Unit Plan 14 (Grade 7 Science): Biodiversity & Ecosystem Services
Grade 7 unit where students evaluate and compare design solutions to maintain biodiversity and protect ecosystem services like pollination and clean water.
Focus: Evaluate competing design solutions for maintaining or restoring biodiversity and ecosystem services (pollination, water purification, flood control, soil health, recreation) using clear criteria and evidence.
Grade Level: 7
Subject Area: Science (Life Science — Ecosystems & Human Impact; Engineering Design)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, students connect ecosystem science to real-world problem solving by examining how human actions can support or harm biodiversity and ecosystem services. They learn what biodiversity is, why it matters for services like pollination, clean water, and flood protection, and how different design solutions (restoration projects, green spaces, wildlife crossings, pollution controls) can help. Students compare competing solutions using criteria such as effectiveness, feasibility, trade-offs, and impact on ecosystem services, then argue for which solution best supports biodiversity, aligned to MS-LS2-5 and MS-ETS1-2.
Essential Questions
- What is biodiversity, and how does it support important ecosystem services humans depend on?
- How do human activities reduce or support biodiversity and ecosystem services?
- How can we evaluate design solutions that aim to maintain or restore biodiversity in a specific place?
- What criteria and evidence should we use to decide which design solution is best for supporting both ecosystems and people?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Define biodiversity and ecosystem services and explain at least three services (e.g., pollination, water purification, flood control, recreation).
- Identify ways human actions can reduce biodiversity (habitat loss, pollution, invasive species) and ways design solutions can restore or maintain biodiversity.
- Describe and compare multiple design solutions (e.g., green roofs, habitat corridors, buffer strips, wetland restoration) for their impacts on biodiversity and ecosystem services.
- Use a systematic evaluation process (criteria, ranking, pros/cons) to evaluate competing design solutions, aligned to MS-ETS1-2.
- Construct a written or oral recommendation that explains which design solution best supports biodiversity and ecosystem services, using evidence and evaluation criteria, aligned to MS-LS2-5.
Standards Alignment — 7th Grade (NGSS-based custom)
- MS-LS2-5 — Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
- Students compare and recommend biodiversity-supporting solutions using evidence about ecosystem benefits.
- MS-ETS1-2 — Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- Students use clear criteria (effectiveness, feasibility, cost, trade-offs) to evaluate and rank designs.
Success Criteria — Student Language
- I can explain what biodiversity and ecosystem services mean and give real-world examples.
- I can describe at least two different design solutions that could help maintain or restore biodiversity.
- I can use criteria (like effectiveness, cost, impact on people) to compare design solutions.
- I can evaluate which design solution best supports biodiversity and ecosystem services in a specific situation.
- I can write or present a recommendation that uses evidence and reasoning to support my choice.