MC	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

Studies about rainforest destruction raise the question, “Is it right that starving people destroy rainforests to provide food for their families?” How can science be used to answer this question?

a. Science can gather data to prove that biodiversity is more important than individual people therefore people do not have the right to destroy rainforests.

b. Science can gather data to show that starving people have no other way to feed their families therefore they have the right to destroy rainforests.

c. Science can gather data that will help people make a decision about rainforest destruction but it cannot, by itself, answer the question.

d. Science cannot be used to answer the question.

Correct Answer: c

MC	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

Consider the claim “Biodiversity is essential to maintain a functioning ecosystem.” What would be at least one thing that would have to happen for this claim to be called a theory?

a. It would have to be supported by a lot of data that had been tested repeatedly.

b. The claim would have to be proven to be true by the scientific community.

c. Ecosystems would have to depend on biodiversity.

d. Science would have to start accepting new theories.

Correct Answer: a

MC	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

Which biome has the greatest number of plant and animal species in a given area?

a. Coniferous forest

b. Tropical rain forest

c. Desert

d. Grassland

Correct Answer: b

MC	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

In which biome is the growing season the shortest?

a. Deciduous forest

b. Tropical rain forest

c. Desert

d. Grassland

Correct Answer: c

MC	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

Polar bears have low reproduction rates. How might this affect their likelihood of becoming extinct?

a. They will be more likely to become extinct because it takes a relatively long time for them to replenish their population.

b. They will be more likely to become extinct because there is not enough food in their habitat to support their young.

c. They will be less likely to become extinct because the females are very protective of the few young that they have.

d. They will be less likely to become extinct because reproduction rates have nothing to do with a species’ likelihood of becoming extinct.

Correct Answer: a

MC	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

The Kirtland Warbler nests only in 6- to 15- year-old jack pine trees. Why does this behavior increase their likelihood of going extinct?

a. If something were to happen to their limited nesting area they would be unable to reproduce.

b. If something were to happen to their food supply, their specialized feeding habits would make it very difficult for them to find food.

c. If something were to happen to their migratory route, their fixed migratory pattern would be disrupted and they would not be able to migrate.

d. If something were to happen to their food web, the biodiversity of the area would decrease.

Correct Answer: a

MC	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

Cutthroat trout are native to Yellowstone Lake. Lake trout were added to the lake several decades ago. Lake trout eat the Cutthroat’s food and their young. Lake trout populations are increasing while Cutthroat trout are becoming rare. Which of the following best explains why Cutthroat trout may become extinct?

a. Their natural habitat was destroyed.

b. Man made chemicals polluted Yellowstone Lake.

c. Excessive fishing reduced their population.

d. An introduced species (non-native) is taking over their habitat.

Correct Answer: d

MC	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

Extinctions have occurred since life began. Why are scientists concerned about plants and animals going extinct?

a. Scientists care more about plants and animals now than they did in the past.

b. Current extinction rates are much higher than natural extinction rates.

c. Extinctions cause meteorites to strike the Earth and scientist do not want that to happen.

d. Extinctions are not a natural part of life; healthy ecosystems do not have extinctions.

Correct Answer: b

MC	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

As white settlers moved into Utah, natural predators such as bears, wolves, and cougars were killed or driven from the area. With the decrease of predator population the deer population exploded. Which of the following best describes an ecological reason for hunting?

a. It promotes physical activity.

b. It allows people another sources of food.

c. It replaces the function of large predators.

d. It replaces the function of the producers.

e. It provides more food for the deer.

Correct Answer: c

MC	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

Two classifications of all the different species in a lake are made. In one system, the organisms are classified by food chains. In the other, the organisms are classified by structural relationships. Which of the following statements is most reasonable?

a. A system based on structural relationships is more accurate than one based on the food chain.

b. One system of classification is more useful than the other.

c. One system is correct; the other is incorrect.

d. Both systems may be correct and useful depending on the kind of problem being investigated.

Correct Answer: d

I	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

BIOME ONE · Slow growth rate · Low species diversity · Low biomass · 0-25 cm average rainfall per year

BIOME TWO · Rapid growth rate · Highest species diversity · High biomass · 80-120 cm average rainfall per year · Nutrients in vegetation.

BIOME THREE · 80-120 cm average rainfall per year · Dominated by leaf dropping trees · Nutrient rich soil · Medium biomass and species diversity

BIOME FOUR · 25-75 cm average rainfall per year · Nutrient rich soil · Dominated by grasses, sedges · Medium biomass and species diversity

Consider the table above.

1. In which biome would you be most like to find a cactus?

a. Biome One

b. Biome Two

c. Biome Three

d. Biome Four

2. Which of the following statements about Biome Two is an inference?

a. Biome Two has the greatest biodiversity.

b. Biome Two receives a lot of precipitation.

c. Biome Two is a tropical rain forest.

d. Biome Two’s nutrients are stored in the plants.

3. What is the major abiotic difference between Biomes Three and Four

a. Average temperature

b. Average rainfall

c. Types of plants growing in the biome.

d. Soil type

Correct Answers:

1. a

2. c

3. b

I	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

Consider the following statement:

“One thousand acres of rainforest are destroyed daily. As the rainforest is destroyed, hundreds of unidentified species are destroyed. We must stop rainforest destruction immediately to preserve biodiversity. It is wrong to destroy rainforests.”

1. Which of the following questions would help evaluate the scientific accuracy of the statement?

a. Who is destroying the rainforest?

b. Why is it important to preserve the biodiversity housed in the world’s rainforest?

c. How has the United States contributed to rainforest destruction?

d. Where was the statement published?

2. Which piece of data would help evaluate the scientific accuracy of the statement?

a. The number of new species identified annually in the world’s rainforests.

b. The number of industries who own rainforest property.

c. The number of plants living in rainforests.

d. The number of animals living in rainforests.

3. Consider the phrase “We must stop rainforest destruction immediately to preserve biodiversity. It is wrong to destroy rainforests.” Is the phrase a statement that science makes?

a. Yes because biodiversity is important to maintain healthy ecosystems.

b. Yes because immediate action is required to save rainforests.

c. No because it is a value judgment.

d. No because rainforests do not have much biodiversity.

Correct Answers:

1. d

2. a

3. c

I	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

Consider the following statement:

“One thousand acres of rainforest are destroyed daily. As the rainforest is destroyed, hundreds of unidentified species are destroyed. We must act now to preserve the biodiversity housed in the world’s rainforests.”

1. Imagine this statement were made to you. What questions would you ask? Write down three questions you could ask that would help you evaluate the scientific accuracy of the statement.

2. What evidence would be necessary to support this claim? Write down two pieces of evidence that would support the claim.

3. How could science be used to support or disprove this claim? In your answer, describe a scientific investigation that could be used to support or disprove this claim. Analyze the possible results of your proposed investigation.

Scoring guide:

1. Give an equal number of points for each question that would help assess the scientific validity of the statement.

2. Give an equal number of points for each piece of evidence that would validate the claim.

3. Students’ answers should include the following:

use of reliable sources to gather information

data collection proposed

methods of collecting data are scientifically valid

analysis of possible results is scientifically valid

E	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

“Biodiversity is essential to maintain functioning ecosystems.” What would have to happen for this phrase to become a theory?

Scoring guide:

The student’s essay must include the following two points:

Accumulation of scientific evidence

Acceptance of statement by the scientific community

E	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

Studies about rainforest destruction raise the question, “Is it right that starving people destroy rainforests to provide food for their families?” Can science alone answer this question? Describe how science can be used to address this issue.

Scoring guide:

Student answers must include the following two points:

Science can provide evidence based on data collection

Science, by itself, cannot answer questions about what is right or wrong.

E	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

You own a construction company that is developing an area near St. George that is inhabited by the endangered desert tortoise. Identify at least 2 negative impacts that your construction activities might have on these creatures and list at least 2 possible solutions. (Keep in mind that this project is worth thousands of dollars.) Then explain why it is so important to allow your construction company to complete their development.

Scoring Guide:

4 The student will come up with at least 2 possible negative impacts and 2 possible solutions to prevent harm to the desert tortoise. Explanation will include at least two reasons for protecting the tortoise.

3 The student will come up with at least 2 negative impacts and at least 1 possible solution to prevent harm to the desert tortoise. Some attempt at explanation is included.

2 The student will come up with at least 1 negative impact and at least 1 possible solution to prevent harm to the desert tortoise. No explanation for why tortoise should be protected.

1 The student fails to list more than 1 negative impact and offers no possible solutions. No explanation.

E	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

Battles over forests have raged in many communities in recent years. Utah is no exception although we do not have as many trees as many other states. Your task is to decide what should be done and write a report recommending to the people of “Somewhere, Utah,” that to do with a proposal they have received from a lumber company to harvest a 50 square mile area of forest near the town. The tow’s water supply creek runs through this area and it is a prime hunting area as well. “Somewhere” is a small town and many people have trouble finding work. A town meeting will be held with personnel from government agencies in attendance. Your report could be critical. What will you say? (in a one-page report) Include specific recommendations.

Scoring Guide:

Writing:

4 spelling, punctuation, and word usage are above grade level

3 spelling, punctuation, and word usage are at grade level.

2 spelling, punctuation, and word usage are slightly below grade level

1 spelling, punctuation, and word usage are significantly below grade level

Content:

4 The student shows exceptional thought and insight. At least three different recommendations are offered and supported.

3 The student shows good thought and insight. At least two recommendations are offered and supported.

2 The student shows fair thought and insight. One recommendation is offered and supported.

1 The student shows little thought and insight. Recommendations are not offered and supported.

P	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

Title: What’s Growing On?

Teacher Preparation:

1. Write, phone or visit a Forest Service Office and pick up materials describing the organization’s activities.

2. Write, phone or visit a representative of the lumber industry and pick up materials describing lumbering activities.

3. Saw tree trunks from 3 different types of trees into half-inch sections. Polish and varnish for best results. Pick trees with different rates of growth (e.g. pine, oak, cottonwood). The technical or industrial arts department of your school may be able to help you.

The United States is faced with many issues concerning the use of our forests. How many and where the trees are cut, which areas will be designated wilderness and how much protection wildlife needs are just a few. In order to make sound judgments concerning the forests it is important to have good biological studies. In this activity you will research information concerning forests and do some experiments to help you make a proposal concerning a fifty square mile parcel of forest in “Somewhere, Utah.”

Using books and magazines in the library, do research on the lumber and forest industry. Use the following questions as a guide and answer them in complete sentences.

1. How are national forests managed? Which agencies are responsible and who is in charge of each? Who makes decisions concerning where and how many trees are cut? What is the overall goal of the agencies?

2. What types of trees are used in the lumber industry? Where do they grow? Which are used in Utah? What are our local lumber companies? Where is most lumber used?

3. What makes a healthy forest? How many trees are necessary to keep animal species from facing extinction? How do fires affect ecosystems? What are the benefits to having a healthy forest?

4. What affect does closing a lumber mill have on a town? What are financial pros and cons to the lumber industry and to the United States Government? What is the lumber industry doing to replant forests and is it adequate?

P	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

Scenario:

A fish in a river near a growing human community is endangered. At the town council’s decree, the community has been ordered to stop all construction and the lumber mill in the town has been closed. A town meeting has been called to discuss the problem and possible resolutions. The fish is known to be a food source for the only game fish (trout) found in the stream.

Directions:

Conduct a role-play of the town hall meeting. Pass out a 3 x 5 card to each student assigning each a role; also on the card could be questions for the person to think about or what position the student should argue Possible roles for the town hall meeting might be environmentalist, fishermen, lumber workers or mill employees, city government officials (mayor, council members), home builder, hotel manager, fish and game official, biologist, etc.

Assessment:

Read the scenario to the students.

Before the role-play, have them write a response to the following question: do you agree or disagree with the town council’s decision? Why?

After the role-play, have students respond to the following questions: Has your position about the town council’s decision changed? Why or why not? What role did science (vs. economics, politics, etc.) play in the town meeting?

Scoring Guide:

Responses to questions could just be collected or evaluated using the following key.

1 point Their opinion is expressed.

1 point An opposing view is at least acknowledged.

1 point The idea that this is not just a clear-cut right or wrong decision is expressed.

Note: In the discussion, the point should be clear that science by itself does not provide solutions to all ethical and practical questions.

P	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

You will pick an area (park, field, beach, etc) in which to sit and observe for at least 20 minutes. You will write down all the living things you observe in those 20 minutes. You may use common names for the living things you’ve seen. After you are finished observing, create a table to summarize the data. Then, use your table and make a graph that shows the percent each organism comprises of the total organisms you observed in the area.

Scoring Guide:

1 point Table labeled with heading on rows and columns.

1 point Information summarized by name and number of organisms.

1 point Table readable.

1 point Graph is a pie graph.

1 point Each section of pie graph labeled.

1 point Graph readable.

P	Earth Systems	Standard: 02
Objective: 03. Examine Earth’s diversity of life as it changes over time.
ILO:

Go to the Utah Division of Wildlife Resources website (http://dwrcdc.nr.utah.gove/ucdc). Click on vertebrate animals. Find 5 animals (mammals, reptiles, or birds) that live in each biome below and list them in the appropriate category.

	Desert	Forest	Alpine
1.
2.
3.
4.
5.

Now create your own system for classifying the 15 animals. Use at least 4 different categories, besides biomes, or “mammals, reptiles, or birds.”

Scoring Guide:

2 points per category

1 point per animal put into the correct category

Teacher Note:

You may decide to specify one or more of the categories or give them an example (i.e. scavenger, primary consumer, herbivore, secondary consumer, carnivore, omnivore, burrowers, nests, caves, migratory, hibernators)