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MS-LS2-1
6.4.1	Analyze data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem. Ask questions to predict how changes in resource availability affects organisms in those ecosystems. Examples could include water, food, and living space in Utah environments.
Science and Engineering Practices		Disciplinary Core Ideas	Crosscutting Concepts
Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to provide evidence for phenomena. Asking Questions and Defining Problems Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models. Ask questions to identify and clarify evidence of an argument.		LS2.A: Interdependent Relationships in Ecosystems Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Growth of organisms and population increases are limited by access to resources.	Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems..

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Name ________________

Effects of Resource Availability on Populations

Task 1

I can analyze data.

Standard 6.4.1 I can analyze data about the effects of resource availability on organisms in ecosystems.

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How might the fluctuations in Utah deer populations be explained by inches of precipitation received in northern Utah? Cite specific data from the graphs in your analysis.

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Task 2

I can ask questions.

Read the following information about the sage grouse.

The sage-grouse, found across the Western United States, is a bird noted for its long, pointed tail feathers and fascinating courtship rituals. To attract a mate, the male grouse gather in strutting grounds called “leks” to which they return year after year. During the mating season, the male grouse fans its tail feathers and swell its chest to reveal bright yellow air sacs. The combination of wing movements and inflating and deflating air sacs make a unique “swish-swish-coo-oopoint!” The sage-grouse is named for the sagebrush on which it depends for both food and shelter. In winter, sagebrush is the grouse’s only food source. Female hens nest under the sagebrush where their eggs are protected by the tall grasses. Sage-grouse populations once numbered in the millions. Today, there are only about 200,000 sage-grouse found in the Western United States. The population of sage-grouse in Utah is less than 5,000.

Which of the following questions would best help determine the cause for the decrease in the sage-grouse population?

How does the male sage-grouse attract mates?

B. Why is sagebrush important to the survival of the sage-grouse?

C. What changes have occurred in the sage-grouse’s environment?

D. What do sage-grouse eat?

Explain why your choice is the best question:

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