SEPUP and the NGSS
Designing high-quality instructional materials for secondary science.
Issues and Science: Designed for the NGSS
Designed for the NGSS to support both students and teachers.
SEPUP, at the Lawrence Hall of Science, rises to meet the high
expectations of the NGSS by carefully connecting each element
below into its middle school program, Issues and Science.
This is not a textbook. This is not a kit. This is a thoughtfully
developed program where each component is a critical part
of the intentional whole.
Program Elements NGSS/3-D Learning In the context of the unit
Student Sensemaking Instruction is designed issue, learning objectives are meaningfully connected
to the standards. Unit materials show how the three
to promote student sensemaking by: relating concepts dimensions, PEs, and assessments are interwoven
to students' current knowledge and experiences, and how each fits into the issue context.
engaging students in each dimension of the NGSS,
allowing students to reflect on new knowledge, and Page 38
using assessments to build understanding.
Concrete Experiences Instructional design
Page 2
and unique equipment prioritize student ideas and
Unlike traditional programs learning through personal, concrete experiences
that use add-ons to text-based curriculum, SEPUP's related to the unit’s issue, phenomena, three-dimensions,
programing is designed for all learners from the start. and PEs.
Additional supports further allow customization for
each unique classroom. Page 2
Page 10 Complete Program Our program includes all
Literacy Rather than separate literacy tools and the materials students need to authentically connect
to, investigate, and understand each unit's real-world
strategies, SEPUP embeds them into the science and issue, along with tools for teachers to guide, assess,
engineering instruction for seamless support. This and personalize their robust NGSS instruction.
integration creates science learning experiences
that also promote consistent language development. Page 4
Page 11 Assessment Analysis, quick checks, summative, and
Issue Driven Each unit's overarching issue provides formative assessments appear within the body of unit
lessons to maintain strong connections to the unit issue
a common entry point and anchoring storyline for and investigative phenomena. Assessments help both
students to ask questions, collect evidence, and teachers and students evaluate their progress towards
construct explanations around relevant phenomena understanding the unit's performance expectations.
and related problems that connect to the real world.
Page 12
Page 46
LAB-AIDS.COM/NGSS | 1
STUDENT SENSEMAKING & CONCRETE EXPERIENCES
In the SEPUP 6-8 NGSS program, Issues and Science, sensemaking is a
dynamic process where students build or revise an explanation in order
to “figure something out”—to determine the mechanism underlying
a phenomenon in order to resolve a gap or inconsistency in their
understanding. As such, opportunities for sensemaking are consistently
present so that students may progress in their understanding of the three
dimensions and how those relate to the unit issue and phenomena.
At the beginning of each unit, embedded strategies encourage students
to make connections to their experiences and communities, as well as
share any background knowledge related to the phenomena under
investigation. These prior and alternate ideas surface during the initial
sharing and are later challenged with evidence as they revisit and revise
their understanding.
Whenever possible, students explore concepts by gathering data
through direct, first hand, experience. Rather than only reacting to a
video or following the steps of a computer simulation, SEPUP students
frequently manipulate scientific tools custom designed to investigate a
specific problem or engineer a solution. By conducting valid experiments,
challenging and assessing their own initial ideas, and applying their
understanding to real-world issues, students in the classroom become
scientists and engineers in their own right.
2 | LAB-AIDS | 800.381.8003
LAB-AIDS.COM/NGSS | 3
WHAT MAKES IT A PROGRAM?
It all works together.
All of the SEPUP units contain components that combine to
make a system of learning. Lab equipment and materials are as
important as the well-written investigations and readings. Both
are needed to make the unit storyline come alive for students
and to fully support teachers implementing the NGSS.
Units may be purchased as a stand alone or in conjunction with additional SEPUP
Third Edition units to form a full, three-year, integrated or discipline specific, middle
school program.
ACCESS TO TEACHER’S ONLINE PORTAL
• A ssign homework and communicate with students
• N ote taking & highlighting for students
• Online Student and Teacher books
• LABsent sheets & videos for absent students
• Integrated, online assessment system
• Editable PowerPoints for each lesson
• Spanish text and student sheets
• Single Sign-On (SSO) available
PURCHASE OPTIONS:
Complete Equipment Package + Student Access
and/
or
Equipment + Teacher Resources Student Book and/or Online Student Portal
Organized materials for up to 5 classes of 32 students, mobile storage Hard bound, and/ Subscription to online
cart, subscription to online Teacher Portal for one teacher, which non-consumable or student portal: English
includes online access to resources listed above. student books and Spanish student
books, LABsent,
student sheets,
resource supplements.
For custom orders and standards correlations, please see “By State” page on lab-aids.com
4 | LAB-AIDS | 800.381.8003
PROGRAM COMPONENTS
Individual components combine to form
a complete learning system.
• Student book that seamlessly integrates
investigations, labs, and readings into the
context of the issue’s storyline
• Equipment to carry out each embedded
activity for 5 classes of 32 students (in
groups of four, pairs or individuals)
• Online student and teacher bookshelf portals
• Student Science Lab notebook
Materials needed for embedded labs and activities
are included in the Complete Equipment Package
CYCLING OF MATTER ACTIVITY 11
cdaurcbeorns,tnoitmroagkeent,haenirdopwhnosfpohoodr.oIunst,hwishwicahy,camnatthteernisbereucsyecdledbywpitrhoi-n ACTIVITY 11 CYCLING OF MATTER
tWehfIdenIemeirnetrtteschasitcolgothiaohmtiuinnyssetydpeyoasdowcftfcesoetosehcimrovnroaeiist.mtlt!vayatii1,phdn8ny3oeed1ocs8nbo4euac1oru8qesw5tlu,tdoioadlflnmteideoacxedtoecafbcomoaeomrisgrlnyapaeeskn-otuesisesosimwmteiildoosssnuwbaw.lmydooupuplolllldaedonskbpttesiloli.ekrEleeoudvowpeuknicattfehnoudodrautldtlothye,aencntoohnymteuhtpirnoig-s.-
PROCEDURE
GUWaInDheaIcNtoiGssytshQteeUmroE?lSeToIfOdeNcomposers in the cycling of matter in 3P.21.af.PautrsSulsOnptatbinocabAtieuerntctl:atgta.ibhIo,nnnuefagi1svtflohdu/es2ehinsinnotcnfgtuiuweognyplnaotnihnotuaeieftlrnt.schlTnegoleeafhitmlsms.eotanMaapsitn;laoiadontdkttsaeeahtcnresehuurdxwcrttthrteiheasetdecehc,tapobltathreymrtebyhfpoywoerupaoatrtulntaeebttrcdeoiincantdacgghnihseiteschdmrper.iniuiptdtsuodhobleutiehndto.eg1af8so6tnhfaetrhe
65.4..tFnhmPAooeualddsmytdoatnoihlwerseaeieanndtftigedhlrlttaeoeftinrollstape1eytparhecparepmreaofarupftdoenetevhrnte.eheeprSel,retteolhtoacneyatttaesshonirodesgti.elhlu.eAeflAvoadefrdridlldfotoiealnfjtrueletapsrhydtaepeaperaypnep.oeroe.rfurfyogiorhnautwtrehasdeotedfilurissntcaon.meclpo.Ylveeo,ru
MATERIALS Nematode Extractor
of four students
For each group sample
1 soil
1 stand P7.adrLeticsBtoem:nIpanonvsdeitsiootbnisgeoarvtveienratgsimdyoee.ucrotmeapchoesritsieotns up the device for following
1 funnel
1 perforated disc
1 clamp of tubing
piece of rectangular
1 piece filter paper P9a8. r.g5CtreAomasCustraLe:pabf)Sulcoioellsflafhayfsworsar,cueamdhmrt.eiiesornctvhiugneostfsdtoohwfretohhrncaelketapemymeeotppauriitnteoodgxdiprtsereehaslc.ectSaktshooeafhrayeaosptmuphreiasnflilsnoaadvmmienropgutlsein.m1it8ne7(,lyaeonsusdrthan
1 large
1 petri dish
1 cup of water
markers
pair of students
For each 1 microscope
1 microscope slide
1 coverslip 10. odtYnhrooteoupwpamaemtrieg,rihac.tnrTobdrseycthoatoebpnleseusstqcloikudseeuee.pezesoonameceooufspmthleaelolt,hfwrdehraoidtpe-sltihkfreroemoabdjt-ehlicektesdironobtpjoepctehtrsein
1 dropper
SAFETY NOTE your hands when you finish the investigation.
Wash or sanitize 11. Carefully touch
mixture. Slowly
one edge coof vtehreslcipovteorsdlirpo,paitnatno angle, to the
allow the place.
183 NNNGGGCLLSCS22EABM413 ECOLOGY 53
184
185
186 NGSPPI3
187 NGSPPI3
54 ECOLOGY
LAB-AIDS.COM/NGSS | 5
ONLINE COMPONENTS
Added as appropriate to enhance student learning, technology in the SEPUP program
never replaces what is more effectively taught through concrete student experiences.
STUDENT PORTALS
Our online student portal allows access to the
entire curriculum and includes:
DIGITAL SIMULATIONS
• simulations follow and enhance a concrete
classroom experience
• simulations are used as models when a
first-hand experience is not possible
LABSENT VIDEOS AND ACTIVITIES
Name ________________________V_o__lc__a_n_i_c__L__a_n_d__f_o_r_m_ s Date_______________
KG1Mie2n._e_y._vo_t_S___tW_ed_3_D_ic_P_s1_en_._2oi_t_to_l.r_eh_igR_.rs__go_n_dr__yR_e_cSacW_ot_s__oia_a_teet_u:_s_e_udna_ad_at_g___str_dMv_ua_ht_bc__th_o_ugr_h_e“e_a_1e_l_esr_Pd_c_g_:eute_:_i_h_3aa:_me_sn__m_rne_1e__t_t_oa_ir_.d__Loc_Ao_r____d_tAd_d_e_:Ro__e_u_ri__B_l_esu_Eec_s__a_c_spxt__r__gi-eo__tup_o___inrr_s_pl_on_ed__tai__t_nem__i_iva_y_n_so___wnip_o_._nd___adl_u_i_e_i_n_to_fr_Co_h__di_f__oe__h__(t_L_pdb_h_fa____ores_e_l_r_e_el_su_e_e_d_fsr__np__onv_i___dGrc_lga__el_t_teoah_si_n_sweoe_t_as_norn_iy_te_tnsu_Aa:__gMr_it_hca_ni_os_ttla_ti_ttn_gppvOa_h_s_mstri_e_beto:_oy_/m_sadc_/f_e”v_ea3_e_rrist_7ov_enma_s_,afi_te_nt:_el“_sta_igo_hV.t_bA_y._eo_lEc_Ile_l–o_nlPr_c_ump_vr_att_opr_ohon_/o_ct_i1li_iesv_cec_o5_xadi_a_n2Ld_anu_c_s3em_air_t_c0dine__vi_2.d_en_Si_1fr_te_tyou_6_e_,arp_0p_m_syt_)s_pi_.o_os_e1_u,_nW_c”-__s8tw__asi__an_iit_ornlc__lye_fh__you_tt__Pohhus___eueera___rr_Sans__tSa_ta_p_Aum_tt_huu_d__oyedr_e_a_.fsen__li_tnt_cEh_w_tBa_e_x_Bl_oo_p_vm_roo_li_la_dodk_o_i_ek.._nd__o._.e___lo___tn_o__l__y_, FOR ABSENT STUDENTS
Trial 2
© 2014 The Regents of the University of California Activities for appropriate lessons have been
Type of Trial 1 modified for a student away from the classroom.
Students are given the tools they need to collect
Eruption and analyze the data so that they may return to
their group caught up and ready to move on.
Less gassy
“magma”
Absent Work
IAES Plate Tectonics: Activity 37
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TEACHER PORTALS
Our online teacher portal allows access to the entire curriculum and includes:
EDITABLE POWERPOINTS
Every activity is supported by a PowerPoint
that encourages a student-driven classroom.
Fully editable, the slides can be customized as
needed to best support the unique needs of
individual classrooms.
SPANISH STUDENT BOOKS AND SHEETS
Accessible on both the student and teacher
portals, Spanish student books and student
sheets are available for grades 6-8.
PROFESSIONAL DEVELOPMENT VIDEOS
A variety of resources ready when you are. These
videos can help with topics ranging from lesson
planning and lab set-up to delving deeper into
pedagogy and best practices.
INTEGRATED ASSESSMENT & HOMEWORK
Create and customize assessments, item banks, and homework to print or assign online.
Scoring and feedback can also be done within the Portal system.
LAB-AIDS.COM/NGSS | 7
IMPLEMENTING SEPUP
The SEPUP program, coupled with the NGSS, has the ability to transform how our
students learn science — but that transformation will not happen overnight. Where
is the best place to start? How do we ensure that our teachers will be supported?
We consistently see that schools who thoughtfully incorporate Professional
Development into their adoption plan are able to significantly accelerate the
implementation process.
Suggested PD Plan for Implementation
PD needs vary greatly so we tailor sessions to best meet each school’s needs
(over 2–4 sessions)
YEAR ONE
• S hift from teacher to student driven classroom
• U sing overarching issues as content context
• F ocus on engaging students in the Practices
• Notebooking & Student Ownership
• Using a spiraling curriculum
• Explore criteria setting with Evidence and Trade-Offs assessment variable
YEAR TWO (over 2–3 sessions)
• Deeper focus on assessment and student work
• More robust use of differentiation and literacy supports
• Making Crosscutting Concepts explicit
• A ddressing misconceptions
• Group Interaction and Communication assessments
• G uided dialog across grade level
Transition to Internal PD Support
• Select internal leadership
• Area based cohorts for collaboration
• SEPUP Summer Academy
• Train the Trainer
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NGSS Implementation Pathway Model*:
1 2 3 4
Initial Deepening Planning Full alignment
Exposure instruction of instruction
to NGSS understanding around NGSS
to NGSS
of NGSS
Awareness Transition Implementation
Suggested Implementation Model Using SEPUP:
Purchase units now Deeper Internally
as exemplary models transition to fine tune and
& tools to learn NGSS the NGSS as
staff are ready customize
Professional Development curricula to meet
to support deepened
unique student
understanding of NGSS and district
needs.
PURCHASE OPTIONS:
Complete Equipment Package + Student Access
and/
or
Equipment + Teacher Resources Student Book and/or Online Student Portal
Organized materials for up to 5 classes of 32 students, mobile storage Hard bound, and/ Subscription to online
cart, subscription to online Teacher Portal for one teacher, which non-consumable or student portal: English
includes online access to resources listed above. student books and Spanish student
books and student
sheets, LABsent,
resource supplements.
See the following unit pages for pricing.
* J. Spiegel and K. Bess, Y. Shimojyo, A. Quan. 2014.
LAB-AIDS.COM/NGSS | 9
EQUITABLE ACCESS FOR ALL STUDENTS
Issues and Science is designed to be inherently accessible to all students
by using unit issues as common entry points, prioritizing concrete
experiences over the abstract, and centering activities around group
work. That said, we recognize that teachers need additional supports
even beyond excellent program design as they work to equitably include
each student. To that end, the tools embedded into the SEPUP curriculum
reflect a central mission to provide materials that facilitate culturally
responsive learning experiences that diverse learners find meaningful and
relevant to their lives.
DIFFERENTIATED INSTRUCTION
In Issues and Science, classroom supports for
differentiated instruction are embedded in each
activity so that students are barely aware that
there is any “additional” instruction. For
teachers, comprehensive teacher guidance is
provided in the teacher materials on how and
when to implement each suggested strategy.
Instructional materials are intentionally flexible for teachers and contain
suggestions for conducting the activities with more or less support for
students as they move toward more self-directed learning. For example,
the Teacher Edition may provide a sample lab procedure that can be
distributed to students who are not yet prepared to design their own
scientific investigation. For those students who are ready to be more
independent, suggestions are also given to help reduce teacher guidance.
Each activity has specific, research-based suggestions for differentiating
instruction for three types of learners: English learners, academically
gifted, and students with learning disabilities. These instructional supports
are embedded directly into the activity and may take on different forms
depending on the goals of the activity. SEPUP’s field-test classrooms have
demonstrated that these embedded instructional approaches in Issues and
Science helps diverse populations of students succeed.
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LITERACY
Teaching Issues and Science provides consistent
opportunities for students to improve English
language skills and science literacy. For example,
students are expected to read informational
text and procedures, write clearly in student
notebook entries, and use oral language skills
during discussions. To support reading, writing
and oral discourse, SEPUP embeds strategies throughout the units.
These help students process new content, develop analytical skills,
connect concepts, become more proficient readers, and express their
knowledge. Students are
able to further build their Name
knowledge and appreciation
of science and engineering Possible Explanations: A Day On Date
while simultaneously
improving their reading and Earth
communication skills.
Idea Diagram ObFsoerrvIdaetiaons AOgbasienrsvtaItdioeans
dtnffoEaraiogyari.htmrtthtdhetaurhmnreaidnowSgvcuaeltonyshseaetr Day
Sun Earth
Night
Sun Earth
Day
nmtsTihhgaheahkedSte.Muos nwiotaocdnnoad’vrsekras t Sun Earth Moon
Night
Talking Drawings help students aacdExroaioasmyru.tptnholdetstaopeknlieynistsone Sun Moon Earth
construct diagrams to visually 1 day Sun
communicate their ideas about Earth
a concept. Used before and
after activities, the drawings EcoToanhrmeethldSe.atueynlyttoaakrgoeous nd Sun
can be adjusted to show new Earth
understanding. ©2015 The Regents of the University of California
Issues and Earth Science • Student Sheet 73.3
F-37
LAB-AIDS.COM/NGSS | 11
ASSESSMENT SYSTEM
The SEPUP Assessment System is based on the idea that students benefit from
regular opportunities to demonstrate learning through performance in the context
of their work at hand:
• a group redesigning a structure to prevent erosion may also be evaluated on their
understanding of engineering design.
• f eedback can be provided to strengthen a student’s argument as she considers
additional evidence about fossilized footprints and explains the patterns.
Each unit includes a variety of assessments embedded within the instruction to
provide consistent, actionable information to the teacher and students with minimal
impact on instructional time.
VARIABLES (concepts and practices) ASSESSMENT SCORING GUIDES
TASKS
Analyzing and Interpreting Data (rubrics) describing
Communicating Concepts and Ideas for each variable 5 competency levels
Constructing Explanations for each variable
Developing and Using Models
Engaging in Argument from Evidence
Engineering Design Solutions
Evidence and Trade-offs
Organizing Data for Analysis
Planning and Carrying Out Investigations
BLUEPRINTS/OVERVIEWS ASSISTANCE FOR TEACHERS MODERATION
showing where collaboration with other
EXEMPLARS
assessment tasks are found of student work for teachers for setting
throughout a unit each Scoring Guide criteria in scoring
ITEM BANKS FORMATIVE QUICK CHECKS
for tests and quizzes for informal assessment
At the core of the SEPUP assessment system are nine variables, identified in
the diagram above. Assessment items and tasks are used to gather evidence of
students’ learning within each variable, while Scoring Guides and Exemplars are
provided for interpreting their responses.
These nine variables are used throughout Issues and Science so that students may
demonstrate a deeper understanding and level of sophistication, not only as one unit
progresses, but as they move from unit to unit across grade levels. These assessment
tasks, partnered with quick checks, 3-D formative assessment opportunities, and
unit tools such as unit overviews, assessment blueprints, learning pathways, and
item banks, form the SEPUP assessment system.
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NGSS Learning Pathways (sepuplhs.org/pathways2) visualize the three dimensional
path students take in Issues and Science as athreeyewmBUobILrDekIdNuGdpSeITdtEoPwwLAhaNerAdnCsTsIatVuITPdYee1r6nfotsrmreaancchethe
Expectation (PE). Summative assessments
PE, as well as formative assessments and quick checks along the way so students
and teachers may evaluate their progress at multiple places throughout.
This activity provides the culminating assessments for the unit. The plans
Shown here sistutdheentsstcareratteoifnaPrsotcuedduerne tStreeps5poarnesaesseesxseedmonpltahreirwahbeilirteiessttoudents have been
asked to desciogmnmaunneicwatestchheogeoollopgrioc pcoenrtteyn,twushinilgetmheiCtiOgMaSticnogrintgheGuhiudem. Tahneitmaspk act on the
environmentp. rTimhaersiley alessveessl-e4s PeexrfeomrmpalnacresEaxrpeecptartoiovnidMeSd-EfSoSr3e-3a:cAhppalysssceisenstmifiec nt task so
teachers knopwrinwcihplaets ttoodeexsipgneca tm. ethod for monitoring and minimizing a human
This particulaimrpaascst eosnstmheeenntvicroonmmeenst,aats twheell easnodnothfeair uenngiitnweehriengredesstiugnd.eYnouts have been
immersed inmthayisaltsoopwiacnat ntoduusestehse tEhNeG SCcoorminmg GunuiidceataisnagQCuoicnkcCehpetcsk taonadsseIdsseas variable
and scoring sgtuudidenet. designs. The task does not prompt a Level-4 response, but you
may want to use it with students to achieve a Level-3.
PROCEDURE STEP 5 LEVEL4 STUDENT RESPONSE
Boomtown Middle School
solar
panels
BOOMTOWN MIDDLE
covered parking
walkway garage
erosion erosion measurement stick
measurement stick
main building garage
soccer/football field stairs
porous patio
vegetation stone wall skate park
terraces erosion
plants measurement stick
We made four preliminary designs and picked the best parts of each one and
LabAids SEPUP IAPS Interactions 3e
combined them for theFifgiunrea: Ilntdereascit3genT.E S16i_n3ce building often causes faster erosion,
nutrient runoff, displaMceyrdiadsPerdo Rimege9n.5/t11deposits, and reduced water quality, we
mitigated the human impact with the following design elements:
• A three-story building instead of one-story to reduce the hard surface area on
the ground
LAB-AIDS.COM/NGSS | 13
INTERACTIONS 251
Unit Focus
Provides context for relevant and connected anchoring and investigative phenomena within the unit.
How and why do organisms interact with their environment and what are the
effects of these interactions? What if the organisms aren’t native to the area?
Unit Phenomena
What can we observe in science that makes us wonder?
Introduced species are changing their environments,
can cause problems for people, and affect biodiversity.
When people bring new organisms into an ecosystem,
there can be effects for people and the environment.
There are different organisms and different numbers of organisms in different places.
Different species tend to be found together and are
linked through feeding and energy relationships.
Physical and biological factors can disrupt an ecosystem to a small or large degree.
Activities
Students use SEPs, DCI, and CCC to explain, justify, and argue a point of view about the issue.
species research local data transects
black-worm habitats owl pellets and food webs
matter cycles - local nematodes population growth
modeling a new species abiotic impacts in ecosystems
evaluating & presenting solutions
Ecology, Issues and Science
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ISSUES AND Ecology
LIFE SCIENCE
THIRD EDITION
REVISED FOR NGSS
THE LAWRENCE HALL OF SCIENCE LAB-AIDS.COM/NGSS | 15
UNIVERSITY OF CALIFORNIA, BERKELEY
Contents
Ecology
1 talking it over 3 11 l a b o r ato ry 52
The Miracle Fish? 9 Cycling of Matter 57
15 60
2 project 20 12 m ode li ng 63
Introduced Species 24 Modeling the Introduction 67
29 of a New Species 72
3 investigation 34
Data Transects 39 13 i n v e s t i g at i o n
44 Abiotic Impacts
4 field study 48 on Ecosystems
Taking a Look Outside
14 i n v e s t i g at i o n
5 laboratory Effects of an
A Suitable Habitat Introduced Species
6 investigation 15 ta l k i n g i t o v e r
Ups and Downs Too Many Mussels
7 laboratory 16 projec t
Coughing Up Clues Presenting the Facts
8 reading Unit Summary 75
Eating for Matter and Energy Appendices 79
Glossary 112
9 laboratory Index 114
Population Growth Credits 118
10 i n v e s t i g at i o n
Interactions in Ecosystems
The following pages consist of one sample activity from Issues and Science, Ecology. ix
16 | LAB-AIDS | 800.381.8003
14 Effects of an Introduced Species
i n v e s t i g at i o n
As you know by now, introduced species are a major type of biotic
disruption. When scientists realized that zebra mussels were
likely to find their way into the Hudson River—a river that runs
through the state of New York and drains into the Atlantic Ocean—
those scientists were in a unique position to understand and docu-
ment the impact of the invasion.
Scientists don’t usually have data about an ecosystem until after the
new species appears. However, scientists began collecting data on the
Hudson River’s ecosystem in 1986. They decided to study the whole
Hudson River ecosystem over a 200-km stretch.
Canada Vermont
New York Hudson
River
Massachusetts
Connecticut
Pennsylvania
Map of the Hudson River
LFEiagcbuoArseidy:sEstcSeoEm3PeUsPSBaIAr1eP4S_u1Escuoalolglyy 3neot isolated—what happens in one place may
MhayvrieadaPnroeRfefegc9t.5o/1n1a place that seems far away. The scientists decided
to do a long-term study because ecosystems are dynamic—they are
constantly changing for many reasons. Some reasons for change are
natural disturbances, and others are human-caused disturbances.
Disturbances can affect many interactions between biotic and abiotic
factors in the ecosystem.224225226227
224 NGLS2C1
225 NGLS4D1
226 NGES3C1
227 NGSPNS2
LAB-AIDS.COM/NGSECSOL| O1G7Y 63
ACTIVITY 14 EFFECTS OF AN INTRODUCED SPECIES
ECOLOGY ACTIVITY 14
In this activity, you will compare data collected by scientists in the
years before and after the arrival of the zebra mussels. From the data,
you will begin to build a picture of how the ecosystem has changed.
GUIDING QUESTION
What do the scientific data tell you about how the Hudson
River has changed after the introduction of the zebra mussel?
MATERIALS
For each pair of students
1 computer with Internet access
PROCEDURE
1. With your class, watch the video clips, “The Problem” and
“Observation.”
2. With your partner, complete the reading below.
Collecting Data
To study the Hudson River ecosystem, scientists collected data on abiotic
factors, such as the water’s temperature, cloudiness, pH, and oxygen lev-
els. The scientists also collected data on biotic factors, including measur-
ing the populations of microscopic organisms, fish, and aquatic plants. To
study the whole river, they chose six key locations where they measured
several variables. They also used the transect method to collect water
samples every 2–4 km along a 170-km stretch of the river between the six
key locations. At that time, no zebra mussels lived in the river.
In May 1991, a few years after they were first found in the Great Lakes,
zebra mussels appeared in the Hudson River. Based on what scientists
already knew about the Hudson’s water chemistry, its river bottom, and
other conditions, they predicted that zebra mussels would invade the
river. Within a year, scientists estimated that the zebra mussel population
had reached 500 billion! If you had a huge balance scale and put the Hud-
son River zebra mussels on one side, they would outweigh all the other
consumers in the ecosystem combined—all the fish, zooplankton, worms,
shellfish, and bacteria.
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800.381.8003
EFFECTS OF AN INTRODUCED SPECIES ACTIVITY 14
ACTIVITY 14 ECOLOGY
3. Now you will help scientists figure out how the zebra mussels
have affected the river ecosystem. With your partner, use the
table below to choose three factors to investigate. Be sure to
choose factors you think zebra mussels might affect.
Biotic factors Abiotic factors
Water Temperature: Temperature affects
Phytoplankton: These tiny drifting an organism’s metabolism—the internal
organisms use photosynthesis to make chemical reactions that affect its health and
food. Scientists filter plankton from the growth.
water and measure the amount of chloro-
phyll they contain to estimate the amount (Graph Parameter: Temperature)
of phytoplankton.
(Graph Parameter: Chlorophyll a) Dissolved Oxygen: Oxygen dissolves in
FMLiagyburAiraeidd:PsErcSooER3PeeUgPSB9IA.15P4/S1_12EiSZcnocoioleoopngpetyinlsa3twesnamktteeora,nsfue:erTedhtienhsgeeiortinanbpyuhanyndtiomapnalcalesnbdkyrtiofnt . water. Both producers and consumers (like
zebra mussels) take up oxygen during respi-
filtering river water through mesh nets. ration. Producers also give off oxygen.
(Graph Parameters: Rotifers, copepods, (Graph Parameter: Dissolved oxygen)
Cladocera) Water Clarity: Scientists use a Secchi disk
Freshwater Mollusks: Mollusks, such to measure how clear water is. They lower the
FMLiagyburAiraeidd:PsErcSooER3PeeUgPSB9IA.15P4/S1_13EcafHiolsutlecodlrgsaionymng3seRf,oimvoedur.sisNneaclsltu,ivadenemdUoonylilosutnseikrdssa,inefeatehndedby disk into the water until they can no longer see
Sphaeriidae, which eat bacteria and the pattern on the disk’s surface. The clearer
phytoplankton. the water, the greater the depth at which
scientists can see the pattern.
LMFiagyburAiraeidd:PsErcSooER3PeeUgPSB9IA.15P4/S1_14Ec(SoGplohrgaaype3rhieidPaaer)ameters: Unionidae, (Graph Parameter: Secchi depth)
Watershed Nutrients from Organic Suspended Solids: The solid particles
Matter: Organic particles from soil, dead suspended in water affect its clarity and
leaves, and other materials wash into the quality. These particles can be both biotic (like
river from the watershed (the land around phytoplankton) and abiotic (like silt and clay).
the river). This organic matter feeds many Zebra mussels consume huge amounts of
organisms, especially bacteria. biotic suspended solids, clearing large bodies
(Graph Parameters: Bacterial abun- of water.
(Graph Parameter: Total suspended solids)
LabAids SEPUP IAPS Edcaonlocge,yb3aecterial production)
MFigyuriraed:PErcooR3eegSB9.154/1_15Forisohth: eFrisfhiseha. t zooplankton, invertebrates,
(Graph Parameters: Alosa (pelagic
fish), Centrarchidae (littoral fish))
LabAids SEPUP IAPS Ecology 3e LAB-AIDS.CEOCOMLO/NGYGS65S | 19
Figure: Eco3e SB 14_6
MyriadPro Reg 9.5/11
ACTIVITY 14 EFFECTS OF AN INTRODUCED SPECIES
ECOLOGY ACTIVITY 14
4. Following your teacher’s directions, develop a testable question
and a prediction for how each factor you selected will change
after the zebra mussel’s arrival in the river. Write down why you
chose these factors and your prediction for each factor. Have your
teacher approve your choice of factors.228229230
5. With your partner, go to the link on the Ecology page of the
SEPUP website as instructed by your teacher. Select “Graph the
Data.”
6. You will examine data from the Kingston location. Select “Over
Time,” and use the map to choose the Kingston location.
7. Set the first parameter to “Zebra mussel,” and set the second
parameter to one of the factors that you chose in Procedure Step 3.
8. Examine the graph prior to the arrival of the zebra mussel in
1991 and afterwards, and record your findings in your science
notebook. 231
9. Repeat this process for each of the other two factors you chose.
ANALYSIS
1. For each factor you examined, do the data show stability or
change in the Hudson River ecosystem? Support your claim with
evidence and reasoning. 232233234235236237
2. In Procedure step 4, you made predictions about how each of the
three factors would be affected by the introduction of the zebra
mussel. Describe whether the data supported your predictions.
3. How did the introduction of the zebra mussel change the Hudson
River ecosystem?
4. Your observations covered data that spanned from a few years
before to over 20 years after the zebra mussel arrived in the
Hudson River. Predict what the data might show in the next 20
years. Explain the reasons for your prediction. 238239
228 NGCCPA1
229 NGCCCE2
230 NGCCSC1
231 MASP6B5
232 SEASAR1
233 SELTWF2
234 NGSPEA2
235 NGLS2A1
236 NGLS2A2
237 NGPEL24
238 NGCCPA1
239 NGCCCE2
20 | LAB-A6I6DESCO| L8O0G0Y.381.8003
ISSUES AND Ecology
LIFE SCIENCE
TEACHER EDITION
THIRD EDITION
REVISED FOR NGSS
THE LAWRENCE HALL OF SCIENCE
UNIVERSITY OF CALIFORNIA, BERKELEY
LAB-AIDS.COM/NGSS | 21
Contents
Ecology TEACHER EDITION
1 talking it over 3 10 i n v e s t i g at i o n
The Miracle Fish? Interactions in Ecosystems 127
151
2 project 11 l a b o r ato ry 161
Introduced Species 19 Cycling of Matter 169
179
3 investigation 37 12 m ode li ng 189
Data Transects Modeling the Introduction 205
of a New Species
4 field study
Taking a Look Outside 49 13 i n v e s t i g at i o n
Abiotic Impacts
5 laboratory on Ecosystems
A Suitable Habitat 59
14 i n v e s t i g at i o n
6 investigation Effects of an
Ups and Downs 73 Introduced Species
7 laboratory 15 ta l k i n g i t o v e r
Coughing Up Clues 89 Too Many Mussels
8 reading 16 projec t
Eating for Matter and Energy 103 Presenting the Facts
9 laboratory
Population Growth 115
The following pages consist of one sample activity from Issues and Science, Ecology Teacher Edition.
v
22 | LAB-AIDS | 800.381.8003
14 Effects of an Introduced Species
i n v e s t i g at i o n
2 class sessions
ACTIVITY OVERVIEW
NGSS CONNECTIONS
Students use computers to analyze a large data set on the effects of the zebra
mussel on the Hudson River ecosystem. They analyze and interpret data to argue
how the introduction of the zebra mussel affected populations of other organisms
as well as the abiotic environment. Students are assessed on how well they use
empirical evidence to construct an argument for how a change to the biological
component of an ecosystem affects other populations. The activity provides an
opportunity to assess student work related to Performance Expectation MS-LS2-4.
NGSS CORRELATION
Performance Expectation
MS-LS2-4: Construct an argument supported by empirical evidence that changes
to physical or biological components of ecosystem affect populations.
Disciplinary Core Ideas
MS-LS2.A Interdependent Relationships in Ecosystems: Organisms, and populations
of organisms, are dependent on their environmental interactions both with other
living things and with nonliving factors.
MS-LS2.C Ecosystem Dynamics, Functioning, and Resilience:
Ecosystems are dynamic in nature; their characteristics can vary over time.
Disruptions to any physical or biological component of an ecosystem can lead to
shifts in all its populations.
Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic
ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often
used as a measure of its health.
MS-LS4.D Biodiversity and Humans: Changes in biodiversity can influence
humans’ resources, such as food, energy, and medicines, as well as ecosystem
services that humans rely on—for example, water purification and recycling.
ECOLOGY 179
LAB-AIDS.COM/NGSS | 23
ACTIVITY 14 EFFECTS OF AN INTRODUCED SPECIES
ECOLOGY ACTIVITY 14
MS-ESS3.C: Human Impacts on Earth Systems: Human activities have significantly
altered the biosphere, sometimes damaging or destroying natural habitats and
causing the extinction of other species. But changes to Earth’s environments can
have different impacts (negative and positive) for different living things.
Science and Engineering Practices
Engaging in Argument from Evidence: Construct an oral and written argument
supported by empirical evidence and scientific reasoning to support or refute an
explanation or a model for a phenomenon or a solution to a problem.
Using Mathematics and Computational Thinking: Use digital tools (e.g., computers)
to analyze very large data sets for patterns and trends.
Analyzing and Interpreting Data: Analyze and interpret data to provide evidence for
phenomena.
Connections to Nature of Science: Scientific Knowledge Is Based on Empirical
Evidence: Science disciplines share common rules of obtaining and evaluating
empirical evidence.
Crosscutting Concepts
Cause and Effect: Cause and effect relationships may be used to predict phenomena
in natural or designed systems.
Patterns: Patterns can be used to identify cause and effect relationships.
Stability and Change: Small changes in one part of a system might cause large
changes in another part.
Common Core State Standards—Mathematics
6.SP.B.5: Summarize numerical data sets in relation to their context.
Common Core State Standards—ELA/Literacy
WHST.6-8.1: Write arguments to support claims with clear reasons and relevant
evidence.
WHAT STUDENTS DO
Students watch a video clip to learn how scientists collect data on zebra mussels.
They choose biotic and/or abiotic factors that the zebra mussel might affect and
use a Web-based graphing tool to graph and analyze a large data set. Students are
assessed on how well they construct an argument based on evidence from the data
for the effects that the zebra mussel has on other components in the ecosystem.
1802E4CO|LOLAGYB-AIDS | 800.381.8003
ACTIVITY 14 EFFECTS OF AN INTRODUCED SPECIES
ACTIVITY 14 ECOLOGY
MATERIALS AND ADVANCE PREPARATION
■ For the teacher
1 Scoring Guide: constructing an argument from evidence (arg)
■ For each pair of students
*1 computer with Internet access
■ For each student
1 Literacy Student Sheet 4b, “Writing Frame: Engaging in Argument”
(optional)
1 Scoring Guide: constructing an argument from evidence (arg)
(optional)
*not included in kit
TEACHING SUMMARY
GET STARTED
1. Students become familiar with the study of zebra mussels in the Hudson River
ecosystem.
a. Instruct students to read the introduction about a long-term study of the
zebra mussel in the Hudson River.
b. Elicit students’ initial ideas for how the zebra mussel may have impacted
other organisms in the river.
DO THE ACTIVITY
2. Students explore why and how scientists have studied, over an extended period
of time, the Hudson River ecosystem.
a. Show students two short (totaling 5–6 minutes) video clips—“Part 1: The
Problem” and “Part 2: Observation”—linked to on the Ecology page of
the SEPUP Third Edition website at http://www.sepuplhs.org/middle
/third-edition, and then have students discuss as a class what they learned.
b. After pairs of students have read the short paragraph in the Procedure,
ask them what methods scientists might have used to collect these data.
3. Students develop a testable question and use the online database and graphing
tool to investigate it.
a. Direct student pairs to the table in the Student Book that identifies the
biotic and abiotic factors for which scientists have collected data. Instruct
students to select three factors that zebra mussels are likely to affect.
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ACTIVITY 14 EFFECTS OF AN INTRODUCED SPECIES
ECOLOGY ACTIVITY 14
b. Instruct student pairs to develop a testable question for each factor and to
check their choice of factors with you before proceeding.
c. Instruct student pairs to make a prediction for each question using what
they have learned about patterns of interactions in ecosystems.
d. Instruct student pairs to follow the Procedure in the Student Book for
accessing the website and manipulating the data to produce graphs.
BUILD UNDERSTANDING
4. (arg assessment) Students write responses to Analysis items 1 and 2, con-
structing arguments about the three factors they examined.
a. Direct students to Analysis items 1 and 2, and let them know they will be
assessed on their responses to these items. Explain the criteria for their
responses.
b. Hold a class discussion to summarize which factors the zebra mussels did
and did not affect.
TEACHING STEPS
GET STARTED
1. Students become familiar with the study of zebra mussels in the Hudson River
ecosystem.9293
a. Instruct students to read the introduction about a long-term study of the
zebra mussel in the Hudson River.
You might want to have one or two students read the introduction out
loud so that you can be sure students understand the unique opportunity
scientists have had to examine an ecosystem before and after a biological
invasion. Refer back to the situation with the Nile perch, a situation where
there was little information about the lake ecosystem prior to the Nile
perch’s introduction.
b. Elicit students’ initial ideas for how the zebra mussel may have impacted
other organisms in the river.
Accept all reasonable responses that discuss the mussel’s impact on the
food web and any other concepts and ideas learned in previous activities.
92 NGLS2C1
93 NGLS4D1
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ACTIVITY 14 EFFECTS OF AN INTRODUCED SPECIES
ACTIVITY 14 ECOLOGY
DO THE ACTIVITY
2. Students explore why and how scientists have studied, over an extended period
of time, the Hudson River ecosystem.9495
a. Show students two short (totaling 5–6 minutes) video clips—“Part 1: The
Problem” and “Part 2: Observation”—linked to on the Ecology page of
the SEPUP Third Edition website at http://www.sepuplhs.org/middle
/third-edition, and then have students discuss as a class what they learned.
Students may have learned that scientists collect data on many factors to
track and check for changes in an ecosystem caused by any number of
triggers; doing so makes them better prepared to predict what might hap-
pen because of a disruption, such as the introduction of the zebra mussel,
to the Hudson River ecosystem.
b. After pairs of students have read the short paragraph in the Procedure,
ask them what methods scientists might have used to collect these data.
Briefly connect their responses to the field study activity earlier in the unit
where students used a transect method to collect data.
3. Students develop a testable question and use the online database and graphing
tool to investigate it.9697
a. Direct student pairs to the table in the Student Book that identifies the
biotic and abiotic factors for which scientists have collected data. Instruct
students to select three factors that zebra mussels are likely to affect.
Depending on how much support the class needs with analyzing data, you
may want to review the chart describing the factors as a whole class.
Factors that will show the effect of the zebra mussel include phyto-
plankton (chlorophyll A), zooplankton (rotifers, copepods, Clodocera),
freshwater mollusks (Sphaeriidae), pelagic fish (Alosa), littoral fish
(Centrarchidae), and water clarity (Secchi depth). One factor that will
NOT show any effect from the zebra mussel is water temperature. Factors
that are more challenging to interpret include dissolved oxygen, copepod
nauplii, bacterial abundance, bacterial production, and suspended solids.
b. Instruct student pairs to develop a testable question for each factor and to
check their choice of factors with you before proceeding. 98
It is important that students choose at least one factor that will clearly
show the effect of the zebra mussel. Help students understand that an
appropriate question should ask how an independent variable affects a
94 NGES3C1
95 NGSPNS2
96 NGSPUM1
97 NGSPAD3
98 MASP6B5
ECOLOGY 183
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ACTIVITY 14 EFFECTS OF AN INTRODUCED SPECIES
ECOLOGY ACTIVITY 14
dependent variable. If your students are not familiar with independent
and dependent variables, it may be helpful to give them an example
question, such as, “How does the zebra mussel (independent variable)
affect phytoplankton (dependent variable)?” A real-world example might
be, “How does the weather (independent variable) affect the clothes a
person wears (dependent variable)?” Have a brief discussion about these
questions to clarify the meaning of the two terms for students.
c. Instruct student pairs to make a prediction for each question using what
they have learned about patterns of interactions in ecosystems.99100101102
Remind students of previous activities in which they explored interactions
between biotic and abiotic factors by matching graphs with scenarios. As
an example, if students are exploring the effect of zebra mussels on phy-
toplankton, their prediction might be, “I predict that if the zebra mussel
population increases, then the phytoplankton population will decrease
because zebra mussels eat plankton.” This process of making predictions
will reinforce students’ understanding of cause-and-effect relationships.
d. Instruct student pairs to follow the Procedure in the Student Book for
accessing the website and manipulating the data to produce graphs.
Circulate throughout the room to troubleshoot any problems students
may have.
BUILD UNDERSTANDING
4. (arg assessment) Students write responses to Analysis items 1 and 2, con-
structing arguments about the three factors they examined.103104105106107108109
a. Direct students to Analysis items 1 and 2, and let them know they will be
assessed on their responses to these items. Explain the criteria for their
responses.
Consider distributing Literacy Student Sheet 4b, “Writing Frame:
Engaging in Argument,” to students to help them construct their argu-
ments. Depending on your students’ abilities to analyze graphs, consider
going through one factor together as a class by projecting the graph for
that factor and engaging students in a discussion about how to interpret
the data.
b. Hold a class discussion to summarize which factors the zebra mussels did
99 NGCCPA1 and did not affect.
100 NGCCCE2
101 NGCCSC1
102 MASP6B5
103 SEASAR1
104 SELTWF3
105 NGSPEA2
106 NGLS2A1
107 NGLS2A2
108 NGSPAD3
109 NGPEL24
184 ECOLOGY
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ACTIVITY 14 EFFECTS OF AN INTRODUCED SPECIES
ACTIVITY 14 ECOLOGY
Students should have analyzed at least one factor that indicates that
the zebra mussel caused a change (effect) in the ecosystem, and they will
have information from the debate to expand their answers.
You might want to incorporate a discussion about uncertainty in the
data and which factors need additional study to be able to draw a firm
conclusion.
SAMPLE RESPONSES TO ANALYSIS
1. (arg assessment) For each factor you examined, do the data show stability
or change in the Hudson River ecosystem? Support your claim with evidence
and reasoning. 110111112113114
Student responses will vary depending on the factors they chose to analyze.
One sample response is shown here:
I found that chlorophyll, Clodocera, Alosa, Sphaeriidae, copepod nauplii, and rotifers
showed the most change.
See the table below for general relationships between the introduction of
zebra mussels and each factor.
Factor Effects
Alosa (pelagic fish) no change at first, then eliminated
Bacterial abundance significant increase
Bacterial production slight increase and then a slight decrease
Centrachidae (littoral fish) no change at first, then eliminated
Chlorophyll a (in phytoplankton) significant decrease
Cladocera (zooplankton) significant decrease then increase, but not completely to pre-ze-
Copepod nauplii (zooplankton) bra mussel level
significant decrease and then return to pre-zebra mussel level
Copepods (zooplankton) slight decrease and then a slight increase
Dissolved oxygen no change
Oxygen saturation no change
Rotifers (zooplankton) significant decrease and then a return to pre-zebra mussel level
Secchi depth (water clarity) slight increase then return to pre-zebra mussel level
Sphaeriidae (mollusk) significant decrease then slight increase
Temperature (water) no change
Total suspended solids slight decrease then increase, but not completely to pre-zebra
Unionidae (mollusk) mussel level
significant decrease
110 SEASAR1 ECOLOGY 185
111 NGSPEA2
112 NGLS2A1 LAB-AIDS.COM/NGSS | 29
113 NGLS2C1
114 ELWH681
ACTIVITY 14 EFFECTS OF AN INTRODUCED SPECIES
ECOLOGY ACTIVITY 14
2. (arg assessment) In Procedure Step 4, you made predictions about how
each of the three factors would be affected by the introduction of the zebra
mussel. Describe whether the data supported your predictions.
Students’ responses will vary depending on the factors they chose to analyze
and what their predictions were. One sample response is shown here:
SAMPLE LEVEL-4 RESPONSE
I was investigating the question,What is the effect of zebra mussels on the factor you
chose (rotifers)? I predicted that the greater the zebra mussel population becomes, the
lower the rotifer population will become.The evidence that supports my prediction
is that the patterns of the data on the graph showed that after the zebra mussels
were established in 1992, the rotifer population dropped from between 1,000/L and
2,000/L to less than 200/L most years, and never above 500/L. Because zebra mus-
sels are predators that prey on rotifers, a larger zebra mussel population will eat more
rotifers, causing a decrease in the rotifer population.This is what normally happens in
predator–prey relationships: when a predator population increases, it causes the prey
population to decrease.This is an example of a cause-and-effect relationship.
3. How did the introduction of the zebra mussel change the Hudson River
ecosystem?115116
Students’ responses will vary depending on the factors they chose to analyze.
One sample response is shown here:
The introduction of the zebra mussel changed many factors in the Hudson River
ecosystem.The plankton populations, such as rotifers and copepods, decreased.The
cloudiness of the water decreased as well. Some fish populations decreased due to lack
of plankton to eat, but some increased because the less cloudy water allowed more
plants to grow so that plant-eating fish had more to eat.
4. Your observations covered data that spanned from a few years before to
over 20 years after the zebra mussel arrived in the Hudson River. Predict
what the data might show in the next 20 years. Explain the reasons for your
prediction.117118
Student responses may vary based on the factors they investigated in the
activity. One sample response is shown here:
My group analyzed population data from rotifers and Clodocera along with amounts
of total suspended solids. All three of these factors decreased after the zebra mussel was
introduced to the ecosystem. I predict that in 20 years, the zebra mussels will still be in
the Hudson River, and that the rotifers, Clodocera, and total suspended solids will still
115 NGES3C1
116 NGLS4D1
117 NGCCPA1
118 MGCCCE2
186 ECOLOGY
30 | LAB-AIDS | 800.381.8003
ACTIVITY 14 EFFECTS OF AN INTRODUCED SPECIES
ACTIVITY 14 ECOLOGY
be low. Because the zebra mussel eats the rotifers and Clodocera, if the zebra mussel is
still present, the populations will stay low.The zebra mussel will also eat other plank-
ton, keeping the total suspended solids low.
REVISIT THE GUIDING QUESTION
What do the scientific data tell you about how the Hudson River has changed after
the introduction of the zebra mussel?
Zebra mussels have impacted the Hudson River ecosystem in many ways, having
short-term and long-term effects on different components of the ecosystem. The
ecosystem is always changing, with some factors remaining stable but others
changing over time.
ACTIVITY RESOURCES
KEY VOCABULARY
dependent variable
independent variable
BACKGROUND INFORMATION
INDEPENDENT AND DEPENDENT VARIABLES
An independent variable is the controlled variable in an experiment or the variable
that is not changed by other variables that are being measured. In the context of
this activity, the independent variable is the zebra mussel. The dependent variable
is the observed phenomenon that is being measured or the variable that is chang-
ing. In the context of this activity, the dependent variables are all of the factors
being compared.
REFERENCES
Cary Institute of Ecosystem Studies. (n.d.). Zebra mussels and the Hudson River.
Retrieved from http://www.caryinstitute.org/science-program/research-projects/
zebra-mussels-and-hudson-river
ECOLOGY 187
LAB-AIDS.COM/NGSS | 31
186 UNIT SPECIFIC RESOURCES ECOLOGY Phenomenon Driving Questions Guiding Questions Activities PE Storyline/Flow TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
(How an activity leads to
32 | LAB-AIDS | 800.381.8003 PHENOMENA, DRIVING QUESTIONS AND STORYLINE
subsequent activities)
ECOLOGY
People have What are the effects How have introduced Nile 1, 2 (15, MS-LS2-4 Does this happen elsewhere?
introduced of introduced perch changed Lake Victoria? 16) MS-LS2-5 (Find out in Activity 2) How and why do organisms interact with their environment and what are the effects of these interactions?
many kinds of species, and what What are the trade-offs of MS- ETS1.A
species into new can be done about introducing Nile perch into this MS- ETS1.B
ecosystems either them? environment? (Activity 1)
on purpose or
accidentally, and What effect can an Students research such
they can cause introduced species have on a species, but in order to
problems for an environment? What, if understand that research, they
both people and anything, can or should be need to learn about Ecology.
the environment. done to control introduced (Find out in Activity 3)
species? (Activity 2)
There are Why are certain What patterns do you detect 3, 4, 5, 6 MS-LS2-1 How can we look for and
different species more in the two environments, and MS-LS2-2 detect patterns in the living
organisms and common than how might the information in MS-LS2-4 environment? Transects are one
different numbers others, and why do these patterns be helpful to method.
of organisms in some species become scientists? (Activity 3) (Find out in Activity 4)
different places. more common over
time? What patterns do you observe These differences occur
when you investigate your own everywhere, including one’s
Phenomena connected environment, and what might own backyard/school grounds,
to the larger unit issue be causing these patterns? and we can use the transect
drive student motivation (Activity 4) method, too.
and create a coherent (Find out in Activity 5)
progression for the unit.
How do the habitat Populations are found in places
requirements of individual that have the right kind of
organisms determine where features in the environment.
a species will be found in (Find out in Activity 6)
nature? (Activity 5)
Do zebra mussel populations Populations fluctuate in size, and
change or stay the same in their determining the causes for those
native range? (Activity 6) changes is an important question
in ecology.
(Find out in Activity 7)
TEACHER RESOURCES IV UNIT SPECIFIC RESOURCESPhenomenon Driving QuestionsGuiding QuestionsActivitiesPEStoryline/Flow
(How an activity leads to
PHENOMENA, DRIVING QUESTIONS AND STORYLINE
subsequent activities)
ECOLOGY (continued)
A variety of How do different What is an owl’s place and role 7, 8, 9, MS-LS2-3 What an organism eats helps
How and why do organisms interact with their environment and what are the effects of these interactions?species tend to bespecies in the samein a food web? (Activity 7)10, 11, 12MS-LS2-1ecologists understand their role
found together ecosystem interact MS-LS2-2 in an ecosystem.
ECOLOGY UNIT SPECIFIC RESOURCES 187and linkedwith each other and (Find out in Activity 8)
through feeding with the physical How do matter and energy
LAB-AIDS.COM/NGSS | 33relationships.environment?move in an ecosystem? We can look at what all the
(Activity 8) organisms in an ecosystem eat
and connect them through
energy and matter relationships.
(Find out in Activity 9)
How does the availability When a population’s prey
of food affect a population? increases in abundance, its
(Activity 9) size may grow; when its prey is
scarce, its size may decrease.
(Find out in Activity 10)
How do interactions with There are patterns to the
living or non- living factors in ways organisms interact in an
ecosystems affect populations? ecosystem, and these patterns
(Activity 10) occur in all ecosystems.
(Find out in Activity 11)
How does a new species
affect the flow of energy and Decomposers break down
movement of matter through dead organisms and return the
an ecosystem? (Activity 11) matter to the environment.
(Find out in Activity 12)
What is the role of Ecologists can use models to
decomposers in the cycling try to predict the impact of an
of matter in an ecosystem? introduced species.
(Activity 12) (Find out in Activity 13)
TEACHER RESOURCES IV UNIT SPECIFIC RESOURCESPhenomenon Driving QuestionsGuiding QuestionsActivitiesPEStoryline/Flow
(How an activity leads to
PHENOMENA, DRIVING QUESTIONS AND STORYLINE
subsequent activities)
ECOLOGY (continued)
Physical and What happens How can an abiotic disruption 13, 14 MS-LS2-4 Physical disruption can impact
How and why do organisms interact with their environment and what are the effects of these interactions?biological factorsto organismssuch as fire affect the flow ofthe flow of energy and cycling
can disrupt an and relationships energy and cycling of matter in of matter in an ecosystem.
Assessmentsecosystem to aamong them whenan ecosystem? (Activity 13)(Find out in Activity 14)
throughout thesmall or largean ecosystem is
program reflectdegree.disrupted?What do the scientific dataEcologists have a large amount
each of the threetell you about how theof data to examine the effects
distinct dimensionsHudson River changed afterof Zebra Mussels; students will
of science and theirintroduction of the zebraexamine these same data.
interconnectednessmussel? (Activity 14)(Find out in Activity 15)
188 UNIT SPECIFIC RESOURCES ECOLOGYPeople haveWhat are the effectsHow can an invasive species(1, 2) 15,MS-LS2-5How can we look for and
introduced of introduced be controlled or eliminated? 16 MS-LS2-4 detect patterns in the living
34 | LAB-AIDS | 800.381.8003many kinds ofspecies, and what(Activity 15) MS- ETS1.A environment? Transects are one
species into new can be done about MS- ETS1.B method.
ecosystems either them? What effect can certain (Find out in Activity 16)
on purpose or introduced species have on
accidentally, and an environment? What, if These differences occur
they can cause anything, can or should be everywhere, including one’s
problems for done to control these species? own backyard/school grounds,
both people and (Activity 16) and we can use the transect
the environment. method, too.
TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
UNIT OVERVIEW
ECOLOGY
Listed below is a summary of the activities in this unit. Note that the total teaching time is listed as 29–34
periods of approximately 45–50 minutes (approximately 6–7 weeks).
Activity Topics Advance Assessment Teaching
Description ecology, evidence, Preparation Periods
1. Talking it Over: The Miracle trade-offs, introduced Send drop card arg quick
Fish? species for blackworms 2
Students read and discuss what (need by Activity check A6 2
happened after the Nile perch was literacy 5) and Paramecium e&t A7
introduced into Lake Victoria. (Activity 9); prepare 2
ecology, introduced Student Sheet. To be 2–3
2. Project: Introduced Species species, ecosystem, Gather research assessed
After learning about eight species biodiversity resources; decide lo- at a later 2
that have been introduced into gistics, schedule, and date: exp:
the United States; students begin ecology, transects, eco- timeline for research Introduced 2
research to be presented later in the logical relationships, projects; prepare Species 1–2
unit (Activity 16). ecosystem compo- Student Sheet. Research,
nents, restoration and com:
3. Investigation: Data Transects Prepare Student Introduced
Students use a model of a transect ecology, transects, Sheet. Species
to compare organisms found in two abiotic and biotic eco- Reports
different physical environments system components, Identify one or more 3 aid quick
located in a prairie. ecological relationships suitable field sites; check A3
obtain hygrometer
4. Investigation: Taking a Look ecology, habitat, or sling psychrome- pci Proc.
Outside habitat requirements, ter (optional). oda Proc.
Students explore patterns in their adaptation
local environment by using the tran- Request blackworm quick check
sect method learned in the previous literacy shipment 2–3 weeks
activity. in advance; obtain pci Proc.
population size, popu- spring water or arg A2
5. Laboratory: A Suitable Habitat lation fluctuation, de-chlorinated tap
Students plan and conduct a water, aquatic leaf arg A1
laboratory investigation to explore mathematics litter, fish food. aid A3
blackworms’ responses to different Obtain transparent
habitats. food web, predator, tape (optional); exp A1
prey, competition, obtain visual aid;
6. Investigation: Ups and Downs energy flow prepare Student
Students graph and interpret popu- Sheet.
lation data over time. Obtain glue and
cardboard (option-
7. Laboratory: Coughing Up Clues al); prepare visual
Students gather information on owl aid; prepare Student
diets and the owl’s place in a food Sheet.
web as students dissect owl pellets.
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TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
ECOLOGY (continued)
Activity Topics Advance Assessment Teaching
Description Preparation Periods
food web, energy flow, exp A2
8. Reading: Eating for Matter and matter, producers, Obtain materials 2–3
Energy consumers, predator, for student models, mod quick
Students read the text on food webs prey such as stickers, col- 2
and the flow of energy through ored markers, paper, check A3
them. They create a model to ex- literacy graduated cylinders, 1
plain the dissipation of energy from and beakers.
one level to the next. population growth, 2
resource availability, Request Parame- AID A3 2
9. Laboratory: Population Growth competition cium shipment 2–3 exp Proc. 5c
Students use microscopes to com- weeks in advance; 1–2
pare populations of Paramecium obtain visual aid; ob- 2
that have been growing in environ- tain spring water or
ments with different amounts of de-chlorinated tap
food. water, paper towels,
milk and toothpicks
10. Investigation: Interactions in interactions, predator, (optional); need
Ecosystems prey, competition, microscopes.
Students interpret data from symbiosis, mutualism,
graphs and match them to ecologi- commensalism, para- Prepare Student
cal scenarios describing patterns of sitism Sheets.
interaction that affect population
sizes. literacy Obtain soil samples; mod quick
need microscopes. check A1
11. Laboratory: Cycling of Matter decomposers, decom-
Students investigate the role of de- position, cycling of Obtain materials for mod Proc.
composers while isolating and ex- matter, producers, student ecosystem
amining nematodes in soil samples. consumers, food web models, such as
Students study decomposition in a string, stickers, and
small classroom compost container. cycling of matter, flow paper.
of energy, ecosystem,
12. Modeling: Modeling the Intro- food web Prepare Student exp A3
duction of a New Species Sheet.
Students work in groups to model disruptions, dynamics,
a food web using a set of organ- resilience, ecosystem, Arrange access to arg A1, A2
ism cards. They are then given an succession
additional card representing an multiple computers
introduced species and must revise introduced species,
their models. ecosystem, dynamics, with Internet access.
disturbance, disrup-
13. Investigation: Abiotic Impacts tion, biodiversity
on Ecosystems
Students investigate a model of
large- scale ecosystem disruption
by arranging cards showing the
effects of a large forest fire.
14. Investigation: Effects of an In-
troduced Species
Students use a Web-based graphing
tool to graph and analyze a large
data set on zebra mussels and
their effects on several ecosystem
components.
ECOLOGY UNIT SPECIFIC RESOURCES 179
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TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
ECOLOGY (continued)
Activity Topics Advance Assessment Teaching
Description Preparation Periods
engineering, design, Prepare Student arg A1a
15. Talking it Over: Too Many solution, criteria, Sheets. e&t A1b 2
Mussels constraints, ecosystem
Students evaluate control options services, biodiversity Prepare Student com Presen- 2–3
to address the problems caused Sheet. tations
by zebra mussels for humans and ecosystem, ecology,
ecosystems. food web, introduced exp Written
species, competi- Report
16. Project: Introduced Species tion, predator, prey,
Student groups present their engineering, solution,
introduced species research. The biodiversity, ecosystem
class discusses the characteristics services
of an introduced species that make
it likely to proliferate in a given
ecosystem.
Authentic integration
of Engineering
design, NoS and SEPs
throughout the unit.
Helpful at-a-glance
Advance Preparation
references the more
detailed supports in
the Teacher Edition.
180 UNIT SPECIFIC RESOURCES ECOLOGY LAB-AIDS.COM/NGSS | 37
TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
NGSS CORRELATIONS
ECOLOGY
Crosscutting Concepts Activity number
Patterns Patterns can be used to identify cause and effect 3, 4, 5, 6, 10, 14,
relationships. 16
Energy and Matter The transfer of energy can be tracked as energy flows 7, 8, 9, 11, 12, 13
through a designed or natural system.
Stability and Change Small changes in one part of a system might cause 1, 2, 5, 6, 13, 14,
large changes in another part. 15, 16
Systems and System Models can be used to represent systems and their
Models interactions—such as inputs, processes and outputs— 7, 8, 11, 12
and energy and matter flows within systems.
Scale, Proportion, and Proportional relationships (e.g. speed as the ratio 9
Quantity of distance traveled to time taken) among different
types of quantities provide information about the
magnitude of properties and processes.
Connections to the Scientific knowledge can describe the consequences 1, 2, 15
Nature of Science of actions but does not necessarily prescribe the
decisions that society takes.
Cause and effect relationships may be used to predict 1, 2, 3, 4, 5, 6, 9,
phenomena in natural or designed systems. 10, 14, 16
Cause and Effect Science assumes that objects and events in
natural systems occur in consistent patterns and
are understandable through measurement and 8, 11, 12
observation.
Science and Engineering Practices Activity number
Analyzing and Analyze and interpret data to provide evidence for 3, 4, 6, 7, 9, 14
Interpreting Data phenomena.
Asking Questions and Ask questions that can be investigated within the 4
Defining Problems scope of the classroom, outdoor environment, and
museums and other public facilities with available
resources and, when appropriate, frame a hypothesis
based on observations and scientific principles.
Constructing Construct an explanation that includes qualitative 2, 7, 8, 10, 11, 13
Explanations and or quantitative relationships between variables that
Designing Solutions predict or describe phenomena.
Developing and Using Develop a model to predict and/or describe 7, 8, 11, 12
Models phenomena.
Authentic intersection
of the three dimensions
of NGSS in classroom
instruction.
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TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
Science and Engineering Practices Activity number
1, 5, 6
Construct and present oral and written arguments 14
supported by empirical evidence and scientific 15
reasoning to support or refute an explanation or a 16
model for a phenomenon or a solution to a problem.
Engaging in Argument 2
from Evidence Use an oral and written argument supported by
evidence to support or refute an explanation or a 4, 5, 7, 9
model for a phenomenon. 11
14
Evaluate competing design solutions based on jointly 3, 4, 5, 14
developed and agreed-upon design criteria. Activity number
9
Obtaining, Evaluating, Integrate qualitative scientific and technical 10
and Communicating information in written text with that contained in 12
Information media and visual displays to clarify claims and findings. 14
Gather, read, and synthesize information from mul- 15
tiple appropriate sources and assess the credibility,
accuracy, and possible bias of each publication and
methods used, and describe how they are supported
or not supported by evidence.
Planning and Conduct an investigation and evaluate the
Carrying Out experimental design to produce data to serve as the
Investigations basis for evidence that can meet the goals of the
investigation.
Conduct an investigation to produce data to serve
as the basis for evidence that meet the goals of an
investigation.
Using Mathematics Use digital tools (e.g., computers) to analyze very
and Computational large data sets for patterns and trends.
Thinking
Connections to the Science disciplines share common rules of obtaining
Nature of Science and evaluating empirical evidence.
Performance Expectations
Analyze and interpret data to provide evidence for
the effects of resource availability on organisms and
populations of organisms in an ecosystem. (MS-
LS2-1)
Ecosystems: Construct an explanation that predicts patterns
Interactions, Energy, of interactions among organisms across multiple
and Dynamics (LS2) ecosystems. (MS-LS2-2)
Develop a model to describe the cycling of matter
and flow of energy among living and nonliving parts
of an ecosystem. (MS-LS2-3)
Construct an argument supported by empirical
evidence that changes to physical or biological
components of an ecosystem affect populations.
(MS-LS2-4)
Evaluate competing design solutions for maintaining
biodiversity and ecosystem services.* (MS-LS2-5)
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TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
Disciplinary Core Ideas Activity number
Information Each sense receptor responds to different 5
Processing (LS1.D) inputs (electromagnetic, mechanical, chemical),
Interdependent transmitting them as signals that travel along nerve
Relationships in cells to the brain. The signals are then processed
Ecosystems (LS2.A) in the brain, resulting in immediate behaviors or
memories.
Cycle of Matter and
Energy Transfer in Organisms, and populations of organisms, are 1, 2, 5, 6, 7, 8, 9,
Ecosystems (LS2.B) dependent on their environmental interactions both 14, 16
Ecosystem Dynamics, with other living things and with nonliving factors.
Functioning, and
Resilience (LS2.C) In any ecosystem, organisms and populations with
similar requirements for food, water, oxygen, or other
resources may compete with each other for limited 1, 5, 6, 7, 9, 12,
resources, access to which consequently constrains 14, 16
their growth and reproduction.
Growth of organisms and population increases are 6, 7, 9, 16
limited by access to resources.
Similarly, predatory interactions may reduce the 2, 6, 7, 10, 12, 16
number of organisms or eliminate whole populations
of organisms. Mutually beneficial interactions, in
contrast, may become so interdependent that each
organism requires the other for survival. Although
the species involved in these competitive, predatory,
and mutually beneficial interactions vary across
ecosystems, the patterns of interactions of organisms
with their environments, both living and nonliving,
are shared.
Food webs are models that demonstrate how matter 7, 8, 11, 12, 13
and energy is transferred between producers,
consumers, and decomposers as the three groups
interact within an ecosystem. Transfers of matter
into and out of the physical environment occur
at every level. Decomposers recycle nutrients
from dead plant or animal matter back to the
soil in terrestrial environments or to the water in
aquatic environments. The atoms that make up the
organisms in an ecosystem are cycled repeatedly
between the living and nonliving parts of the
ecosystem.
Ecosystems are dynamic in nature; their 1, 2, 3, 4, 6, 12,
characteristics can vary over time. Disruptions to any 13, 14, 16
physical or biological component of an ecosystem
can lead to shifts in all its populations.
Biodiversity describes the variety of species found 2, 3, 4, 5, 14, 15,
in Earth’s terrestrial and oceanic ecosystems. 16
The completeness or integrity of an ecosystem’s
biodiversity is often used as a measure of its health.
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TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
Adaptation (LS4.C) Disciplinary Core Ideas Activity number
Biodiversity and Adaptation by natural selection acting over generations 5
Humans (LS4.D) is one important process by which species change 1, 2, 3, 4, 14, 15,
over time in response to changes in environmental 16
Human Impacts conditions. Traits that support successful survival and 13, 14, 16
on Earth Systems reproduction in the new environment become more 15
(ESS3.C) common; those that do not become less common. 15, 16
Thus, the distribution of traits in a population 2, 3, 15, 16
Defining and changes.
Delimiting Changes in biodiversity can influence humans’ re-
Engineering Problems sources, such as food, energy, and medicines, as well as
(ETS1.A) ecosystem services that humans rely on—for example,
Developing Possible water purification and recycling.
Solutions (ETS1.B) Human activities have significantly altered the
biosphere, sometimes damaging or destroying natural
habitats and causing the extinction of other species.
But changes to Earth’s environments can have
different impacts (negative and positive) for different
living things.
Typically as human populations and per-capita
consumption of natural resources increase, so do the
negative impacts on Earth unless the activities and
technologies involved are engineered otherwise.
The more precisely a design task’s criteria and
constraints can be defined, the more likely it is that
the designed solution will be successful. Specification
of constraints includes consideration of scientific
principles and other relevant knowledge that is likely
to limit possible solutions.
There are systematic processes for evaluating solutions
with respect to how well they meet the criteria and
constraints of a problem.
Students revisit the CCC,
DCI, and SEP multiple
times throughout the unit,
and even more so across
multiple SEPUP units
taught in one grade level.
192 UNIT SPECIFIC RESOURCES ECOLOGY
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TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
COMMON CORE STATE STANDARDS CORRELATIONS
ECOLOGY
Common Core State Standards – English Language Arts Activity number
Trace and evaluate the argument and specific
Reading Informational claims in a text, assessing whether the reasoning
Text (RI) is sound and the evidence is relevant and 15, 16
sufficient to support the claims. (RI. 8.8)
Cite specific textual evidence to support analysis 1, 2
of science and technical texts, attending to the
precise details of explanations or descriptions.
(RST.6-8.1)
Reading in Science Follow precisely a multi-step procedure when 3, 4, 6, 7, 11
and Technical carrying out experiments, taking measurements, 8
Subjects (RST) or performing technical tasks. (RST.6-8.3)
Integrate quantitative or technical information
expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table). (RST.6-8.7)
Distinguish among facts, reasoned judgment 2, 16
based on research findings, and speculation in a
text. (RST.6-8.8)
Present claims and findings, emphasizing salient 2, 16
points in a focused, coherent manner with
Speaking and relevant evidence, sound and valid reasoning,
Listening (SL) and well-chosen details: use appropriate
eye contact, adequate volume, and clear
pronunciation. (SL.8.4)
Integrate multimedia and visual displays into 2, 16
presentations to clarify information, strengthen
claims and evidence, and add interest. (SL.8.5)
Writing in History/ Write arguments focused on discipline-specific 1, 5, 9, 10, 12, 13,
Social Studies, content. (WHST.6-8.1) 14, 15
Science, and Write informative/explanatory texts to examine 16
Technological and convey ideas, concepts, and information 1, 2, 8
Subjects (WHST) through the selection, organization, and analysis
of relevant content. (WHST.6-8.2)
Draw evidence from informational texts to support
analysis, reflection, and research. (WHST.6-8.9)
ECOLOGY UNIT SPECIFIC RESOURCES 193
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TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
Common Core State Standards – Mathematics Activity number
6, 8, 9
Mathematical Practice Reason abstractly and quantitatively. (MP.2) 8
(MP) 8, 9
Model with mathematics. (MP.4) 7
Ratios and Understand the concept of a ratio, and use 1, 10
Proportional ratio language to describe a ratio between two
Reasoning (RP) quantities. (6.RP.A.1) 3, 4, 5, 14
Use ratio and rate reasoning to solve real-world
and mathematical problems. (6.RP.A.3)
Expressions and Use variables to represent two quantities in a
Equations (EE) real-world problem that change in relationship
to one another; write an equation to express one
quantity, thought of as the independent variable.
Analyze the relationship between the dependent
and independent variables using graphs and ta-
bles, and relate these to the equation. (6.EE.C.9)
Statistics and Summarize numerical data sets in relation to
Probability (SP) their context. (6.SP.B.5)
Common Core for ELA
and Math skills overlap
the science within
the activities, not as
separated supports.
LAB-AIDS.COM/NGSS | 43
TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
MATERIALS PROVIDED IN KIT
ECOLOGY
Drawer Quantity Description Activity #
1 1 Certificate, Lumbriculus variegatus (blackworms) 5
1 1 Certificate, Paramecium caudatum and Wheat Seed 9
1 64 Connectors, plastic, 6-hole, (quadrat connectors) 4
1 1 Ecology SDS (Safety Data Sheet)
1 1 Flagging tape, vinyl, 180 ft roll 4
1 16 Magnifiers, 4X 4
1 16 Number cubes 3
1 16 Pipets, plastic 5
1 1 Sand, 950 cc bottle 5
1 4 String, 840 ft balls 4
1 8 Thermometers 4
1 8 Transect 1 cards, set of 11 3
1 8 Transect 2 cards, set of 11 3
1 64 Wooden dowels, 49.5 cm (quadrat edges) 4
2 1 Aquarium gravel, 950 cc bottle 5
2 16 Droppers 5, 9, 11
2 40 Owl pellets 7
2 50 Petri dishes, 100 mm 5
2 16 Plastic cups, 9 oz 5, 9, 11
2 64 Pointed wooden sticks 7
3 2 Compostable bags, small 11
3 2 Food Web cards, set of 40 12
3 8 Forest Change Caption cards, set of 6 13
3 8 Forest Change cards, set of 6 13
3 2 Glass coverslips, box of 100 9, 11
3 2 Microscope slides, box of 30 9, 11
3 8 Nematode extractor clamps 11
3 50 Nematode extractor filter papers 11
(rectangular tissue in bag)
3 8 Nematode extractor funnels 11
3 8 Nematode extractor perforated discs 11
3 8 Nematode extractor stands 11
3 8 Nematode extractor tubing 11
Box 2 2 Plastic bins with lids (not shown) 11
176 UNIT SPECIFIC RESOURCES ECOLOGY
44 | LAB-AIDS | 800.381.8003
Materials are not
purchased as “extras”
to supplement -
they are a critical
component included
in the program.
LAB-AIDS.COM/NGSS | 45
USING ISSUES TO ANCHOR AN NGSS UNIT
The issues in SEPUP’s Issues and Science allow each unit to follow a
coherent storyline and provide context for the relevant anchoring and
investigative phenomena. These issues are the big ideas that students hear
about and often directly experience in the world around them. They connect
the why to the content and practice, “Why does it matter to learn this?”
Issue-oriented science forms the foundation of SEPUP’s instructional
materials and it is the only secondary science program to do so.
In Issues and Science, these kinds of issues help shape a coherent storyline
for students’ work and reflection. The connected activities and investigations
also require students to make sense of scientific evidence and to analyze
the trade-offs involved in personal and societal decisions. Connecting these
experiences back to the issue anchors the learning to specific, real-world
conversations happening today.
SEPUP believes that students should be able to explore and explain how
people and their environment are affected by real-world phenomena,
such as manufacturing waste or invasive species. These issues are carefully
selected because they often lack clear or known solutions.
Students are intrinsically motivated to learn when the context of their
activities and assessments feels authentic and when one activity to the next
is coherently connected.
Pictured right: A visual connection between the issue, phenomena, and activities
(including assessments) in Ecology, one of seventeen units from Issues and
Science: Designed for the NGSS.
46 | LAB-AIDS | 800.381.8003
Unit Focus
Provides context for relevant and connected anchoring and investigative phenomena within the unit.
How and why do organisms interact with their environment and what are the
effects of these interactions? What if the organisms aren’t native to the area?
Unit Phenomena
What can we observe in science that makes us wonder?
Introduced species are changing their environments,
can cause problems for people, and affect biodiversity.
When people bring new organisms into an ecosystem,
there can be effects for people and the environment.
There are different organisms and different numbers of organisms in different places.
Different species tend to be found together and are
linked through feeding and energy relationships.
Physical and biological factors can disrupt an ecosystem to a small or large degree.
Activities
Students use SEPs, DCI, and CCC to explain, justify, and argue a point of view about the issue.
species research local data transects
black-worm habitats owl pellets and food webs
matter cycles - local nematodes population growth
modeling a new species abiotic impacts in ecosystems
evaluating & presenting solutions
Ecology, Issues and Science
L-1025-ECO03 2020
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