In Activity 3.1, students are to understand what patterns are. Words to paraphrase "pattern" may include:

arrangement typical order sequence model

standard design form order

plan configuration system/atic repetition etc.

Examples from the infinite number of patterns with underlying spatial, temporal, and/or logical relationships include:

Spatial

• in higher latitudes temperatures are usually lower than in lower latitudes;
• a checkerboard;
• the dog was zigzagging across the path;
• the skin patterns of zebras, giraffes, leopards, etc.;

• the four seasons in the mid-latitude (with the accompanying changes in nature);
• the sun rises and sets every day;

• the color pattern of rainbows;
• the economy is said to have a cyclic pattern of expansion and recession;

Answers to this activity depend on the choices that students make regarding what biome, habitat, plant, or animal species they would like to focus on. Your assessment of their results should consider:

Completeness: Did the student cover his/her chosen topic sufficiently? Was the student able to discern a pattern/patterns?

Explanation: Did the student describe and explain the patterns in spatial, temporal, (eco)logical terms?

Resources: Did the student use a variety of resources to gather the information?

Presentation/creativity: Did the student design the presentation of results in an interesting manner?

Activity 3.3

Once again, answers to this activity depend on what habitats, plant, or animal species students choose, the resources available, and the time they will spend on this project. Clearly, with the choice of a local or regional example, and the use of nearby resources, possible field visits, etc. students can become very engaged, and this is desired. Your assessment of their projects may include the following:

Completeness: Did the student cover his/her chosen topic sufficiently? Did the student follow and include the steps outlines on the Worksheet?

Explanation: Did the student describe and explain the patterns in spatial, temporal, (eco)logical terms? Did the student come up with a broad list of disturbances, positive and negative impacts, overlay of various disturbances? Did the student assess the tendency and severity of impacts correctly? Did the student describe appropriate remedial actions?

Resources: Did the student use a variety of resources to gather the information?

Presentation/creativity: Did the student design the presentation of results in an interesting manner?

You may also consider giving extra credit for special things students may include or do: using a GIS or mapping software, searching the World Wide Web, interviewing people who are knowledgeable about these issues, and so on.