# data[].attributes.body
Acid Rain

# data[].attributes.body
An Ecosystem Explained

# data[].attributes.body
Great Explanation of an Ecosystem with Abiotic and Biotic Factors

# data[].attributes.attachment_link.title
Ecosystems: StudyJams! Science | Scholastic.com

# data[].attributes.attachment_link.description
Ever wonder how organisms live and grow together in one place? This fun activity will teach students about ecosystems and how they thrive.

# data[].attributes.headline
Hunting For Marine Fossils in Western Kansas

# data[].attributes.subject
Hunting For Marine Fossils in Western Kansas

# data[].attributes.headline
Introduction of Kansas once being an inland sea

# data[].attributes.subject
Introduction of Kansas once being an inland sea

# data[].attributes.headline
Extracting Fish Fossils in Western Kansas

# data[].attributes.subject
Extracting Fish Fossils in Western Kansas

# data[].attributes.attachment_link.readable_text
When you think of areas in the world with a wide variety of wildlife, what comes to mind? The of Africa? The rainforests surrounding the Amazon River? How about your own backyard?

You may be thinking that your backyard can't compete with Africa or an Amazon rainforest when it comes to wildlife. You may be right. But you might also be underestimating your backyard!

If you took the time to sit in your backyard for an extended period of time, you might be surprised by the number of birds, mammals, amphibians, reptiles, and insects that call your backyard home. And that's just what you can see on and above the .

Get down on your hands and knees and what crawls on - and underneath! - the , and you'll discover an entirely new world of creatures that usually go . Scientists have a term they use to describe the variety of life found in a specific area: biodiversity. The term comes from combining the words "biological" and "diversity" into one word.

At its most basic level, biodiversity refers to the variety of plant and animal species that can be found in a particular . The species biodiversity of your backyard might include a blackbird, a squirrel, a , a snake, and a frog. It would also include all the species of plants present, including grass, trees, and flowers.

As you learned earlier, though, what you can see is just the tip of the when it comes to biodiversity. You have to include all the species you can't see, too. These might include underground worms, as well as thousands of microscopic bacteria that play an important in the of your backyard.

If you're a scientist studying biodiversity, you have to go beyond simple species biodiversity. You also have to take genetic biodiversity into account. This includes all the variations in genes that exist within each species. For example, all dogs belong to the same species, but you can find a tremendous amount of diversity when you consider all the different breeds of dogs you might come across.

Scientists also must take ecological biodiversity into account. There are many ways in which seemingly similar ecosystems can based upon wildlife and . For example, a in Florida can be vastly different from a in Colorado.

Studies of biodiversity have shown that tropical rainforests tend to be the most biodiverse ecosystems on Earth. That's one of the reasons why scientists want to protect rainforests from human interference. Biodiversity is incredibly important, and decreased biodiversity can have negative effects that impact the entire planet.

Why is biodiversity so important? A wide variety of species of plants, animals, and even bacteria allow us to live longer, better, healthier lives. Robust ecosystems give us clean water and provide the oxygen we breathe.

Vibrant communities of plants, soils, and pollinators give us the foods we eat and many of the medicines that help us heal. Areas with great biodiversity recover more quickly from natural disasters and help prevent diseases.

Unfortunately, there are many threats to biodiversity. Anything that leads to reduction or extinction of species negatively affects biodiversity. Some of these factors include loss, overuse of natural resources, invasive species, pollution, and change. As we seek to make the world a better place, it's important that we keep in mind the importance of biodiversity and protecting endangered species.

# data[].attributes.attachment_link.description
When you think of areas in the world with a wide variety of wildlife, what comes to mind? The of Africa? The rainforests surrounding the Amazon River? How about your own backyard? You may be thinking that your backyard can't compete with Africa or an Amazon rainforest when it comes to wildlife.

# data[].attributes.attachment_link.description
Join us in Wonderopolis today to learn about an invasion going on all around you!

# data[].attributes.attachment_link.description
Amidst the flat plains of Kansas are the gorgeous remains of an ancient inland sea. NOVA Facebook: https://www.facebook.com/NOVAonline NOVA Twitter: https://twitter.com/novapbs

# data[].attributes.headline
3.Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms

# data[].attributes.subject
3.Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms

# data[].attributes.attachment_link.readable_text
Students who demonstrate understanding can:

3-LS2-1.

Construct an argument that some animals form groups that help members survive.

3-LS4-1.

Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [ Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]

3-LS4-3.

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

3-LS4-4.

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [ Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]

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

Analyzing data in 3-5 builds on K-2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.
Engaging in argument from evidence in 3-5 builds on K-2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).
Disciplinary Core Ideas

Crosscutting Concepts

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

Connections to Engineering, Technology, and Applications of Science

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

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes consistent patterns in natural systems. (3-LS4-1)

Common Core State Standards Connections:

Students who demonstrate understanding can:

3-LS2-1.

Construct an argument that some animals form groups that help members survive.

3-LS4-1.

Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [ Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]

3-LS4-3.

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

3-LS4-4.

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [ Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]

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

Analyzing data in 3-5 builds on K-2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.
Engaging in argument from evidence in 3-5 builds on K-2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).
Disciplinary Core Ideas

Crosscutting Concepts

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

Connections to Engineering, Technology, and Applications of Science

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

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes consistent patterns in natural systems. (3-LS4-1)

Common Core State Standards Connections:

Students who demonstrate understanding can:

3-LS2-1.

Construct an argument that some animals form groups that help members survive.

3-LS4-1.

Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [ Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]

3-LS4-3.

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

3-LS4-4.

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [ Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]

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

Analyzing data in 3-5 builds on K-2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.
Engaging in argument from evidence in 3-5 builds on K-2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).
Disciplinary Core Ideas

Crosscutting Concepts

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

Connections to Engineering, Technology, and Applications of Science

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

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes consistent patterns in natural systems. (3-LS4-1)

Common Core State Standards Connections:

# data[].attributes.attachment_link.title
3.Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms

# data[].attributes.attachment_link.description
Students who demonstrate understanding can: 3-LS2-1. Construct an argument that some animals form groups that help members survive. 3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

# data[].attributes.body
Pollution, Primary/Secondary Succession,

# data[].attributes.attachment_link.title
Changes in Ecosystems: StudyJams! Science | Scholastic.com

# data[].attributes.attachment_link.description
Ecosystems undergo change all the time. This fun StudyJams! Activity will teach students about natural and human changes to ecosystems.

# data[].attributes.attachment_link.description
Digital storytelling project intended for 4th grade students to help them learn about ecosystems

# data[].attributes.body
Kid Friendly Aquatic Ecosystem Video

# data[].attributes.body
Great Documentary over The Western Interior Seaway

# data[].attributes.attachment_link.description
In episode 3, the final episode of Walking On Water learn more about how the Great Plains themselves are proof of the Western Interior Sea and remap the 100 million year old ocean gulf.

# data[].attributes.body
Inland Sea Exhibit

# data[].attributes.attachment_link.title
Cretaceous Seas Exhibit at Mount Royal University

# data[].attributes.attachment_link.description
Cretaceous Seas is the largest marine vertebrate exhibit in Calgary. Installed from the atrium ceilings in Mount Royal's East Gate and B-Wing, Cretaceous Seas provides students and the public the opportunity to view life-sized specimens of extinct marine reptiles and fishes that swam or flew the seas of western North America during the Cretaceous Period, more than 65 million years ago.

# data[].attributes.attachment_link.title
Emperor Penguins Huddle for Warmth | Nature on PBS

# data[].attributes.attachment_link.title
[HD] Bottlenose Dolphin - Unique Teamwork for Catching Fish