Unit Plan 17 (Grade 7 Science): Engineering for Ecosystems
Grade 7 unit analyzing test data to compare biodiversity restoration designs, evaluate criteria and trade-offs, and recommend improvements using evidence.
Focus: Analyze design tests and data from real-world biodiversity and ecosystem restoration challenges to evaluate competing solutions and recommend improvements.
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 step into the role of ecosystem engineers and design reviewers. They examine realistic design scenarios—such as restoring a stream bank, creating pollinator habitat, or reducing runoff to protect water quality—and analyze data from design tests (graphs, tables, and observations). Using clear criteria and evaluation tools, students compare how well different solutions maintain biodiversity and ecosystem services, then use data to recommend which designs should be adopted, modified, or combined, aligned with MS-LS2-5 and MS-ETS1-3.
Essential Questions
- How can design solutions help maintain or restore biodiversity and ecosystem services?
- What kinds of data (species counts, water clarity, plant survival, pollinator visits) can show whether a design is working?
- How do we use criteria and evidence to evaluate and compare competing design solutions?
- How can analyzing test results help engineers improve or combine designs for ecosystems?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Describe how specific design solutions (e.g., native plantings, buffer strips, wetland cells, habitat structures) aim to maintain biodiversity and ecosystem services.
- Analyze data from design tests (tables, graphs, observation records) to determine how well different designs support target outcomes (e.g., species richness, pollinator visits, reduced runoff).
- Evaluate competing design solutions using explicit criteria (biodiversity gains, ecosystem services, feasibility, trade-offs) aligned to MS-LS2-5.
- Use test data to identify similarities and differences in performance among designs and draw evidence-based conclusions, aligned to MS-ETS1-3.
- Produce an Engineering for Ecosystems Evaluation Brief that recommends a design (or hybrid) and suggests improvements based on test data.
Standards Alignment — 7th Grade (NGSS-based custom)
- MS-LS2-5 — Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
- Students compare designs (e.g., different restoration layouts) and decide which best supports biodiversity and key services.
- MS-ETS1-3 — Analyze data from tests to determine similarities and differences among design solutions.
- Students examine test results to see which designs meet criteria, where they fall short, and how they might be improved.
Success Criteria — Student Language
- I can explain how each design solution is supposed to help biodiversity and ecosystem services.
- I can read graphs and tables from design tests and describe which design worked better and why.
- I can use criteria (like number of species, pollinator visits, or water clarity) to evaluate and rank design ideas.
- I can point out similarities and differences in how designs performed using evidence from data.
- I can write or present an evaluation brief that recommends a design or combination of designs and suggests improvements.