Ecosystem-Based Science Lesson Plans Developed for this Site
Introduction to Standards Table
The ecosystem of which striped bass are a part is dynamic and constantly changing primarily due to the seasonal migrations of many of the predators and prey that make up a complex food web.
Lesson plans are constantly being developed and added to this site by students and teachers who have conducted research at the MBL. These lesson plans provide material that can be added to curricula. If you have a specific need for your class or you have a lesson plan you would like to contribute, don’t hesitate to contact us.
To aid in the incorporation of material into the classroom setting, we provide a Standards Table that lists each of the lesson plans, the content addressed and Massachusetts DESE standards by number. A key to standard designations and high school sciences and engineering practices can be found at the bottom of the table.
This table was compiled by Laurel Barnett, Westwood High School.
A link at the bottom of this page provides another way to view the lesson plans in a Table of Contents format.
(standards directly quoted in italics)
The high school biology standards place particular emphasis on science and engineering practices of developing and using models; constructing explanations; engaging in argumentation from evidence; and obtaining, evaluating, and communicating information. Students are expected to use multiple types of models, including mathematical models, to make predictions and develop explanations, analyze and identify flaws in the model, and communicate ideas that accurately represent or simulate the biological system. Students are asked to construct and revise explanations and claims based on valid and reliable evidence and apply scientific reasoning to evaluate complex real-world problems such as the effects of human activity on biodiversity and ecosystem health.
6.MS-LS1-3
Provide evidence that homeostasis maintains internal body conditions through both body-wide feedback mechanisms and small-scale cellular processes
Develop and use a model to illustrate the key functions of animal body systems, including (a) food digestion, nutrient uptake, and transport through the body; (b) exchange of oxygen and carbon dioxide; (c) removal of wastes; and (d) regulation of body processes.
HS-LS1-3
2, 6, 8
Uses example of euryhaline/anadromous fish to explain diffusion and osmosis, addresses difference between passive and active cell transport necessary to maintain homeostasis
Provide evidence that homeostasis maintains internal body conditions through both body-wide feedback mechanisms and small-scale cellular processes.[*]
. . . Cellular processes include (a) passive transport and active transport of materials across the cell membrane to maintain specific concentrations of water and other nutrients in the cell and (b) the role of lysosomes in recycling wastes, macromolecules, and cell parts into monomers.
Develop and use a model to illustrate the key functions of animal body systems, including (a) food digestion, nutrient uptake, and transport through the body; (b) exchange of oxygen and carbon dioxide; (c) removal of wastes; and (d) regulation of body processes.
HS-LS1-3
2, 3, 6
An adaptation is a trait that increases an individual’s chances of surviving and reproducing in their environment. Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations
Use scientific evidence to argue that fields exist between objects with mass, between magnetic objects, and between electrically charged objects that exert force on each other even though the objects are not in contact. . . . Emphasis is on evidence that demonstrates the existence of fields, limited to gravitational, electric, and magnetic fields.
Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce. [Clarification Statement: Emphasis is on (1) distinguishing between group and individual behavior, (2) identifying evidence supporting theoutcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.
7.MS-PS2-5
HS-LS2-8 (national)
2
Present qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses representing 0s and 1s) can be used to encode and transmit information.
Construct an explanation based on evidence for how characteristic animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants.
Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
The standards expect students to apply a variety of science and engineering practices to four core ideas of biology.
6MS-PS4-3
7.MS-LS1-4
HS-PS4-5
1, 2, 3
Distinguish between inherited characteristics and thosecharacteristics that result from a direct interaction with the environment. Give examples of characteristics of living organisms that are influenced by both inheritance and the environment.
Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce.
Use mathematical representations to support explanations that biotic and abiotic factors affect biodiversity, including genetic diversity within a population and species diversity within an ecosystem.
3-LS4-4
HS-LS2-2
1, 3, 6, 7, 8
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence, including molecular, anatomical, and developmental similarities inherited from a common ancestor (homologies), seen through fossils and laboratory and field observations.
Construct an explanation based on evidence that Darwin’s theory of evolution by natural selection occurs in a population when the following conditions are met: (a) more offspring are produced than can be supported by the environment, (b) there is heritable variation among individuals, and (c) some of these variations lead to differential fitness among individuals as some individuals are better able to compete for limited resources than others. . . . Emphasis is on the overall result of an increase in the proportion of those individuals with advantageous heritable traits that are better able to survive and reproduce in the environment.
Evaluate models that demonstrate how changes in an environment may result in the evolution of a population of a given species, the emergence of new species over generations, or the extinction of other species due to the processes of genetic drift, gene flow, mutation, and natural selection.
HS-LS4-2
HS-LS4-5
HS-LS3-4 (specific to MA)
Describe how relationships among and between organisms in an ecosystem can be competitive, predatory, parasitic, and mutually beneficial and that these interactions are found across multiple ecosystems. . . . Emphasis is on describing consistent patterns of interactions in different ecosystems in terms of relationships among and between organisms.
Develop a model to describe that matter and energy are transferred among living and nonliving parts of an ecosystem and that both matter and energy are conserved through these processes.
Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations.
7.MS-LS2-2
7.MS-LS2-3
7.MS-LS2-4
Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive.
Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce.
Construct an argument based on evidence for how environmental and genetic factors influence the growth of organisms.... Examples of environmental conditions could include availability of food, light, space and water.
3-LS4-4
8.MS-LS1-5
Construct an explanation based on evidence for how characteristic animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants.
2, 7, 8
Construct an explanation based on evidence for how characteristic animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants.
Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations
Illustrate relationships among management of natural resources, the sustainability of human populations, and biodiversity.
Across the high school Earth and space science standards, particular emphasis is placed on science and engineering practices of developing and using models; constructing explanations; and obtaining, evaluating, and communicating information. . . . They must be able to construct and revise explanations based on valid, reliable, and relevant evidence.
HS-ESS3-3
2, 4, 6
Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations.
Analyze and interpret data to provide evidence for the effects of periods of abundant and scarce resources on the growth of organisms and the size of populations in an ecosystem.
7.MS-LS2-4
1, 2, 3, 4, 6
Analyze data sets to show that biotic and abiotic factors affect ecosystem carrying capacity.
Analyze data to show ecosystems tend to maintain relatively consistent numbers and types of organisms even when small changes in conditions occur but that extreme fluctuations in conditions may result in a new ecosystem. Construct an argument supported by evidence that ecosystems with greater biodiversity tend to have greater resistance to change and resilience.
Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.
HS-LS2-6
HS-LS2-7
HS-LS2-2
HS-LS2-4
HS-LS2-5
6, 7, 8
Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process.
Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations.
Requires a prior knowledge of vocabulary pertaining to an ecosystem, such as trophic levels, filter feeders, and apex predators
Develop a model to describe that matter and energy are transferred among living and nonliving parts of an ecosystem and that both matter and energy are conserved through these processes.
Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations.
Explain how changes to the biodiversity of an ecosystem—the variety of species found in the ecosystem—may limit the availability of resources humans use.
Analyze data sets to support explanations that biotic and abiotic factors affect ecosystem carrying capacity.
Use mathematical representations to support explanations that biotic and abiotic factors affect biodiversity, including genetic diversity within a population and species diversity within an ecosystem.
7.MS-LS2-4
7.MS-LS2-5 HS-LS2-2
Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations. Evaluate competing design solutions for protecting an ecosystem. Discuss benefits and limitations of each design.
Explain how changes to the biodiversity of an ecosystem—the variety of species found in the ecosystem—may limit the availability of resources humans use.
Analyze data sets to support explanations that biotic and abiotic factors affect ecosystem carrying capacity.
Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.
7.MS-LS2-5
7.MS-LS2-6 (specific to MA)
HS-LS2-1
HS-LS2-7-5 HS-LS2-2
Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century.
Describe how the chemical and physical properties of water are important in mechanical and chemical mechanisms that affect Earth materials and surface processes.
Use a model to describe cycling of carbon through the ocean, atmosphere, soil, and biosphere and how increases in carbon dioxide concentrations due to human activity have resulted in atmospheric and climate changes.
Evaluate competing design solutions for minimizing impacts of developing and using energy and mineral resources, and conserving and recycling those resources, based on economic, social, and environmental cost-benefit ratios.
Analyze results from global climate models to describe how forecasts are made of the current rate of global or regional climate change and associated future impacts to Earth systems.
HS-ESS2-2
HS-ESS2-6
HS-ESS3-2
HS-ESS3-3
HS-ESS3-5
1, 2, 4, 5, 7
Describe how relationships among and between organisms in an ecosystem can be competitive, predatory, parasitic, and mutually beneficial and that these interactions are found across multiple ecosystems.
Develop a model to describe that matter and energy are transferred among living and nonliving parts of an ecosystem and that both matter and energy are conserved through these processes.
Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations
Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.
7.MS-LS2-3
7.MS-LS2-4
HS-LS2-7
Background knowledge of computers and circuitry required
See HS-ETS1 standards for engineering design
HS-ETS1-3
HS-ETS1-5
HS-ETS1-6
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution. Include potential impacts on people and the natural environment that may limit possible solutions.*
Create visual representations of solutions to a design problem. Accurately interpret and apply scale and proportion to visual representations.*... Examples of visual representations can include sketches, scaled drawings, and orthographic projections.
6.MS-ETS1-5
(specific to MA)
Analyze proportional relationships and use them to solve real-world and mathematical problems. . . . Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units.
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically.
Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
Develop a model to describe that matter and energy are transferred among living and nonliving parts of an ecosystem and that both matter and energy are conserved through these processes.
Construct and interpret data and graphs to describe the relationships among kinetic energy, mass, and speed of an object.
Construct an explanation based on evidence for how characteristic animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants.
7.EE-B.3
7.EE-B.4
Provide evidence that homeostasis maintains internal body conditions through both body-wide feedback mechanisms and small-scale cellular processes Develop and use a model to illustrate the key functions of animal body systems, including (a) food digestion, nutrient uptake, and transport through the body; (b) exchange of oxygen and carbon dioxide; (c) removal of wastes; and (d) regulation of body processes.
Develop and use a model to illustrate the key functions of animal body systems, including (a) food digestion, nutrient uptake, and transport through the body; (b) exchange of oxygen and carbon dioxide; (c) removal of wastes; and (d) regulation of body processes.
HS-LS1-3
2, 6, 8
Additional Materials
While these activities might not meet state standards for life science, earth and space sciences, physical science, or technology/engineering, they are an excellent supplement for many of the lesson plans listed above and may be used as an introduction or bonus exercise.
| Title | Description | More Information |
| Life Cycle & History of Striped Bass | Students complete a worksheet, answering questions after watching a video | This is an excellent introduction to the migratory patterns of striped bass |
| Life of a Fisher Board Game | Role of striped bass in the Cape Cod ecosystem, commercial vs. recreational fishing, economic implications of responsible commercial fishing, environmental impacts of overfishing. | Engaging introduction to a lesson involving striped bass. Also may be well-suited to an economics class. |
| Techniques Used with Striped Bass to Apply External Loop Tags and Acoustic Tags Techniques Used with Striped Bass to Apply External Loop Tags and PIT Tags |
Visuals and descriptions of Marine Biological Laboratory (Woods Hole) IACUC-approved tagging process for striped bass | Recommended for use in a marine biology class or as a supplement to a lesson on migration or scientific method |
Key to Standard Designations and High School Sciences and Engineering Practices
Massachusetts DESE standards for K-12 Science, Technology, and Engineering (STE) education (2016) directly quoted in gray italics
Massachusetts DESE standards for K-12 Mathematics education (2017) directly quoted in orange italics
HS Science and Engineering practices in purple when applicable (see below table for details) Please note that there are no DESE standards for Marine Biology courses at any level.
Deciphering State Standards
At first glance, the MADESE STE standards may look confusing, especially to parents and students; however, they are not nearly as complicated as they seem. Each standard is one topic that the state requires is included in every public school student’s education and is notated in three parts.
- The first section of every standard indicates the grade to which it applies. This will be written as a number 1-5, a number 6-8 followed by .MS (for “middle school”), or just the letters HS (for “high school”).
- The next component, indicating the overarching subject of the lesson plan, will be separated from the grade level by a dash (-). This will be a topic such as “life science,” or “physical science.” See list of abbreviations below for more detail.
- In addition to the two- or three- letter sequence that marks the area of science that the lesson plan covers, there will usually be a number before the second dash. Most grades’ standards for each topic are divided into 2-4 areas. For example, the eighth grade physical science requirements each fall under one of two subcategories: “Matter and Its Interactions” or “Motion and Stability: Forces and Interactions.” A standard that taught about “Matter and Its Interactions” would be designated as PS2.
- The final component marks the specific area of the subcategory that it matches.
Here is an example: HS-LS2-2
The “HS” corresponds to the grade level -- high school -- while “LS2” indicates that the topic covered is a part of the life science curriculum and is the second area of life science addressed in high school -- “Ecosystems: Interactions, Energy, and Dynamics.” The final “2” corresponds to the exact aspect of this topic that it is expected that teachers address. Using this notation and the PDF linked above, we can see that standard HS-LS2-2 states that students must “use mathematical representations to support explanations that biotic and abiotic factors affect biodiversity, including genetic diversity within a population and species diversity within an ecosystem” (MA DESE 56).
Abbreviations in state and national STE standards:
ESS -- Earth and Space Sciences
Topics 1-3: Earth’s Place in the Universe; Earth’s Systems; Earth and Human Activity
PS -- Physical Science
Topics 1-4: Matter and Its Interactions, Motion and Stability: Forces and Interactions; Energy; Waves and Their Applications in Technologies for Information Transfer
LS -- Life Science
Topics 1-4: From Molecules to Organisms: Structures and Processes; Ecosystems: Interaction, Energy, and Dynamics; Heredity: Inheritance and Variation of Traits; Biological Evolution: Unity and Diversity
ETS -- Technology/Engineering
Topics 1-4: Engineering Design; Materials, Tools, and Manufacturing; Technological Systems; Engineering and Power Technologies
High School Sciences and Engineering Practices
- Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations.
- Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.
- Plan and conduct an investigation, including deciding on the types, amount, and accuracy of data needed to produce reliable measurements, and consider limitations on the precision of the data.
- Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific questions and engineering problems, using digital tools when feasible.
- Use simple limit cases to test mathematical expressions, computer programs, algorithms, or simulations of a process or system to see if a model “makes sense” by comparing the outcomes with what is known about the real world.
- Apply scientific reasoning, theory, and/or models to link evidence to the claims and assess the extent to which the reasoning and data support the explanation or conclusion.
- Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence and challenging ideas and conclusions, and determining what additional information is required to solve contradictions.
- Evaluate the validity and reliability of and/or synthesize multiple claims, methods, and/or designs that appear in scientific and technical texts or media, verifying the data when possible.