Name of Lesson/Topic of Study ___Limiting Factors___Grade Level(s) __8-11___ Duration of Lesson/Unit 2 block days

Curriculum Resources: Item specs

State Standards (all standards that apply including science, literacy and mathematics)

SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. AA (Also addresses SC.912.N.1.4)

Learning Goals(to be written on board or overhead and in student note books) : Students will understand how variations in a habitat will affect the population of organisms in a species.

Key Vocabulary:carrying capacity, population, biotic, abiotic, limiting factors, habitat, ecosystem, reproduction, predator, prey, degradation, species, resource

Preparation: graph paper, rulers

Safety Considerations: Watch for…. ant piles, bees, and flying objects!

Lesson Phase / Notes and Discussion
(Details of what the teacher and students will do.) / Materials Needed / Essential Questions
(Probes/Questions to ask students at every phase in the lesson) / Evaluate
(Student outcomes to “Look For”, products, or performances at every phase of the lesson)
Engage
mentally engage students with an event or question. / 1.Complete column 1 of vocabulary KWL
2.Watch the 30 sec video clip (penguins). 3.Use jigsaw to read article “Limiting Factors” / Teachertube video clip
/ What are limiting factors? / Participation in discussion.
Complete column 1 on vocabulary KWL.
Explore
hands-on experiences to explore the concept further. / 1.Explain and demonstrate lab rules, and rubric before heading outside to do the lab.
2. Hypothesize
3.Collect data
4.Complete graph / Open Space
(if outside is not possible- do as demo with fewer students) / How will resource availability affect the population of a species in an ecosystem? / Rubric: lab participation and data collection
Explain
provide the scientific explanation and terms for what they are studying…via lecture, demonstration, reading, or multimedia (video, computer-based). / 1.Discuss specifics of graph and meaning of.
(It is natural for organisms in a population to fluctuate in number. Once the number exceeds the carrying capacity, organisms will begin dying out).
2.Complete column 2 and 3 of vocabulary / notebook / Do the number of organisms of the same species fluctuate or remain stagnate? / Rubric: Lab report with emphasis on analysis of data, graph, and conclusion
Elaborate/Extend
opportunities to apply the concept in unique situations, or they are given related ideas to explore and explain using the information and experiences they have accumulated so far. ..discussing their ideas with others, students can construct a deeper understanding of the concepts. / Homelearning: 1.Choose a venue to explain what may happen to an Emperor Penguin if the earth continues to warm. You may choose to write a story, cartoon, newspaper article, etc. Include all vocabulary words. / What difference to the population number would be seen if there was a natural disaster (i.e. flood, hurricane, fire)? / Rubric

Note: This lesson template is adapted from the 5E Instructional Model developed by the Biological Sciences Curriculum Study.