Target Student Performance
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Activity |
Target Performance |
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Activity 4.1: Tiny Pool and Flux Game |
Students describe the relationship between pools and fluxes in a physical model: changes in pool sizes depend on balance among fluxes. |
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Activity 4.2: Carbon Pools and Constant Flux Simulation |
Students describe the relationship between pools and fluxes in an online computer model: changes in pool sizes depend on balance among fluxes. |
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Activity 4.3: How Fluxes Change and Photosynthesis Limits |
Students use an online computer model to describe how changes in carbon pools over time depend on the maximum possible rate of photosynthesis in an ecosystem. |
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Activity 4.4: Seasonal Changes and Ecosystem Disturbances |
Students use an online computer model to describe how seasons and disturbances affect an ecosystem. |
Lesson 4 – Carbon Pools and Fluxes in Changing Ecosystems (students as explainers)NGSS Performance Expectations
High School
- Chemical Reactions. HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
- Ecosystems: Interactions, Energy, and Dynamics. HS-LS2-1. Use mathematical and or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
- Ecosystems: Interactions, Energy, and Dynamics. HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems at different scales.
- Ecosystems: Interactions, Energy, and Dynamics. HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
- Ecosystems: Interactions, Energy, and Dynamics. HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
- Ecosystems: Interactions, Energy, and Dynamics. HS-LS2-6: Evaluate 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.
- Earth’s Systems. HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
Middle School
- Matter and Energy in Organisms and Ecosystems. MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
- Interdependent Relationships in Ecosystems. MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
- Matter and Energy in Organisms and Ecosystems. MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
- Matter and Energy in Organisms and Ecosystems. MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
- Matter and Energy in Organisms and Ecosystems. MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy in and out of organisms.
- Earth’s Systems. MS-ESS2-1. Develop a model to describe the cycling of earth’s materials and the flow of energy that drives this process.
- Human Impacts. ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.