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
Unit Storyline
Unit Opening
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?
Mountain Lion Populations
How can we figure out where the Connecticut Cat came from?
Sexual Reproduction (Optional)
How can we understand the abnormalities seen in the Florida mountain lion population?
Genetic Variation
Why is it advantageous for a mountain lion to seek variation?
Engineering Gene Flow
How can humans solve the mountain lion population isolation problem?
Unit Closing
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?
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Assessment
Formative and Summative Assessment
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. The Performance Task Organizer and End of Unit Transfer Task complement each other, and by using a combination of each, teachers will assess each PE covered by each unit.
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Essential Documents
A collection of printable materials required for activities, rubrics, and work samples for the unit.