South Dakota Science HS-LS4-6

ScienceGrades 9–12Life Science

The Standard

Use a simulation to research and analyze possible solutions for the adverse impacts of human activity on biodiversity. (SEP: 5; DCI: LS4.C, LS4.D, ETS1.B; CCC: Cause/Effect) Alignment may include HS-ETS1-3, HS-ETS1-4

South Dakota Science Standards (2024) · Biological Unity and Diversity

Teacher's field guide

What This Standard Means

What Students Need to Do: Students run a habitat simulation to see how human activity affects species. They change the model to test possible fixes, then compare the results and the limits of each fix.
What Mastery Looks Like: A student records how many species remain under each plan and uses those numbers to support a choice. They can explain why the model may not predict what happens in a real habitat.
Common Misconceptions: Students may count every habitat square as usable, even when a road separates the squares. They may also assume a wildlife crossing solves every problem or that a model proves a population will recover.
How to Assess It: Give students a 10-by-10 habitat grid with three middle rows blocked by a road. Species need 20, 50, or 70 connected habitat squares; ask students to add a three-square crossing, count surviving species before and after, and name one limit of the model.

Lesson moves

Ways to Teach It

On a 10-by-10 habitat grid, block three middle rows for a road; test ten scattered replanted squares against a three-square crossing with species cards.
Write which plan kept more species in the grid, cite the counts, and explain why connected habitat matters.
Give pairs ten restoration tokens; award one point for each species whose connected-habitat minimum their placements meet, then have pairs swap plans.
Use a printed map of Banff National Park to mark where a wildlife crossing could connect habitat on both sides of the highway.

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