade topics, texts, and issues, building on others' ideas and expressing their own clearly.
- SL.7.3Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
- SL.7.4Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
- RST.9-10.8Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
- WHST.9-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- RST.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
- RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.