LS4-6+Resources

HS-LS4-6. __Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity__ . * [ Clarification Statement: Emphasis is on designing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.] __LS4.C: Adaptation__ Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species. (HS-LS4-5),(HS-LS4-6) __LS4.D: Biodiversity and Humans__  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. (HS-LS4-6) (Note: This Disciplinary Core Idea is also addressed by HS-LS2-7.) __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. (secondary to HS-LS4-6) Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. (secondary to HS-LS4-6) __Using Mathematics and Computational Thinking__  Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Create or revise a simulation of a phenomenon, designed device, process, or system. (HS-LS4-6) __Cause and Effect__  Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-LS4-2),(HS-LS4-4),(HS-LS4-5),(HS-LS4-6) Associated DCIs: [|**HS.ESS2.D**] (HS-LS4-6); [|**HS.ESS2.E**] (HS-LS4-6); (HS-LS4-6); [|**HS.ESS3.C**] (HS-LS4-6); [|**HS.ESS3.D**] (HS-LS4-6) ELA/Literacy – WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (HS-LS4-6) WHST.9-12.7 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. (HS-LS4-6) Mathematics – none __Suggested Activities:__