0,123,('#4()'0 UNIT 1 ' ) $.+# - · Your arena presentation should include: A geographic map or diorama of your arena that is easy to understand and shows the following features

UNIT 1

Stanford NGSS Integrated CurriculumAn Exploration of a Multidimensional World

Stanford Center for Assessment, Learning & Equity

StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere

CulminatingProject

StudentVersion StanfordNGSSIntegratedCurriculum2018 1

UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ChallengeSomeofyouhaveseenthemovieorreadthebook,TheHungerGames.Thisbookisaboutacountrywherechildrenfrom12districtsareselectedtoparticipateinamandatoryteleviseddeathmatchcalledTheHungerGames.Inthismovie,gamemakersinthepowerfuldistrictcreateanarenathatislikethebiosphereyousawintheLift-Off.Thearenamimics,orlookslike,anaturalecosystemandfunctionsjustlikeone.Belowaretwodifferentpicturesofanarena:arealisticdigitalpictureontheleftandanannotatedmap(withcaptions)ontheright.

http://thehungergames.skyrock.com/8.html http://dnbcouture.deviantart.com/art/AnewfilmbasedoffTheHungerGamesiscomingoutnextyear.YourtaskistousewhatyoulearnabouthowEarth’secosystemsareformedinordertodesignanewarenaforthefilm.Thus,yourarenashouldlooklikeanecosystemyoumightseeonEarth.Asagroupofarenadesigners,youwilldecidehowitsgeologicalstructuresweremade,whatnaturalresourcesithas,andhowitsorganismswillinteract.Attheendoftheunit,yourgroupwillpresentyourarenadesigntothedirectorforhis/hernextfilm.Youhavetheoptionofpresentingyourarenaasadioramaorposter-sizedmap.Asindividuals,youwillthencreateaself-guidedtourofyourgroup’sarena,intheformofabrochureorflyer,sothatthedirectorhasadditionalmaterialstoconsiderashemakeshisdecision.


CulminatingProject


GroupProjectCriteriaforSuccess Yourarenapresentationshouldinclude:

❑ Ageographicmapordioramaofyourarenathatiseasytounderstandandshowsthefollowingfeatureswithillustrations:

o Thecontinentwherethearenaislocatedandsurroundingcontinentso Relevantgeographicfeatures,suchasmountainranges,typesofrockpresent,glaciers,etc.o Whichnaturalresourcesthearenahasmostandleastofo Thenon-livingthingsthatareneededtosupportlifeinthearenao Acontestantchallenge:tolocateaspecificplant/animalbyusinginformationaboutanother

plant/animal

❑ Anoralpresentationthat:o Explainsthefeaturesofyourarena(listedabove)o Isorganizedlogicallyo Isinterestingtotheaudience


CulminatingProject


IndividualProjectCriteriaforSuccessTheself-guidedtourofyourarena(asabrochureorflyer)shoulddescribeallpartsofyourarena,including:

❑ GeographicFeatureso Identifythegeographicfeaturesinyourarenabasedonitslocation.o Explainhowplatemotionsledtothegeographicfeaturesinyourarena.

▪ DescribethepatternsindatafromTask1thatprovideevidenceforpastplatemotions.

❑ NaturalResourceso Identifythenaturalresourcesavailableinyourarena.o Explainhowgeoscienceprocessesandcurrenthumanactivitiesaffectwhichresourcesare

availableinyourarena.o UseevidencefromTask2tosupportyourexplanation.

❑ Non-LivingThings

o Drawamodel(includingarrowsandlabels)thatshowshowmatterandenergyarecycledwithinyourarenaecosystem.

o Explainhowyoucantracktheflowofenergythroughyourarena’secosystem.

❑ LivingOrganismso Describehowthecontestantchallengeworks:Explainhoweachplantoranimalleadsthe

contestanttothenextplantoranimal.o Inyourcontestantchallenge,youshouldutilizeandidentifyatleasttwodifferenttypesof

organisminteractions,basedonpatternsyouobservedinTask4.

❑ HumanImpacto Describethepotentialeffectsontheentireecosystemifbudgetconstraintsresultintheremoval

ofonemajorresourcefromyourarena.o Giveexamplesofpopulationsoforganismsthatmaybeaffectedinordertoexplainwhy

removingaresourcecanresultinachainofeffects.o DescribedatafromTask5thatallowsyoutopredictthisoutcome.


CulminatingProject


Self-GuidedTourPeerReviewFeedback

Completeafteryouhaveafullfirstdraftofyourbrochureorflyerfortheself-guidedtour.

Self-GuidedTourOwner’sName

Self-GuidedTourReviewer’sName

ReviewthefollowingsectionsoftheSelf-GuidedTour:

q GeographicFeatureso Identifythegeographicfeaturesinyourarenabasedonitslocation.o Explainhowplatemotionsledtothegeographicfeaturesinyourarena.

§ DescribethepatternsindatafromTask1thatprovideevidenceforpastplatemotions.

Ø PositiveComment:

Ø ConstructiveComment:

❑ NaturalResourceso Identifythenaturalresourcesavailableinyourarena.o Explainhowgeoscienceprocessesandcurrenthumanactivitiesaffectwhichresourcesare

availableinyourarena.▪ UseevidencefromTask2tosupportyourexplanation.

Ø PositiveComment:



CulminatingProject


❑ Non-LivingThingso Drawamodel(includingarrowsandlabels)thatshowshowmatterandenergyarecycledwithin

yourarenaecosystem.o Explainhowyoucantracktheflowofenergythroughyourarena’secosystem.

Ø PositiveComment:


❑ LivingOrganismso Describehowthecontestantchallengeworks:Explainhoweachplantoranimalleadsthe

contestanttothenextplantoranimal.o Inyourcontestantchallenge,youshouldutilizeandidentifyatleasttwodifferenttypes

oforganisminteractions,basedonpatternsyouobservedinTask4.

Ø PositiveComment:


❑ HumanImpacto Describethepotentialeffectsontheentireecosystemifbudgetconstraintsresultintheremoval

ofonemajorresourcefromyourarena.o Giveexamplesofpopulationsoforganismsthatmaybeaffectedinordertoexplainwhy

removingaresourcecanresultinachainofeffects.o DescribedatafromTask5thatallowsyoutopredictthisoutcome.

Ø PositiveComment:



3-DimensionalIndividualProjectRubric


Overview:Thefollowingrubricscanbeusedtoassesstheindividualproject:aself-guidedtourofyourgroup’sarena.EachrubricisalignedtoonesectionoftheIndividualProjectCriteriaforSuccess,locatedonyourCulminatingProjectStudentInstructions.Usetheserubricstoseeifyouaredoingyourbestworkonyourindividualproject.Rubric1:Studentdescribespatternsindataasevidencetoexplainhowplatemotionshaveledtothegeographicfeaturesinthearena.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentinaccuratelyexplainshowplatemotionshaveledtothegeographicfeaturesinthearena.

Studentdescribesnopatternsindataasevidencetogenerallyexplainhowplatemotionshaveledtothegeographicfeaturesinthearena.

Studentdescribespartialpatternsindataasevidencetoaccuratelyexplainhowplatemotionshaveledtothegeographicfeaturesinthearena.

Studentdescribesmultiplepatternsindataasevidencetoaccuratelyexplainhowplatemotionshaveledtothegeographicfeaturesinthearena.

Rubric2:Studentusesevidenceandcause-and-effectrelationshipstoexplainwhyonlycertainresourcesareavailableinthearena.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentinaccuratelyexplainswhyonlycertainresourcesareavailableinthearena.

Studentusesnoevidence,butdoesusecause-and-effectrelationshipstogenerallyexplainwhyonlycertainresourcesareavailableinthearena.

Studentusesaccurateevidenceandcause-and-effectrelationshipstopartiallyexplainwhyonlycertainresourcesareavailableinthearena.

Studentusesaccurateevidenceandcause-and-effectrelationshipstocompletelyexplainwhyonlycertainresourcesareavailableinthearena.

Rubric3:Studentdevelopsamodeltodescribethecyclingofmatterandflowofenergyamonglivingandnonlivingpartsofanecosystem.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdevelopsanincompletemodeltoinaccuratelydescribethecyclingofmatterandflowofenergyamonglivingandnonlivingpartsofanecosystem.

Studentdevelopsapartialmodeltopartiallydescribethecyclingofmatterandflowofenergyamonglivingandnonlivingpartsofanecosystem.

Studentdevelopsamostlycompletemodeltopartiallydescribethecyclingofmatterandflowofenergyamonglivingandnonlivingpartsofanecosystem.

Studentdevelopsacompletemodeltoaccuratelydescribethecyclingofmatterandflowofenergyamonglivingandnonlivingpartsofanecosystem.

Rubric4:Studentexplainshowtheycantracktheflowofenergythroughthearenaecosystem.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentinaccuratelyexplainshowtheycantracktheflowofenergythroughthearenaecosystem.

Studentgenerallyexplainshowtheycantracktheflowofenergythroughthearenaecosystem.

Studentpartiallyexplainshowtheycantracktheflowofenergythroughthearenaecosystem.

Studentcompletelyexplainshowtheycantracktheflowofenergythroughthearenaecosystem.


3-DimensionalIndividualProjectRubric


Rubric5:Studentusespatternsofinteractionsamongorganismstoexplainacontestantchallengewithinthearenaecosystem.Emerging(1) Developing(2) Proficient(3) Advanced(4)

Studentusesnopatternsofinteractionamongorganismstoinaccuratelyexplainacontestantchallengewithinthearenaecosystem.

Studentusesonepatternofinteractionamongorganismstopartiallyorcompletelyexplainacontestantchallengewithinthearenaecosystem.

Studentusesmultiplepatternsofinteractionsamongorganismstopartiallyexplainacontestantchallengewithinthearenaecosystem.

Studentusesmultiplepatternsofinteractionsamongorganismstocompletelyexplainacontestantchallengewithinthearenaecosystem.

Rubric6:Studentpredictshowremovingaresourcemightaffectpopulationsoforganismsandexplainswhybymakingconnectionsbetweensub-systemsinthelargerarenaecosystem.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentpredictshowremovingaresourcemightaffectirrelevantpopulationsoforganisms.

Studentpredictshowremovingaresourcemightaffectonerelevantpopulationoforganismsandexplainswhywithoutmakingconnectionsbetweensub-systemsinthelargerarenaecosystem.

Studentpredictshowremovingaresourcemightaffectmultiplerelevantpopulationsoforganismsandexplainswhywithoutmakingconnectionsbetweensub-systemsinthelargerarenaecosystem.

Studentpredictshowremovingaresourcemightaffectmultiplerelevantpopulationsoforganismsandexplainswhybymakingconnectionsbetweensub-systemsinthelargerarenaecosystem.

Rubric7:Studentcitesdatathatprovidesevidenceofacause-and-effectrelationshipbetweenresourceavailabilityandpopulationsoforganisms.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdescribesaninaccuratecause-and-effectrelationshipbetweenresourceavailabilityandpopulationsoforganisms.

Studentcitesnodatatoprovideevidenceofanaccuratecause-and-effectrelationshipbetweenresourceavailabilityandpopulationsoforganisms.

Studentcitesarelevantdatapointthatprovidesevidenceofanaccuratecause-and-effectrelationshipbetweenresourceavailabilityandpopulationsoforganisms.

Studentcitesmultiplerelevantdatapointsthatprovideevidenceofanaccuratecause-and-effectrelationshipbetweenresourceavailabilityandpopulationsoforganisms.


ProjectOrganizer


UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?YouwillbecreatinganarenathatmimicsanenvironmentyoumayseeonEarth.Aftereachtask,youwillreturntothetablebelowtoorganizewhatyoulearnasyougothroughtheunit.Bytheendofthefivetasks,youwillhaveallthisinformationtouseforyourculminatingproject.Foreachactivity,besuretoincludeanswerstoALLthequestionsprovided.Lift-OffTask:AWell-FunctioningBiosphere

Yourarenawillbeverysimilartoabiosphereinthatyouaredesigningyourownecosystem.Usingyourpriorknowledgeofecosystems,

q Whatpartsofanecosystemshouldyoubethinkingaboutincludinginyourarena?Makealistordrawadiagramofanecosystemwithpartslabeled.

Task1:PangaeaPuzzle

Overthecourseofthistask,yougatheredevidenceofhowpastplatemotionshaveledtosomegeologicfeaturesyouseeonEarth.Asagroup,decideonalocationforyourarenathatwouldhavethegeologicfeaturesyouwant.Thenindividually,

r DrawamapshowingyourarenalocationonEarthaswellasanyrelevantsurroundingcontinents,makingcaptionsthatanswerthequestionsbelow:

o Onwhatcontinentwouldyourarenabelocated?Whyareyoulocatingitthere?o Whatfeatureswouldyoufind(mountainranges,typesofrock,glaciers,etc)?o Howcanyouuseplatemotionstoexplainthesefeatures?


ProjectOrganizer


Task2:UsingAvailableResources

Everyarenaneedscertainresourcestofunction.NowthatyouhavediscoveredhowresourceshavebeendistributedonourownEarth,decidewhichresourcesyourarenawillhave.

r Whatnaturalresourceswillyourarenahavethemostandleastof?r Whatgeoscienceprocesseswillhavecausedtheseresourcestobeavailableinyour

arena?r Whatevidenceisthereforwhytheseresourcesareunevenlydistributed?

Task3:Produce,Reuse,Recycle

Yourarenaalreadyhasitsmaingeologicalfeatures,butaswelearnedtoday,therearealsoothernon-livingfactorsandlivingfactorsthatmakeupanenvironment.Designthelandscapeofyourarena,focusingonthenon-livingthingsthatwillbeneededtosupportlife.

r Drawavisualdiagramshowinghowthisnon-livingmatterwillcyclethroughyourenvironment(Youdonotneedtopickspecificplantsandanimalsforyourarenayet;youcanjustdrawexampleplantsandanimalsforthisdiagram).o Besuretolabeltheexamplesoflivingandnon-livingmatterandusearrowsto

showwheretheygo.


ProjectOrganizer


Task4:InteractionsBetweenOrganisms

Inyourarena,youwillbecreatingachallengeforyourcontestants,sothewinnermaywinadditionalsupplies.Thechallengewillbetolocateaspecificplant/animalbyusinginformationaboutanotherplant/animal.Thecontestantswillusetheirknowledgeofecosysteminteractionstoconnecttheknownplant/animaltotheunknownplant/animal.

r Identifywhatplantsandanimalsyouwillincludeinyourarena.r Designthischallengebymakingaflowcharttracingoneorganismtoanotherusingat

leasttwodifferentorganisminteractionswehavestudied.r Explainhoweachplant/animalleadsthecontestanttothenextplant/animalby

describingtheorganisminteractions.

Task5:AChainofResources

ReflectbackonthelasttworesponsesinyourProjectOrganizer.Thinkaboutwhatkeyresourcesareneededinordertoaccommodatetheorganismsyouhavechosen.Basedonthesekeyresources,preparefortheworst:

r Ifbudgetconstraintsresultedinremovalofonemainresource,predictwhatwillhappentothepopulationsofdifferentorganismsinyourarena.

r Figureoutasmanyeffectsasyoucanandexplaintheminaflowchartorparagraphformat.Usedatafromthetasktojustifyyourpredictions.

StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphereLift-OffTask:AWell-FunctioningBiosphere


UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?

Inthe1990’sagroupofscientistsdesignedandbuiltanartificiallivingenvironmentcalledBiosphere2inArizona.

Thepurposeoftheprojectwastoconstructanenvironmentthatwouldallow8peopletoliveandsurvivefortwo

yearswithouteverleavingthebuilding.Scientistsplannedtousewhattheylearnedfromthis“experiment”to

designandbuildartificiallivingenvironmentsonMars.ForBiosphere2,scientistsconstructedaseriesofdome-

shapedareasrepresentingdifferentecosystemswiththegoalofprovidingpeoplewiththebasicingredientsin

ordertolivefortwoyears.

Asaclass,

➢ WatchavideoclipwhereJanePoynterdescribeslifeinBiosphere2. ➢ Exploreyourschoolyardasoneexampleofanecosystem.Lookup,lookdown,andlookaroundyou.

Whatdoyousee?Whatthingsdoyounotseeintheschoolyardbutyoumightseeinanotherecosystem? PartA:Ifyouwantedtoknowmoreabouthowbiospheresfunction,whatquestionswouldyouask?Individually

recordanyquestionsyouwouldneedtoasktogetabetterunderstandingofbiospheres.



PartB:Asagroup,

➢ Discusswhatquestionseachmemberwroteonhisorherlist. ➢ Onalargepieceofposterpaper:

o Writethephrase“AWell-FunctioningBiosphere”inthemiddleofyourposteranddrawacircle

aroundit. o Aroundthecircle,recordthequestionsthatweresimilaracrossyourgroupmembers. o Drawlinestolinktogetherquestionsthatrelatetoeachother. o Draftpossibleanswerstothequestions,usingyourpriorknowledge.Connectthesetothe

questionsonyourposter. ➢ Postyourgroupposteronthewall. ➢ Walkaroundandlookateachgroups’ideas.

PartC:Asawholeclass,

➢ Constructaclassconceptmapwiththephenomenoninthemiddle:“AWell-FunctioningBiosphere”. o Decidewhichkeyquestionsyouwanttohaveontheconceptmap. o Drawlineswitharrowsbetweentwokeyquestionstoshowthatthereisarelationship. o Makeasmanyconnectionsasyoucanbetweenthequestionsontheconceptmap.

➢ It’simportantforeveryonetosharetheirideasandit’sokayifyoudon’tagree. ➢ Youwillreviseandaddnewquestionsandinformationtothisconceptmapasyoulearnmoreabout

biospheresandecosystems. UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ConnectingtotheCulminatingProjectYouhavebeenaskedtocreateaHungerGamesarenathatmimicsanenvironmentyoumayseeonEarth.

ThisshouldbecompletedindividuallyinyourProjectOrganizer.

Yourarenawillbeverysimilartoabiosphereinthatyouaredesigningyourownecosystem.Usingyourprior

knowledgeofecosystems,

q Whatpartsofanecosystemshouldyoubethinkingaboutincludinginyourarena?Makealistordrawa

diagramofanecosystemwithpartslabeled.



UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ReflectionIndividuallyreflectontheLift-OffTask,usingthequestionsprovided:

1. Atthebeginningofthistask,youmadealistofallthequestionsyouhaveaboutbiospheres.Lookbackat

yourlist:thinkaboutthequestionsyourpeersaskedthatyoudidnotinitiallywritedown.Howaretheir

questionsdifferentfromtheonesyouoriginallyasked?

2. Inthisunit,wewillbefocusingonfourcrosscuttingconcepts:

● Patterns:Patternscanbeusedtoidentifycauseandeffectrelationshipsandprovideinformation

aboutnaturalsystems. ● CauseandEffect:Causeandeffectrelationshipsmaybeusedtopredictphenomena. ● SystemsandSystemModels:Modelscanbeusedtorepresentsystemsandtheirinteractions

withinandbetweensystems.

● EnergyandMatter:Theflowofmatterandenergycanbetrackedthroughanaturalsystem.

Lookingatyourclassconceptmap,giveoneexampleofhowacrosscuttingconceptcameupintoday’s

task.

3. Nowthatyouunderstandwhatprojectyou’llbeworkingonoverthecourseofthisunit,whatelsedoyou

needtoknow?Whatadditionalquestionsdoyouhave?


Task1:PangaeaPuzzle


UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?Engage

IntheLift-Offtask,welookedatanartificialenvironment.However,yourarenashouldbedesignedtobebuilton

reallandinareallocation,soyouwillhavetotakeintoaccountthelargegeologicfeaturesthatmightbethere.To

getafullunderstandingofyourarenalocation,todaywewillexploregeologicfeaturesaroundtheworldandhow

theyweremade.

Wecanstartbylookingatthecontinents.Thepicturebelowshowsamapoftheworldwiththecontinents

labeled.Whenyouseeamaplikethis,whatdoyounoticeabouttheshapeofthesecontinents?

http://kids.britannica.com/comptons/art-166560/Earths-seven-continents-are-Asia-Africa-North-America-South-America

Inpairs,drawarrowstoshowhowyouthinkthecontinentsmighthavefittogether.Explainwhyyouthinkso

below:


Task1:PangaeaPuzzle



Explore

Intheearly1900s,ameteorologistnamedAlfredWegeneralsothoughtaboutthisquestion.Hesuggestedthat

thecontinentswereonceclosertogetherandmovedovertimetowheretheyaretoday.Havethecontinents

reallymovedovertime?Howcanwebesure?

AnalyzingandInterpretingData:Let’sgathersomemoreevidencetoseeifWagener’stheorywascorrect.

Inthissectionofthetask,youwillbegiventwocontinentpieces.

1. Workingwithyourgroup,examinetheinformationontheEvidenceCardstohelpyoudecidehowyour

twoassignedcontinentsmighthaveshiftedovertime.

NamesofYourAssignedContinents

Drawyourassignedcontinentstoshowhowtheymighthavefittogetheralong,longtimeago(Usearrowsand

captions).

UsingtheEvidenceCards,describetheevidencethatsupportsyourdrawingabove:

• Makealistoffeaturesthatappearoneachofyourcontinents.Howdoesthelocationofthesefeaturessupportyourarrangementofthetwocontinents?


Task1:PangaeaPuzzle


2. SystemsandSystemModels:Inthisactivity,youwillplaceyourowntwocontinentswithinthelarger

continentalsystem.Asgroupspresentabouttheircontinents,individuallytakenotesonthedifferent

kindsofevidencegroupsusetosupportthearrangementoftheircontinents.

PatternofEvidence SpecificExamples

MountainRanges

CoalDistribution

TypesofRock

Distributionof

GlacierDeposits

Distributionof

Fossils


Task1:PangaeaPuzzle



Explain

Let’sgobacktoAlfredWegener’stheoryofcontinentaldrift.

1. Asaclass,watchthevideo.

2. Discussthefollowingquestionsinpairs.

• WhatwasAlfredWegener’sidea?

• Whatinspiredhimtogettothisidea?

• Whydidn’tanyoneaccepthisideaatthetime?

3. ConstructingExplanations:Individually,writeanexplanationagreeingordisagreeingwithWegener’s

theory.Basedonyourdataanalysis,doyouthinkthecontinentshavemovedovertime?Useevidence

fromyourchartabovetohelpsupportyourposition.

Doyouagree

ordisagree

with

Wegener’s

Theory?

What

evidencedo

youhaveto

supportyour

position?


Task1:PangaeaPuzzle



Elaborate

UsetheStronger/Clearermethodtodevelopandimprovetheexplanationyoujustwrote.

1. IndividualThinkTime:Turnthepaperoversoyoucan’tseeit.Takeaminutetothinkabouthowyouwillexplainyourresponsetoafirstpartner.

2. PartnerDiscussions1:Youwillworkinpairswithanotherstudent.OneofyouwillbeStudentAandtheotherStudentB.StudentAwillstartfirst:

• StudentA:Withoutlookingorreadingwhatyouwrotedown,describeandsupportthethinkingyouusedinyourexplanation.

• StudentB:Listenandaskclarifyingquestions.AskquestionstohelpStudentAprovideevidence-basedreasoning.Forexample,youmightask,“Whydoyouthinkthat?”or“Whatevidencesupportsyourclaim?”

• BothStudentAandStudentB:Writedownanynotes,thoughts,orquestionsthatcameupinthisdiscussion.

Nowswitchrolesandrepeatthestepsabove.

3. PartnerDiscussion2:Repeatthepartneringprocesswithanotherstudent.Remembertotrytostrengthenandclarifyyourexplanation.Writedownnewnotes,insights,andquestions.


Task1:PangaeaPuzzle


4. PartnerDiscussion3:Repeatthepartneringprocesswithanotherstudent.Remembertotrytostrengthenandclarifyyourexplanation.Writedownnewnotes,insights,andquestions.

5. FinalExplanation:Afteryouhaveworkedwithpartnerstoclarifyyourthinking,reviewyournotes.Revise

yourexplanationintheExplore.Youmayincludedrawingsordiagramsthathelpyouexplainyouranswer.


Evaluate:ConnectingtotheCulminatingProject

YouhavebeenaskedtocreateanarenathatmimicsanenvironmentyoumayseeonEarth.Overthecourseof

thistask,yougatheredevidenceofhowpastplatemotionshaveledtosomegeologicfeaturesyouseeonEarth.

Asagroup,decideonalocationforyourarenathatwouldhavethegeologicfeaturesyouwant.Thenindividually,

ThisshouldbeindividuallyinyourProjectOrganizer.

ü DrawamapshowingyourarenalocationonEarthaswellasanyrelevantsurroundingcontinents,making

captionsthatanswerthequestionsbelow:

o Onwhatcontinentwouldyourarenabelocated?Whyareyoulocatingitthere?

o Whatfeatureswouldyoufind(mountainranges,typesofrock,glaciers,etc)?

o Howcanyouuseplatemotionstoexplainthesefeatures?


Task1:PangaeaPuzzle



Reflection

IndividuallyreflectonTask1,usingthequestionsprovided:

1. Atthebeginningofthistask,youwereaskedtomakeahypothesisabouthowcontinentsmayhaveonce

beenconnected.Lookbackatyourhypothesis:aftercollectingalltheevidencetoday,howwouldyou

changeoraddtoyourhypothesis?Useevidencefromthetasktojustifyyourchangesoradditionsand

recordbelow.

2. Inthistask,wefocusedonthecrosscuttingconceptsof:

• Patterns:Patternscanbeusedtoidentifycauseandeffectrelationshipsandprovideinformation

aboutnaturalsystems. • SystemsandSystemModels:Modelscanbeusedtorepresentsystemsandtheirinteractions


WheredoyouseeexamplesofPatternsandSystemsandSystemsModelsinthistask?

3. Nowthatyouhavelearnedmoreabouttheevidenceforpastplatemotions,whatquestionsdoyoustill

have?





Engage

InTask1,youlearnedabouthowplatemotionsleadtothegeologicalworldyouknowtoday.Buthowdoesthisalsoaffectwhichresourcesareavailableinaregion?Thisquestionisveryimportanttous,ashumans,becausewetakemanydifferentsubstancesfromtheEarth—suchaswater,minerals,timber,andoil—andputthemtoourownuses.Becauseweusethemsomuch,youwilloftenseethemwrittenaboutinthenews.Belowareafewrealnewsheadlinesfromdifferenttimeperiods:

MininginTibet:ThePriceofGold,TheEconomist

SaudiArabia’sOilPolicy:BeyondOPEC,TheEconomist

Gold!Gold!Gold!Gold!Sixty-EightRichMenonTheSteamerPortland,TheSeattlePost-IntelligencerUSNationalArrestedOnSierraLeone‘BloodDiamond’Charges,TheGuardianDryingUp:TheRacetoSaveCaliforniaFromDrought,Newsweek

Inpartners,discuss:1. Newspaperstalkaboutnaturalresourcesallthetime.Whatdoyouthinkanaturalresourceis?

2. Inthelasttask,welearnedaboutplatemotions.Howdoyouthinknaturalresourcesmightbeconnectedtoplatemotions?

3. Earth’sresourcesareveryimportanttohumansfortheirdailylives.Whataretheresourcesinthesenewsheadlinesandwhydoyouthinkeachofthemissoimportant?

4. Becausenaturalresourcesaresoimportanttohumans,theyoftencauseconflict.Whydoyouthinkthereisconflict?





Explore

Inthelasttask,welearnedthatplatemotionshaveledtothegeologicalworldaroundus.However,aswelearnedfromthenewsheadlines,themovementoftheplatesoccurindifferentplacesintheworldandleadtodifferentresults.Resources,likegold,oil,diamonds,andwaterarenotdistributedequally--wehavemoreinsomeplacesthanothers.Why?HowdoestheEarthactuallymaketheseresources?Let’sexplorewhatplatemovementshavetodowithallofthis.YoumayalreadyknowthatourcontinentsandoceanssitontopoflargepiecesofEarth’scrust…theseareknownastectonicplates.Tectonicplatesaren’tstationary—theyactuallymove,butveryveryslowly.CauseandEffect:Attheirboundaries,platescanbanginto,diveunder,splitfurtherapart,orslidealongeachother.Thisiswhatcreatesdifferentgeologicfeatures,likemountains,volcanoes,earthquakes,andmid-oceanridges.Let’smodelhowthesetectoniceventshappen.

DevelopingandUsingModels:Withyourgroup,usethematerialsprovidedbyyourteacherandtheresourcecardatyourtabletomodelthedifferentwaysplatescaninteract.Whenyoufinish,drawdiagramsofwhatyoumadeandexplaintheresultsofeachplateinteraction.

Divergent Convergent-Collision Convergent-Subduction Transform

Placeswhereplatesaremovingapart.

Placeswhereplatescrashtogether.

Placeswhereplatescrashtogether.

Placeswhereplatesslidepasteachother.

Diagram(Usearrows)

Diagram(Usearrows)

Diagram(Usearrows)

Diagram(Usearrows)




Whatgeologicfeaturesdoyouthinkcanresult?




Nowreadthearticletolearnaboutanexampleofhowplatetectonicsaffectsnaturalresourcedistribution.

1. Howisoilandnaturalgasformed?Basedonyourresearch,usetheflowchartbelowtoexplaintheprocess.

2. CauseandEffect:Accordingtothearticle,whichtypesofplateinteractions(whichyoumodeledwithgrahamcrackers)helptomakeoilandnaturalgas?

3. Howdoyouthinkhumansareaffectingthedistributionofoilandnaturalgas?UseyourpriorknowledgeaswellasevidencefromtheEngageandthearticle.





Explain

Individually,constructanexplanationtoanswerthefollowingquestion:Areallresourcesdistributedevenlythroughouttheworld?Whyorwhynot?UseevidencefromtheEngageandExploreaswellasCauseandEffectreasoningtojustifyyourresponse.

Claim

Evidence

Reasoning


Elaborate

CauseandEffect:Todaywelearnedabouthowtwonaturalresources,naturalgasandoil,arenotequallydistributedthroughoutEarth.Butisthatalsothecasewithotherresources?Applywhatyoulearnedtoanotherenergyresource:coal.Withapartner,readabouthowcoalismadeandrespondtothequestionbelow:

Coalwascreated300to400millionyearsagoduringtheCarboniferousperiod,whichhadagenerally

warmandhumidclimate.Plantsintropicalswampforestsdiedandbecameburiedandcompressedin

sedimentstoformcoal.Miningtechniquescanremovethecoalfromearthtobeusedbyhumans.




Doyouthinkthisresourceisevenlydistributed?Whyorwhynot?



YouwillbecreatinganarenathatmimicsanenvironmentyoumayseeonEarth.Everyarenaneedscertainresourcestofunction.NowthatyouhavediscoveredhowresourceshavebeendistributedonourownEarth,decidewhichresourcesyourarenawillhave.

ü Whatevidenceisthereforwhytheseresourcesareunevenlydistributed?ThisshouldbecompletedindividuallyinyourProjectOrganizer.UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?

Reflection


1. Atthebeginningofthistask,youlookedatdifferentnewsheadlinesandhypothesizedastowhycertainresourcesareassociatedwithspecificregions.Lookbackatyourresponses:afterlearningeverythingyouhaveaboutresources,howcanyouaddtoyouranswers?UseinformationfromthetasktobetterexplainwhyAmericacan’tjustgetallofitsresourceswithinitsownborders.

ü Whatnaturalresourceswillyourarenahavethemostandleastof?ü Whatgeoscienceprocesseswillhavecausedtheseresourcestobeavailableinyourarena?




2. Inthistask,wefocusedonthecrosscuttingconceptof:• CauseandEffect:causeandeffectrelationshipsmaybeusedtopredictphenomena.

WheredidyouseeexamplesofCauseandEffectinthistask?

3. Nowthatyouhavelearnedmoreabouthownaturalresourcesaredistributed,whatquestionsdoyou

stillhave?





EngageInthelasttwotasks,welearnedaboutnon-livingpartsofanecosystem,suchasgeologicfeatureslikemountains

andnaturalresourceslikeoil.However,everyecosystemalsohaslivingpartsaswell,likeplantsandanimals.How

doallthesedifferentpartsinteracttokeeptheecosystemfunctioningasawhole?

Withapartner,thinkaboutthefollowingcasestudy.Throughoutthistask,youwillbegatheringevidencetohelp

youexplainwhathappened:

In1815,ontheIndonesianIslandofSumbawa,thevolcanoMountTambora

erupted,immediatelykillingthousandsandcausingmuchoftheworldtoentera

globalchill.Theyearthatfollowedisknownas“TheYearWithoutSummer”

becausethevolcanoscatteredtonsofashanddebrisintotheair,blockingsome

ofthesunlightthatusuallywarmstheEarth’ssurface.Inthatyear,thousandsof

plantsandanimalsdied,leavingthousandsmorehumanstodiewithoutfood.

SystemsandSystemModels:Writeahypothesis:Whydoyouthinksomanyplantsandanimalsdied?


ExploreDevelopingandUsingModels:InordertounderstandwhathappenedinthecaseoftheMountTambora

eruption,let’sexplorethetypicalinteractionsinanecosystem.Withyourgroup,

1. Cutapartandanalyzetheecosystemcardsprovidedbyyourteacher.

2. EnergyandMatter:Discusswithyourgrouphowthedifferentpartsoftheecosystemmightinteractand

arrangethemonapieceofposterpaper.Somediscussionquestionsyoumightwanttoconsiderare:

• Whatpartsarelivingandwhatpartsarenon-living?

• Whatnon-livingmatterdoeseachlivingorganismneedtoliveandgrow?

• Whatnon-livingmatterdoeseachlivingorganismproduceinitsdailylife?

• Wheredoeseachlivingorganismgetitsenergytoliveandgrow?

• Whoeatswho?




3. SystemsandSystemModels:Drawarrowsandlabelstodescribehowyouthinkthedifferentpartsinteract.Makesuretousepencilsoyoucanreviseit!

ExplainDevelopingandUsingModels:Yourgrouphasusedyourpriorknowledgetoconstructaninitialmodelofan

ecosystemanditsinteractions.

1. Individually,readthearticleprovidedbyyourteachertolearnmoreaboutecosysteminteractions.Use

theannotationstrategiesprovidedbyyourteacher.

2. Asagroup,usethisnewinformationtoreviseyourmodelandcreateafinalposterusingglueand

markersprovidedbyyourteacher.Yourmodelshouldinclude:

• Allthepartsoftheecosystem

• Relevantlabels(Ex:producer,consumer,decomposer)

• SystemsandSystemModels:Arrowsthatshowallinteractionsbetweenthedifferentparts• EnergyandMatter:Captionsthatexplainhowenergyflowsthroughtheecosystem

• Captionsthatexplainhowmatteriscycledthroughtheecosystem

UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ElaborateSystemsandSystemModels:ReturntothecasestudyoftheMountTamboraeruption.Whydidsomanyplants

andanimalsdie?Individuallyexplainwhathappenedusingwhatyouhavelearnedaboutthecyclingofmatterand

energyamongstpartsofanecosystem.Youmaywriteaparagraphordrawaflowcharttoexplain.




UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?Evaluate:ConnectingtotheCulminatingProjectYouwillbecreatinganarenathatmimicsanenvironmentyoumayseeonEarth.Yourarenaalreadyhasitsmain

geologicalfeatures,butaswelearnedtoday,therearealsoothernon-livingfactorsandlivingfactorsthatmake

upanenvironment.Designthelandscapeofyourarena,focusingonthenon-livingthingsthatwillbeneededto

supportlife.

ThisshouldbeindividuallycompletedinyourProjectOrganizer.


ReflectionIndividuallyreflectonTask3,usingthequestionsprovided:

1. Atthebeginningofthistask,youwroteahypothesisforthecaseoftheMountTamboraeruption.Look

backatyourinitialresponse:wereyoucorrect?Afterlearningeverythingyouhaveaboutcyclingof

energyandmatter,howcouldyoureviseoraddtoyourhypothesis?

2. Inthistask,wefocusedonthecrosscuttingconceptsof:

• SystemsandSystemModels:Modelscanbeusedtorepresentsystemsandtheirinteractions


• EnergyandMatter:Theflowofmatterandenergycanbetrackedthroughanaturalsystem.

WheredidyouseeexamplesofSystemsandSystemModelsandEnergyandMatterinthistask?

ü Drawavisualdiagramshowinghownon-livingmatterwillcyclethroughyourenvironment(Youdo

notneedtopickspecificplantsandanimalsforyourarenayet;youcanjustdrawexampleplantsand

animalsforthisdiagram).

o Besuretolabeltheexamplesoflivingandnon-livingmatterandusearrowstoshowwherethey

go.




3. Nowthatyouhavelearnedmoreabouthowmatterandenergycycleamonglivingandnon-livingpartsof

anecosystem,whatquestionsdoyoustillhave?




UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?EngageInthelasttask,wesawhowmatterandenergyarecycledthroughecosystemsbyplantsandanimals.However,exchangingnon-livingmatterisnottheonlywayplantsandanimalsinteractinanecosystem.Imagineanykindofecosysteminyourmindandthinkofthetypeofanimalsandplantsyouwouldfindthere.Individually,brainstormatleastthreewaysyoucanimaginespecificorganismsinteractinginthisenvironment.Drawapictureofthisenvironment,includingtheseorganisms.Writecaptionsoraparagraphtodescribeeachinteractionshown.Discuss:

1. Patterns:Shareyourpictureswithapartnerwhodrewadifferenttypeofecosystemthanyou.Eventhoughyourecosystemsaredifferent,didyoudrawanysimilarinteractionsamongstyourorganisms?Describeanysimilaritiesbelow:




UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ExploreYouandyourclassmatesalldrewdifferentenvironments,butmanyofyoudescribedsimilarinteractionsamongstyourorganisms.Todayyouaregoingtolookatreal-lifeexamplesofrelationshipsbetweenorganismsacrossalargevarietyofecosystemstoseeifyounoticeanypatterns.Individually,visiteachstation.Inthedatacollectionchartbelow,recordwhatorganismsyouseeinteractinganddescribehowyouseetheminteractingintheecosystem.Makesuretowritedownthecorrectstationnumber.Listenforthetimeroryourteachertoknowwhentomovetothenextstation.Continueuntilyouhavevisitedeverystation.

StationNumber

CharacteristicsofEcosystem

OrganismsInvolved DescriptionofInteraction




StationNumber

CharacteristicsofEcosystem

OrganismsInvolved DescriptionofInteraction




UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ExplainConstructingExplanations:Asyouvisitedthestations,youmayhavenoticedsomepatternsbetweensomeofthesituations.UsetheInteractionCardsprovidedbyyourteacherwhichshoweachofthesituationsfromthestations.Withyourgroup,

1. ClustertheInteractionCardsthatshowinteractionsthatseemalike.Recordthesegroupingsinthebottomofeachboxbelow.*Youdonotneedtousealltheboxesprovided.

2. Ineachbox,describethetypeofinteractionthatexplainswhyyougroupedpairsoforganismsinthesamecategory.

3. Lastly,assigneachgroupingalabelthatrepresentsthetypeofinteraction.

Label:____________________

DescriptionofInteraction:

ExamplePairsofOrganisms:

Label:____________________



Label:____________________



Label:____________________



Label:____________________



Label:____________________






Yourgroupcreatedyourownlabelsfortheinteractionsyousaw.Scientistshavealsodonethesamething!Afteryourteacherreviewsthescientificnames,matchyourlabelwiththescientificnamefortheinteractioninthechartbelow:

InteractionDescription YourLabel ScientificName

Twoorganismsfightoveraresource,suchasfood,water,or

territory.

Oneorganismlivesonorinsideanotherorganismandharmsitin

theprocess.

Bothspeciesbenefitfromtherelationship.

Apredatorfeedsonitsprey.

Onememberoftherelationshipbenefitsandtheotherisneither

helpednorharmed.

UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ElaboratePatterns:Nowthatweknowhoworganismsinteractacrossecosystems,wecanusetheseinteractionstoidentifycauseandeffectrelationshipsinrealecosystems.Usingwhatyouhavelearnedfromthestationcards,individuallyexplaineachofthescenariosbelow:

1. Thezebrapopulationisexplodinginthesavannah.Atthesametime,populationsofmanysmallanimalsthatliveintheRedGrassthatzebraseatarebeginningtodieout.Whydoyouthinkpopulationsofthesesmallanimalsaredyingout?Whatcouldwedotohelppreventthesesmallanimalsfromgoingextinct?




2. SinceFindingNemocameoutintheaters,therehasbeenanincreaseddemandforpetclownfish.Nowmarinebiologistsarenoticingthattheseaanemonepopulationisalsodecreasing.Whatcanwedotohelpbuilduptheseaanemonepopulation?Explainwhyyoursolutionwouldhelp.

UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?Evaluate:ConnectingtotheCulminatingProjectYouwillbecreatinganarenathatmimicsanenvironmentyoumayseeonEarth,includinganyrelevantorganisms.Inyourarena,youwillbecreatingachallengeforyourcontestants,sothewinnermaywinadditionalsupplies.Thechallengewillbetolocateaspecificplant/animalbyusinginformationaboutanotherplant/animal.Thecontestantswillusetheirknowledgeofecosysteminteractionstoconnecttheknownplant/animaltotheunknownplant/animal.

ü Identifywhatplantsandanimalsyouwillincludeinyourarena.ü Designthischallengebymakingaflowcharttracingoneorganismtoanotherusingatleasttwo

differentorganisminteractionswehavestudied.ü Explainhoweachplant/animalleadsthecontestanttothenextplant/animalbydescribingtheorganism

interactions.ThisshouldbecompletedindividuallyinyourProjectOrganizer.UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ReflectionIndividuallyreflectonTask4,usingthequestionsprovided:

1. Atthebeginningofthistask,youwereaskedtobrainstormthreewaysyoucouldimagineorganismsinteractinginanecosystem.Lookbackatyourbrainstorm:aftervisitingallthestationstoday,howwouldyouaddtoyourbrainstorm?Whattypesofinteractionswereyoumissing?




2. Inthistask,wefocusedonthecrosscuttingconceptof:• Patterns:Patternscanbeusedtoidentifycauseandeffectrelationshipsandprovideinformation

aboutnaturalsystems.WheredidyouseeexamplesofPatternsinthistask?

3. Nowthatyouhavelearnedmoreabouthoworganismsinteractinanecosystem,whatquestionsdoyou

stillhave?





EngageInthelasttask,welearnedthatallorganismsinteractwitheachother.Wehavealsolearnedinthisunitthatallorganismsneedcertainresourcestosurvive.Knowingthiscanhelpusmakepredictionsabouthowchangingonepartofanecosystemcanaffectanotherpart.Withapartner,useyourobservationskillsandpriorknowledgetoanswerthefollowingquestions:

1. Watchtheclipabouttropicalrainforests.Whatdoyousee?Whatplants,animals,andnon-livingthingsexistinarainforest?

2. CauseandEffect:Predictwhatmayhappenifwetookaway95%oftherainwaterfromtherainforest?Howwouldthisaffectallthethingsyoulistedabove?




UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?Explore

Asyoucansee,changingoneaspectofanenvironmentcancreateachainofeventsthataffectsmanyotherpartsofanenvironment!Todaywewilluseacomputersimulationthatmodelstheseprocesses,soyoucananalyzeandinterpretdatabasedonrealenvironments.SystemsandSystemsModels:Inpairsorasagroup,followtheinstructionsbelowandrecorddataabouttheecosystemmodelinthedatacollectiontables.

SettingUptheSimulation 1. Openthewebbrowseronyourcomputerandnavigatetogoogle.com.

a. Type“InteractiveLabsEcologyLab”intothesearchbarandpressenter.Selectthefirstchoicethatcomesup.

2. Readtheoverviewonthefirstpagealoudwithyourgroupmembers.3. Press“OpenSimulator”aboveontheright.

a. Hereyouwillseeoptionsoforganismstoincludeinyourecosystemontheleft.Ontheright,youwillseeyourecosystem.Eachplantisrepresentedbyadifferentcolorandeachanimalisrepresentedbyadifferentsymbol.

Simulation1

1. Press“AllOff”toclearyourecosystem.Atthispoint,yourecosystemhasalimitedsupplyofwater,nutrients,andsunlightavailabletobeused.

a. AddPlantAandPlantBtoyourecosystemandpressRun.Pauseatapproximately50days.Recordobservationsinyourdatatable.

b. Usethe“Reset”buttontoclearyourecosystemagain.AddPlantBandPlantCtoyourecosystemandpressRun.Pauseatapproximately50days.Recordobservationsinyourdatatable.

OrganismsinEcosystem Observations

PlantA

PlantB

PlantB

PlantC




AnalyzingandInterpretingData:

• Whatdothegraphstellyouabouttheinteractionbetweentheplants?

Simulation2


2. AddPlantAandPlantBtoyourecosystem.3. Nowlet’saddananimaltoeatoneoftheseplants.Pressthebunnyandthenselect“eatsPlantA.”Run

untilapproximately100daysandthenpressPause.Recordobservationsinyourdatatable.4. Answerthediscussionquestionsbelow.


PlantA

PlantB

Bunny(whoeatsPlantA)


1. WhydoyouthinktheresultsaredifferentthanSimulation1?

2. HowdidtheamountofPlantAchange?HowdidthisaffectthepopulationofPlantB?




3. Lookatthegraphinthebottomhalfofthepage.TheorangelinerepresentsHerbivoreA(thebunny).Itshowsanincreaseinthebunnypopulationatfirst,butthenitdecreasesandlevelsoffinastraightline.Howcouldyouexplainthis?

Simulation3


2. AddPlantCtoyourecosystem.3. AddaDeer(HerbivoreC)toeatyourPlantCbypressingthedeerandthenselecting“eatsPlantC.”4. AddaWolf(TopPredator)toeatyourDeerbypressingtheWolfandselecting“eatsHerbivoreC.”

a. Rununtilapproximately100daysandthenpressPause.Recordobservationsinyourdatatable.5. NowremoveyourWolfbypressingtheWolfandde-selecting“eatsHerbivoreC.”

a. Rununtilapproximately100daysandthenpressPause.Recordobservationsinyourdatatable.6. Answerthediscussionquestionsbelow.


PlantC

Deer(HerbivoreCwhoeatsPlantC)

Wolf(TopPredatorwhoeatsDeer)

PlantC

Deer(HerbivoreCwhoeatsPlantC)


1. HowdidtakingouttheTopPredator(wolf)affectthisecosystem?Why?




2. Whataresomeothereffectsthatyouthinkmightoccurinthisecosystembecauseofthis?

UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?Explain

Weknowthatwedon’thaveaninfinitesupplyofresourcesintheworld.Ineveryenvironment,thereisalimitedamountofwater,nutrients,andotherresourcesavailabletotheorganismsthere.

ConstructingExplanations:Inpairsorasagroup,usethedatayoucollectedaboveandCauseandEffectreasoningtocomeupwithageneralruletothefollowingquestion:Howdoavailableresourcesaffectthepopulationsofdifferentorganismsinanecosystem?Useatleastoneexamplefromthesimulationasevidencetojustifyyourrule.

Herearesomesamplesentencestemsyoumayusetoconstructyourrule:● Whentherearemoreresources,thiscanresultin____________.● Whentherearelessresources,thiscanresultin______________.● Whenanincreasednumberoforganismsusesupmoreoftheresources,thismayresultin_______.● Forexample,inthesimulation,wesawthat______________ledto_________.


Elaborate

Weknowthattheresourcesavailableaffectthepopulationofdifferentplantsandanimalsinecosystems.Unfortunately,humanbeingsdon’talwaysthinkaboutthiswhentheyneedorwantcertainresources.Tropicalrainforestsareessentialecosystemsthatprovideallsortsofbenefitstoourworld:cleanwater,abundantoxygen,sourcesofmedicine,andincredibleplantandanimaldiversity.However,theyarecurrentlyingreatdangerbecauseoftheactionsofmanyhumanbeings.Watchthevideosprovidedbyyourteacheranddiscussthefollowingquestionswithapartner.




Thisfirstvideoshowsatime-lapseofdeforestationintheAmazonrainforest:1. Whatresourceisbeingdepleted(takenaway)here?

2. Whydoyouthinkthisresourceisnecessaryfororganismsinthisecosystem?Thenextvideogivesyousomemorebackgroundondeforestation:

3. Whyarehumanscuttingdowntrees?

4. Whateffectsdoesdeforestationhaveonthepopulationofplantsandanimalsinthatarea?

5. Whatcanwedotostopthisfromhappening?UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?


YouwillbecreatinganarenathatmimicsanenvironmentyoumayseeonEarth.ReflectbackonthelasttworesponsesinyourProjectOrganizer.Thinkaboutwhatkeyresourcesareneededinordertoaccommodatetheorganismsyouhavechosen.Basedonthesekeyresources,preparefortheworst:

ü Ifbudgetconstraintsresultedinremovalofonemainresource,predictwhatwillhappentothepopulationsofdifferentorganismsinyourarena.

ü Figureoutasmanyeffectsasyoucanandexplaintheminaflowchartorparagraphformat.Usedatafromthetasktojustifyyourpredictions.

ThisshouldbecompletedindividuallyinyourProjectOrganizer.




UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?Reflection


1. Atthebeginningofthistask,youwereaskedtomakeapredictionaboutwhatwouldhappenifyoutookawaywaterfromtherainforest.Lookbackatyourprediction:aftercollectingdataevidencetoday,howwouldyouchangeoraddtoyourprediction?Arethereanyadditionaleffectstoanypopulationsyoumaynothaveinitiallythoughtof?

2. Inthistask,wefocusedonthecrosscuttingconceptsof:o CauseandEffect:Howcauseandeffectrelationshipscanbeusedtomakepredictions.o SystemsandSystemModels:Modelscanbeusedtorepresentsystemsandtheirinteractions

withinandbetweensystems.WheredoyouseeexamplesofCauseandEffectandSystemsandSystemModelsinthistask?

3. Nowthatyouhavelearnedabouthowavailabilityofdifferentresourcesaffectsthepopulationsofdifferentorganisms,whatquestionsdoyoustillhave?

0,123,(*'#4()'0 UNIT 1 ' ) $*.+# - · Your arena presentation should include: A geographic map or diorama of your arena that is easy to understand and shows the following features

Documents

0,123,('#4()'0 UNIT 1 ' ) $.+# - · Your arena presentation should include: A geographic map or diorama of your arena that is easy to understand and shows the following features