Students use previously made food webs to predict how adding new species affects an ecosystem.
Students revisit images of ecosystems to identify healthy or unhealthy ecosystems.
Students watch a video to see an example of how an invasive species has changed the appearance of a forest ecosystem.
Students play a bingo chip simulation game to show how native species populations may change as a result of introduction of an invasive species.
Students use previously made food webs to predict how adding new species affects an ecosystem.
Students revisit images of ecosystems to identify healthy or unhealthy ecosystems.
Students watch a video to see an example of how an invasive species has changed the appearance of a forest ecosystem.
Students play a bingo chip simulation game to show how native species populations may change as a result of introduction of an invasive species.
Students use previously made food webs to predict how adding new species affects an ecosystem.
Students revisit images of ecosystems to identify healthy or unhealthy ecosystems.
Students watch a video to see an example of how an invasive species has changed the appearance of a forest ecosystem.
Students play a bingo chip simulation game to show how native species populations may change as a result of introduction of an invasive species.
Students use a reading and short videos to identify causes of changes in ecosystems and how those changes impact the ecosystem.
Students use claim, evidence, and reasoning to construct an argument about how invasive species affect populations in an ecosystem.
Students use claim, evidence, and reasoning to construct an argument about how invasive species affect populations in an ecosystem.
Students complete a short assessment to evaluate their learning.
Students use evidence to construct an argument about whether humans could be considered an invasive species.
In this first cycle of Concept 4, students use their knowledge of matter, energy, and interactions in ecosystems in order to figure out how populations are affected by ecosystem disruptions. Particularly, students consider the impacts of an invasive species, honeysuckle, on Missouri ecosystems, including those found in Forest Park.
By exploring how ecosystems can be disrupted, this prepares students for the next cycle in this Concept, where they will evaluate competing design solutions that might restore balance to disrupted ecosystems.