Topic: Populations and Biodiversity Driving Questions: How and why do populations change over time? What happens if a population uses up its resources Crosscutting Concepts: Scale, Proportion and Quantity, Stability and Change Science and Engineering Practices: develop models, use mathematical representations to support claims, design, evaluate, and refine solutions Iowa Core Science Standards: , , Level 4 Level 3 Level 2 Level 1 Students will: Students will: and In Analyze simulations to identify the interdependence of factors (both living Identify and describe multiple factors that affect addition applications and nonliving) and the resulting effect on carrying capacity. () carrying capacities of ecosystems for given knowledge. populations. (factors could include: boundaries, performance to Provide evidence to support the claim that complex interactions in resources, climate, predation, disease, diversity, and score ecosystems maintain relatively stable conditions, but changing conditions competition) that may result in a new ecosystem. () (moderate hunting, seasonal flood, Explain how the populations and number of 3.0 forest fires, prairie burn) organisms in ecosystems vary as a function of the go performance, reflects beyond physical and biological factors of the ecosystem. Evaluate the negative impact of human activities on local and global Identify potential factors that determine biodiversity biodiversity and propose solutions. and population numbers of an ecosystem for a given insufficient what situation the was Compare and contrast primary and secondary student taught. progress succession. Identify causes of species endangerment. demonstrates towards Recognize or recall specific vocabulary such as: population, community, carrying capacity, exponential foundational growth, logistic growth, limiting factor, predation, in-depth competition biodiversity (including 3 levels: genetic, species, ecosystem), deforestation, extinction, conservation, habitat, niche, succession, resilience inferences skills and
Topic: Populations and Biodiversity Driving Questions: How and why do populations change over time? What happens if a population uses up its resources Crosscutting Concepts: Scale, Proportion and Quantity, Stability and Change Science and Engineering Practices: develop models, use mathematical representations to support claims, design, evaluate, and refine solutions Iowa Core Science Standards: , , Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Analyze simulations to identify the interdependence of factors (both living and nonliving) and the resulting effect on carrying capacity. () Provide evidence to support the claim that complex interactions in ecosystems maintain relatively stable conditions, but changing conditions may result in a new ecosystem. () (moderate hunting, seasonal flood, forest fires, prairie burn) Evaluate the negative impact of human activities on local and global biodiversity and propose solutions. Students will: Identify and describe multiple factors that affect carrying capacities of ecosystems for given populations. (factors could include: boundaries, resources, climate, predation, disease, diversity, and competition) Explain how the populations and number of organisms in ecosystems vary as a function of the physical and biological factors of the ecosystem. Identify potential factors that determine biodiversity and population numbers of an ecosystem for a given situation Compare and contrast primary and secondary succession. Identify causes of species endangerment. Recognize or recall specific vocabulary such as: population, community, carrying capacity, exponential growth, logistic growth, limiting factor, predation, competition biodiversity (including 3 levels: genetic, species, ecosystem), deforestation, extinction, conservation, habitat, niche, succession, resilience performance reflects insufficient progress towards foundational skills and knowledge.
environmental_science_curriculum_guide_18-19.docx