Name: ______________________________ Date: _____________ My Vital Signs Biodiversity Investigation Student Notebook Part I: Understanding the Research Question Lesson 1: Preparing for Future Learning: Essential Questions: What is important in an ecosystem? What do I already know? What do I want to find out? Key Vocabulary: ecosystem, biodiversity, habitat*, population*, community*,organism*, species* Do Now: Draw a sketch of an ecosystem that has biodiversity. If you don’t know what that looks like, take a guess! There are no wrong answers. Label the different parts of your drawing. After completing this this activity, I will be able to… MS LS 2-2 Level 1 Level 2: all of level 1 and… Level 3: all of level 2 and… Level 4: all of level 3 and… Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems Give an example of species that affect each other. Describe or show an ecosystem with its living and non-living parts. Explain why biodiversity is important in an ecosystem. Generate questions that will help me learn more about ecosystems. Once you have completed the activity, circle the highest level that you achieved. “Graffiti Wall” Debrief:
Essential Questions: Does the presence of invasive ____ impact biodiversity in my area? How sure can I be of my answer? Key Vocabulary: range*, outlier*, mean*, median*, mode* Do Now: What might have caused variability in our class data? List as many ideas as you can. After completing this this activity, I will be able to… NGSS Practice 4 Level 1 Level 2: all of level 1 and… Level 3: all of level 2 and… Level 4: all of level 3 and… Analyzing Data Create a graph that shows my data. Create a graph that accurately shows my data with an appropriate title, correctly labeled axes, and units of measurement. Use my graph to determine what I found out (and didn’t find out) about my species. Support my ideas with evidence. Use statistical thinking (including range, mean, median, mode, and/or variability) to better understand the data and describe how sure I can be of my results. Once you have completed the activity, circle the highest level that you achieved. Draw your graphs of the class data in the space below. Do not forget to label the X and Y axes and give the graphs a title!
MS-LS 2-2 Level 1 Level 2: all of level 1 and… Level 3: all of level 2 and… Level 4: all of level 3 and… Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Use my data to decide whether biodiversity at our field site is impacted by the target invasive species. Support my claim with specific evidence from my data or concepts that I have learned about ecosystems. Expand upon my data to make a prediction about biodiversity at our field site in the future and support my prediction with evidence and concepts that I have learned about ecosystems. Consider multiple explanations of my data and explain why I think my explanation is correct. Once you have completed the activity, circle the highest level that you achieved. Turn to your glossary and define “certainty.” Why do scientists discuss their level of certainty in a scientific conclusion? Use the concepts that you have developed in class, the new vocabulary that you developed, and the work that you did with your data to answer the following questions. Take notes in the space below: Take out your Vee diagram. Look at the hypothesis that you wrote in Box 3. Do your results support your hypothesis? Are you surprised by your results? Why or why not? Why do you think you got these results? Explain what you think happened in the ecosystem that caused them. What concepts have you learned about ecosystems that
Congratulate yourself on completing and authentic science investigation! Invasive Species and Biodiversity Data Investigation: Glossary of Terms Lesson 1: ecosystem Definition: Picture or clue: Sentence: biodiversity Definition: Picture or clue: Sentence: habitat* Definition: Picture or clue: Sentence: population* Definition: Picture or clue: Sentence: