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9th grade How people affect biodiversity worksheet

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How people affect biodiversity

Grade 9 Science Worksheet

NameDate

Circle the best answer.

  1. Read this first

    Fish stocks with a known status, end of 2023 (real data, NOAA Fisheries, 2023)

    liststocks with a known statusstocks flagged
    overfishing36421
    overfished26347
  2. Ari reads the NOAA table. Which list flagged the larger share of the stocks with a known status?

    • Overfished: 47 stocks against 21, about 2 times as large, since the counts decide the answer
    • Both flag about the same share: 47 of 506 and 21 of 506
    • Overfished: 17.9% (47 of 263) against 5.8% (21 of 364), about 3 times as large
    • Overfishing: 21 of 364 is 5.8%, which is larger than 47 of 263
  3. Species lost from one wetland, by driver (model data)

    driverspecies lost where it acted
    habitat loss14
    invasive species9
    pollution7
    total species lost20
  4. Esme reads the wetland table. Why do the driver counts add to more than 20, and what is the best reading?

    • Some species had more than one driver, so the counts overlap and cannot be added
    • Habitat loss was the main cause: 14 of the 20 species lost is 70%, the largest share
    • The total should be 30, so 10 lost species were left out
    • The table has an error, because each species lost has a single cause
  5. Plant species in two woodland patches (model data)

    patchspecies beforespecies after
    control (kept whole)5047
    cleared in part5035
  6. Jun reads the table. How many percent points more of its species did the cleared patch lose than the control?

    • 37 points: 15 of 35 is 43%, minus 6%
    • 12 points: 15 lost minus 3 lost
    • 24 points: 30% of the cleared patch's species were lost, against 6% in the control
    • 30 points: the cleared patch's loss on its own, without taking away what the control lost
  7. Pesticide level in one model stream after a ban (model data)

    year after the banlevel (parts per billion)
    024
    312
    66
  8. Kira reads the table. What is the level at year 9, and by what percent did it fall from year 0?

    • 3 parts per billion, a fall of 12.5%
    • 3 parts per billion, a fall of 87.5%, since it halves every 3 years
    • 0 parts per billion, since a ban removes the pesticide
    • 1.5 parts per billion, a fall of 93.75%
  9. Two sites on one model stream (model data)

    sitewater looksnitrate (milligrams per liter)limit (milligrams per liter)
    site 1 (upstream)clear410
    site 2 (downstream)clear1010
  10. Luz reads the table. By what percent did nitrate rise downstream, and is it over the limit?

    • 0%, since the water looks clear at both sites
    • 60%, and the reading is over the limit
    • 150%, and the reading is over the limit since it is 6 higher
    • 150%, and the reading is at the limit, not over it
  11. Three model rivers (model data)

    riverdriver actingplant species beforeplant species after
    river 1a dam4034
    river 2a pesticide4036
    river 3a dam and a pesticide4027
  12. Milo reads the table. Which statement does the evidence support?

    • Both drivers matter: rivers 1 and 2 lost 6 and 4, but the river with both lost 13
    • The dam is the one cause, since both rivers with a dam lost more species than river 2
    • The effects simply add, since 6 + 4 is close to 13
    • The pesticide has no effect, since river 2 lost just 4 of 40
  13. Noah reads the graph. Which statement describes stream A and predicts its level at year 8?

    • Stream A falls 3 every 2 years, so it reaches 0 at year 8
    • Stream B also falls, to about 12 parts per billion by year 8
    • Stream A halves every 2 years, so it should be about 1.5 parts per billion at year 8
    • Stream A reaches 0 by year 8, because the ban stopped the pollutant from entering the stream
  14. Pia reads the graph. Which statement does it support about the stock after year 10?

    • It rebuilt by about 4 thousand tonnes a year, rising back above the line by year 15
    • It stayed above the overfished line the whole twenty years
    • It was extinct at year 10, then a new stock took over
    • It rebuilt by about 40 thousand tonnes a year, the size of the line
  15. Fish stock status at the end of 2023 (real data, NOAA Fisheries, 2023)

    rowcount
    stocks or stock complexes managed506
    stocks on the overfishing list21
    stocks on the overfished list47
    stocks rebuilt since 200050
  16. Ren reads the NOAA rows. Which statement about overfished stocks do they support?

    • Overfishing has ended, since just 21 of 506 stocks are on that list
    • Recovery is possible: 50 stocks were rebuilt since 2000, though 47 were still overfished
    • Most managed stocks are overfished, since 47 is more than 21
    • The 47 overfished stocks are gone for good, since stocks that small do not come back after that
  17. Four plans for testing the farm's pesticide (model data)

    planwhat is done
    plan Acount insects and test the pesticide at sites above and below the farm, before and after spraying
    plan Bask neighbors whether the water looks clean
    plan Ccount insects once, at one site below the farm
    plan Dtest the pesticide at one site after the insects have fallen
  18. Tala wants to test whether a farm's pesticide lowered a stream's insect count. Which plan gives the best evidence?

    • Plan A: it measures both, with sites above the farm as a comparison
    • Plan D: a pesticide reading after the loss shows what caused the loss
    • Plan B: how clear the water looks shows whether a pesticide is present
    • Plan C: a single count below the farm shows the pesticide's effect
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9th grade How people affect biodiversity worksheet – printable
Print: 123456

About this worksheet

How people affect biodiversity: five drivers (habitat loss, invasive species, overharvesting, pollution and climate change) and the evidence for each. Every version has 10 questions, and the answer key prints on the second page.

What your child will learn

  • I can say that scientists list five main drivers of biodiversity loss: habitat loss, invasive species, overharvesting, pollution and climate change.
  • I can name the driver that a cause-and-evidence card describes, and I can see when a card shows two drivers acting in one place.
  • I can tell an invasive species from a native one: a native species evolved in that place, and an invasive species arrived from somewhere else (zebra mussels, kudzu, cane toads).
  • I can read fish-stock counts from NOAA and turn them into shares, by dividing each count by its own whole (for example 21 of 506 managed stocks, or 47 of the 263 stocks with a known overfished status).
  • I can say that an overfished stock is too small, not gone, and that 50 stocks have been rebuilt since 2000.
  • I can find a percent change by dividing the change by the starting value, and a share by dividing a count by the whole group asked about.

Standard: HS-LS2-7, HS-LS4-6

Words to know

driver: A cause that pushes biodiversity up or down; this sheet covers five main ones

habitat loss: The place where a species lives is made smaller or removed

invasive species: A species that arrived in a place where it did not evolve and spreads there

native range: The places where a species evolved

overharvesting: A resource is taken faster than it can be replaced

overfished: A fish stock that has become too small

rebuilt: A formerly overfished stock that has grown back to a healthy size

pollution: A harmful substance in the soil, air or water

Common mistakes

Your child decided that one driver explains the whole loss. Several drivers can act on the same place, so each needs its own evidence. Ask your child, 'Which other drivers have evidence here?'

Your child treated a species as native because it lives there now. Native means it evolved in that place. Ask your child, 'Where did this species start out?'

Your child thought an overfished stock is gone for good. An overfished stock is too small, not gone, and many have been rebuilt. Ask your child, 'Is the stock gone, or only small?'

Questions parents ask

What is the most common mistake with how people affect biodiversity?

Your child decided that one driver explains the whole loss. Several drivers can act on the same place, so each needs its own evidence. Ask your child, 'Which other drivers have evidence here?'

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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