Biology Wild Woods Project

Competency-Based Student Self-Evaluation Checkpoint

Review your 3D animal model, portfolio entries, and inquiry progress. Rate your competency stage (Stage 4, 6, 8, or 10) in each domain below:

Inquiry (SCI.1)

My Stage: ____

Data (SCI.2)

My Stage: ____

Reasoning (SCI.3)

My Stage: ____

Design (SCI.4)

My Stage: ____

Biology Wild Woods Project Portfolio Kit Page 2 of 2

Biology Wild Woods Project - Classification Worksheet Page 1 of 2

Week 1 Student Lab Worksheet

DICHOTOMOUS KEYS & PLANS

Identifying Wildlife & Mapping Your Chosen Organism's Lineage

Biology SCI.1 & SCI.4 Focus

Part 3: Forest Dichotomous Key

Use the dichotomous key below to classify three mystery species discovered on an expedition in a Virginia forest.

1a. Organism possesses a rigid internal bony skeletal structure (Vertebrate) .................... Go to 2

1b. Organism lacks an internal bony skeletal structure (Invertebrate) ........................ Go to 4

2a. Body is fully covered in insulating feathers .................................... Broad-winged Hawk (Buteo platypterus)

2b. Body lacks insulating feathers .................................................... Go to 3

3a. Body is covered in warm, insulating fur ............................................. Red Fox (Vulpes vulpes)

3b. Body has smooth, moist skin without fur or scales .................................. Wood Frog (Lithobates sylvaticus)

4a. Organism has functional flying wings and large specialized eyes ....................... Luna Moth (Actias luna)

4b. Organism lacks flying wings; possesses a segmented, tube-like body ................. Earthworm (Lumbricus terrestris)

Mystery Organism X:

Found wriggling in damp soil. Backboneless, has segmented rings, no wings.

Common Name:

Scientific Name:

Mystery Organism Y:

Spotted on an oak branch. Possesses backbone, red fur, and a fluffy white-tipped tail.

Common Name:

Scientific Name:

Mystery Organism Z:

Collected on night trap. Lacks backbone, green wings with long tails, feathered antennae.

Common Name:

Scientific Name:

Part 4: Focus Species Scientific Classification Log

Identify your chosen focus deciduous forest species for the 8-week physical project. Research and log its scientific taxonomic lineage, and detail the characteristics that justify its classification.

Focus Organism Selection

Select a native deciduous forest species for your scientific portfolio.

Common Name:

Scientific Name (Genus species):

Diagnostic Characteristics

List two biological or physiological features of your selected organism that dictate its classification into its taxonomic class:

Taxonomic Hierarchy

*Recall: Genus names must always be capitalized, and species lowercase. When handwritten, the complete scientific binomial name should be clearly underlined.

Biology Wild Woods Project - Classification Worksheet Page 2 of 2

Let's Trace a Path Together:

Step 1: Backbone?

If yes, go to Step 2. If no, go to Step 4.

Step 2: Feathers?

If yes, it is a Broad-winged Hawk! If no, go to Step 3.

Step 3: Thick Fur?

If yes, it is a Red Fox! If no, it is a Wood Frog!

Unit 1: Evolutionary Systematics Slide 5 of 6

Week 1: Tree of Life Project Portfolio Lock-In

Focus Species Lock-In

Today, you will officially choose the native deciduous forest organism that you will research, analyze, and physically construct over the next 8 weeks.

Next Action Steps

1

Select your species from the official approved deciduous forest roster.

2

Complete Part 4 (Scientific Classification Log) on Page 2 of your worksheet.

Scientific Goal

By the end of today's lab, you must have your species' complete scientific lineage mapped from Domain down to Species. Log this in your portfolio folder!

Unit 1: Evolutionary Systematics Slide 6 of 6

Scoring Criteria: +1 pt: Universal language / avoids regional confusion +1 pt: Explains evolutionary relationships +1 pt: Identifies Genus/species hierarchy

Teacher Resource • Biology Wild Woods Project Week 1 Answer Key • Page 1 of 2

TEACHER ANSWER KEY Dichotomous Key & Log

FOREST KEYS & GRADING RUBRIC

Remaining Points: 15 pts

Part 3: Dichotomous Key Solutions

6 Points (2 pts per mystery organism)

Mystery Organism X 2 pts

Damp soil, segmented rings, no wings, backboneless.

Trail: 1b ➔ 4b

Common: Earthworm

Scientific: Lumbricus terrestris

Mystery Organism Y 2 pts

Oak branch, backbone, red fur, fluffy white tail.

Trail: 1a ➔ 2b ➔ 3a

Common: Red Fox

Scientific: Vulpes vulpes

Mystery Organism Z 2 pts

Night trap, green wings with long tails, no backbone.

Trail: 1b ➔ 4a

Common: Luna Moth

Scientific: Actias luna

Part 4: Focus Species Log Exemplar & Rubric

9 Points (Portfolio Baseline)

Student Exemplar: Eastern Chipmunk (Tamias striatus) Model Portfolio Entry

Diagnostic Traits Provided by Student:

• Possesses hair/fur and mammary glands (qualifies for Class Mammalia).
• Single pair of continuously growing incisors in upper/lower jaws (Order Rodentia).

Common Pitfalls to Watch For:

• Capitalizing the species epithet (e.g., Tamias Striatus is INCORRECT).
• Failing to underline both words when handwritten (deduct 0.5 pt).
• Listing non-native species (must inhabit deciduous woodland).

Species Selection (2 pts)

Native deciduous organism with accurate binomial formatting.

Diagnostic Features (3 pts)

Two biological anatomical traits justifying taxonomic class.

Complete Hierarchy (4 pts)

Accurate 8-tier Linnaean classification without blank gaps.

Teacher Resource • Biology Wild Woods Project Week 1 Answer Key • Page 2 of 2

Part 4: Tonicity Scenarios & Modeling Project

4. Environmental Pressure Scenario:

A white-tailed deer drinks from a hypertonic salty mineral spring in the forest. Explain how this salt concentration affects its blood cells via osmosis. Will the cells expand or shrink?

5. Kinetic Model Connection:

Inside your focus animal's physical cardboard armature, draw or sculpt a representative cellular boundary (membrane or cell wall) and highlight three organelles that cooperate to maintain homeostatic metabolism. List your planned modeling materials (e.g. foil membranes, yarn channels, etc.):

Wild Woods Cellular Blueprints Worksheet Page 2 of 2

Maintain membrane fluidity and cell-to-cell identification tags.

Unit 2: Cellular Structure & Homeostasis Slide 4 of 6

Week 2: Cellular Blueprints Transport Mechanics

Passive vs. Active Transport

Passive Transport

No ATP

Molecules move down their concentration gradient (from High to Low concentration).

Simple Diffusion: Small gases (\(\text{O}_2, \text{CO}_2\)) slip through bilayer.

Osmosis: Water diffusion via aquaporin channels.

Facilitated Diffusion: Glucose moves via helper proteins.

Active Transport

Requires ATP

Molecules are pumped against their gradient (from Low to High concentration).

Protein Pumps: \(\text{Na}^+/\text{K}^+\) pumps powering nerve pulses.

Endocytosis: Vesicle engulfs bulk food or fluids.

Exocytosis: Vesicle fuses to expel hormones or wastes.

Unit 2: Cellular Structure & Homeostasis Slide 5 of 6

Week 2: Cellular Blueprints Tonicity & Piñata Modeling

Tonicity & Crafting Action Steps

Tonicity in Forest Wildlife

Hypertonic Solution: High solute outside. Water rushes out \(\rightarrow\) cell shrivels.

Hypotonic Solution: Low solute outside. Water rushes in \(\rightarrow\) animal cell may burst!

Isotonic Solution: Equal solute. Net water movement is zero \(\rightarrow\) dynamic equilibrium.

Week 2 Armature Build

Inside your animal's cardboard armature, sculpt a representative cellular boundary (foil or yarn) and place at least 3 cooperating organelles.

Worksheet Checklist: Complete Page 1 & 2 before starting physical papier-mâché paste.

Unit 2: Cellular Structure & Homeostasis Slide 6 of 6

Step 4: Mount

Lower a coverslip at a \(45^\circ\) angle slowly to push out air bubbles. Blot excess.

Prevents bubble traps

Part 4: Cheek Cell Microscopic Observation

Human Epithelial Cheek Cells

Total Magnification: ________\(\times\)

Cheek Cell Labels Required:

Cell Membrane Nucleus Cytoplasm

4. Staining Role: Why is Methylene Blue necessary to see human cheek cells clearly under the light microscope?

Part 5: Plant vs. Animal Comparative Analysis

5. Synthesis: How does the flexible membrane of your cheek cell relate to your animal focus species' ability to move and articulate tissues?

Wild Woods Microscope Skills Lab Page 2 of 2

TEACHER ANSWER KEY Week 2 Transport & Tonicity

MEMBRANES & TRANSPORT KEY

Remaining Points: 13 pts

Part 3: Transport Mechanics Matrix Solutions (BIO.3d)

6 Points (1 pt per missing entry)

Part 4: Tonicity & Kinetic Modeling Solutions

7 Points (4 scenario + 3 kinetic)

4. Hypertonic Mineral Spring Solution (4 pts): Key Scenario

Model Answer: "The salty spring water creates a hypertonic environment outside the cells (higher solute concentration, lower water concentration). By osmosis, water molecules will diffuse down their concentration gradient, moving out of the deer's red blood cells and into the bloodstream plasma. Consequently, the deer's red blood cells will lose volume and shrink / shrivel (crenate), which can impair their ability to transport oxygen efficiently throughout the body."

Points: +1 pt: Identifies water moves out +1 pt: States cells shrink/crenate +1 pt: Uses term osmosis/gradient correctly +1 pt: Connects to physiological impact

5. Kinetic Model Connection Rubric (3 pts): Piñata Armature Integration

Membrane Boundary (1 pt): Accurately distinguishes animal cell membrane from rigid plant cell wall in planned model medium.

Organelle Team (1 pt): Identifies 3 cooperating organelles (e.g., nucleus commands, ribosome makes protein, ER/Golgi packages).

Crafting Feasibility (1 pt): Lists realistic physical craft materials (yarn channels, foil boundary, clay organelles).

Teacher Resource • Biology Wild Woods Project Week 2 Answer Key • Page 2 of 2

✓ Cell Membrane ✓ Centered Nucleus ✓ Cytoplasm Matrix

4. Staining Role Key (2 pts):

Answer: "Cheek cells are naturally transparent. Methylene blue acts as a positively charged basic stain that binds to negatively charged nucleic acids in the nucleus, providing sharp contrast against the bright field."

Part 5: Plant vs. Animal Comparative Matrix Key

8 Points (5 table + 3 synthesis)

5. Physiological Synthesis Key (3 pts): YELLOWHAB SCI.3

Model Answer: "Because animal cells lack rigid cellulose cell walls, their flexible plasma membranes allow cells to change shape, deform, and slide past one another. This allows the formation of flexible muscle fibers, articulating joints, and compliant internal organ tissues required for locomotive speed and active predation."

Teacher Resource • Biology Wild Woods Project Microscope Skills Lab Key • Page 2 of 2

Step B: Insert the Straw. Push a short piece of straw straight through both bread slices. This hollow tube represents a protein channel (a doorway through the membrane).

Step C: Test Flow. Carefully drip 2–3 drops of colored water straight into the straw hole.

What did you see?

Did the water get stuck on the butter, or did it pass right through the straw tunnel?

Part 4: Connecting the Sandwich to a Real Cell

Summary Guide

Part 5: Wrap-Up Questions

Write Your Answers

1. Why Did the Drops Behave Differently? Explain why water beaded up into little balls on the butter, but the vegetable oil soaked right in:

2. Model Check: A bread sandwich is a helpful model, but real cells are alive. Name TWO ways a real cell membrane is different from a bread sandwich (Hint: Can a real membrane move? Can cell doorways open and close?):

3. Focus Animal Question: How does having flexible fats and cholesterol in cell membranes help your forest animal survive freezing winter nights?

Biology Wild Woods Project • Week 2 Membrane Lab Page 2 of 2

+2 pts: States water traveled directly through straw +2 pts: Connects to cell doorway/protein channel

Part 4: Connecting the Sandwich to a Real Cell Key (4 pts)

1 pt per row

Part 5: Wrap-Up Questions Grading Key (9 pts)

Rubric Guidance

1. Why Did the Drops Behave Differently? (3 pts):

Answer: "Water and fat do not mix. Water molecules stick to each other because of surface tension and polarity, so they bead up on the fatty butter. The cooking oil is also a fat, so it easily dissolves and spreads right into the butter ('like dissolves like')."

2. Model Limitations (3 pts):

Accept any TWO valid student differences:
• Real membranes are fluid, bendable, and in constant motion (not solid like bread).
• Real protein doorways can open, close, and pump molecules (the straw is just an open pipe).
• Real cell membranes are microscopic and have chemical ID tags on the outside.

3. Focus Animal Winter Survival (3 pts):

Answer: "In the winter, cold temperatures can make cell fats turn hard and stiff like cold butter. Animals use cholesterol and bent (unsaturated) fatty acids to keep their cell membranes flexible and working even when it is freezing outside."

Teacher Resource • Biology Wild Woods Project Membrane Sandwich Key • Page 2 of 2

Substrate binds active site

3. Define the key mechanics of catalyst enzymes:

Lock and Key Fit: Why does an enzyme catalyze only one specific chemical reaction?

Denaturation: How do extreme changes in environmental pH or temperature affect active site binding?

Part 4: Catalyst Performance Inquiry

Students monitored the digestion of starches in salivary amylase at various temperatures. Use their data to answer the questions below.

Inquiry Data Table: Amylase Rate

4. Analyze Data Trends:

Evaluate why the reaction rate dropped to zero at 65°C. What structural change occurred in the protein catalyst's active site?

5. Kinetic Model Alignment:

How will you physically label your animal's primary digestive organs on the exterior shell? Write down the scientific name of the enzyme you will write on your exterior "enzyme marker" tag (e.g. amylase, pepsin, lipase):

Wild Woods Molecular Engines Worksheet Page 2 of 2

Remaining Points: 13 pts

Part 3: Enzyme Catalyst Action Solutions (BIO.2c)

6 Points (3 pts each)

Catalytic Mechanism

Enzyme

Sub

Substrate-Active Site Complex

Lock and Key Fit Solution (3 pts):

Model Answer: "The 3D tertiary conformation of an enzyme produces an active site with a specific geometric shape and chemical charge distribution. Only substrate molecules with complementary physical shapes and chemical attractions can bind into this active site to undergo catalysis, making enzymes highly reaction-specific."

Denaturation Mechanism Solution (3 pts):

Model Answer: "Extreme temperatures disrupt weak hydrogen bonds and hydrophobic interactions holding the protein's folded shape. Extreme pH alters the ionic charges of amino acid R-groups. This permanently unfolds the tertiary structure, destroying the shape of the active site so substrates cannot bind."

Part 4: Catalyst Performance Inquiry Solutions

7 Points (4 analysis + 3 kinetic)

Amylase Digestion Rate Summary

4. Data Trend Analysis (4 pts)

Model Answer: "At 65°C, thermal energy exceeds the stability limits of the protein. The high temperature causes rapid molecular vibration that breaks intramolecular hydrogen bonds, causing the enzyme to unfold (denature). The active site loses its specific shape, preventing starch substrates from binding, dropping the digestion rate to zero."

+2 pts: Identifies denaturation / unfolding; +2 pts: Explains active site loss.

5. Kinetic Model Alignment Rubric (3 pts): Digestive Organ & Enzyme Tags

Organ Anatomical Match (1 pt): Correctly positions digestive organ (mouth, stomach, or liver/pancreas) on physical piñata armature.

Enzyme Scientific Name (1 pt): Labels correct matching enzyme (e.g., salivary amylase in mouth, pepsin in stomach, lipase in intestine).

Substrate Identified (1 pt): Explicitly identifies the biological substrate broken down (starches into maltose, proteins into peptides, etc.).

Teacher Resource • Biology Wild Woods Project Week 3 Answer Key • Page 2 of 2

If producers in a 100 m² plot of deciduous forest generate 50,000 kJ of solar chemical energy, calculate the energy available to:

A. Primary Consumers: ___________________ kJ

B. Secondary Consumers: _________________ kJ

C. Tertiary Consumers: ___________________ kJ

5. Kinetic Model Integration:

For your physical piñata, how will you represent "heat loss" and ATP conversions? Under what metabolic active/inactive tags will you label these (e.g. cellular respiration tag on the model's muscle, etc.)?

Wild Woods Forest Energetics Activity Page 2 of 2

CO₂ & H₂O ➔ Recycled by Chloroplasts

Mitochondria Produces ATP + CO₂

3. Explanatory Cycle Model Solution (6 pts): Comprehensive Model

Model Answer: "Photosynthesis and cellular respiration form a closed biochemical cycle of matter. Plants capture CO₂ and H₂O to synthesize glucose, releasing O₂. Both plants and animals use oxygen to combust glucose in mitochondria, releasing CO₂ and H₂O back into the atmosphere for plants to absorb again. Matter cycles continuously, but energy does not: the ultimate, indispensable source of energy powering this entire system is radiant solar energy from the Sun, which dissipates into non-reusable metabolic heat."

+2 pts: Reciprocal products/reactants +2 pts: Identifies matter cycles continuously +2 pts: States Sun is ultimate external energy source

Part 4: Trophic Calculations & Kinetic Integration

7 Points (4 calc + 3 kinetic)

4. 10% Rule Math Solutions (4 pts)

Starting producer biomass: 50,000 kJ of solar chemical energy.

A. Primary Consumers: 5,000 kJ (1 pt)

B. Secondary Consumers: 500 kJ (1 pt)

C. Tertiary Consumers: 50 kJ (1 pt)

+1 pt: Explains that remaining 90% is spent on cellular work or lost as heat.

5. Kinetic Model Integration Rubric (3 pts)

Trophic Rank Placement (1 pt): Correctly identifies species' trophic tier (primary, secondary, or tertiary consumer) on label.

ATP Conversion Tag (1 pt): Physically affixes a tag to muscular or metabolic body part showing cellular respiration.

Heat Dissipation Symbol (1 pt): Depicts thermal energy loss arrows or radiating fringe layers on piñata skin.

Teacher Resource • Biology Wild Woods Project Week 4 Answer Key • Page 2 of 2

Part 4: Driving Variation in Deciduous Populations (BIO.5c, BIO.7b)

Genetically diverse populations possess greater resilience to changing climates and selective pressures (e.g. disease, cold winters). Diversity arises from independent assortment, crossing over during meiosis, and random gamete combinations.

Crossing Over & Gametes:

Explain why homologous chromatid exchange ("crossing over") is essential for meiosis, and how this prevents offspring from being identical to parents:

5. Kinetic Model Integration:

For your physical piñata model, you will install "Genetic Tags" showing your organism's translated protein strands. Explain how your model will show the difference between a diploid cell (on somatic skin) and a haploid gamete (on reproductive tags):

Wild Woods Code of the Woods Worksheet Page 2 of 2

Part 4: Driving Variation in Populations Solutions

7 Points (4 crossing over + 3 kinetic)

Crossing Over & Gametes (4 pts)

Model Answer: "During Prophase I of meiosis, nonsister chromatids of homologous chromosomes undergo synapsis and exchange genetic material (crossing over). This breaks linked gene groups, producing novel recombinant chromosomes with unique allele combinations not present in either parent, ensuring massive diversity in offspring."

+2 pts: Identifies Prophase I homologous exchange; +2 pts: Connects to novel recombinant alleles.

5. Kinetic Model Integration Rubric (3 pts)

Diploid vs. Haploid Symbolism (1 pt): Distinguishes \(2n\) somatic tissue (e.g. 2 colored beads/strands) from \(n\) gametes (1 strand).

Translated Protein Tag (1 pt): Physically writes translated peptide sequence (Met-Gly-Leu) on an exterior gene ribbon.

Population Relevance (1 pt): Explains how genetic variety protects their species against epidemic disease outbreaks.

Teacher Resource • Biology Wild Woods Project Week 5 Answer Key • Page 2 of 2

A. Predict Population Shifts:

Describe what will happen to the frequency of the recessive "f" allele in the gene pool over 10 generations:

B. Heritable Adaptation:

Explain why natural selection operates on expressed phenotypes rather than genotypes directly:

Part 4: Speciation & Population Survival Limits (BIO.7d)

If a population has high genetic diversity and slow environmental shifts, it can adapt over time. However, if a lineage split occurs and groups can no longer interbreed, speciation occurs. If a population cannot adapt, it faces extinction.

4. Reproductive Isolation:

Explain how physical barriers (such as rivers or newly constructed human highways splitting the forest) can lead to speciation over millions of years:

5. Kinetic Model Integration:

On your physical piñata, you will label one prominent adaptation favored by natural selection. What physical feature of your model is this, and what is its selective advantage?

Wild Woods Forest Inheritance Lab Page 2 of 2

B. Phenotype vs. Genotype (3 pts):

Model Answer: "Natural selection directly tests physical survival in the environment (phenotype—such as thermal insulation). An organism's genotype is only selected indirectly through the phenotype it expresses. Recessive alleles (f) can remain hidden in heterozygous carriers (Ff) without being eliminated."

Part 4: Speciation Solutions & Kinetic Rubric (BIO.7d)

7 Points (4 speciation + 3 kinetic)

4. Geographic Speciation (4 pts)

Model Answer: "A physical barrier (e.g. a wide river or highway) halts gene flow between the separated populations (geographic isolation). Each subgroup experiences different selective pressures and independent random mutations. Over generations, allele frequencies diverge until the groups become reproductively isolated and cannot interbreed to produce fertile offspring (speciation)."

+2 pts: Halts gene flow; +2 pts: Accumulates mutations / reproductive isolation.

5. Kinetic Model Integration Rubric (3 pts)

Selective Advantage Named (1 pt): Labels a specific morphological adaptation on physical model (e.g. camouflage coat, talon hook).

Environmental Pressure Linked (1 pt): Explains what deciduous forest pressure favored this trait (e.g. snow cover, winter foraging).

Heritability Justified (1 pt): Explains that the selected trait is genetically encoded rather than an acquired characteristic.

Teacher Resource • Biology Wild Woods Project Week 6 Answer Key • Page 2 of 2

Part 4: Physical vs. Molecular Evidence (BIO.6f)

Modern classification systems are adaptable to new discoveries. Traditionally, physical attributes defined groups, but comparative genomics (DNA sequencing) has reshaped evolutionary trees.

4. Comparative Genomics:

Explain why having highly similar DNA sequences is a more robust indicator of shared ancestry than having similar physiological structures (which can result from convergent evolution):

5. Kinetic Model Integration:

On the final exterior layer of your piñata, you will install a "Fossil Ancestor Lineage" tag. How will you represent its evolutionary timeline and connection to extinct organisms?

Wild Woods Deep Time Clues Packet Page 2 of 2

Answer: Barred Owl. Both share the terrestrial amniote node on the cladogram, sharing a more recent common ancestor than either does with the Wood Frog (amphibian) or Luna Moth (invertebrate).

Distinguishing Derived Trait (3 pts):

Answer: Insulating fur / hair (or mammary glands / endothermy). The Wood Frog lacks these derived mammalian traits and breathes partially through moist skin.

Part 4: Comparative Genomics & Kinetic Rubric (BIO.6f)

7 Points (4 genomics + 3 kinetic)

4. DNA vs. Anatomy (4 pts)

Model Answer: "Physical anatomical structures can be misleading due to convergent evolution, where unrelated organisms evolve similar body shapes (analogous structures, like bird and insect wings) under similar environmental pressures. DNA nucleotide sequencing provides a precise, unbiased molecular clock: organisms with fewer nucleotide differences share a more recent common ancestor, irrespective of physical convergence."

+2 pts: Identifies convergent evolution / analogous structures; +2 pts: Molecular clock accuracy.

5. Kinetic Model Integration Rubric (3 pts)

Fossil Ancestor Tag (1 pt): Physically affixes a prehistoric ancestral lineage tag to model exterior (e.g. Eocene ancestor).

Divergence Geological Epoch (1 pt): Includes estimated geological timeframe (e.g., millions of years ago / Cenozoic era).

Shared Homologous Bone (1 pt): Identifies one homologous skeletal feature maintained from ancestor to modern species.

Teacher Resource • Biology Wild Woods Project Week 7 Answer Key • Page 2 of 2

[     ] Shrubs and woody brush establish, outcompeting the smaller pioneer grasses.

Part 4: Watershed Engineering Challenge (BIO.8d)

Human activities such as deforestation, intensive farming, and fertilizer run-off cause watershed pollution and algal eutrophication. Design and describe a solution below.

4. Design Criteria & Constraints:

Explain how a newly planted riparian buffer strip (a zone of trees/plants along streams) reduces chemical run-off and protects aquatic flora/fauna:

5. Final Model Presentation:

For the final exhibition, you will present your piñata alongside your scientific portfolio. List 2 ways your model physically illustrates ecosystem integration:

Wild Woods Ecosystem Equilibrium Project Page 2 of 2

[ Stage 4 ] Slow-growing oak and hickory hardwood saplings grow in the shade and eventually dominate the climax forest.

[ Stage 2 ] Shrubs and woody brush establish, outcompeting the smaller pioneer grasses.

Chronological Numerical Order from Top to Bottom: 3, 1, 4, 2 Climax Community: Mature Oak-Hickory Hardwood Forest

Part 4: Watershed Engineering & Final Exhibition Rubric

7 Points (4 buffer + 3 exhibition)

4. Riparian Buffer Solution (4 pts)

Model Answer: "A vegetated riparian buffer acts as a natural living bio-filter. Deep tree and shrub root systems absorb excess agricultural nitrogen and phosphorus fertilizer from runoff before it reaches waterways. This halts toxic algal blooms and subsequent hypoxic dead zones in the Chesapeake Bay watershed, while bank shade maintains cool temperatures and high dissolved oxygen."

+2 pts: Absorbs N/P fertilizer; +2 pts: Prevents eutrophication / protects DO levels.

5. Final Piñata Presentation Rubric (3 pts)

Trophic Level Integration (1 pt): Physical model clearly indicates species' position in forest food web (herbivore, carnivore, apex).

Ecological Disturbance Link (1 pt): Explains how forest fragmentation or succession impacts species' long-term carrying capacity.

Portfolio Synthesis (1 pt): Portfolio document accurately correlates anatomical piñata features with all 8 weekly milestones.

Teacher Resource • Biology Wild Woods Project Week 8 Answer Key • Page 2 of 2