Tennessee District Science Network Task Library Burning Biodiversity
Tennessee District Science Network Task Library Burning Biodiversity Teacher Guide Middle School Life Science Three-Dimensional Claim Students can apply their understanding that populations in an ecosystem change over time by constructing explanations, engaging in argument, and asking questions, highlighting an understanding that cause and effect relationships may be used to predict an ecosystems response to natural catastrophe. Standards This task is intended to elicit student learning of the following Tennessee Science Standards: 6. LS 2. 6: Ecosystems: Interactions, Energy, and Dynamics Research the ways in which an ecosystem has changed over time in response to changes in physical conditions, population balances, human interactions, and natural catastrophes. This task is intended to elicit student learning of the following NGSS elements for each of the three dimensions: Science and Engineering Practices Constructing Explanations and Designing Solutions ● Middle School Element: Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real world phenomena, examples, or events. Engaging in Argument from Evidence ● Middle School Element : Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence and/or interpretations of facts. Asking Questions and Defining Problems ● Middle School Element : Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information. Disciplinary Core Ideas LS 2. C: Ecosystem Dynamics, Functioning, and Resilience ● Middle School Element : Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological components of an ecosystem can lead to shifts in all its populations. Crosscutting Concepts Cause and Effect: Mechanism and Prediction ● Middle School Element : Cause and effect relationships may be used to predict phenomena in natural or designed systems. These materials were developed by the Tennessee District Science Network, a Next. Gen. Science network that included educators six districts in TN, with support from Arconic Foundation. Except where otherwise noted, this work is licensed under the Creative Commons Attribution-Non. Commercial 4. 0 International License. 1
Tennessee District Science Network Task Library Burning Biodiversity Teacher Guide Middle School Life Science Phenomenon Students make sense of varying population data for several similar small mammal species as a result of changes in physical and biological components of the Smokies after the November 2016 Chimney Top Fire destroyed a large amount of the forest ecosystem. Suggestions for Use This task is intended to be used summatively after students have addressed the dynamic nature of ecosystems and biodiversity. Students should also have experience with engaging in arguments so as to be able to analyze two separate student arguments effectively. While they will be asked to also engage in other SEPs by asking questions and constructing explanations, the methods in which these are done in this activity are relatively self-explanatory. It is also suggested that teachers use the supplemental presentation to introduce the task and show task images with increased clarity to students. Assumptions Students should have an understanding of the biotic and abiotic factors of and ecosystem. Students should also understand biodiversity, food webs and habitats. Students should know the following general grade-level content knowledge: Ecosystems are dynamic, meaning ecosystems can change due to disruptions and they have the ability to return to their original state and maintain biodiversity. Changes can be gradual or sudden, such as in the case of a wildfire. Dynamic also means ecosystems are able to adapt to change based on both physical and biological characteristics. Disruptions can include physical disruptions like natural catastrophes including wildfires. Natural catastrophes are typically sudden and can have a short-term shift in population or a long-term shift in populations. Biodiversity is necessary for healthy ecosystems like the Smoky Mountains to withstand natural disasters. Logistics This task will take approximately 45 minutes to complete. No additional materials are needed other than the task and writing utensil. Rubric and Scoring Guide On the pages that follow, you will find a scoring rubric along with a feedback guide for each prompt. After scoring all the prompts, the following criteria is designed for numerical grading guidance and can be adapted to fit your needs and preferences. There a total of 12 points. The rubric is designed as a +1 system, where students earn one point for each part of their answers as they demonstrate levels of mastery toward each question. The grading criteria that follows is completely optional based on your classroom grading practices. Sources ● ● Grading Criteria 12/12 - 100% 11/12 - 92% 10/12 - 83% 9/12 - 75% 8/12 - 67% 7/12 - 58% 6/12 - 50% 5/12 - 42% 4/12 - 33% 3/12 - 25% 2/12 - 17% 1/12 - 8% https: //www. sciencemag. org/news/2017/12/ecosystems-could-once-bounce-back-wildfires-now-they-re-beingwiped-out-good (Scenario text) https: //www. neonscience. org/observatory-blog/neons-great-smoky-mountains-data-will-capture-tennessee-fire-impacts (Scenario text) https: //www. nps. gov/grsm/learn/chimney-tops-2 -fire. htm (Scenario text) https: //www. wbir. com/gallery/news/gallery-july-2018 -then-and-now-wildfire-comparison-photos-in-smokies/51 -570299292 (Scenario comparison images) 2
Tennessee District Science Network Task Library Burning Biodiversity Teacher Guide Middle School Life Science Scenario Gatlinburg, Tennessee is located within the Great Smoky Mountain National Park, which is home to the most biodiverse ecosystem of all the national parks. In mid-November 2016, a small fire was accidentally started by people near the Gatlinburg area. Over the course of a few days, it became a massive blaze that eventually swept into the popular tourist destination town and across the national park. When all was said and done, the fire destroyed nearly 10, 000 acres of the Great Smoky Mountains National Park and 6, 000 additional acres outside of the park. The images below show some of the immediate impacts the Chimney Tops Fire had on the Smoky Mountain ecosystem. From these images it is clearly visible that wildfires such as the Chimney Tops Fire have negative impacts on an ecosystem’s vegetation. While not seen at first glance, many more components of the Smoky Mountain ecosystem were also affected by the blaze. Scientists have been working to investigate these other components to try to study the full impact of the Chimney Tops Fire on populations within the ecosystem. For example, the table and corresponding graphs below show population data samples for four species of small mammals in the affected ecosystem. Scientists are working to explain the effect of the fire on some small mammal populations over time. 3
Tennessee District Science Network Task Library Burning Biodiversity Teacher Guide Middle School Life Science Prompt 1 Using the data and the images in the scenario, describe likely visible and invisible changes in habitat that may affect small mammal populations in the park's ecosystem. Then, explain how these changes resulting from the disruption have the ability to affect small mammal populations. This prompt assesses: DCI Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological components of an ecosystem can lead to shifts in all its populations. CCC Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems. Students make observations and predictions from data on small mammal populations and images of the areas affected by the Chimney Top fire in the Smokies in addition to mentioning some potential impacts of these changes on the populations. Prompt Scoring Guidance Score Components of Student Response (SEP, CCC, and/or DCI) Example Responses/Look Fors +1 Student describes how the fire damaged or destroyed the habitat of many small mammals as visible and plausible invisible changes connected to the data given. Students describe how the loss of habitat could lead to the small mammals being exposed to prey and how their food source could be destroyed as invisible changes connected to the data. (DCI, CCC) Students provide information about how the small mammal population decreased as the data shows potentially due to damage to habitat, damage to food source, and bring at risk to predators. 4
Tennessee District Science Network Task Library Burning Biodiversity Teacher Guide Middle School Life Science Prompt 2 Below is an ecosystem map showing conditions in the Great Smoky Mountains after the fire. Predict what physical and/or biological disruptions resulting from the wildfire potentially led to different population trends revealed in the small mammal population data. Record the following in the numbered spaces below: 1) Choose one of the small mammal populations in the park from the data set in the scenario. 2) Note whether the data indicates the population increased/decreased/or remained constant after the fire as compared to levels before the fire. 3) Describe at least three cause and effect relationships within the ecosystem that could be responsible for the trend in the population over time, focusing on biodiversity and the interconnectedness of ecosystems in your answer. This prompt assesses: DCI Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological components of an ecosystem can lead to shifts in all its populations. SEP Constructing Explanations and Designing Solutions: Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real world phenomena, examples, or events. CCC Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems. Students point out DCI knowledge that ecosystems and populations change over time, naming cause and effect relationships that could lead to direct or indirect shifts based on use of information included in an ecosystem map. 5
Tennessee District Science Network Task Library Burning Biodiversity Teacher Guide Middle School Life Science Prompt 2 Continued Prompt Scoring Guidance Score Components of Student Response (SEP, CCC, and/or DCI) Example Responses/Look Fors +1 Student identifies the correct population trend using evidence for a specific small mammal population after the fire as compared to levels before. (SEP) Student correctly identifies one of the following: ● White-footed mouse population increased (to levels similar to before the fire) ● Northern short-tailed shrew population increased (to levels similar to before the fire) ● Deer mouse population increased (slightly beyond levels before the fire) ● Eastern chipmunk population remained constant (none detected after the fire whereas there were some before) +3 Students constructs a cause-and-effect explanation for the increase, decrease, or lack of change in small mammal population after the fire that includes factors related to biodiversity and/or other changes within an interconnected ecosystem. (SEP, DCI, CCC) Students describes a cause for the change or lack of change in population over time as similar to one of the following: (1 point for each interconnected cause) Examples: ● Increase/return of food for a specific small mammal population due to plant life returning ● Return of shelter/home/habitat for a specific small mammal population providing coverage from a predator ● Shelter from prey returned leading to more prey to hunt for a specific small mammal population ● Change in season due to natural changes in species population (mating season, hibernation, etc. ) ● Decrease in competition for space or food because more members of a population were eaten by predators ● (Eastern chipmunk) species did not return after fire ● (Eastern chipmunk) none where caught in traps 6
Tennessee District Science Network Task Library Burning Biodiversity Teacher Guide Middle School Life Science Prompt 3 Two students developed arguments on the ability of ecosystems to be dynamic while maintaining biodiversity. Compare and critique the two student arguments below on the dynamic nature of the Smoky Mountain ecosystem. In your response, include how the arguments: ● Emphasize similar evidence ● Emphasize different evidence ● Have the same or different interpretation of the data ● Include information about the dynamic nature of ecosystems ● Identify a specific cause and effect relationship affecting ecosystem biodiversity This prompt assesses: DCI Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological components of an ecosystem can lead to shifts in all its populations. SEP Engaging in Argument from Evidence: Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence and/or interpretations of facts. CCC Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems. Students critique two student arguments for the dynamic nature of the Smoky Mountain ecosystem with a focus on cause and effect relationships. In their critique, students are asked to identify whether the arguments emphasize similar or different evidence, in addition to whether or not they interpret the data similarly. Prompt Scoring Guidance Score Components of Student Response (SEP, CCC, and/or DCI) Example Responses/Look Fors +1 Students use their knowledge of biodiversity, ecosystems, physical and biological disruptions, and the data provided to critique the two given arguments considering how the argument showed an understanding of cause and effect relationships. (DCI, SEP, CCC) Students should include one or more of the following in their critique about similar evidence and interpretation of data: ● Decrease in population potentially due to lack of food because populations increased over time after the fire. ● Damage to habitat ● Teacher discretion 7
Tennessee District Science Network Task Library Burning Biodiversity Teacher Guide Middle School Life Science Prompt 3 Continued Prompt Scoring Guidance Score Components of Student Response (SEP, CCC, and/or DCI) Example Responses/Look Fors +1 Students use their knowledge of biodiversity, ecosystems, physical and biological disruptions, and the data provided to critique the two given arguments considering how the argument showed an understanding of cause and effect relationships. (DCI, SEP, CCC) Students should include one or more of the following in their critique about different evidence and interpretation of data: ● Focused on different populations ● Argument 1 mentioned fire destroying food source ● Argument 2 mentions the fire lowering predator populations ● Argument 1 mentions the plant life returning as reason for the increase in populations after the fire ● Teacher discretion +1 Students use their knowledge of biodiversity, ecosystems, physical and biological disruptions, and the data provided to critique the two given arguments considering how the argument showed an understanding of cause and effect relationships. (DCI, SEP, CCC) Students should include one or more of the following in their critique about information about the dynamic nature of ecosystems: ● the relationship between predator and prey ● the importance of habitat survival ● plant life supporting ecosystems ● more species meaning more or healthier biodiversity 8
Tennessee District Science Network Task Library Burning Biodiversity Teacher Guide Middle School Life Science Prompt 4 Develop two questions that could be investigated about the long-term effects of the November 2016 Chimney Top Fire on the biodiversity of the Smoky Mountains. Then list what data or information you would need to investigate your questions. This prompt assesses: DCI Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological components of an ecosystem can lead to shifts in all its populations. SEP Asking Questions and Defining Problems: Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information. CCC Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems. Students develop questions to further assess their knowledge on the biodiversity of the Smoky Mountains after the Chimney Top Fire. Prompt Scoring Guidance Score Components of Student Response (SEP, CCC, and/or DCI) Example Responses/Look Fors +2 (1 point per question developed) Student develops question that shows an understanding of the complexity of ecosystems. Example: What species would be a part of the ecosystem if the tree population does not return? +2 (1 point per question developed) Student list appropriate data needed to investigate long-term ecosystem dynamics. Example Data: What species live in trees? ; What species get their food from trees? ; What type of trees grow in the Great Smoky Mountain ecosystem? Example Student Answer What would happen to the tree population? I would need the number of trees before and after the fire, the types of trees, what insects or animals need the trees for food or habitat. Possible Collaboration Extension If time allows, one option to extend this task would be to address a component of providing and receiving critiques within the “Engaging in Argument from Evidence” SEP (“Respectfully provide and receive critiques about one’s explanations, procedures, models and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail. ”). For this extension, it is suggested that teachers divide students into groups of 4 and have students respectfully critique one another’s responses to Prompt 2, Part A. Before completing this specific activity, the teacher would need to model for students what engaging in this specific SEP looks like in their classroom (e. g. , respectful, constructive criticism, etc. ). These materials were developed by the Tennessee District Science Network, a Next. Gen. Science network that included educators six districts in TN, with support from Arconic Foundation. Except where otherwise noted, this work is licensed under the Creative Commons Attribution-Non. Commercial 4. 0 International License. 9
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