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Unit 2 The Living World Biodiversity AP Exam Review

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Unit 2 the living world: biodiversity ap exam review, levels of biodiversity, 1) define genetic diversity. variation of genes, 2) define species diversity. variation of species, 3) define ecosystem diversity. variation of different habitats, communities and ecological processes., 4) describe how the picture to the left relates to genetic and species, it demonstrates that a specialties has the ability to not survive, new obstacles, while a generalist can survive, specialist vs generalist species, 5) compare a specialist to a generalist species. give an example of each type of species., specialists confined to adaptations within a changing environment: deer generalistsadapt easily to the environment: panda, 6) is a generalist or specialist more likely to survive in a changing environment explain., generalists, they have the ability to adapt to new surroundings., 7) match the following:, a. generalist species c zebra mussel, b. specialist species f galapagos tortoise, c. invasive species d american alligator, d. keystone species e tiger salamander, e. indicator species a norway rat, f. endemic species b giant panda, species richness and relative abundance, 8) define species richness. how is it calculated, the number of distinct species that have persisted in a population as a measure of species diversity, 9) define relative abundance. how is it calculated, the degree to which cooperative numbers of each species' individuals living in a group are comparable is known as species, 10) what do these two things reveal about an ecosystem why, degree of biodiversity the higher the two the more diverse, ecosystem services, 11) fill in the chart below on the different types of ecosystem services, service type define give a real world example, provisioning goods that humans use directly food crops fur and rubber, regulating control or maintain the benefits obtained from the, regulation of ecosystem processes water, cultural the behavior must be practiced by, multiple members of the community, it, must vary between societies, and the, potential for that same behavior must, exist in other societies., provide directly to ustourism real estate, recreation like skiing and hiking, supporting a collection of processes that are, designed to ensure the operational, efficiency of a service, pollination pest control and water, filtration bees for food crops, 12) complete the following table:, ecosystem component ecosystem services, honey bee pollination, water cycle delivers water to food and plants, forest lumber, bat mosquitos, bacteria breaks down food and waste, coral reef food source and tourism, wetland wildlife habitats and fish, anthropogenic effects on ecosystem services, 13) describe 5 ways that humans have disrupted ecosystem, services on earth:, a) deforestation, b) pesticides, c) clearing wetlands, prairie savanna chaparral, 22) how have plants adapted to fire give at least two examples., strong bark to ward off fire, deep roots shielded from fire, lower branches shed to stop fire from rising, and wet, short needles or, leaves that are difficult to burn, ecological succession: primary vs secondary, 23) compare and contrast primary to secondary succession. give examples of each., primary begins with nothing, while secondary begins with some sort of catastrophe., 24) define pioneer community., the first biotic community to emerge in a bare area, 25) define a climax community., “endpoint” of succession within the context of a particular climate and geography, 26) what type of succession is illustrated above how can you tell, species: indicator and keystone species, 27) define a keystone species. give at least two examples., a species on which other species in an ecosystem largely depend, such that if it were removed the ecosystem would change, drastically. examples would be bears or wood peckers, 28) define an indicator species. give at least two examples., a species that indicates what's going on in an ecosystem/singles a change. examples like the monarch butterfly or frog., sample frq’s, 29) biological diversity, or biodiversity, has become a topic of great concern among conservationists. biodiversity is often used by, scientists and policy makers to help determine the health of ecosystems., (a) describe two characteristics shared by ecosystems that have high biodiversity., distinct species, distinct individuals in species., (b) identify two specific human activities that result in a loss of biodiversity, and explain how each activity lowers biodiversity., 1, clearing land for homes or farms, and 2, overfishing for food., (c) for each human activity you discussed in (b), propose a practical strategy (other than simply banning the activity) to reduce the, loss of biodiversity., 1) clearing land for construction.

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2) Burning of fossil fuels

(d) describe one naturally occurring factor that could lead to a loss of biodiversity., 1) droughts (e., food source may be lost), (e) describe two ecological benefits that greater biodiversity provides., 1) pollination, 2) control of pest species, 30) read the following article from the fremont, inquirer and answer the questions that follow., natural forest fires are prevented by fire control, measures, enabling the trees to develop., (a) as mentioned in the article, there are several, possible explanations for the increase in mountain pine beetles., (i) provide one reason why fire-suppression policies lead to increased beetle activity., more mature trees result in more insects eating on the trees since bugs prefer older trees as food, (ii) reduced winter mortality of beetle larvae is likely a consequence of global climate change. describe two ways that the, activities of the beetles might enhance climate change., co2 levels in the atmosphere are one way beetles are influencing the climate. less photosynthesis will occur when the, trees are destroyed, producing more co2 and less oxygen. co2 is a greenhouse gas that will raise the planet's, temperature. beetles also have an impact on the planet's uv radiation level. with the trees and, their leaves gone, more uv and infrared radiation will be emitted from the ground, raising the earth's temperature., ecosystem services: youtube/watchv=bch1gre3mg, hhmi biointeractive, keystone species: some animals are more equal than others: trophic cascades youtube/watchv=hrgg5it5fmi, crash course, ecological succession: change is good crash course ecology #6: youtube/watch, v=jzkihe2ldp8&list=pl8dpuualjxtndtkzkv_giiyxpv9w4wxbx&index=, ecosystem ecology: links in the chain crash course ecology #7: youtube/watch, v=v6ubvej3kgm&list=pl8dpuualjxtndtkzkv_giiyxpv9w4wxbx&index=, khan academy, ecological succession: youtube/watchv=d7xbynsxxri&list=plbjylfa2xfzyvljtz-oweuurqtwnf32ep&index=, barron’s review chapters, 7th edition, chapter 4: ecosystems (pg 91), chapter 5: natural biogeochemical cycles (pg 145), chapter 7: land and water use, forest fires (pg 213-213), unit 2 the living world: biodiversity vocabulary, species richness : the number of different species in a community., relative abundance: the number of how many individuals are present for each species., ecology: study of living organisms in their nonliving world, biotic factor: living item (ex: bacteria), abiotic factor: not living item (ex: rock), ecosystem service: the many and varied benefits to humans gifted by the natural environment and from healthy, ecosystems., ecological hierarchy: species population community ecosystem biome biosphere, population: a group of individuals of the same species, community: a group of populations interacting together, ecosystem: a group of communities interacting together, biosphere: another name for earth, natural selection: survival of the fittest, salinity: level of salt in the water, brackish: medium levels of salinity. often occurs in wetlands where salt and fresh water mix., gaia hypothesis: organisms interact with their inorganic surroundings on earth to form a synergistic self-regulating,, complex system that helps to maintain and perpetuate the conditions for life on the planet, range of tolerance: range of environmental conditions that are tolerable for survival in a species, ecological footprint: a measure of human impact on earth's ecosystems. it's typically measured in area of wilderness or, amount of natural capital consumed each year., primary succession: community change that occurs with new land formation: lichen moss small shrubs small trees, large trees climax community, secondary succession: community change that occurs with land already formed., bottleneck effect: cut down of genetic diversity due to loss of individuals in a population., non-native species: a species that is not known historically in an area. ex: cane toads in australia, species diversity: a count of how many species are in an area., ecotone: a transitional zone between two communities. ex: intertidal zone., niche: an organism’s job in a community., hybrid: the offspring of two different species., lichen: a symbiotic relationship of a fungus and an algae, germination: sprouting of a seed, competitive exclusion principle: species with the same niche in the same area cannot coexist, keystone species: often a dominant predator whose removal allows a prey population to explode and often decreases, overall diversity. ex: sea otter, predation: the preying of one animal on others., mimicry: the close external resemblance of an animal or plant (or part of one) to another animal, plant, or inanimate, aerobic: using oxygen, anaerobic: using no oxygen.

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3 Types of Biodiversity: Overview and Importance

Biodiversity is an insurance policy for life on the planet.

Liz is a marine biologist, environmental regulation specialist, and science writer. She has previously studied Antarctic fish, seaweed, and marine coastal ecology.

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The Three Types of Biodiversity

Biodiversity agreements and policies, threats to biodiversity.

Biological diversity, or "biodiversity," refers to variability found at all levels of biology. Biodiversity is commonly broken down into three levels or types: genetic diversity, species diversity, and ecosystem diversity. While these types of biodiversity are each interrelated, the forces driving each type of biodiversity vary.

Around the world, biodiversity at all levels is declining. While climate change certainly has a role in these losses, there are a number of other factors at play, as well. Today, scientists are working to better understand biodiversity, its tipping points, and ways to counteract losses.

Even if something catastrophic and unexpected occurs, like a disease that affects an entire species, genetically diverse populations are more likely to carry genetic code that leaves some members of the population less vulnerable. So long as those carrying the genetic benefit are able to reproduce, the disease resistance can be passed along to the next generation to keep the species going.

Species, ecosystems, and the health of the planet all benefit when there is a lot of variability at each level of biodiversity. Greater biodiversity provides something of an insurance policy for the planet's environment; when disaster strikes, biodiversity can be essential to survival.

Genetic Diversity

Genetic diversity refers to the diversity of the gene pool of a given species, or diversity at the DNA level. Genetic diversity can be inferred from what an animal looks like, but is more accurately determined through direct assessments of a species' DNA.

Populations that are genetically diverse are well-equipped to handle change. For example, if a deadly disease strikes a population, high levels of genetic diversity increase the likelihood that there are members of the population who are less affected by the disease. By protecting a portion of the population, genetic diversity can prevent the population from going extinct.

Species Diversity

Species diversity is not only based on the number of different species present in a community, but also the relative abundance of each species and the role they have in the community. For example, a community may be composed of many different species, but may only have one predator that pursues a certain prey species. When the predator's population levels are healthy, its prey's population numbers remain at a level the community can handle.

However, if the predator's population suddenly shrinks, the prey species' population may explode in response leading it to overconsume its own prey and generate a ripple effect that shakes up the entire community. Instead, if a community has more species diversity, it may have multiple predators that chase the same prey. Then, if one predator population undergoes a sudden change, the community is protected from downstream destabilizing effects.

Ecosystem Diversity

Anton Petrus / Getty Images

Ecosystem diversity refers to variability in habitats within a geographic area. Unlike genetic diversity and species diversity, ecosystem diversity considers both biological drivers and non-biological drivers of variability, like temperature and sunlight. Areas high in ecosystem diversity create a geographic mosaic of communities that help protect an entire area from drastic changes.

For example, an area of dry vegetation may be susceptible to wildfire, but if it's surrounded by a diversity of less-sensitive ecosystems, the wildlife may be unable to spread to other areas of dry vegetation in the same year, leaving the species that make up the burned ecosystem a chance to move to an unscathed habitat while the burned land recovers. In this way, ecosystem diversity helps to maintain species diversity.

To protect the three types of biodiversity, several policies and protocols are in place that function to prevent species and habitat destruction and foster genetic diversity.

The Convention of Biological Diversity

The Convention of Biological Diversity , also known as the Biodiversity Convention or CBD, is an international treaty between over 190 nations around the world for the international management of sustainable development. Specifically, the Convention of Biological Diversity seeks "the fair and equitable sharing of the benefits arising out of the utilization of genetic resources." The Biodiversity Convention was signed in June 1992 and went into effect at the end of the following year.

The Convention of Biological Diversity's governing body is the Conference of Parties, or COP. All 196 nations that have ratified the treaty meet every two years to set priorities and commit to work plans. In recent years, the COP meetings have primarily focused on climate change .

The Cartagena Protocol is a supplementary agreement to the Convention of Biological Diversity that went into effect in 2003. The Cartagena Protocol specifically aims to regulate the movements of living organisms modified by modern technology, like genetically modified plants, for safety purposes.

A second supplementary agreement, the Nagoya Protocol , was adopted in 2010 to provide a clear legal framework for the equitable sharing of genetic resources between participating nations to help with the conservation of global biodiversity. The Nagoya Protocol also set a goal of cutting the 2010 extinction rate in half by 2020. Unfortunately, the research suggests the global rate of extinction has only increased since 2010.

The Endangered Species Act

On a domestic scale, the U.S. Endangered Species Act , or ESA, is a key federal policy for the protection of biodiversity. The ESA provides protection to species threatened with extinction and establishes species-specific recovery plans. As part of these endangered species recovery plans , the ESA works to restore and protect vital habitats.

WhitcombeRD / Getty Images

Even with policies in place, threats still persist and contribute to biodiversity losses.

Habitat Loss

Habitat loss is considered a primary cause of modern declines in global biodiversity. By clearing forests and building highways, human activities destroy what could be vital habitats to a variety of species, damaging ecosystem diversity. These landscape changes can also generate barriers between previously connected habitats, severely damaging ecosystem diversity. In addition to restoring habitat, efforts are underway to create wildlife corridors that reconnect habitats isolated by modern human development.

Invasive Species

Both intentionally and accidentally, humans have introduced species to new habitats around the world. While many introduced species go unnoticed, some become far too successful in their newfound homes with consequences for the biodiversity of the entire ecosystem. Given their ecosystem-shifting impacts, introduced species that dominate their new habitats are known as invasive species.

For example, in the Caribbean, the lionfish was accidentally introduced in the 1980s. In its native habitat in the Pacific, lionfish populations are regulated by predators, preventing lionfish from over-consuming smaller fish on a reef. However, in the Caribbean, lionfish have no natural predators. As a result, lionfish are taking over reef ecosystems and threatening native species with extinction.

Given the ability of non-native species to damage biodiversity and cause native species to go extinct, regulations are in place to reduce the chance of accidentally introducing new species. In marine environments, regulating ships' ballast water may be essential to curbing marine invasions. Ships acquire ballast water before they depart a port, carrying the water and any species within it to the ship's next destination.

To prevent species within the water from taking over at the ship's next stop, regulations require ships to release their ballast water miles offshore where the environment differs greatly from where the water originally came from, making it unlikely any life within the water will be able to survive.

Verma, Ashok Kumar. " Genetic Diversity as Buffer in Biodiversity ." Indian Journal of Biology , vol. 4, no. 1, 2017, pp. 61-63., doi:10.21088/ijb.2394.1391.4117.9

Brondizio, E. S., et al. " Global Assessment Report on Biodiversity and Ecosystem Services ." The Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services , 2019., doi:10.5281/zenodo.3831673

De Boeck, Hans J., et al. " Patterns and Drivers of Biodiversity-Stability Relationships Under Climate Extremes ." Journal of Ecology , vol. 106, no. 3, 2018, pp. 890-902., doi:10.1111/1365-2745.12897

Poommouang, Anocha, et al. " Genetic Diversity in a Unique Population of Dugong (Dugong dugon) Along the Sea Coasts of Thailand ." Scientific Reports , vol. 11, 2021, pp. 11624., doi:10.1038/s41598-021-90947-4

Banks, Sam C., et al. " How Does Ecological Disturbance Influence Genetic Diversity? " Trends in Ecology and Evolution , vol. 28, no. 11, 2013, pp. 670-679., doi:10.1016/j.tree.2013.08.005

Heupel, Michelle R., et al. " Sizing Up the Ecological Role of Sharks as Predators ." Marine Ecology Progress Series , vol. 495, 2014, pp. 291-298., doi:10.3354/meps10597

He, Hu, et al. " Intraguild Predation Dampens Trophic Cascades in Shallow Aquatic Mesocosms in the Subtropics: Implications for Lake Restoration by Biomanipulation ." Freshwater Biology , vol. 66, no. 5, 2021, pp. 1-10., doi:10.1111/fwb.13739

Alsterberg, Christian, et al. " Habitat Diversity and Ecosystem Multifunctionality: The Importance of Direct and Indirect Effects ." Science Advances , vol. 3, no. 2, 2017., doi:10.1126/sciadv.1601475

Steel, Zachary L., et al. " When Bigger Isn't Better- Implications of Large High-Severity Wildfire Patches for Avian Diversity and Community Composition ." Diversity and Distributions , 2021, pp. 1-15., doi:10.1111/ddi.13281

Rockweit, Jeremy T., et al. " Differential Impacts of Wildfire on the Population Dynamics of an Old-Forest Species ." Ecology , vol. 98, no. 6, 2017, pp. 1574-1582., doi:10.1002/ecy.1805

Davis, Matt, et al. " Mammal Diversity Will Take Millions of Years to Recover from the Current Biodiversity Crisis ." Proceedings of the National Academy of Sciences , vol. 115, no. 44, 2018, pp. 11262-11267., doi:10.1073/pnas.1804906115

Greenwald, Noah, et al. " Extinction and the U.S. Endangered Species Act ." PeerJ , vol. 7, 2019, pp. e6803., doi:10.7717/peerj.6803

Romero-Munoz, Alfredo, et al. " Habitat Destruction and Overexploitation Drive Widespread Declines in All Facets of Mammalian Diversity in the Gran Chaco ." Global Change Biology , vol. 27, no. 4, 2021, pp. 755-767., doi:10.1111/gcb.15418

Bennett, Victoria J. " Effects of Road Density and Pattern on the Conservation of Species and Biodiversity ." Current Landscape Ecology Reports , vol. 2, 2017, pp. 1-11., doi:10.1007/s40823-017-0020-6

Ford, Adam T., et al. " Effective Corridor Width: Linking the Spatial Ecology of Wildlife with Land Use Policy ." European Journal of Wildlife Research , vol. 66, 2020, pp. 69., doi:10.1007/s10344-020-01385-y

Linders, Theo Edmund Werner, et al. " Direct and Indirect Effects of Invasive Species: Biodiversity Loss Is a Major by Which an Invasive Tree Affects Ecosystem Functioning ." Journal of Ecology , vol. 107, no. 6, 2019, pp. 2660-2672., doi:10.1111/1365-2745.13268

Tornabene, Luke and Carole C Baldwin. " A New Mesophotic Goby, Palatogobius incendius (Teleostei: Gobiidae), and the First Record of Invasive Lionfish Preying on Undescribed Biodiversity ." PLOS ONE , vol. 12, no. 5, 2017, pp. e0177179., doi:10.1371/journal.pone.0177179

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B.1 Ecosystem Interactions & Dynamics

How do ecosystems work, and how can understanding them help us protect them?

Unit Summary

In this unit, students investigate the 30 by 30 initiative, a proposal to protect 30% of US lands and waters by 2030, and the reasons humans engage in conservation. Students use the Serengeti National Park as a case study to figure out ecosystem and conservation principles and apply those understandings to conservation dilemmas in the US.

Through investigations with complex data sets and hands-on simulations, students figure out how limiting factors impact carrying capacity, how group behavior impacts survival, and how biodiversity supports ecosystem resilience. By engaging with real-world conservation dilemmas and exploring various interest-holder perspectives, students identify the trade-offs humans make as they manage natural resources to support human society as well as the natural systems we live in.

Simulations

Unit B.1 L8 – SageModeler Starting Template

Unit B.1 L4b – Data Excursion 2: Annual Rainfall and Wildebeest Occupancy

Unit B.1 L4a – Data Excursion 1: 30 Year Average Rainfall

Unit examples, additional unit information, next generation science standards addressed in this unit.

Performance Expectations

The unit builds toward the following NGSS Performance Expectations (PE):

• HS-LS2-1  Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
• HS-LS2-2  Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
• HS-LS2-6  Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
• HS-LS2-7  Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
• HS-LS2-8  Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
• HS-ESS3-3  Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
• HS-ETS1-3†  Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

† This performance expectation is developed across multiple courses.

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in Ecosystems

• Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

• A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
• Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change —can disrupt an ecosystem and threaten the survival of some species.

LS2.D: Social Interactions and Group Behavior

• Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

LS4.D: Biodiversity and Humans

• Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary)
• Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change . Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. 

ESS3.C: Biodiversity and Humans

• The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.

ETS1.B: Developing Possible Solutions

• When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability and aesthetics and to consider social, cultural and environmental impacts.

Science & Engineering Practices

This unit intentionally develops students’ engagement in these practice elements:

• 2.3 Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system. 
• 2.4 Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly between model types based on merits and limitations. 
• 2.5 Develop a complex model that allows for manipulation and testing of a proposed process or system.
• 2.6 Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.
• 5.2 Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations. 
• 6.5 Design , evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade off considerations.

The following practices are also key to the sensemaking in this unit:

• 1.1 Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.
• 4.1 Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution . 
• 8.1 Critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
• 8.2 Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.
• 8.5 Gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and usefulness of each source.

Crosscutting Concepts

This unit intentionally develops students’ engagement in these crosscutting concept elements:

• 7.1 Much of science deals with constructing explanations of how things change and how they remain stable.  
• 7.2 Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. 
• 7.4 Systems can be designed for greater or lesser stability.
• 4.1 Systems can be designed to do specific tasks.  
• 4.2 When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
• 4.4 Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.

The following crosscutting concepts are also key to the sensemaking in this unit:

• 1.4 Mathematical representations are needed to identify some patterns.  
• 1.5 Empirical evidence is needed to identify patterns.
• 2.2 Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. 
• 3.1 The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. 

Connections to the Nature of Science

Which elements of the Nature of Science (NOS) are developed in the unit?

• Science knowledge is based on empirical evidence. (NOS-SEP)
• Science arguments are strengthened by multiple lines of evidence supporting a single explanation. (NOS-SEP)
• Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues. (NOS-CCC)
• Science is both a body of knowledge that represents a current understanding of natural systems and the processes used to refine, elaborate, revise, and extend this knowledge. (NOS-CCC)

How are they developed?

• Students engage with empirical evidence in the form of scientific articles, data, and images throughout the unit.
• Students gather multiple types of evidence (e.g. historical data,  kinesthetic modeling, simulation-based data, data generated from agent based models, etc.) to support their ideas.
• Students hear from a variety of perspectives as they consider whether the proposed solutions would have a positive impact.
• Students use their understandings gained from exploring the Serengeti as both an ecosystem and successful conservation plan to evaluate the success of the conservation plan for their conservation profile.

Unit Placement Information

What is the anchoring phenomenon and why was it chosen?

In the anchoring phenomenon, students explore conservation in the context of the 30 by 30 Initiative which aims to conserve 30 percent of US lands and waters by 2030. Students learn about the initiative and brainstorm criteria that people use when deciding to protect lands and waters. Students draw on their own experiences and investigate four different conservation profiles in the US. They develop initial models to explain the system and why humans wanted to protect it. They generate questions that they need to answer to be able to fully explain their models. Students also notice unique and common features in each case and are motivated to learn more about how ecosystems work and how we can use what we learn to protect them.

This phenomenon gives students a real world context for thinking about ecosystems and their protection while at the same time helping them recognize that often, what we learn about one ecosystem can be applied to another. This motivates the class to investigate a single case together, the Serengeti. The Serengeti was chosen as the focus of the majority of the lessons because it has been studied extensively for over 70 years and many long term, comprehensive data sets are available for students to investigate. In addition, the Serengeti phenomenon generated high student interest across racial and gender identities in a national survey.

Where does this unit fall within the OpenSciEd Scope and Sequence?

This unit is the first in the OpenSciEd High School Biology course sequence.

How is the unit structured?

The unit is organized into three lesson sets. Lesson Set 1 (Lessons 1-6) focuses on the populations within an ecosystem and the different factors that affect them. It ends with a transfer task about African wild dogs. Lesson Set 2 (Lessons 7-8) helps students begin to unravel the complexity of ecosystems as they discover the importance of keystone species in terms of ecosystem stability and resilience. Lesson Set 3 (Lessons 9-11) helps students use their understanding of ecosystems to evaluate their conservation in systems in the US. This unit culminates with a transfer task where they apply all of their understandings to the American Prairie and its conservation.

What modifications will I need to make if this unit is taught out of sequence?

This is the first unit of the High School Biology Course in the OpenSciEd Scope and Sequence. Given this placement, several modifications would need to be made if teaching this unit later in the year course. These include the following adjustments:

• As the first unit of the year, the lessons devote more time to developing and supporting classroom agreements. If the unit were to be taught later in the year, classroom community would need to be addressed elsewhere. 
• The unit introduces students to a key assessment routine, transfer tasks, that are a key part of the OpenSciEd program’s assessment system. In this unit, students are introduced to the routine and its purpose. Their engagement with this first transfer task is scaffolded through collaborative group work, peer and teacher feedback. Students also get to know the rubric structure for the task to increase their agency in the assessment process. If taught out of order, students would need to be introduced to transfer tasks in the first unit in which they experienced them.
• Developing and using models is a key practice in this unit and the OpenSciEd program. This unit introduces students to the practice of developing models by first including components and interactions in Lesson 1. In subsequent lessons students explain the interactions in their models as mechanisms. Finally, students use their models to predict outcomes. If taught out of order, students would benefit from a scaffolded approach to developing their modeling practice.

How do I shorten or condense the unit if needed? How can I extend the unit if needed?

The following are example options to shorten or condense parts of the unit without eliminating important sensemaking for students:

• Lesson 2: Read the History of Serengeti aloud as a class instead of reading in small groups and then discussing again as a class.
• Lesson 10: Instead of having each group present their conservation profiles and plans to the class, a gallery walk of the presentations may help to streamline this portion of the lesson.

To extend or enhance the unit, consider the following:

• Video of how they moved African wild dogs https://www.youtube.com/watch?v=S1m00A6koE0
• Images of the pups born in Liwonde after relocation https://www.facebook.com/watch/?v=605291120734360
• Updates on Liwonde National Park https://www.africanparks.org/the-parks/liwonde
• Lesson 7: Have students write algorithms for multiple agents.
• Lesson 8: Create additional Serengeti Component Articles for components your students’ mention but are not already included in the lesson.
• Lesson 8: Engage the whole class in the citizen science project, Snapshot Serengeti. Found at https://www.snapshotserengeti.org/.

Unit Acknowledgements

Unit Development Team

• Kate Henson, Revision Unit Lead, University of Colorado Boulder
• Will Lindsay , Field Test Unit Lead, University of Colorado Boulder
• Clarissa Deverel-Rico, Writer, University of Colorado Boulder
• Sara Krauskopf, Writer, University of Colorado Boulder
• DeAnna Lee-Rivers, Writer, University of Colorado Boulder
• Simon Raphael Mduma, Consultant Expert, Wildlife Biologist
• Celeste Moreno, Writer, University of Colorado Boulder
• Jamie Deutch Noll, Writer, BSCS Science Learning
• Kathryn Ribay, Writer, San Jose State University
• Jessica Schwarz, Consultant Expert, Roaring Fork Schools
• Anthony R.E. Sinclair, Consultant Expert, University of British Columbia 
• Wayne Wright, Writer, University of Colorado Boulder

We appreciate the support of two of our partners – ECA Science Kit Services and BSCS Science Learning – who provided kits for OpenSciEd facilitators and teachers in classrooms as part of the OpenSciEd field test.

Production Team

University of Colorado Boulder

• Madison Hammer, Production Manager
• Amanda Howard, Copy Editor
• Erin Howe, Project Manager

Unit External Evaluation

NextGenScience’s Science Peer Review Panel

An integral component of OpenSciEd’s development process is external validation of alignment to the Next Generation Science Standards by NextGenScience’s Science Peer Review Panel using the  EQuIP Rubric for Science . We are proud that this unit has earned the highest score available and has been awarded the  NGSS Design Badge . You can find additional information and read this unit’s review on the nextgenscience.org  website.

Unit standards

This unit builds toward the following NGSS Performance Expectations (PEs) as described in the OpenSciEd Scope & Sequence:

Reference to kit materials

The OpenSciEd units are designed for hands-on learning and therefore materials are necessary to teach the unit. These materials can be purchased as science kits or assembled using the kit material list.

NGSS Design Badge Awarded: Mar 12, 2023 Awarded To: OpenSciEd Unit B.1: Ecosystems: Interactions, Energy, Dynamics VERIFY

Licensed under OpenSciEd's Creative Commons NonCommercial Plus 4.0 International License

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Questions and answers about biodiversity

What is biodiversity exactly?

“Biodiversity” not only refers to the number of individual species, but also the genetic variety within and between species and the diversity of ecosystems and regions. The richness of functions and interdependencies in the relationships of species within ecosystems is also a factor. The actual number of species is therefore only one facet of biodiversity.

Does species diversity follow any patterns?

The diversity of species is lowest at the poles and increases toward the equator, with the deserts being obvious exceptions. Tropical rainforests and coral reefs are among the planet’s richest and most complex ecosystems. The areas with the greatest diversity of plant life are the tropical Andes and southeastern Asia. The Amazon basin, Madagascar and parts of southern and central Africa also compare favorably. Roughly the same holds true for animal life. Yasuní National Park in Ecuador, for example, has more tree species per hectare than the United States and Canada combined. A single hectare is home to 100,000 insect species. 40,000 species of plants can be found in the Amazon basin, and 30,000 of them occur only there. 20,000 species of beetle and 456 tree species have been recorded on a single hectare. By comparison, only around 30 tree species are native to the United Kingdom. In Amazonas state in Brazil, 95 different species of ants have been counted on a single tree – the numbers are truly mind-boggling. Again, only around 50 species of ants can be found throughout the UK.

How is biodiversity measured?

Biodiversity is determined by counting the number of species occurring in a given unit of area. The greater the species diversity within an area, the higher the biodiversity, which can be calculated using various methods, such as diversity indices.

How many species are there on the planet?

Around 1.8 million animal and plant species have been scientifically documented to date, and new ones are being discovered every day, with 12,000 to 25,000 new species being added to the list every year. While the “discovery” of mammals and birds frequently catches the public eye, insects and the like tend to attract less attention. Estimates of the number of undiscovered species range from three to seven million, of which the lion’s share are insects and other small creatures.

What are the world’s rarest species?

The Wildlife Conservation Society (WCS)  report “State of the Wild - a Global Portrait” contains a list of animals most threatened by extinction. The critically endangered Cuban crocodile, for example, can only be found in two small habitats in Cuba. The vaquita, a small porpoise endemic to the northern Gulf of California, is also extremely rare – as of 2014, less than 100 individuals remained. A relative of the vaquita, the baiji or Yangtze River dolphin, has not been sighted since 2007 and is presumed extinct. Among primates, the orangutan is, of course, the poster child for endangered species. According to the International Union for Conservation of Nature (IUCN) , deforestation and the spread of oil palm plantations in Indonesia are the biggest threats to the survival of great apes. The white-headed langur is one of the rarest primates in the world. Only 59 individuals remain – all on a single island in Vietnam. The Yangtze giant softshell turtle is found only in China and Vietnam. According to the IUCN Red List , only four individuals remained in 2012.

How many species go extinct every day?

On average, we lose about 150 species a day – that’s around 55,000 every year! Many species will have become extinct due to human encroachment on their habitats long before we have discovered the true wealth of biodiversity we are destroying. The United Nations declared 2010 to be the International Year of Biodiversity to celebrate life on earth and underscore its precious nature. Once a species is lost, it is gone forever: we will never again be able to experience a Steller’s sea cow – a marine mammal related to the dugong and manatee. The sea cows were hunted to extinction by our ancestors in 1768 – only 27 years after they were discovered by Europeans. The International Union for Conservation of Nature (IUCN) has listed many thousands of endangered animal and plant species from around the world in its Red List . The list is by no means complete, however.

Why are so many species disappearing?

The relentless changes to the environment and habitat destruction by humans are by far the most important factors driving the current mass extinction. For example, the number of gorillas in Africa has plummeted by 60% in only the past twenty years due to widespread deforestation and animals falling victim to the wildlife trade and poaching. The oceans are also affected by overfishing, pollution, rising temperatures and acidification due to increasing CO2 levels.

What is a biodiversity hotspot?

The concept of “biodiversity hotspots” was developed by researchers as a way to manage and focus conservation work more effectively. Hotspots are regions characterized by numerous endemic plant and animal species living in a particularly vulnerable environment. In the year 2000, scientists writing in the journal Nature identified 25 biodiversity hotspots that cover only about 1.4% of the Earth's surface, or an area of approximately 2.1 million square kilometers. While these areas provide habitat to nearly half (44%) of all known plant species worldwide, only about a third of them have so far been placed under protection. All of these hotspots are endangered by factors such as timber harvesting and slash-and-burn clearing driven by strong demand for tropical timber, the expansion of the mining industry and the cultivation of crops such as oil palms, sugar cane and soy. A further major issue is the dramatic rise of organized, commercial poaching.

What are endemic species?

A species is “endemic” if it only occurs within a limited, relatively small area, such as a single island or archipelago, mountain range or forest. Among primates, examples include all of the lemur species that can only be found on the island of Madagascar. Berthe’s mouse lemur, which was only discovered in 2000, is the smallest of them, with a body length of only 9 cm and a weight of around 30 grams. The lemur is found only in the Kirindy forest on the island’s west coast. Queen Alexandra’s birdwing is another example. Found only in Papua New Guinea, It is the largest butterfly in the world, with a wingspan of 28 cm. Its caterpillars rely on a single plant species for food – one that is seriously threatened by the destruction of the rainforests.

Where are biodiversity hotspots located?

Most hotspots are in the tropics, as can be seen on the map  drawn up by N. Myers’ team. They can be found in Southeast Asia – especially in Malaysia and Indonesia –, Madagascar, the Andes, Central America and the Caribbean. They also exist in temperate regions such as the U.S. west coast, parts of Chile, the Mediterranean and New Zealand. Researchers have not yet fully established the reasons behind the extremely high biodiversity of rainforests. However, factors such as the lack of nutrients in the soil, year-round high solar radiation and precipitation play an important role. The lower influence of the ice ages near the equator and the rainforests’ great age, ranging in the millions of years, have contributed to their wealth of species. Diversity thus always arises in interaction with environmental conditions.

Why is biodiversity so important and worthy of protection?

Research has shown that biodiversity is a crucial factor for the properties and performance of ecosystems. Their stability depends in part on the complex interactions of their inhabitants. Massive human interference decimates individual species or drives them to extinction, while other existing species experience explosive growth, and yet others invade or are introduced by humans. This alters the nature of ecosystems or destroys them outright and impacts ecosystem services such as the provision of food and clean water.

What is being done to preserve biodiversity and its hotspots?

The United Nations Convention on Biological Diversity (CBD)  that was signed by 192 member states at the Earth Summit in Rio de Janeiro  in 1992 is designed to provide a legal foundation for protecting biodiversity. The signatories to the convention commit to the protection of biodiversity, its sustainable use and the fair and equitable sharing of benefits arising out of the use of resources. This involves major conflicts of interest, however. Developed nations are the UN’s biggest financial backers and set the organization’s policy agenda. Their excessive hunger for commodities and energy are the primary cause of global environmental degradation. Since the nations mainly responsible for destroying the environment are now developing “protective concepts” and shaping environmental policy, the question arises whether their primary drivers are the conservation of nature or commercial interests. In any case, continuous economic growth and increasing resource consumption are not compatible with conserving nature. Furthermore, the convention does not provide for any way to enforce sanctions if environmental standards are not observed. A neutral body without vested interests to monitor compliance with regulations and objectives and impose tough sanctions in case of violations would certainly be helpful.

What was the 2012 Hyderabad Conference on Biological Diversity all about?

The United Nations regularly holds biodiversity conferences in various locations around the world. The topic of placing a monetary value on nature as the basis of life was on the agenda in India in 2012. British economics professor Sir Nicolas Stern put it quite succinctly: “If Earth were a bank, they’d bail it out” – an astute assessment, considering the responses of governments to the financial crisis of 2008. One of the key issues in India was funding for biodiversity conservation. No less important, however, is consistent action to implement the resolutions and impose sanctions for non-compliance.

How much will rescuing biodiversity cost?

According to a report by senior experts of the World Conservation Monitoring Centre of the United Nations Environment Programme , implementing a strategic plan to protect biodiversity will require $516 billion to $2.35 trillion by 2020. So far, however, the plan only exists on paper. It has a long way to go to achieve recognition under international law and thus become an enforceable instrument. Money alone will not save biodiversity, however. The main reason why the natural environment is being exploited, polluted and destroyed on such a grand scale is humanity’s hunger for resources. The only way to preserve ecosystems is to reduce our worldwide consumption significantly. This especially holds true for the inhabitants of the industrialized countries and the rich upper classes, since most people in the global South live in comparative poverty and thus have a minimal environmental footprint.

Why isn’t anything being done?

The content – i.e. the goals and obligations – of conventions is established by the member states and can be deemed binding under international law when ratified. And therein lies the problem: countries CAN recognize the content as binding, but they are not REQUIRED to do so.  Compliance with the convention is not enforced, and there are no consequences for countries that fall short in meeting their goals. Problems are thus continually being pushed further down the road without properly addressing them. There is also a huge difference between what politicians and officials are willing to say and the realities on the ground. Germany, for example, portrays itself as a pioneer in climate protection, yet the country’s resource consumption continues to grow. Germany has outsourced much of its heavy industry to countries like China, Brazil and India, while at the same time calling on such countries to do much more for the environment.

What role does biodiversity play in conservation concepts?

Unfortunately, biodiversity often takes a back seat when conservation measures are developed. Most concepts revolve mainly around attaching a monetary value to nature to determine how natural resources can be used to generate maximum revenue. They often overlook the fact that biodiversity is a decisive factor in the provision of ecosystem services.

What alternative options are there for protecting biodiversity?

In oil palm plantations and other industrial-scale monocultures, a handful of standardized high-performance plant varieties produce huge quantities of agricultural commodities. Increasingly sophisticated processes are then used to turn those raw materials into the seemingly endless variety of products on our supermarket shelves. This development, which is a major factor in our current epidemic of obesity and other nutrition-related health issues, comes at a high ecological price: depleted soils, deforestation, pollution and mass extinction. In light of this, the International Assessment of Agricultural Knowledge, Science and Technology for Development (IAASTD) urgently recommends traditional smallholder farming as the most effective and reliable way to combat world hunger and minimize agriculture’s impact on the environment. For example, improved cultivation methods, suitable seed and agro-ecological strategies offer considerable potential to improve yields. Wherever there is enough land, water, money and equipment, smallholders produce a much higher nutritional yield per hectare than industrial agriculture – and with a much lower environmental impact. It goes without saying that methods need to be adapted to local circumstances: optimized smallholder agriculture would be highly beneficial in many parts of India, for example. By contrast, the seminomadic indigenous peoples that inhabit the vastness of the Amazon basin would already benefit greatly from protection against the oil, tropical timber, gold and plantation industries.

How can I help promote biodiversity?

• Your contributions toward protecting biodiversity are limited only by your imagination. Anyone can raise awareness: explain the consequences of deforestation to your family, friends and acquaintances. Tell people about the threat of extinction and stimulate public discussion.
• Review your own lifestyle and consumption behavior. Avoid products that contain palm oil . With regard to wood, use products made of local rather than tropical timber . Do not support the trade with tropical animals (parrots, reptiles, etc.) and never keep them as pets. Reduce your meat consumption – or better yet, stop eating animal products altogether. Livestock feed is grown on an industrial scale on land that was once rainforest. If you must eat meat, buy organic, or from small farms that raise and slaughter their own livestock. Save energy wherever you can.

Support the work of Rainforest Rescue by signing and sharing our petitions. We also have numerous projects on the ground in rainforest countries that need financial support – your donations can go a long way toward saving the last unspoiled bits of paradise on our planet.

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