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9th grade Biodiversity and why it keeps ecosystems steady worksheet

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Biodiversity and why it keeps ecosystems steady

Grade 9 Science Worksheet - Challenge Me

NameDate

Circle the best answer.

  1. Bo reads the graph. Year 2 was a dry year. Which statement matches the graph?

    • The two plots were equally affected: each lost 200 grams per square meter, so diversity made no difference
    • The one-species plot was less resistant: it fell 50% against 25%, and both were back to normal in year 3
    • The many-species plot recovered faster: it fell less in year 2
    • The many-species plot was not affected: its line stays near the top
  2. Read this first

    Growth in two plots (model data)

    plotspeciesnormaldry yeara year later
    M24600450570
    N1500250475
  3. Esme reads the table. For plot M, what percent of normal growth was reached in the dry year and a year later?

    • 25% in the dry year and 95% a year later
    • 75% in the dry year and 95% a year later
    • 75% in the dry year and 127% a year later
    • 75% in the dry year and 5% a year later
  4. Two nature areas (model data)

    areadifferent ecosystemsdifferent species
    A214
    B120
  5. Kira reads the table. Which statement about the kinds of diversity is correct?

    • Area B is more diverse overall, since it has more species, 20 against 14 in area A
    • Area A has more ecosystem diversity, 2 against 1; area B has more species, 20 against 14
    • Area A has more species diversity, since it has more ecosystems, 2 against 1 in area B
    • Area B has more ecosystem diversity, since it has more species, 20 against 14 in area A
  6. Growth in a dry year and a wet year (model data)

    plotspeciesnormaldry yearwet year
    K16600450750
    L1400200600
  7. Luz reads the table. Which statement describes the pattern in both the dry year and the wet year?

    • Plot K changed by 25% and plot L by 50% in each year, so more species meant a smaller change
    • Plot K changed less because it recovered faster after each year
    • Plot L changed by more, so it was the more resistant plot
    • Plot L changed more in the dry year alone; in the wet year both plots changed by the same 25%
  8. Growth in two plots (model data)

    plotnormaldry yeara year later
    R500375500
    S500250500
  9. Ren says plot R recovered better because it fell less. Which reply uses the table correctly?

    • Both plots were back at 500 a year later, so they recovered alike; plot R was more resistant
    • Plot S did not recover, because it fell by 50% in the dry year
    • Plot R recovered better, because a plot that falls less comes back faster
    • Plot S recovered better, because it gained more: 250 grams per square meter, against 125 for plot R
  10. Two model forests (model data)

    measureforest F1forest F2
    species1010
    trees of the commonest species20190
    trees of the other species together18010
    trees in all200200
  11. Zee reads the table. Which statement about the diversity of the two forests is correct?

    • Forest F1 is more diverse, because it has more species than forest F2
    • The forests are equally diverse, because both have 10 species
    • Forest F1 is more diverse: its trees are evenly spread, 20 in the commonest species against 190 in F2
    • Forest F2 is more diverse, because one species has 190 trees, the most of any species in either forest
  12. Notebook

    Notes on two wildflower populations (classmate's notebook), 4 lines. Columns: line, entry. Line 1: Population X has 5 versions of one gene among its 100 plants. Line 2: Population Y has 1 version of that gene among its 100 plants. Line 3: Both populations have 100 plants of one species. Line 4: So the two populations have the same diversity.

  13. Jun reads a classmate’s notebook about two wildflower populations. Which line has the mistake?

    • Line 3: two populations with 100 plants each must be different species
    • Line 4: the populations differ in genetic diversity, 5 versions against 1
    • Line 1: 5 versions of a gene cannot occur inside one species of 100 plants
    • Line 2: 1 version means Y has no genes to compare
  14. Notebook

    Notes on two plots in a dry year (classmate's notebook), 4 lines. Columns: line, entry. Line 1: Plot A, with 16 species, fell from 500 to 375, and plot B, with 1 species, fell from 500 to 250. Line 2: So plot A fell 25% and plot B fell 50%. Line 3: A year later both plots were back at 500. Line 4: Plot A fell less, so it also recovered faster.

  15. Noah reads a classmate’s notebook about two plots in a dry year. Which line has the mistake?

    • Line 2: the falls should be divided by the dry-year growth, 125 ÷ 375 = 33%
    • Line 4: both plots were back at 500 a year later, so recovery was alike
    • Line 3: a plot cannot return to exactly 500 after a dry year
    • Line 1: plot A has 16 species, so it should not fall in the dry year
  16. Gene versions in two wildflower populations (model data)

    populationversions of the geneplants
    P5250
    Q1100
  17. Tala reads the table. Which claim about raw material for adaptation goes with the right reason?

    • Claim: neither has any to offer. Reason: genes inside one species do not count as diversity
    • Claim: population P has more raw material to adapt. Reason: it has more plants, 250 against 100, and more plants mean more genes
    • Claim: population P has more raw material to adapt. Reason: it carries 5 gene versions, against 1
    • Claim: population P has more species diversity. Reason: its plants carry 5 versions of the gene, and species are counted by kinds
  18. Ren reads the graph. Year 2 was a dry year. Which claim goes with the right reason?

    • Claim: diversity did not change recovery here. Reason: both lines were back at 600 in year 3
    • Claim: the one-species plot recovered faster. Reason: its line rose more, from 300 up to 600 in one year
    • Claim: neither plot recovered. Reason: both lines fell in year 2
    • Claim: the many-species plot recovered faster. Reason: its line fell less, from 600 to 450
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9th grade Biodiversity and why it keeps ecosystems steady worksheet – printable
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About this worksheet

Biodiversity and why it keeps ecosystems steady: kinds of diversity, richness and evenness, resistance to a dry year, and recovery. Every version has 10 questions, and the answer key prints on the second page.

What your child will learn

  • I can name the kind of diversity a description counts: species diversity (the kinds of species), genetic diversity (the versions of genes inside one species) or ecosystem diversity (the number of different ecosystems in an area).
  • I can count species richness from a table and tell it from a count of individuals.
  • I can say why two communities with the same number of species can differ in diversity: the relative abundance, how evenly the individuals are spread, matters too.
  • I can read a graph or table of plant growth through a dry year, find the drop, and say which plot lost more.
  • I can find a percent change by dividing the change by the starting value, and compare two plots by percent and not by grams.
  • I can tell resistance (the change during the event) from recovery (the return afterward), and I know the research found that diverse plots resisted more but did not recover faster.

Standard: HS-LS2-2

Words to know

biodiversity: The variety of life, counted as species, as gene versions or as ecosystems

species richness: The number of different species in a place

relative abundance: How common each species is compared with the others

species diversity: Richness and relative abundance together: many species, evenly spread

genetic diversity: The variety of gene versions (alleles) inside one species

ecosystem diversity: The number of different ecosystems in an area

productivity: How much new plant growth a place makes in a year

resistance: How little a plot changes during a dry or wet year

Common mistakes

Your child counted only the number of species. Diversity also depends on how evenly the individuals are spread among them. Ask your child, 'How many of each species are there?'

Your child counted the plants instead of the species. Richness is the number of different kinds, not the number of individuals. Ask your child, 'How many different kinds are there?'

Your child thought a plot with many species is not changed by a dry year. It still changes, but by a smaller percent. Ask your child, 'Did the number go up or down?'

Questions parents ask

What is the most common mistake with biodiversity and why it keeps ecosystems steady?

Your child counted only the number of species. Diversity also depends on how evenly the individuals are spread among them. Ask your child, 'How many of each species are there?'

Are these 9th grade science worksheets free to print?

Yes. All 6 printable versions at each level are free to print, with the answer key, and no account is needed.

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