Tundra and Grassland Biomes Quiz:
(Climate and Ecosystem Dynamics Unit)
Primary Outcome:
SCI10-CD3 Examine biodiversity through the analysis of interactions among
populations within communities.
SCI10-CD1 Assess the consequences of human actions on the local, regional, and
global climate and the sustainability of ecosystems.
( KNOWLEDGE)
1) Define the following terms:
EcosystemBiomeMigrationFood chain(APPLICATION)
2) Using the species listed below, draw a food chain. In 1 paragraph briefly discuss
your reasoning for the order you placed the species and which biome you would
find this group of species.
[SCI10-CD3 indicator: Examine the relationship between the biodiversity of an
ecosystem, its primary productivity, and ecological resilience. (K).]
i)
ii)
iii)
iv)
v)
Artic fox
Grasses
Man
Arctic Wolf
Lemmings
(COMPREHENSION)
2) Answer the following questions in 1-2 paragraphs max.
a) Discuss the Indigenous and European uses of the Tundra and Grassland
biomes.
[SCI10-CD1 indicator: Research how people from Aboriginal and other
cultures view relationships between living organisms and their
ecosystems, and the role of humans in those relationships. (STSE).]
b) Within the Grassland biome, explain how the species maintain
equilibrium in their population. What factors help them maintain
equilibrium? Discuss what happens when a population is below or above
equilibrium. Remember to use the appropriate terms discussed in class.
[SCI10-CD3 indicator: Investigate various ways in which natural
populations attempt to maintain equilibrium, and relate this
equilibrium to the resource limits of an ecosystem with reference to
concepts such as carrying capacity, natality, mortality immigration,
and emigration. (S,K).]
(ANALYSIS)
3) Answer the following question in 3 paragraphs max. To answer this question
recall methods used in our labs, the scientific papers we have read, and examples
from the textbook.
a) Imagine that you are a scientist, and you need to find out the population
of wolves in the Arctic Tundra. Explain your methods and tools you will
use. Be sure to use the proper scientific names for methods and tools.
[SCI10-CD3 indicator: (d) Estimate the abundance of organisms in a
local ecosystem using random (e.g., quadrat), systematic (e.g., line
transect and belt transect) and/or stratified sampling techniques.
(S).]
b) You are a professional in Restoration Management, and a member of your
community asks you what they can do to help improve the quality of the
environment, and decrease their “footprint”. What do you tell them?
Why?
[ SCI10-CD3 indicator: (j) Examine how factors such as invasive
species, habitat loss, and climate change affect biodiversity within an
ecosystem, and can result in species becoming at-risk (i.e., vulnerable,
threatened, and extirpated). (K, STSE). & SCI10-CD3 indicator (k)
Analyze how the bioaccumulation and biomagnification of humanmade substances can affect the viability and biodiversity of organisms
and populations in an ecosystem. (K).]
c) Using the values listed below, plot them in the graph (on the next page).
Write 1 paragraph explaining what the graph says about the population?
What factors may contribute to the increase/decrease of the population?
[SCI10-CD3 indicator: (g) Construct and/or interpret graphs of
population dynamics of humans and other species to determine
population trends within an ecosystem. (S).]
Year
1980
1985
1990
2000
2005
2010
2014
# of Arctic Foxes
400
500
600
400
350
200
300
1000
900
800
700
600
500
400
300
200
100
0
1980
1985
1990 1995 2000 2005 2010 2014
The adaptations that can be made are dependent on the students needs. The
following are some situations that all teachers may come across. If a student who
does not do well writing he or she can be given a verbal quiz. There are times where
a student can become easily distracted in class and not be able to focus. For this
particular student, he or she could go into another room where there aren’t any
distractions and they could be given more time if needed. I could also let the
distracted student listen to music if it will help him focus on the quiz. For students
who are distracted or overwhelmed during an assessment, a shorter quiz might be
better. A simple idea could be not calling this assessment a quiz, and give it as a
project that needs to be done during class time, without computers, etc. These are
just a few of the ways in which this particular assessment could be modified, and
again, it varies depending on the student.
When designing this assessment I wanted it to contain a literacy component.
I feel like the act of students picking up a pencil and writing is slowly diminishing
because of technology. I wanted students to practice literacy. I began the quiz with a
few definitions, and I felt this was the best way to start. I wanted to engage them in
the vocabulary that would have been used throughout the classroom discussions.
For an exam, more definitions could be added to the list. I wanted them to also apply
what would have been talked about in class, and create their own food chain with
given species. I asked them to write a brief summary about why they placed the
species in the order they did, because I think it is important to understand what
your students have learned in the class. If they haven’t understood the concept, then
that is a way for the teacher to assess the way they distribute the information to
their students. For the comprehension part of the quiz I wanted a discussion for the
purpose to understand what my students understand and for them to have the
chance to apply what they know. Applying what they know about Indigenous
cultures is the most important part of the quiz, not only because it is a part of the
curriculum, but it is important for students to be exposed to different perspectives.
The analysis portion I wanted the students to put themselves in the shoes of a
scientist and to pretend that they are professionals. Getting students to apply what
they know to real life situations is important because it make it more relatable. I
wanted them to pretend they were a professional, because to demonstrate the
possible career opportunities. The last question in the analysis portion I wanted
students to demonstrate to their skills interpreting a graph. I believe interpreting
information from a graph is an important skill for students to have. If this were a
unit exam I may ask them to make their graph on graph paper, but for the purpose
of this quiz I just wanted them to plot the points, and tell me what they know about
the graph.