BHS Biology Guide

Population Ecology

Biology

Quarter 4

McGraw Hill Module 4

Students develop a claim that is supported by generalizing from multiple sources of evidence, which includes the following idea: ● 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. Identifying scientifc evidence Students identify and describe* evidence supporting the claim, including: ● The factors that affect biodiversity ● The relationships between species and the physical environment in an ecosystem, and ● Changes in the numbers of species and organisms in an ecosystem that has been subject to a modest or extreme change in ecosystem conditions. Evaluating and critiquing the evidence Students evaluate the evidence and include the following in their evaluation: ● Assess the validity and reliability of the given evidence and its ability to support the argument that resiliency of an ecosystem is subject to the degree of change in the biological and physical environment of an ecosystem ● The ability of the data to be used to determine causal or correlational effects between a particular response of biodiversity to a changing condition, based on an understanding of the factors that affect biodiversity and the relationships between species and the physical environment in an ecosystem Reasoning and synthesis Students use at least two examples to make and defend a claim: The examples support the idea that: ● Modest biological or physical disturbances in an ecosystem result in maintenance of relatively consistent numbers and types of organisms. ● Extreme fuctuations in conditions or the size of any population can challenge the functioning of ecosystems in terms of resources and habitat availability, and can even result in a new ecosystem. *When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic.

Standard 1.5 What does it look like to demonstrate profciency on this standard? Designing Solutions: Using Scientifc Knowledge to Generate Solutions

● Students design a solution that involves reducing the negative effects of human activities on the environment and biodiversity, and that relies on scientifc knowledge of the factors affecting changes and stability in biodiversity. ● Examples of factors include but are not limited to overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and changes in climate. ● Students describe* the ways the proposed solution decreases the negative effects of human activity on the environment and biodiversity. Describing Criteria and Constraints ● Students describe* and quantify (when appropriate) the criteria (amount of reduction of impacts