Teacher Notes

Alignment:

• PE: HS-LS4-6
• SEPs: Using Mathematics and Computational Thinking
• DCIs: LS4.C: Adaptation; LS4.D: Biodiversity and Humans; ETS1.B: Developing Possible Solutions
• CCCs: Cause and Effect

Evidence Statements:

1. 1a. Students create or revise a simulation that models effects of human activity… and provides quantitative info. Student work demonstrates this when they test the baseline vs. mitigation strategies to collect quantitative data on population and genetic diversity.
2. 1b. Students describe components modeled. Student work demonstrates this in the Explain section when identifying what factors cause genetic decay.
3. 1c. Students describe variables that can be changed. Student work demonstrates this in the Explore section when altering the mitigation strategies.
4. 2a. Students use logical and realistic inputs… Student work demonstrates this by allowing simulations to run long enough to see trends before switching mitigation solutions.
5. 3a-d. Analysis of simulation results… Student work demonstrates this when analyzing data to determine the most effective mitigation strategy.
6. 4a. Revision of simulation… Student work demonstrates this when predicting the effects of design solutions based on the interpretation and proposing revisions or compromises in the Elaborate section.

🔬 Activity: Mitigating Habitat Fragmentation

⏱️ Estimated Time: 45 minutes

🧰 Materials:

• Device with internet access to simulation
• Notebook or digital document for data collection

🌍 Phenomenon (Engage)

A new highway has been built through a dense forest, cutting a previously continuous population of woodland creatures into two isolated groups (West and East). Without the ability to cross the highway, the populations are trapped. What do you predict will happen to these populations over several generations if they cannot interact? Discuss with a partner.

🔍 Explore

1. Open the Habitat Fragmentation Mitigation Simulation.
2. Baseline Trial:
   • Keep the “Mitigation Strategy” set to Baseline (No Action).
   • Click ▶ Resume Simulation.
   • Let the simulation run for 30 years.
   • Record the final West and East Populations ($N$) and Genetic Diversity ($Hz$) in the data table below.
   • Click Reset (or refresh the page).
3. Underpass Trial:
   • Change the strategy to Wildlife Underpass ($0.5M).
   • Run for 30 years and record data.
   • Reset the simulation.
4. Overpass Trial:
   • Change the strategy to Green Overpass ($1.8M).
   • Run for 30 years and record data.

📊 Data Collection

📝 Explain

1. What happened to the genetic diversity ($Hz$) and population sizes when no action was taken? Why does isolation lead to this result?
2. Compare the Underpass and Overpass. Which one resulted in higher genetic diversity, and why?

🚀 Elaborate

If you were a city planner with a budget of only $1.0M, which strategy would you choose? Is there a compromise, or would you try to argue for a budget increase? Explain your reasoning using data from the simulation.

📈 Evaluate

Write a formal recommendation to the city council. State your chosen mitigation strategy, provide quantitative evidence from the simulation to support your choice, and explain how this solution will prevent the extinction of the local species.