Investigating Solutions to Environmental Issues: Group Test Solution Project1
Essential Question: In what ways do humans impact the environment in which they live (for better or
worse)?
Performance Task: As a member of a conservation management team (working for the State
Department of Ecology) you will propose two different strategies for improving the condition of an
environmental problem that affects a variety of stakeholders in Washington State; both wildlife and
human inhabitants.
Your two strategies must be clearly described and, in addition, you will explain methods used to test
(evaluate) how well either solution might work. In other words, can your team collect evidence to
support the better solution in order for the solution to be used on a wider scale (such as in other
regions that are impacted by similar issues)?
Note: You will not need to actually perform the solution. However you should know what you would do and how
you would know how well it worked.
Product: PowerPoint, Word document, or other appropriate format (see instructor for approval)
Project Criteria
I.
Introduction
a.
b.
Describe the abiotic environment (include at least one visual and one numerical data)
i.
Identify the related geographic location
ii.
General climate (seasonal and annual rainfall and temperature)
iii.
Major physical features (e.g. mountains, rivers, lakes, deserts)
Describe the biotic environment (include at least two visuals such as a chart, graph, or
table)
i.
II.
Include a food web and describe at least one part that is affected by the issue
Investigation and analysis
a.
Recognizing the problem(s)
i.
Identify and describe the cause (human activity) and effect (impact on
environment) at the core of the issue
1.
This could represent a human-created problem that humans are
trying to solve (e.g. changing the ways local dammed rivers affect
salmon populations) or…
2.
A natural issue that humans are trying to solve (e.g. strategies to
reduce loss of life in the event that an eruption will occur in the
future or helping a region bounce back from an eruption like Mt. St.
Helens).
ii.
As a first step, learn what you can from our state’s Department of Ecology
(http://www.ecy.wa.gov). The upper banner has links to plenty of information
1
Format adapted from http://www.tropmed.org/publications/ecahh/casestudies1.pdf
related to water, air, waste, cleanup, toxic hazards, and green spaces. Using
expert sources, identify and describe the probable root cause(s).
III. Management History & Effects
a.
Identify and describe at least one past and/or present attempt to solve the target
issue and how successful it was. Cite supporting evidence.
b.
You will be the team editor as well. This includes assembling the research of other
team members and completing the final edited product
IV. Resolution (Test Solution)
a.
Recommend two different strategies (solutions) that might improve the situation
(MV). Be very specific when describing your approach.
b.
Describe how you will evaluate both strategies to learn how well they work (RV); in
other words, which solution might be the better one?
c.
Click here for some tips on completing a “test solution” prompt in the way that the
End-of-Course exam will look.
V.
Works cited
a.
Refer to this quick guide to properly cite your information. Plagiarism is easy to do but
the price to pay is steep!
Criteria
Introduction
(4) Exceeds Standard
(3) Meets Standard
(2) Approaching
(1) Well below
Standard
standard
The quantity and/or
Meets all stated
Meets nearly all
Significant gaps in
quality of research
standards in terms
stated standards
required content or
goes above and
of quality and
in terms of quality
quality are evident
beyond the
quantity
and quantity
standard.
Investigation &
The quantity and/or
Meets all stated
Meets nearly all
Significant gaps in
Analysis
quality of research
standards in terms
stated standards
required content or
goes above and
of quality and
in terms of quality
quality are evident
beyond the
quantity
and quantity
standard.
Management History
The quantity and/or
Meets all stated
Meets nearly all
Significant gaps in
& Effects
quality of research
standards in terms
stated standards
required content or
goes above and
of quality and
in terms of quality
quality are evident
beyond the
quantity
and quantity
The quantity and/or
Meets all stated
Meets nearly all
Significant gaps in
quality of research
standards in terms
stated standards
required content or
goes above and
of quality and
in terms of quality
quality are evident
beyond the
quantity
and quantity
-PPT or Word
-PPT or Word
-PPT or Word
-PPT or Word
document is free
document is free
document has no
document has no
from grammar and
from grammar and
more than one
more than two
spelling errors.
spelling errors.
grammar and/or
grammar and/or
-All team members
-All team members
spelling error.
spelling error.
are properly
are properly
-All team
-All team members
identified on cover
identified on cover
members are
are properly identified
slide or page
slide or page
properly identified
on cover slide or page
standard.
Resolution
standard.
Product*
-Extra effort shown
on cover slide or
in formatting
page
and/or aesthetics
*Note: Projects with missing or improperly cited information will be scored at 0 points
NGSS Learning Goals:
LS4D: Biodiversity & Humans
HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment
and biodiversity
HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on
biodiversity