Population Patterns

Author: Jennifer Dwojakowski

Grade Level: 9–12

(Download Word version)

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 in Context

Procedures:

Steps/Activities by teacher:

• Explain to students that there three types of population growth among species in most environments: exponential, logistic, and boom and bust.
• Assist students in accessing the Science in Context database and ask them to research these three forms of population growth.
• Once students understand the concept behind each pattern, have students construct graphs that illustrate these patterns.
• After students construct their graphs, ask them to create scenarios that would demonstrate how a population follows each of these patterns.
• Have students share their scenarios with their classmates.
• Explain to students how the presence of non-native species can affect population growth in an environment.
• Direct students to the Invasive Species topic page in the Science in Context database. Here, they can find information on how invasive species are introduced into an environment.
• Once students understand what invasive species are, have them research invasive species in their home state and determine how the introduction of these species has affected other species. Have students research the reasons why humans might introduce a non-native species to an environment.
• Using their research, have students compose a persuasive newspaper article that addresses the dangers of introducing new species into an area. Remind students to explain to readers how and why the introduction of invasive species is harmful to an ecosystem. Tell them to discuss how and why humans have introduced non-native species to various environments.
• In another class period, encourage students to share the final versions of their newspaper articles.
• Look over the Related Activities section  below for information on how to tie this activity to Math, English, and Global Studies.

Steps/Activities by student(s):

• Access the Science in Context database to research information about the three types of population growth: exponential, logistic, and boom and bust.
• The following articles may help you gain a better understanding of these concepts:
  • "Population biology." Environmental Encyclopedia. Gale, 2010. Gale Science in Context.
  • "Exponential growth." Environmental Encyclopedia. Gale, 2009. Gale Science in Context.
  • "Logistic growth." Environmental Encyclopedia. Gale, 2009. Gale Science in Context.
• Search the Science in Context database to locate more information about the three types of population patterns (exponential growth, logistic, boom and bust growth). Take note of other important terms that come up in your research.
• Once you understand the concept behind each type of population growth, construct graphs that illustrate each pattern.
• Create a scenario for each graph that demonstrates how a population follows this pattern.
• Share your completed scenarios with the rest of the class.
• Use the Science in Context database to access the Invasive Species topic page. During your search, try to find out how non-native species are introduced to an environment and why humans might introduce these species to a particular environment.
• Once you have a better understanding of invasive species, use the database to research invasive species in your home state. Try to determine how and why these species were introduced to your area.
• Using your research, compose a persuasive newspaper article about the dangers of introducing a new species into an area and the importance of preventing this type of introduction. Be sure to include an example of an invasive species and background information about population growth in your article. Remember to explain how and why this species 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 an invasive species has on an area.

Related Activities: This activity can be easily integrated with the activities suggested.

Math

Students are given data that breaks down a country or given area's population by the ratio of males to females or within particular age ranges. Students can then create a matrix and a histogram of this data.

English

• 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: Should humans be considered an invasive species?

Global Studies

• Students construct population pyramids using population data.
• Examine population trends in different countries and examine the reason for the trends in certain areas.
• Encourage students to participate in a class discussion about world-wide human exponential growth and the impact it has on natural and economical resources.

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.

National Science Education Content Standard(s):

As a result of their activities in grades 9–12, all students should develop:

• NS.9-12.1(A) understandings about scientific inquiry
• NS.9-12.3(C) an understanding of interdependence of organisms; behavior of organisms
• NS.9-12.6(F) an understanding of population growth; environmental quality; natural and human-induced hazards

Standard Source: National Academy of Sciences, 1996

ISTE NETS for Students

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

•  B. create original works as a means of personal or group expression. 

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

• B. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• C. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
• D. process data and report results.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

• A.  understand and use technology systems.

Standard Source: ISTE NETS for Students, 2007

Information Power; Information Literacy Standards:

• 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.

Standard Source: American Library Association, 1998