Ch+5+Populations

=Ch 5: Populations=

==__I. Standards__: **B.4.2.5**==

==__II. Eligible Content__:== Describe the effects of limiting factors on population dynamics and potential species extinction.

__III. Big Ideas__
What factors contribute to changes in populations? What is the difference between logistic and exponential population growth? What limiting factors are density-dependent? What limiting factors are density-independent? How has the size of the human population changed over time and why do growth rates differ among countries?

==**__IV. Background Information:__**== Knowledge of the scientific method & nature of science information - particularly reading and interpreting graphs

==**__V. Acceptable Evidence:__**== Passing grade on unit assessment Clear understanding of the lab Passing grades on embedded assessment

**__VI. Sequence:__**
Worksheet on logistic growth - Described in math classes as follows: Phase 1 slightly (or slowly) increasing, Phase 2 is increasing at an increasing rate (also known as exponential increase in only this phase), Phase 3 leveling off or slowing down How Populations Grow PPT
 * __Day 1__**

Worksheet on exponential growth in which students must make their own graph with given growth situations
 * __Day 2__**

Limiting Factors PPT

Population Quiz Worksheet on human population growth in which students must make their own graph and answer questions
 * __Day 3__**

Human Population Growth PPT Worksheet on interpreting graphs from graph in book on page 113 Worksheet on interpreting different population graphs.

(Isle Royale handout)


 * (make note that lab setup from p. 116 may need to be incorporated into unit 4….see day 5 below)**


 * Day 1**

I. Big Ideas //(Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students)//

II. Essential Question(s) //(Questions connected to the SAS framework and are specifically linked to the Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer.)// - What are the characteristics of systems?

III. PA Standards //(Include numbers and descriptions.)//

IV. Eligible Content //(Include numbers and descriptions.)//

V. Competencies //(Competencies describe what students should be able to do (key skills) as a result of this instruction, specific to grade level.)//

VI. Instructional Strategies //(Reference Lesson Design Guidelines)// Opener: Look at the picture of the crabs on p.106 of your book - Why are these crabs considered a "population"? Students will have to recall definition from chapter 3. - WIll this crab population continue to grow and grow and grow? Why or why not? Teacher should introduce the idea of limiting factors and carrying capacity. - What growing populations have you observed? - Also, read mystery clue to start chapter

Activity : Penny activity (Mike) to model exponential growth

Activity: Now focus on the exponential growth model. Use exponential growth.docx with reindeer

HW: p.108-109 and complete WB B 5.1 population growth.docx

VII. Assessment Evidence (What is your evidence of learning?)

Formative Assessments:

Summative Assessments:

VIII. Teacher Reflection (What reflections do you have of the lesson?)


 * Day 2**

I. Big Ideas //(Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students)//

II. Essential Question(s) //(Questions connected to the SAS framework and are specifically linked to the Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer.)//

III. PA Standards //(Include numbers and descriptions.)//

IV. Eligible Content //(Include numbers and descriptions.)//

V. Competencies //(Competencies describe what students should be able to do (key skills) as a result of this instruction, specific to grade level.)//

VI. Instructional Strategies //(Reference Lesson Design Guidelines)//

Opener: Is the exponential growth model observed yesterday realistic..in other words, would we see this happen in nature? Why or why not?

Activity: Guppie worksheet (hard copy only, need to retype)

Activity: Discuss and introduce the 3 phases of a logistic growth curve.

HW: Check understanding, p.111

VII. Assessment Evidence (What is your evidence of learning?)

Formative Assessments:

Summative Assessments:

VIII. Teacher Reflection (What reflections do you have of the lesson?)

Day 3

I. Big Ideas //(Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students)//

II. Essential Question(s) //(Questions connected to the SAS framework and are specifically linked to the Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer.)//

III. PA Standards //(Include numbers and descriptions.)//

IV. Eligible Content //(Include numbers and descriptions.)//

V. Competencies //(Competencies describe what students should be able to do (key skills) as a result of this instruction, specific to grade level.)//

VI. Instructional Strategies //(Reference Lesson Design Guidelines)// Opener: How and why were the guppy growth population and reindeer growth population patterns different?

Activity: read article E232 from BSCS AHA. Interdependence Involves Limiting Factors and Carrying Capacity and questions.

Activity: What could cause a population to stop growing? White board and share lists.

Activity: Read Density dependent limiting factors, p.112. Which from your list are considered "density dependent"

Activity: Isle Royale activity

VII. Assessment Evidence (What is your evidence of learning?)

Formative Assessments:

Summative Assessments:

VIII. Teacher Reflection (What reflections do you have of the lesson?)

Day 4

I. Big Ideas //(Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students)//

II. Essential Question(s) //(Questions connected to the SAS framework and are specifically linked to the Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer.)//

III. PA Standards //(Include numbers and descriptions.)//

IV. Eligible Content //(Include numbers and descriptions.)//

V. Competencies //(Competencies describe what students should be able to do (key skills) as a result of this instruction, specific to grade level.)//

VI. Instructional Strategies //(Reference Lesson Design Guidelines)// Opener: mystery clue p.111

Activity: Continue Isle Royale activity

VII. Assessment Evidence (What is your evidence of learning?)

Formative Assessments:

Summative Assessments:

VIII. Teacher Reflection (What reflections do you have of the lesson?)


 * Day 5**

I. Big Ideas //(Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students)//

II. Essential Question(s) //(Questions connected to the SAS framework and are specifically linked to the Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer.)//

III. PA Standards //(Include numbers and descriptions.)//

IV. Eligible Content //(Include numbers and descriptions.)//

V. Competencies //(Competencies describe what students should be able to do (key skills) as a result of this instruction, specific to grade level.)//

VI. Instructional Strategies //(Reference Lesson Design Guidelines)// Collect data and do lab from p.116…maybe if a good set of questions can be developed, (Mike, remember saying you will write questions!!??)

HW: Read about density independent factors, p.114 and answer check understanding on p.115

VII. Assessment Evidence (What is your evidence of learning?)

Formative Assessments:

Summative Assessments:

VIII. Teacher Reflection (What reflections do you have of the lesson?)

Day 6

Opener: mystery clue p. 115

Activity: Timeline activity (Mike) showing US population in reference to things like agriculture industry, women in workforce, etc.

Activity: 5.4 workbook

finish for HW and read p.118-119

Day 7 and Day 8

Activity: age structure diagram activity from old green book. OR dice activity from mike modeling pop growth

Day 9 End the chapter mystery and review

Day 10 Assessment