Gale Schools - Lesson Plans - Secondary - Science

Population

Title: Population Patterns

Grade Level: 9-12

Subject/Content: Science / Biology

Summary of Lesson: Learn about patterns of population growth in an ecosystem and why populations must remain in balance.

Focus Question: Why is balanced population growth of all species in an area critical to the success of an ecosystem?

Databases(s): Science Resource Center

Procedures:

Steps/Activities by teacher:

Discuss with the students how they will be using Science Resource Center to learn about three types of population growth for species in an environment, exponential, logistic and boom and bust
Instruct students to construct a graph for each type of population growth pattern once they understand the concept behind each type
After students construct their graphs, help them to form a paragraph under each one that tells a fiction or nonfiction hypothetical story of what is happening or has happened to the population allowing it to follow that population pattern
Provide students time to share out their graph scenarios with the class
See possible Math and Global studies ties
Guide students as they gain general information about invasive species by reading the resource "Introduced species." by Bill Freedman in Science Resource Center
Using the Science Resource Center guide the students in searching for invasive species that have been introduced into the area they live and the impact it has had on other species in the area.
Explain the criteria for students to construct a persuasive newspaper article to submit for publication that addresses the dangers of introducing new species into an area. Be sure the students know to include issues such as how and why the introduction of invasive species is harmful to an ecosystem.
Lead a class period designed to share newspaper articles constructed by the class.
Review with the class the population growth patterns reviewed earlier in the lesson. Perhaps draw a tie into the fact that humans are invasive specie to the Earth for an interesting class discussion. (See possible English tie).

Steps/Activities by student(s):
- Access the Gale Science Resource Center to access the following resources:
  - Rijsberman, Marijke. "Exponential growth." Environmental Encyclopedia. Ed. Marci Bortman and Peter Brimblecombe. 3rd ed. Detroit: Gale, 2003.
  - Naseri, Muthena. "Logistic growth." Environmental Encyclopedia. Ed. Marci Bortman and Peter Brimblecombe. 3rd ed. Detroit: Gale, 2003.
  - Cunningham, Mary Ann, Ph.D. "Population growth." Environmental Encyclopedia. Ed. Marci Bortman and Peter Brimblecombe. 3rd ed. Detroit: Gale, 2003.
  - "Boom and bust." (lemmings' life cycle) Canadian Geographic, March-April 1998 v118 n2 p68(7).
- In reading through the resources, become informed about the three types of population patterns (exponential growth, boom and bust and logistic growth) and the terminology surrounding them that you will be studying during this lesson.
- After reading about each type of population growth, construct a graph on graph paper being sure to label axes and title.
- Construct a paragraph under each graph that tells a fiction or nonfiction hypothetical story of what is or has happened to the population that is influencing it to grow in that pattern. Be prepared to share your ideas with the class during discussion.
- Use the Gale Science Resource Center to find out about a particular invasive specie that has been introduced into the area you live and the impact it has had on other species in the area.
- Construct a persuasive article to submit to a newspaper about the dangers of introducing a new species into an area and the importance of preventing this type of introduction. Include an example of an invasive specie, background information about population growth, how and why this specie became invasive and what impact it will have on the rest of the ecosystem.

Outcome: Students will be able to interpret basic population graphs and suggest scenarios about different population growth patterns in an ecosystem. Students will be able to construct a persuasive argument that outlines the impact of invasive specie in an area, such as humans.

Related Activities — This activity is easily integrated with:

Math can be incorporated additionally in the following way:

Students are given data that breaks down a country or given areas population into percent male / female and within particular age ranges.
Students create a matrix and a histogram of the data.

English can be incorporated additionally in the following way:

Students create a fiction or nonfiction short story, poem or play about an overpopulated world and the crisis that will/would arise.
Students free write on the following prompt: Are humans invasive species?

Global Studies can be incorporated by:

Students construct population pyramids using population data.
Examine population trends in different countries and examine the reason for the trends in certain areas.
Class discussion of world-wide human exponential growth and the impact on natural and economical resources.

Standard Date: December 1994

Content Standard(s):

NS.9-12.1(A) Understands about scientific inquiry
NS.9-12.3(C) Interdependence of organisms, Behavior of organisms
NS.9-12.6(F) Population growth, Environmental quality, Natural and human induced hazards

Learning Expectation: As a result of activities, students will be able to interpret population graphs and have an understanding of how humans impact population patterns and hence the success of many species within an ecosystem.

Performance Indicators:

At Level 1, the student is able to:
- Recognize population graphs that illustrate exponential, boom and bust and growth with limits growth patterns. Discover general terminology related to these types of population growth.
At Level 2, the student is able to:
- Explain why population trends change and how an ideal population exists.
- Identify issues of human introduction of invasive species on the environment and biodiversity of an area.
At Level 3, the student is able to:
- Inform and recommend, in the form of a written appeal, why populations must be kept in check and what people can do to diminish human introduction of invasive species into the area they live.

Computer Literacy and Usage Standards 9-12:

The student will demonstrate proficiency in the care and use of computer-based technology
The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications.
The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations.

ISTE NETS for Students

A1 Communicate and defend a scientific argument
C4 Interdependence of organisms
F2 Population growth
F5 Natural and human induced hazards

Information Power; Information Literacy Standard 7:

The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

InfoMark resources are linked directly to your Gale databases. To find out more about InfoMarks, visit www.gale.com/InfoMarks.