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9th grade How people affect biodiversity worksheet

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How people affect biodiversity

Grade 9 Science Worksheet - Challenge Me

NameDate

Circle the best answer.

  1. Read this first

    Fish stock counts at the end of 2023 (real data, NOAA Fisheries, 2023)

    group of stocksnumber of stocks
    managed506
    with a known overfishing status364
    subject to overfishing, of the known ones21
  2. Ari assumes the stocks with unknown status match the known ones. About how many of all 506 stocks would be subject to overfishing?

    • About 142, the number of stocks with an unknown status
    • About 21, because the known stocks count and the rest do not
    • About 29: 21 of 364 is 5.8%, and 5.8% of 506 is about 29
    • About 42, the 21 doubled for the unknown stocks
  3. Evidence in lake Y (model data)

    driverevidence
    zebra mussels90 per square meter
    shoreline cleared30 percent
    pesticide4 parts per billion
    native mussels before20 per square meter
    native mussels after8 per square meter
  4. Bo reads the lake Y table. By what percent did native mussels fall, and what do the rows support?

    • 60%, and the zebra mussels are the one cause, at 90 per square meter
    • 60%, and three drivers have evidence, so the fall may have several causes
    • 150%, and zebra mussels alone explain the fall as the largest number
    • 40%, the share that fell, and the cause is mixed
  5. Use this

    States with a first zebra mussel record (each point counts the states whose first record was in that year or earlier) (real data, USGS Nonindigenous Aquatic Species). Year (calendar year) across, 1988 to 2028, a mark every 8. States (number of states) up, 0 to 40, a mark every 10. The line "States with a record" joins (1988, 3), (1996, 19), (2004, 22), (2012, 30), (2020, 31) with straight pieces.

  6. Jun reads the graph. Which statement about the spread of the mussels does it support?

    • The mussels are native to each new state, so the records show where they already lived
    • Records fell after 1996, so the mussels left some states
    • The first 8 years added 16 states, 2 a year; 2004 to 2020 added 9, about 0.6 a year
    • The spread stayed steady at about 2 states a year
  7. A model fish stock under a rebuilding plan (model data)

    yearcatch (thousand tonnes)stock size (thousand tonnes)
    13040
    61028
    111045
    161270
  8. Kira reads the table. Between years 6 and 11, about how much did the stock grow each year before the catch was taken?

    • About 27 thousand tonnes a year: the 17 gained in total plus the 10 caught
    • About 3 thousand tonnes: the net gain each year
    • About 7 thousand tonnes: 17 minus the 10 caught
    • About 13 thousand tonnes: a net gain of 3.4 a year plus the 10 caught
  9. One plant species on a mountain (model data)

    yearair temperature (°C)lowest elevation of the plant (meters)grazing on the lower slope
    19808.0800light
    20008.6870heavy
    20209.2940heavy
  10. Luz sees the plant's lowest elevation rise as the air warms. Which new evidence would best separate warming from grazing as the cause?

    • The plant's lowest elevation on ungrazed slopes over the same years
    • Warming explains the move, so no other driver could be acting on the mountain
    • The air temperature at the top of the mountain
    • The plant's count at the grazed sites, measured again
  11. Notebook

    Notes on two model fish stocks (classmate's notebook), 4 lines. Columns: line, entry. Line 1: Catch limits began on stock P in 2010. Line 2: Stock P rose from 28 to 70 thousand tonnes by 2020, a rise of 42. Line 3: Stock Q, with no limits, rose from 30 to 66 thousand tonnes. Line 4: So the catch limits caused the rise in stock P.

  12. Noah reads a classmate's notebook about catch limits. Which line has the mistake?

    • Line 1: limits cannot work if they begin before any data are taken, so line 1 is the flaw
    • Line 2: 70 − 28 should be 98 thousand tonnes
    • Line 3: a stock with no limits cannot be used for comparison
    • Line 4: stock Q rose without limits too, so the limits are not shown to cause the rise
  13. Notebook

    Notes on one model stream (classmate's notebook), 4 lines. Columns: line, entry. Line 1: One test at one site in autumn found 2 parts per billion of a pesticide. Line 2: The limit is 5 parts per billion. Line 3: The farm sprays only in spring. Line 4: So the stream never goes over the limit.

  14. Pia reads a classmate's notebook about a stream test. Which line has the mistake?

    • Line 3: clear autumn water shows the spring level was the same
    • Line 4: one autumn sample from one site cannot show the spring level
    • Line 1: the pesticide would be visible in the water, so the 2 must be wrong
    • Line 2: a limit cannot protect the stream, so line 4 does not matter
  15. Record of one model site after a ban (model data)

    years after the banwater lookspesticide level (parts per billion)
    0clear16
    2clear8
    4clear4
  16. Ren's friend says the ban fixed the stream by year 4. Which reply fits the record? The safe level is 1 part per billion.

    • Not yet: at year 4 the level is 4, still four times the safe level of 1
    • Yes: the level fell by 12, which is a big drop
    • Yes: the level fell 75%, from 16 to 4, so the stream is safe and the problem is solved
    • Yes: the water looks clear, so the stream is clean
  17. Two ways to clear an invasive plant (model data)

    optioncost (thousand dollars)native species recovered
    pulling by hand508
    herbicide205
  18. Tala compares two ways to clear an invasive plant. Which reply uses the table best?

    • Herbicide wins, since $20 thousand is less than $50 thousand, so it is the cheaper option overall here
    • Herbicide costs less per species, $4 thousand against $6.25 thousand; harm to others is not shown
    • Pulling wins, since it recovers the most species, 8
    • The costs per species are equal, since both are in thousands
  19. Direct drivers of change in nature, ranked by global impact so far (real data, IPBES 2019)

    rankdriver
    1changes in land and sea use
    2direct exploitation of organisms
    3climate change
    4pollution
    5invasive alien species
  20. Zee's friend says pollution does not matter, since it ranks fourth. Which reply fits the IPBES ranking?

    • Disagree: the ranking is global, so a driver ranked fourth can be the main one in one place
    • Agree: a fourth-place driver has not harmed any species anywhere
    • Agree: the top driver explains the loss, so the lower four can be ignored
    • Disagree: the ranking is wrong, because invasive species have spread faster than pollution has
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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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