Test a habitat solution with a population simulation

Which restoration choice best supports a threatened model population?

Submit: Saved scenario tables, a tested conservation proposal and a limitations assessment.

Related lesson: Biodiversity and Conservation

This is a teacher-led extension beyond the short lesson. The task supplies a performance opportunity; completion alone does not certify mastery, full NGSS coverage or state alignment.

Build the idea

Computational models make assumptions explicit so proposed solutions can be compared. A model population may depend on growth, habitat capacity and human-caused loss. A larger simulated population is only a proxy for one conservation outcome; it is not a complete measure of biodiversity. Models need empirical calibration before real policy use.

Evidence and model inputs

Use the embedded original conservation simulator. It updates N_next = max(0, N + rN(1−N/K) − hN) once per model year. Start N=40, r=0.30, K=100, h=0.12 for 20 years. Compare habitat restoration K=160 and reduced human loss h=0.04 separately and together. Values are hypothetical; this deterministic model omits age, genetics, other species and random events.

Keep actual observations, published findings and invented model cases labeled separately. If a source or required equipment is unavailable, pause that part with a teacher; do not invent results.

Materials and preparation

Browser with the embedded simulator; no account or data upload needed.

Grade-level scope

Original educational simulation, not a validated ecological forecast. Students must use and revise scenarios, not merely read a graph.

Do the work

1. Run and save the baseline table; state the population proxy and assumptions.
2. Predict each intervention’s effect before running it.
3. Change one factor at a time, then test the combined solution.
4. Create a third proposal within K≤180 and h≥0.02; explain its mechanism and compare 20-year outcomes.
5. Repeat with a lower growth rate, evaluate robustness and list field data plus other-species measures needed for a biodiversity decision.

Run and compare scenarios

Hypothetical educational model. Read the equation, event order and assumptions above. Export each scenario before changing inputs; nothing is sent to a server.

Learner worksheet

Write on paper or type here and print. Entries stay in this page’s memory and are lost when you leave or reload; they are not saved or submitted.

Check your reasoning

1. What does K represent?
2. Does one species’ count measure all biodiversity?
3. Why vary growth rate?
4. Can a simulation prove a field solution will work?

Teacher review guide

Review the actual deliverable and discuss the reasoning. For each criterion, use 0 when evidence is absent or fundamentally incorrect, 1 when partly supported with a material error or omission, and 2 when accurate, supported and complete for the stated task. Maximum 8 points is a task score, not a proficiency certification. Give feedback and allow revision.

1. Creates and runs explicit computational scenarios.
2. Compares a baseline and multiple proposed solutions.
3. Tests sensitivity and interprets results with mechanisms.
4. Distinguishes population proxies from biodiversity and validates assumptions.

Sources and standard reference

• Official NGSS HS-LS4-6 performance expectation — inspect the practice, core idea, crosscutting concept and assessment boundary.

Instructional text and hypothetical cases are original. Linked source readings supply published evidence where specified. Teachers should judge fit with their course and state requirements.