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Science and Technology/Engineering > Grade High School > Biology
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Science and Technology/Engineering | Grade : High School

Discipline - Biology

Core Idea - Ecosystems: Interactions, Energy, and Dynamics

[HS.LS.2.7] - Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.* Clarification Statement: Examples of solutions can include captive breeding programs, habitat restoration, pollution mitigation, energy conservation, and ecotourism.

Resources:

Predecessor Standards:

  • 7.LS.2.5
    Evaluate competing design solutions for protecting an ecosystem. Discuss benefits and limitations of each design.* Clarification Statements: Examples of design solutions could include water, land, and species protection and the prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.
  • 8.ESS.3.5
    Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century. Clarification Statements: Examples of human activities include fossil fuel combustion, deforestation, and agricultural activity. Examples of evidence can include tables, graphs, and maps of global and regional temperatures; atmospheric levels of gases such as carbon dioxide and methane; and the rates of human activities.

Successor Standards:

No Successor Standards found.

Same Level Standards:

  • RCA-ST.9-10.8
    Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
  • WCA.9-10.9
    Draw evidence from informational texts to support analysis, interpretation, reflection, and research. (See grades 9-10 Reading Standard 1 for more on the use of textual evidence.)
  • RCA-ST.11-12.7
    Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
  • WCA.11-12.7
    Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • AI.N-Q.A.1
    Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.*
  • AI.N-Q.A.2
    Define appropriate quantities for the purpose of descriptive modeling.*
  • AI.N-Q.A.3
    Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.*
  • HS.LS.2.6
    Analyze data to show ecosystems tend to maintain relatively consistent numbers and types of organisms even when small changes in conditions occur but that extreme fluctuations in conditions may result in a new ecosystem. Construct an argument supported by evidence that ecosystems with greater biodiversity tend to have greater resistance to change and resilience. Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption, fires, the decline or loss of a keystone species, climate changes, ocean acidification, or sea level rise.