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9th grade How people affect biodiversity worksheet

6 printable versionsBuilding Confidence10 questions · answer keyFree · no account

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How people affect biodiversity

Grade 9 Science Worksheet - Building Confidence

NameDate

Circle the best answer.

  1. Read this first

    One woodland over ten years (model data)

    causeevidence
    land cleared for houses30 hectares before, 12 hectares after
    a vine from another continentcovers 5 hectares of the ground
    a water test for a pesticidenone found
  2. Ari reads the woodland table. Which drivers of biodiversity loss have evidence here?

    • An invasive species alone, since the vine is the one living cause
    • Habitat loss alone, since 18 hectares is the largest change
    • Habitat loss and an invasive species have evidence; pollution does not
    • Habitat loss and pollution, since the three rows each name a driver
  3. 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
  4. Bo reads the ranking. Which statement does the table support?

    • Land and sea use changes have had the largest global impact so far; climate change ranks third
    • Invasive alien species rank first, since they spread the fastest
    • Climate change has had the largest global impact so far, since its warming reaches the whole planet
    • The top driver explains the loss, so drivers 2 to 5 can be set aside
  5. DDT after the 1972 cancellation (real facts, US EPA)

    whenwhat the EPA states
    1972the EPA issued a cancellation order for DDT because of its effects on wildlife
    after US use stoppedlevels in the environment and in animals have gone down
    still todayresidues from past use remain, because DDT lasts a long time in the environment
  6. Kira reads the card about DDT. What does it say happened after DDT use stopped in the United States?

    • Levels fell to 0 as soon as the order was issued
    • Levels went up, because DDT lasts a long time
    • Residues were gone, because the soil and water looked clean
    • Levels went down, but residues from past use remain
  7. Tests at four sites on a model stream (model data)

    sitewater lookspesticide level (parts per billion)limit (parts per billion)
    site 1clear25
    site 2cloudy05
    site 3clear95
    site 4cloudy45
  8. Luz reads the table. Which sites go over the pesticide limit?

    • Sites 1 and 3: clear water hides pollution, so both are over
    • Site 4: 4 is the highest reading among the cloudy sites
    • Only site 3: 9 is above the limit of 5, though the water looks clear
    • Sites 2 and 4: cloudy water shows the pollution
  9. Milo reads the graph. By year 4, what share of patch B's original species was lost?

    • 16%: the 16 species lost
    • 32%: 16 of 50 species
    • 34%: the 34 species left
    • 68%: the 34 species that were left
  10. Noah reads the graph. About how far uphill did the highest plant move each decade, and what fits the pattern?

    • About 4 m a decade, the rise each year
    • No shift, since the plant stayed near 800 m
    • About 160 m a decade, the whole rise counted as if it happened in one decade
    • About 40 m a decade, fitting a range that shifts upslope as the air warms
  11. Pia reads the graph. What does it show about the pesticide level after the ban?

    • It fell by 4 every 2 years and reached 0 by year 8
    • It reached 0 as soon as the ban began
    • It halved every 2 years and was still above 0 at year 8
    • It fell by the same amount each year
  12. The zebra mussel (real data, USGS Nonindigenous Aquatic Species)

    factentry
    native rangeBlack, Caspian and Azov Seas
    likely route to the Great Lakesa cargo ship's ballast water
    found today inall of the Great Lakes
  13. Ren reads the zebra mussel card. Which statement is supported?

    • It is invasive in the Black Sea, since it arrived there from the Great Lakes by ship
    • It is native to the Great Lakes, since it is found in each of them today
    • It is native to ships' ballast water, which carried it to the lakes
    • It is native to the Black, Caspian and Azov Seas and is invasive in the Great Lakes
  14. Kudzu in the United States (real data, from OpenStax Biology 2e)

    factentry
    native toJapan
    brought to the United States1876
    later useplanted to protect soil
    area covered in the southeastover 7 million acres
  15. Tala reads the kudzu card. Kudzu was planted on purpose to protect soil. Why is it called invasive?

    • It is native to the southeast, where it covers over 7 million acres
    • A species counts as invasive if it arrives by accident, and kudzu was planted on purpose
    • It is native to Japan and now spreads over more than 7 million acres of the southeast
    • It was brought in 1876, which is too long ago to be called invasive
  16. Cane toads in Australia (real data, Australian Museum)

    factentry
    toads brought from Hawaiiabout 100
    toads released in north Queensland in July 1935more than 3,000
    reason for the releaseto control cane beetles
    range since thenmuch of northern Australia
  17. Zee reads the cane toad card. Which statement does the card support?

    • More than 3,000 toads were brought from Hawaii in 1935
    • About 100 toads became 3,000 released in 1935, and the range now covers much of the north
    • Cane toads are native to northern Australia, which is why they live across so much of it today
    • The release controlled the beetles, so the toads stayed in the cane fields
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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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