ngss core ideas: ecosystems: interactions, energy, and ......energy and matter matter is conserved...

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LIVE INTERACTIVE LEARNING @ YOUR DESKTOP

NGSS Core Ideas: Ecosystems: Interactions, Energy, and Dynamics

Presented by: Charles W. (Andy) Anderson and

Jennifer Doherty

February 11, 2014

6:30 p.m. ET / 5:30 p.m. CT / 4:30 p.m. MT / 3:30 p.m. PT

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Introducing today’s presenters…

Introducing today’s presenters

Ted Willard Director, NGSS@NSTA National Science Teachers Association

Jennifer Doherty Michigan State University

Charles W. (Andy) Anderson Michigan State University

Developing the Standards

Instruction

Curricula

Assessments

Teacher Development

2011-2013

July 2011

Three-Dimensions:

• Scientific and Engineering Practices

• Crosscutting Concepts

• Disciplinary Core Ideas

View free PDF from The National Academies Press at www.nap.edu

Secure your own copy from

www.nsta.org/store

A Framework for K-12 Science Education

1. Asking questions (for science)

and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science)

and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Scientific and Engineering Practices

1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

Crosscutting Concepts

Life Science Physical Science LS1: From Molecules to Organisms: Structures

and Processes

LS2: Ecosystems: Interactions, Energy, and

Dynamics

LS3: Heredity: Inheritance and Variation of

Traits

LS4: Biological Evolution: Unity and Diversity

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and

Interactions

PS3: Energy

PS4: Waves and Their Applications in

Technologies for Information Transfer

Earth & Space Science Engineering & Technology

ESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology,

Science, and Society

Disciplinary Core Ideas

Life Science Earth & Space Science Physical Science Engineering & Technology

LS1: From Molecules to Organisms:

Structures and Processes

LS1.A: Structure and Function

LS1.B: Growth and Development of

Organisms

LS1.C: Organization for Matter and

Energy Flow in Organisms

LS1.D: Information Processing

LS2: Ecosystems: Interactions, Energy,

and Dynamics

LS2.A: Interdependent Relationships

in Ecosystems

LS2.B: Cycles of Matter and Energy

Transfer in Ecosystems

LS2.C: Ecosystem Dynamics,

Functioning, and Resilience

LS2.D: Social Interactions and Group

Behavior

LS3: Heredity: Inheritance and

Variation of Traits

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

LS4: Biological Evolution: Unity

and Diversity

LS4.A: Evidence of Common Ancestry

and Diversity

LS4.B: Natural Selection

LS4.C: Adaptation

LS4.D: Biodiversity and Humans

ESS1: Earth’s Place in the Universe

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

ESS1.C: The History of Planet Earth

ESS2: Earth’s Systems

ESS2.A: Earth Materials and Systems

ESS2.B: Plate Tectonics and Large-Scale

System Interactions

ESS2.C: The Roles of Water in Earth’s

Surface Processes

ESS2.D: Weather and Climate

ESS2.E: Biogeology

ESS3: Earth and Human Activity

ESS3.A: Natural Resources

ESS3.B: Natural Hazards

ESS3.C: Human Impacts on Earth

Systems

ESS3.D: Global Climate Change

PS1: Matter and Its Interactions

PS1.A: Structure and Properties of

Matter

PS1.B: Chemical Reactions

PS1.C: Nuclear Processes

PS2: Motion and Stability: Forces

and Interactions

PS2.A: Forces and Motion

PS2.B: Types of Interactions

PS2.C: Stability and Instability in

Physical Systems

PS3: Energy

PS3.A: Definitions of Energy

PS3.B: Conservation of Energy and

Energy Transfer

PS3.C: Relationship Between Energy

and Forces

PS3.D: Energy in Chemical Processes

and Everyday Life

PS4: Waves and Their Applications in

Technologies for Information

Transfer

PS4.A: Wave Properties

PS4.B: Electromagnetic Radiation

PS4.C: Information Technologies

and Instrumentation

ETS1: Engineering Design

ETS1.A: Defining and Delimiting an

Engineering Problem

ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution

ETS2: Links Among Engineering,

Technology, Science, and

Society

ETS2.A: Interdependence of Science,

Engineering, and Technology

ETS2.B: Influence of Engineering,

Technology, and Science on

Society and the Natural World

Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

Disciplinary Core Ideas

Instruction

Curricula

Assessments

Teacher Development

2011-2013

July 2011

2011-2013

NGSS Lead State Partners

NGSS Writers

Adoption of NGSS

Adopted

Some step in consideration has been taken by an official entity in the state (from NASBE)

MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:

MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical

models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.

Use and/or develop models to predict, describe,

support explanation, and/or collect data to test ideas

about phenomena in natural or designed systems,

including those representing inputs and outputs, and

those at unobservable scales. (MS-PS1-a),

(MS-PS1-c), (MS-PS1-d)

---------------------------------------------

Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Laws are regularities or mathematical descriptions

of natural phenomena. (MS-PS1-d)

Substances react chemically in

characteristic ways. In a chemical

process, the atoms that make up the

original substances are regrouped into

different molecules, and these new

substances have different properties

from those of the reactants.

(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)

The total number of each type of atom

is conserved, and thus the mass does

not change. (MS-PS1-d)

Energy and Matter

Matter is conserved because

atoms are conserved in physical

and chemical processes.

(MS-PS1-d)

Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.

They are not instructional strategies or objectives for a lesson.

Closer Look at a Performance Expectation

---------------------------------------------

Energy and Matter

(MS-PS1-d)

---------------------------------------------

Energy and Matter

(MS-PS1-d)

---------------------------------------------

Energy and Matter

(MS-PS1-d)

NGSS Ecosystems: Interactions, Energy, and Dynamics

NSTA Webinar February 11, 2014

Charles W. (Andy) Anderson Jennifer Doherty

Michigan State University

We Would Like to Know….

What age students are you most interested in?

A. Pre-K to Grade 5

B. Grades 6-8

C. Grades 9-12

D. College

E. Other (adult learners, multiple grade levels)

Topics for Today’s Webinar

1. Why is “Ecosystems: Interactions, Energy, and Dynamics” a core idea?

2. Learning progressions: What we are learning about how students’ ideas about ecosystems can develop.

3. Teaching students to reason about limits and constraints in ecosystems.

What the Next Generation Science Standards Have to Say

The performance expectations in LS2: Ecosystems: Interactions, Energy, and Dynamics help students formulate an answer to the question, “How and why do organisms interact with their environment, and what are the effects of these interactions?”

The LS2 Disciplinary Core Idea includes four sub-ideas: Interdependent Relationships in Ecosystems, Cycles of Matter and Energy Transfer in Ecosystems, Ecosystem Dynamics, Functioning, and Resilience, and Social Interactions and Group Behavior.

Two Main Strands of the Ecosystems Disciplinary Core Idea

1. Community ecology: Understanding relationships among populations in ecosystems. For example: – MS-LS2-2. Construct an explanation that

predicts patterns of interactions among organisms across multiple ecosystems.

2. Ecosystem science: Tracing matter and energy through ecosystems. For example: – 5-LS2-1. Develop a model to describe the movement

of matter among plants, animals, decomposers, and the environment.

1. Community ecology: Understanding relationships among populations in ecosystems. For example:

– MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

2. Ecosystem science: Tracing matter and energy through ecosystems.

Two Main Strands of the Ecosystems DCI

Some Key Points about Community Ecology

• Students need to connect different scales or levels of organization: individual organisms, populations, communities, ecosystems

• Students need to connect biotic communities with abiotic environments

• This is closely connected to the Evolution Disciplinary Core Idea: looking at changes in size and genetic composition of populations

Deer-Wolf Question A remote island in Lake Superior is uninhabited by

humans. The primary mammal populations are white-tailed deer and wolves. The island is left undisturbed for many years. Select the best choice to complete the statement about what will happen to the average populations of the animals over time.

On average, the populations of deer and wolves will fluctuate, but:

A. the populations of each would be about equal. B. there will be more deer than wolves. C. there will more wolves than deer. D. sometimes there will be more deer and sometimes

there will be more wolves. E. None of the above.

What Middle and High School Students Have to Say about the Deer-Wolf Question

On average, the populations of deer and wolves will fluctuate, but: A. the populations of each would be about equal. B. there will be more deer than wolves. C. there will more wolves than deer. D. sometimes there will be more deer and sometimes there will be more wolves. E. None of the above.

10.00%

20.00%

30.00%

40.00%

50.00%

A B C D E

What Middle and High School Students Have to Say about the Deer-Wolf Question

• The deers are on a lower trophic level, so there must be more deer to convert plants into them so the wolves can eat them. The wolves only get a fraction of the energy from the deers, so there must be more deers.

• The populations would balance because when one grows the other declines then it reverses

• I think there will be more wolves because deer don’t eat wolves. Wolves eat deer.

What’s Important Here?

• Need to think about populations, not just individuals

• Need to consider relationships among populations (predator-prey)

• Need to consider how different populations contribute to overall ecosystem structure and function (trophic levels, biomass pyramid)

1. Community ecology: Understanding relationships among populations in ecosystems.

2. Ecosystem science: Tracing matter and energy through ecosystems. For example:

– 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Two Main Strands of the Ecosystems DCI

Some Key Points about Matter and Energy in Ecosystems

• Students need to use a key crosscutting concept—Energy and Matter: Flows, Cycles, and Conservation—to trace matter and energy through ecosystems

• Students need to trace matter and energy through processes at different scales: – Photosynthesis, cellular respiration, biosynthesis at

the cellular scale – Eating, breathing, growth, digestion at the organismal

scale – Matter cycling and energy flow at the ecosystem scale

Matter Cycles, Energy Flows

Ecological carbon cycling

Biomass Pyramid Question

This graph shows a pattern that biologists have observed in most ecosystems on Earth. The biomass of plants is much more than the biomass of herbivores, and the biomass of herbivores is much more than the biomass of carnivores. Why do you think that this is the case?

What Middle and High School Students Have to Say about the Biomass Pyramid Question

• Because only 10% of the energy in the previous level is passed on to the next level. The rest is lost as either growth or cellular respiration (the daily cost of living)

• Every time a living thing eats something, it is only getting ten percent of the energy that was in the food.

• Because as the food chain progresses, there is less food available for the next tropic level, so they must have less biomass

• because a lot of people and animals are resorting to eating plants

• Need to connect matter and energy at organismal and ecosystem scales.

– What happens to food eaten by an individual consumer?

• Goes to soil carbon as feces

• Used for cellular respiration, returns to atmosphere

• Used for growth

– Only food used for growth is available to the next trophic level

Why Do We Care About Ecosystems? • Ecosystem services: Our lives and economies depend

on the services that ecosystems provide. For example: – MS-LS2-5. Evaluate competing design solutions for

maintaining biodiversity and ecosystem services.

• Disturbances: There are important limits/constraints to ecosystems responding to disturbances. For example: – HS-LS2-6. Evaluate the claims, evidence, and reasoning

that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

– HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Why Do We Care About Ecosystems?

• Ecosystem services: Our lives and economies depend on the services that ecosystems provide. For example:

– MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

• Disturbances: There are important limits/constraints to ecosystems responding to disturbances. For example:

Community Ecology Ecosystem Services

• The diversity of life provides humans with food, clothing, shelter, and medicines appropriate for every climate that we live in

• The genetic diversity of native populations provides resilience in the face of new threats from disease, pests, or environmental changes

Matter and Energy Ecosystem Services

The Earth’s ecosystems provide:

• All of our food

• Virtually all of our fresh water

• The oxygen we breathe

• Much of our clothing and shelter

Why Do We Care? • Ecosystem services: Our lives and economies

depend on the services that ecosystems provide. • Disturbances: There are important

limits/constraints to ecosystems responding to disturbances. For example: – HS-LS2-6. Evaluate the claims, evidence, and

reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

– HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Community Ecology Responses to Disturbances

• Pulse disturbances (e.g., flood, plague, fire, pesticides) that affect a small number of species will spread their effect to other species through biotic and abiotic relationships

• Press disturbances (e.g., invasive species, climate change) can fundamentally change ecosystem structure and function depending on factors such as biodiversity in an ecosystem

Matter and Energy Responses to Disturbances: Keeling Curve Question

Matter and Energy Responses to Disturbances

Keeling Curve Question

Why do you think carbon dioxide concentration goes down in the summer and goes up in the winter? The MOST IMPORTANT contributor is:

A. Humans burning coal and gasoline

B. Changes in plant growth

C. Nuclear power plants

D. Changes in wind and weather

What Middle and High School Students Have to Say about the Keeling Curve Question

Why do you think carbon dioxide concentration goes down in the summer and goes up in the winter? The MOST IMPORTANT contributor is: A. Humans burning coal and gasoline B. Changes in plant growth C. Nuclear power plants D. Changes wind and weather

A B C D

What Middle and High School Students Have to Say about the Keeling Curve Question

• During the summer, deciduous plants reduce CO2 levels slightly by synthesizing CO2 and water into glucose. When these plants lose their leaves, they are no longer able to trap atmospheric CO2 and the levels no longer decrease.

• Atmospheric carbon dioxide decreases every summer because less people are burning coal and gasoline for warmth. Since more people are using indoor and outdoor heating in the winter, CO2 levels increase.

• Because people won't to keep worm in the winter; and not many people us the heat in the summer

• Keeling Curve seasonal cycle as an example of ecosystem services on a global scale: every summer plants sequester carbon and produce oxygen.

• Keeling Curve long-term trend as a press disturbance on a global scale: what are the limits and constraints on ecosystems’ responses to increasing CO2 concentrations and resulting climate change?

Pause for Questions and Discussion

3. Teaching students to limits and constraints to reason about ecosystems.

a. Overview of learning progressions

b. Discourse, knowledge, and practice at different levels: elementary, middle school, high school

3. Teaching students to limits and constraints to reason about ecosystems.

Definitions • Learning progressions are descriptions of

increasingly sophisticated ways of reasoning about a topic

• A learning progression includes:

– A learning progression framework, describing levels of achievement

– Assessment tools that reveal students’ reasoning

– Teaching tools and strategies that help students make transitions from one level to the next

What Progresses?

• Discourse: how we use language to describe and explain the world

• Practices: scientific practices and their precursors

• Knowledge: crosscutting concepts, disciplinary core ideas, and their precursors

Discourse: Learning Science Is Like Learning a Second Language

• Everyday (force-dynamic) discourse: This is everyone’s “first language” that we have to master in order to speak grammatical English (or French, Spanish, Chinese, etc.)

• Scientific discourse: This is a “second language” that is powerful for analyzing the material world

• We often have the illusion of communication because speakers of these languages use the same words with different meanings (e.g., energy, matter, weight, material, etc.)

Learning Progression for a Disturbance Scenario

The population of rabbits in the Everglades has plunged after an invasion of Burmese pythons. What is happening? How might this affect alligators?

Typical Elementary Student Account of Pythons in the Everglades: Everyday Discourse

• This is a story about individual actors—python, alligators, and rabbits—and their needs and purposes

• The plant is there for the rabbit to eat, but it has a purpose in life, too—to grow

• The rabbit needs grass to grow, but matter in the grass does not become matter in the rabbit

• The physical environment (and plants) are scenery for the actors, not parts of the system

• Use human analogies—animals “want”, “like”, or “try to be comfortable”

Important Learning about Community Ecology in Elementary School

• All ecosystems, even the yard outside the school, have many different types of organisms (e.g., microbes, decomposers, things in soil)

• Different organisms have different life cycles, and many organisms die young

• Physical characteristics of environment affect organisms that live there

Important Learning about Tracing Matter in Elementary School

• Matter: – Distinguishing matter (solids, liquids, gases) from non-

matter (e.g., heat, light, temperature)

– Measuring amount of matter (weight/mass, volume, density)

– Tracing matter through animal bodies: digestion, traveling through blood, used for growth and energy

• Tracing cause and effect through food chains (won’t really be tracing matter)

• Energy: Wait until middle school

Typical Middle/High School Account of Pythons in the Everglades

• Lots of facts about organisms, cells, and molecules – Facts about different scales (macrosopic, microscopic,

atomic molecular) can be mixed up – Reasoning about individuals interacting rather than

populations changing – Focus almost exclusively on predatory-prey interactions or

direct competition (fighting) – Physical environment affects organisms but generally

unchanging

• Large-scale connections: matter and energy cycles – Food chain as flow of matter or energy (matter and energy

both recycle) – Separate nutrient and O2-CO2 cycles

Middle/High School: Nutrient and O2-CO2 Cycles

Important Learning about Community Ecology in Middle and High School

• Understand the broader set of organism interactions (mutualisms and indirect competition through resources)

• Relate individuals interacting (e.g., pythons eat rabbits) to consequences at the population scale (predator and prey populations)

• Understand how the physical environment both affects organisms and is affected by organisms

Important Learning about Tracing Matter and Energy in Middle and High School

• Relating visible plants and animals (and invisible microorganisms) to large-scale matter pools: producers, consumers, atmospheric carbon, etc.

• Matter cycles, energy flows

• Relating visible activities—eating, drinking, breathing, etc.—to large-scale fluxes of matter and energy

• Connecting size of pools to rate of fluxes

NGSS: Scientific Account of Carbon Cycling and Energy Flow

Learning Progressions and Scale

• Elementary: Mostly macroscopic

• Middle school: Macroscopic connected to atomic-molecular and larger systems

• High school: Connections across scales, from atomic-molecular to ecosystem and global scales

Community ecology: encountering and analyzing local biodiversity

• Activities to familiarize students with the life cycles and activities of non-human organisms

– Differences in reproduction

– Differences in death rates

– Differences in interactions

http://www.thebutterflysite.com/

Community ecology: encountering and analyzing

local biodiversity • Activities to familiarize students with

their local biodiversity at all scales – Collection, observation, and analysis of

the diversity of plants, vertebrates, invertebrates, and microbes

• Activities to familiarize students with the local environment – Collection and analysis of temperature,

soil and water nutrients, dissolved oxygen, light availability

Community ecology: encountering and analyzing local biodiversity

• Activities to help students analyze the interactions between organisms (biota) and their abiotic environment

– Changes in the biota will affect the abiotic environment which will affect biota

Teaching about Tracing Matter and Energy

Examples from the Carbon: Transformations in Matter and Energy (Carbon TIME) materials. Currently in development, available in 2015 on the National Geographic Website.

• Three questions

• Simulations

• Animations

Three Questions Large Scale Poster Question Rules to Follow Connecting Atoms

to Evidence

The Carbon Pools

Question:

Where are the carbon

pools in our

environment?

Atoms last forever.

Carbon atoms stay in pools unless a

process moves them in or out.

The air has carbon atoms in CO2

Organic materials are made of

molecules with carbon atoms

• Fuels

• Living and dead plants and

animals (including foods)

The Carbon Fluxes

Question:

How are carbon atoms

moving among pools?

Carbon-transforming processes move

carbon atoms among pools

Carbon atoms cycle within

environmental systems

Evidence of carbon movement or

carbon-transforming processes:

• organisms eating , breathing,

• decay

• combustion

If a carbon pool size changes, that

means carbon atoms moved

The Energy

Question:

How does energy flow

through

environmental

systems?

Carbon-transforming processes

change energy from:

• sunlight to

• chemical energy to

• work or motion energy and

eventually to

• heat radiated into space

Energy flows through environmental

systems

We can observe indicators of different

forms of energy

• Organic materials with chemical

energy

• Light

• Heat energy

• Work or motion energy

The Carbon Dice Game

Students play the role of carbon atoms They roll dice to determine how they move among carbon pools in a meadow ecosystem.

If you are a carbon atom in an organic molecule you have chemical energy in your bonds.

Pick up one yellow twist tie from the

basket when you have chemical energy.

Keep your yellow twist tie when you move between pools if your molecule still has chemical energy.

Leave your yellow twist tie in the heat basket when your molecule no longer has chemical energy.

The Carbon Dice Game

Animations Video

• Relating pictures to pools

• Using fluxes to show annual cycle

• Using fluxes to show effects of disturbances

On the Web

nextgenscience.org

nsta.org/ngss

Connect and Collaborate

Discussion forum on NGSS in the Learning center

NSTA Member-only

Listserv on NGSS

Web Seminars on Core Ideas

January 28: From Molecules to Organisms: Structures and Processes

February 11: Interactions, Energy, and Dynamics

February 25: Heredity: Inheritance and Variation of Traits

March 11: Biological Evolution: Unity and Diversity

Coming in March/April: Engineering design and nature of science

NSTA Resources on NGSS

Web Seminar Archives

• Practices (Fall 2012)

• Crosscutting Concepts (Spring 2013)

• Disciplinary Core Ideas (Fall 2013 and Spring 2014)

• Assessment (January 2014)

Journal Articles

• Science and Children

• Science Scope

• The Science Teacher

NSTA Virtual Conference

NGSS Practices in Action Saturday, March 8, 10 a.m. – 6 p.m. ET

NSTA members: $79; Nonmembers $99

• Sessions on modeling, explanation and argumentation, and engineering

• Breakouts by grade level and discipline

• Live chat discussions with NGSS experts and other teachers

• Register in the NSTA Learning Center

From the NSTA Bookstore

NGSS App

Future Conferences

National Conference

Boston – April 3-6, 2014

Thanks to today’s presenters!

Thanks to today’s presenters

Ted Willard Director, NGSS@NSTA National Science Teachers Association

Jennifer Doherty Michigan State University

Charles W. (Andy) Anderson Michigan State University

Thank you to the sponsor of today’s web seminar:

This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or

such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services.

Thanks to today’s sponsor

Thanks to NSTA administration

National Science Teachers Association

David Evans, Ph.D., Executive Director

Al Byers, Ph.D., Acting Associate Executive Director, Services

NSTA Web Seminar Team

Flavio Mendez, Senior Director, NSTA Learning Center

Brynn Slate, Manager, Web Seminars, Online Short Courses, and Symposia

Jeff Layman, Technical Coordinator, Web Seminars, SciGuides, and Help Desk

ngss core ideas: ecosystems: interactions, energy, and ......energy and matter matter is conserved...

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