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Content knowledge
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Students will be able to identify local Oregon Cascades animals and habitats and describe how living things depend on one another in a habitat. - identify
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- I can point to and name several Oregon Cascades animals and describe the habitat where they live using clear details from pictures, reading, or class observations.
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- I can identify Oregon Cascades animals and habitats and explain how at least two living things depend on each other in a habitat (for example: food, shelter, or water) using evidence from my notes or sources.
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- I can identify multiple Oregon Cascades animals and habitats and accurately describe how living things depend on one another in a simple food web, connecting how changes to one living thing affect others using labeled examples.
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- I can independently identify Oregon Cascades animals and habitats and thoroughly explain how living things depend on one another across the habitat (including multiple connections in a food web) using vocabulary, labeled visuals, and evidence from research.
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Content knowledge
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Students will be able to define a keystone species and explain why it is especially important in a food web. - define
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- I can define a keystone species as a living thing that strongly affects other living things in a habitat and the food web
- I can identify a keystone species from the biologist/video and label its role in a simple food web picture.
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- I can explain that a keystone species is especially important because many other plants and animals depend on it for food or habitat
- I can connect the keystone species to at least two other organisms in a food web sketch using simple cause-and-effect words.
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- I can describe how a keystone species helps keep a food web balanced by supporting multiple animals and plants in interconnected ways
- I can use evidence from notes/reading/biologist information to explain why losing the keystone could change several relationships at once in my habitat comparison product.
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- I can clearly explain, using accurate vocabulary, why a keystone species is “especially important” in a food web even if it is not the most common species
- I can use cause-and-effect reasoning to predict specific changes to multiple food web links when the keystone is missing and justify my prediction with evidence from research.
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Skill
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Students will be able to investigate how the removal of a keystone species changes a habitat using evidence from reading, research, and observations. - investigate
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- I can use my observations and reading notes to sort plants and animals into “doing well” or “struggling” when a keystone species is removed from a habitat picture or model.
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- I can investigate a keystone species using reading or a biologist’s message and connect evidence to show how at least a few animals/plants change after the keystone is gone.
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- I can investigate using multiple sources (reading, research notes, and observations) and explain how the keystone species affects a food web with evidence in labeled captions or sketches for both scenes.
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- I can investigate independently and use strong evidence to predict and justify food-web changes in a habitat without its keystone species, clearly showing cause-and-effect in my final comparison product (labels, captions, and/or notes).
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Skill
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Students will be able to collect and organize research notes from texts, pictures, and a wildlife biologist to support an investigation. - collect
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- I can collect simple research facts from a text, picture cards, and a wildlife biologist message, and record them on my notes page with a label (animal/plant and habitat).
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- I can organize my collected notes into categories (habitat, animals/plants, evidence) and include a source for each fact (text title, picture set, or biologist).
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- I can sort and summarize my research notes into key ideas about a keystone species and its habitat, using accurate details and matching notes to the correct scene or claim.
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- I can create a well-organized, inquiry-ready set of research notes by selecting the most relevant evidence from multiple sources, summarizing it, and clearly linking notes to how the keystone species affects the food web.
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Skill
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Students will be able to analyze a healthy habitat and a habitat missing its keystone species to compare patterns of change. - analyze
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- I can look at two pictures/models of the same Oregon Cascades habitat and tell what I notice is different between the healthy habitat and the habitat missing its keystone species.
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- I can sort and match animals and plants to “doing well” or “struggling” in each scene by using my observations from the healthy habitat and the habitat without the keystone species.
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- I can explain the patterns of change I see between the two scenes by describing how the keystone species affects other living things in the habitat’s food web.
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- I can analyze the two-scene habitat comparison to predict specific changes across the food web when the keystone species is missing and support my predictions with evidence from my visuals, notes, or captions.
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Skill
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Students will be able to justify a claim about why protecting a keystone species matters using labeled visuals and evidence-based captions. - justify
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- I can create labeled visuals for two habitat scenes (with and without the keystone species) and write evidence-based captions that name at least one way the keystone species affects other living things.
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- I can justify my claim using labeled visuals and clear evidence-based captions that explain how multiple animals/plants in the food web respond when the keystone species is missing.
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- I can strengthen my justification by connecting cause-and-effect in my visuals to the evidence in my captions, using key terms (like keystone species and food web) to teach others why protecting it matters.
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- I can present a well-organized justification across both scenes, using accurate labeled visuals and concise evidence-based captions to support a claim, predict food web changes, and explain why protecting the keystone species is important.
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