Unit Overview
How can we save the mountain lion?
Students investigate different populations of mountain lions by looking at microsatellite data, and apply concepts of mitosis, meiosis and cause and effect to figure out that the mountain lion in Connecticut came from South Dakota, seeking genetic variation. They apply what they are learning about the mountain lion to another organism of their choice similarly affected by a lack of genetic diversity and consider possible solutions.
Performance Expectations:
HS-LS3-2, HS-LS1-8, HS-LS1-4, HS-LS4-3, HS-LS3-3
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Unit Storyline
Unit Opening
Mountain Lion Populations
Sexual Reproduction (Optional)
Genetic Variation
Engineering Gene Flow
Unit Closing
A mountain lion was hit by a car on a highway in Connecticut, right outside NYC. How can we figure out where the mountain lion came from and why it was there?
How can we figure out where the Connecticut Cat came from?
How can we understand the abnormalities seen in the Florida mountain lion population?
Why is it advantageous for a mountain lion to seek variation?
How can humans solve the mountain lion population isolation problem?
What causes a lack of genetic variation in a population?, Why is genetic diversity a problem for some species, and how can we evaluate conservation solutions for isolated populations?
In addition to the unit Performance Task, this unit includes a mid-unit formative task and an end-of-unit transfer task, both designed to serve as individual assessments that are part of a broader assessment system. Request access to these assessments or learn more about our assessment system using the buttons below.
Essential Documents
A collection of printable materials required for activities, rubrics, and work samples for the unit.