RUNNING HEAD: POPULATION DYNAMICS UNIT PLAN & LESSON SERIES

Population Dynamics Unit Plan & Lesson Series

Ashley Staley
April 10, 2016
EDTP 600
Originality: 75%

Unit Overview

POPULATION DYNAMICS UNIT PLAN & LESSON SERIES

Course: Biology
Grade Level: 9th
Unit Title: Population Dynamics
Length of Time: 2, 90 minute class sessions
Relevance: Factors that affect population size?
Standards:
Goal 1: Skills and Processes
The student will demonstrate ways of thinking and acting inherent in practice of
science. The student will use the language and instruments of science to collect,
organize, interpret, calculate, and communicate information.
Goal 3: Concepts of Biology
The student will demonstrate the ability to use scientific skills and processes
(Core Learning Goal 1) and major biological concepts to explain the uniqueness
and interdependence of living organisms, their interactions with the
environment, and the
continuation of life on earth.
Students who demonstrate understanding can:
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource
availability on organisms and populations of organisms in an ecosystem.
Culminating Performance/Product:
Students will complete a Glogster Exploration, analysis questions, a conclusion and a graph
about the simulation of density-dependent factors that effect a population.
Lessons:
Lesson 1: Introduction to Population Dynamics
Lesson 2: Effects of Density-Dependent Factors on Population Dynamics

Lesson 1
Time Allotted: One period (90 minutes)
Lesson Topic: Introduction to Population Dynamics
Standards:
Expectation 3.5 The student will investigate the interdependence of diverse living organisms
and their interactions with the components of the biosphere.
Indicator 3.5.3 The student will investigate how natural and man-made changes in
environmental conditions will affect individual organisms and the dynamics of
populations.

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Assessment Limits:
Depletion of food
Destruction of habitats
Disease
Natural Disasters
Pollution
Population Increase
Urbanization
Cognitive/Affective Objectives:
The students will be able to use higher-level cognitive skills to demonstrate mastery of
population dynamics to 100% accuracy.
The students will be able to name the causes of changes in populations and the affects they
have on a population to 100% accuracy.
Materials: Students will need their notebooks to take notes. The teacher will need a computer,
the powerpoint presentation, and a projector to present the introductory powerpoint on
population dynamics. Students will also need a computer and worksheet to complete explore the
Glogster about population dynamics. To accommodate for this lesson, some students will need
the graphic organizer software on their computers.
Warm-Up:
There will be no warm-up today because this is a new unit. Perhaps a warm-up could consist of
questions from the previous unit.
Motivator/Bridge (2 minutes):
Today we will be starting a new unit on population dynamics. We will begin by looking at
specific density-dependent factors that affect populations. After we look at the different aspects
of population dynamics, we will complete an exploration activity using Glogster. The Glogster
exploration will give you a real-life example of how population dynamics works. Please get your
notebooks out to take notes as we go.
Developmental activity:
Population Dynamics Introduction Powerpoint (30 minutes)
Glogster Exploration(50 minutes)
Each student will have their own computer to go through the simulation at their own
pace.
Assessment:
Students will complete a worksheet that goes along with the Glogster Exploration This
worksheet will be turned in at the end of class. This worksheet will check for understanding of
the new unit. Based upon the results from the assessment, the amount of review for the next day
may need altered.
Summary/Closure (5 minutes):

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When there is about 5 minutes left of class, I will ask students to turn in what they have from the
Glogster Exploration and return to their seats. I will tell students to review their notes for
homework.
Adaptation:
Some students in this class will need accommodations in order to complete the notes and the
Glogster Exploration.
A student with ADHD: In order to accommodate for the student with ADHD, I will seat
this student close to my desk in the front of the room. When the notes are taken
during
class, I will provide the student with an outline. When directions are given, like
for the
Glogster Exploration, I will give this student one direction at a time. After getting
to
know this student better, I will learn which ways the student learns and focuses
best. I
will enable this student to complete his notes and the Glogster Exploration on the
computer. To do this, I will post the assignment onto Google Classroom
and he can
complete it there. By keeping everything on the computer, the student will
stay better
organized. With the Glogster Exploration, I will assign the student
questions in chunks in
order to break them apart.
One student with a developmental reading disorder: To accommodate for the student
with a developmental reading disorder, I will provide an outline for the notes to
the
student. I will make sure to read the notes off the powerpoint at a pace in which
the
student can understand and follow along. Before the student begins the Glogster
Exploration, I will sit down with him to fill out a graphic organizer on the
computer. By
using a descriptive or thematic map, the student will better comprehend
the material. It
has been proven that graphic organizers enhance comprehension
(Strangman, 2003). I
will allow this student to work with a partner during the Glogster
Exploration to help him
read the text on the screen. I will allow this student to have extra
time for the Glogster
Exploration.
A Student with a physical disability: In order to accommodate for the student with a
physical disability, I will place this student in a priority seat that allows access to
all areas
of the room. I will ensure that everything in the classroom is accessible to this
student.
During the Glogster Exploration, I will bring a computer to the students
desk to avoid the
student walking around the classroom.
Reflection:
Population dynamics can be a difficult topic to grasp. I chose a Glogster Exploration to
help the students understand population dynamics better. The benefits of the Glogster
Exploration is that it will allow students to learn at their own pace. The Glogster Exploration is
learner centered and will allow the student to reflect on what they learned. For this lesson,
students are assessed on the Glogster Exploration worksheet that they turn in at the end of class.
This Glogster Exploration was assigned in order to build upon, or use scaffolding on, the notes
taken at the beginning of class. The Glogster Exploration will reinforce the topics talked about
during the notes. This assignment will be very engaging for the learner and used in place of
reading assignments.

POPULATION DYNAMICS UNIT PLAN & LESSON SERIES

I chose this activity because it will engage the most amount of students. By providing
notes at the beginning of class, and an activity at the end, the students are not sitting in their seats
the entire class. This will benefit the student with ADHD because it will serve as a break when
moving from their desk to the computer (Segal, 2003).
To accommodate for the students in my class, I differentiated my lesson for each. I
offered additional supports to each student based upon their specific situation. For the student
with the developmental reading disorder, I helped him create a graphic organizer from the notes
to assist with the Glogster Exploration and future assignments about population dynamics. I
decided to seat the student with ADHD close to the front of the room to reduce distractions and I
provided an outline for the notes. For the student with ADHD, I also gave the student one
direction at a time. For the student with a physical disability, I will make sure that everything in
the classroom is accessible in the classroom and will bring the materials to the student so he does
not have to move around the classroom. By differentiating the lesson, I will ensure that all
students in the classroom will meet the goals and objectives of this unit.

Lesson 2
Time Allotted: One Period (90 Minutes)
Lesson Topic: Effects of Density-Dependent Factors on Population Dynamics
Standards:
Expectation 1.4 The student will demonstrate that data analysis is a vital aspect of the process of
scientific inquiry and communication.
Indicator 1.4.1 The student will organize data appropriately using techniques such
as tables, graphs, and webs (for graphs: axes labeled with appropriate quantities,
appropriate units on axes, axes labeled with appropriate intervals,
independent and
dependent variables on correct axes, appropriate title).
Indicator 1.4.2 The student will analyze data to make predications, decisions, or
draw conclusions.
Indicator 1.4.5 The student will check graphs to determine that they do not
misrepresent results.
Indicator 1.4.6 The student will describe trends revealed by data.
Expectation 1.5 The student will use appropriate methods for communicating in writing and
orally the processes and results of scientific investigation.
Indicator 1.5.1 The student will demonstrate the ability to summarize data
(measurements/observations).
Indicator 1.5.2 The student will explain scientific concepts and processes through
drawing, writing, and/or oral communication.

POPULATION DYNAMICS UNIT PLAN & LESSON SERIES

for

Indicator 1.5.3 The student will use computers and/or graphing calculators to
produce the visual materials (tables, graphs, and spreadsheets) that will be used
communicating results. (NTB)
Indicator 1.5.4 The student will use tables, graphs, and displays to support
arguments and claims in both written and oral communication.
Indicator 1.5.9 The student will communicate conclusions derived through a
synthesis of ideas.

Expectation 3.5 The student will investigate the interdependence of diverse living organisms
and their interactions with the components of the biosphere.
Indicator 3.5.3 The student will investigate how natural and man-made changes in
environmental conditions will affect individual organisms and the dynamics of
populations.
Assessment Limits:
Depletion of food
Destruction of habitats
Disease
Natural Disasters
Pollution
Population Increase
Urbanization
Cognitive/Affective Objectives:
The students will be able to use higher-level cognitive skills to demonstrate mastery of
population dynamics to 100% accuracy.
Students will be able to apply knowledge from previous science lessons about population
dynamics to understand the new material to 100% accuracy.
The students will be able to name the causes of changes in populations and the affects they
have on a population to 100% accuracy.
Materials:
Students will need their notebooks at the beginning of class to complete the warm-up. The
teacher will need a projector and document camera in order to display the warm-up questions.
Students will need an instruction sheet and questions that go along with the simulation that will
be completed. The assignment, after the simulation requires students to graph their results on the
computer, so students will need a computer that has graphing software. A rubric will be provided
for each student to self-assess their graph and conclusion to show the students what I will be
grading for. Students will also need the homework assignment at the end of class.
Warm-Up: (6 minutes)
When students enter the classroom, they will sit down and begin their warm-ups in their
notebooks. The teacher will have the questions on the document camera projecting in the

POPULATION DYNAMICS UNIT PLAN & LESSON SERIES

front of the classroom. This warm-up will ask students to recall definitions from the previous
days lesson. Students will have 6 minutes to complete the warm-up. The warm-up will state:
Good Morning/Afternoon, Please define the following definitions to the best of your ability.
Make sure to work independently as the warm-up will be graded.
1.) Population
2.) Predator
3.) Density-Dependent Factors
When you have defined all three words, please turn in your warm-up and get the assignment
located at the front of the room.
As a class, we will go over the definitions of the vocabulary words from the warm-up. The
teacher will then ask the question, Which density-dependent factors can affect a population?
Motivator/Bridge (6 minutes):
Review prior learning stemming from warm-up (3 minutes)
Talk about different density-dependent factors that affect a population.
Introduce activity (3 minutes)
We will be looking at a specific population and the density-dependent factors that affect
populations. I will ask you put your knowledge of populations and density-dependent
factors to describe what is happening to a population of deer. Scientists use this
population data to determine the density-dependent factors that affect deer populations
right here in Maryland. Scientists, like you, use exponential and logistic growth rates to
predict the size of a population. This simulation will provide you with an example of how
population dynamics work. We will be completing this simulation outside. Everyone
should bring their assignment and a pencil outside. Please follow me outside to the grassy
area by the blacktop.
Developmental activity (30 minutes):
Explain rules and boundaries for simulation. (8 minutes)
Assign students to certain roles for the simulation (2 minutes)
Walk students through the worksheet and data table (2 minutes)
Complete 10 rounds of the simulation (18 minutes)
Return back inside to complete analysis questions, the graph and the conclusion
The remainder of class will be used to complete the analysis questions, the graph and the
conclusion.
Assessment:
During this lesson, there are various ways that the students are assessed. At the beginning
of the class, a warm-up was completed that was then turned in for a grade. This specific warm-up
checked for understanding from the previous days lesson as well as reviewed vocabulary words
that would help with the assignment later in class. The warm-up will be a formative assessment
and worth 6 points.
Since students are still learning about population dynamics and density-dependent factors
during the lesson, the analysis questions from the simulation will be a formative grade. Each
question of the analysis will be worth 1 point, the graph will be worth 16 points and the

POPULATION DYNAMICS UNIT PLAN & LESSON SERIES

conclusion will be 10 points. The graph will be graded for having a title, labels, a legend, and
graphing correctly. The conclusion will be graded for understanding of the question. The
assignment will be worth a total of 16 points.
There will also be a homework assignment passed out at the end of class. The homework
assignment will check the students understanding of population dynamics and will be a
summative assessment.
A rubric will be given to the students for self-assessment for the graph and the
conclusion.
Summary/Closure:
When there are 5 minutes left of class, the teacher will let the students know that if they are not
finished the assignment, it is homework. The teacher will then pass out and explain the
homework assignment for the day. I will tell the students that the analysis questions, the graph,
the conclusion and the homework assignment are due at the beginning of class tomorrow. Most
of the class should have been able to complete the majority of the questions. I will go over the
homework assignment and the rubric. I will explain that it is a summative assessment.
Adaptation:
Some students in this class will need accommodations in order to complete the simulation,
analysis questions, graph and homework assignment.
A student with ADHD: In order to accommodate for the student with ADHD, I will seat
this student close to my desk in the front of the room. When directions are given,
like in
the simulation, I will give this student one direction at a time. I will also enable
this
student to complete his work on the computer. I will post the assignment onto
Google
Classroom and he can complete the assignment. By keeping everything on
the computer,
the student will stay better organized. With this specific assignment, I will
shorten the
number of questions he is required to complete (Segal, 2016).
One student with a developmental reading disorder: To accommodate for the student
with a developmental reading disorder, I will read the directions aloud and have
the
students follow along. Before the simulation begins, I will talk to the student to
assure
that he understands the directions and has a clear idea of what to do. When it
comes time
to make the graph and answer the analysis questions, I will sit with him to
read him the
questions and break them down into a way that he can understand. I will
use the graphic
organizer from the previous lesson to break down the various
density-dependent factors
that affect a population. I will also allow for him to have
extra time on the
analysis questions.
A Student with a physical disability: In order to accommodate for the student with a
physical disability, I will place this student in a priority seat that allows access to
all areas
of the room. I will ensure that everything in the classroom is accessible to this
student.
During the simulation, I will bring the class to an area that is paved, like a
basketball
court instead of a field so the student can move easily. If the student feels
uncomfortable participating, I will allow the student to record the
data if he chooses.

POPULATION DYNAMICS UNIT PLAN & LESSON SERIES

Reflection:
I believe that the lesson I created will be effective at engaging the students in my class.
Population ecology and the dynamics of populations can be difficult with the amount of
vocabulary terms and cause and effect relationships involved. From struggling with this concept
myself when I was in school, I know to spend extra time on the most challenging parts. I chose
the simulation because it gives the students a real-life example that they can see for
themselves. It is important that all students understand this topic before moving onto more
difficult topics that build on knowledge from this one. The warm-up was assigned to help the
students recall information from the previous day as well as to review terms before the activity
for the day. The terms that were on the warm-up were also in the activity. The warm-up also gave
me feedback of student comprehension from the previous lesson.
This lesson did not use groups because the simulation did not need them. I chose the
students randomly to be the deer or the coyote. When I picked the students for the simulation, I
picked them heterogeneously. It is best to pick groups heterogeneously to decrease the chances
of the lower students experiencing a dumbed-down curriculum. By grouping student
heterogeneously, the expectations for all students will be high, there are more opportunities for
the higher students to assist the lower students and the social and economic inequalities are less
likely to occur (Glass, N.D.). If I can create equality in my classroom, I will do it by grouping
students heterogeneously.
In my lesson, I chose an activity that would engage all students by having them
participate in a simulation. This simulation got the students up and moving and can
accommodate the kinesthetic learner. The student who is the visual learner could have observed
the simulation taking place when they were a decomposer and the student who was a
reading/writing learner could have interpreted the data in the data table and answered the
questions about the simulation. I specifically chose this lesson because it catered to many
different learning styles. The simulation specifically catered to those students who enjoy sports.
This simulation is comparable to a game of tag.
To accommodate for the various students in my class, I changed the activity slightly for
each. I offered additional supports to each student based upon their specific situation. For the
student with a developmental reading disorder, I used the graphic organizer from the previous
lesson to assist the student with the analysis questions. I decided to break the assignment up for
the student with ADHD in order to help him focus on the assignment on hand. I also decided to
allow this student to work on the computer in order to organize his work. For the student with a
physical disability, I changed the location of the simulation to allow for easier movement. By
doing this, the student can participate in all aspects of the simulation.
To meet the needs of all my students, I had to differentiate my instruction in a few
different ways. It was my goal to have all my students succeed. To help all my students succeed,
I decided to differentiate the lesson in several different ways. I hope that this lesson proves to be
an engaging one that reaches all levels of students.
From completing this lesson plan, I learned that a lot of information and thinking goes
into each and every lesson that is planned. Lessons have specific goals and have to be tailored to
each class and to specific students. This lesson and its procedures may not work for another
school or even from year to year. I learned that teachers have to be flexible in their day to day
plans. Although all of this looks like it would work on paper, in all actuality the lesson or the
simulation may not work for these students so I must be flexible in my execution of this plan. By

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knowing the students personally, I would have a better idea of whether I could use this lesson
with them.

Lesson1Assessment
GlogsterExplorationQuestions:
Name:____________________________Class:_____Date:________________________
GlogsterExploration
OpentheGlogsterExplorationassignmentinGoogleClassroomandopenthelinktothe
Glogster.
PopulationDynamicsVideo
https://www.youtube.com/watch?v=RBOsqmBQBQk
1.)Whatisapopulation?

2.)Whataresomethingsascientistneedstoknowinordertostudyapopulation?

3.)Whatisfecundity?

4.)Whatarelimitingfactors?Giveafewexamplesoflimitingfactors.

5.)Whatiscarryingcapacity?

6.)WhatareDensityDependentLimitations?Givesomeexamples.

7.)WhatareDensityIndependentLimitations?Givesomeexamples.

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8.)Whatisexponentialgrowth?

9.)Whatislogisticgrowth?

10.)Whatistheequationforcalculatingtherateofgrowth?

PopulationDynamicsInteractiveLesson
http://ats.doit.wisc.edu/biology/ec/pd/pd.htm
Topic1:
1.)WhattypeofgrowthdoesProfessorBariospredict?

2.)WhattypeofgrowthdoesProfessorNeilsenpredict?

3.)WhattypeofgrowthdoesProfessorChopredict?

4.)Whatdoyoupredict?

Topic2:
1.)Howwouldyoudescribetherateofgrowthofthefishpopulation?
Fillinthechartbaseduponyouranswerstothesummaryactivity:
Logistic

Exponential

11

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12

Topic3:
ReadtheinformationabouttheKrugerNationalParkElephantPopulationandcomplete
theproblemsonthecomputer.

Lesson2Assessment
Name:___________________________ Class:______ Date:____________________
Population Dynamics Lab
Purpose: You are going to create a population growth model for deer. The model will let you
examine how density-dependent factors will affect population size of deer.
Hypothesis: Write a hypothesis for the population and growth rate of deer if they are affected by
density-dependent factors. (Remember to use the If-Then-Because format for hypotheses).
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Materials: Open field, graph paper

Procedure:
Deer: Face away from the environment group and choose an environmental resource. Run and
tag the corresponding resource on the environment side. If you tag the resource, you live and go
back to the deer section for the next generation. If you do not tag a resource, you die and
decompose (stand next to the teacher).
Environmental Resource: Face away from the environment group and choose which resource
you want to be (shelter, food or water). If a deer tags you, you will become a deer in the next
generation. If no deer tag you, you stay as a resource for the next generation.
Decomposers: Stand next to the teacher for the next generation. Go to the environment side after
one generation.
Coyote: Stand next to the teacher. Run and tag as many deer as possible when the teacher says
go. If you tag one deer, you survive. If you tag more than one deer, they become a coyote in
the next generation.
Data:
Generation

Deer Population
1

Number of Environmental Resources

2

Coyote
Population
0

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10

Graphing:
Create a line graph with population size on the y-axis and number of generations on the x-axis.
Use a legend and colored pencils to graph deer, environment and coyote populations. Mark and
label exponential growth and carrying capacity on your graph.
Analysis:
1.) What is the independent variable?
_______________________________
2.) What is the dependent variable?
_______________________________
3.) What are the control variables?
_______________________________
There are 2 types of population limiting factors: dependent and independent.
4.) In this lab, competition and predation were a __________________ limiting factor for
population size.
5.) Which type of limiting factor includes weather, human activities, and seasonal cycles?
______________________________________________________________________________
6.) Which type of limiting factor includes disease and parasites?
______________________________________________________________________________
7.) What happened to the deer that did not tag their corresponding resources?
______________________________________________________________________________
______________________________________________________________________________
8.) Why did a tagged resource become a deer in the next round?
______________________________________________________________________________
______________________________________________________________________________

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9.) The largest number of deer able to survive in the provided environment is called
the____________________.
10.) What type of growth curve happened in the deer generations 1-4?
______________________________________________________________________________
______________________________________________________________________________
11.) Why did the dead deer not become environment in the next generation?
______________________________________________________________________________
______________________________________________________________________________
12.) Give 5 examples of decomposers.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Conclusion:
Explain how the environment influences the deer populations and how the introduction of coyote
affects the deer population growth.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Adapted from Lesson Plans Inc.

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Graphing Rubric

4
Exceeds
Standard

Scale

Labels

Origin

Axis

All intervals count

by the same
number of units
and a reasonable
interval was used.

Graph has a clear

title and clear
labels for both
axes, and the unit
the variable is
measured in is
clearly stated.

Graph starts at 0,0.

Dependent
variable is on the
y-axis;
independent is on
the x-axis.

Graph has a title

and labels for both
axes, and the unit
the variable is
measured in is
included.

Graph starts at 0,0.

Dependent
variable is on the
y-axis;
independent is on
the x-axis.

Graph has a title or

labels for both
axes, or the unit the
variable is
measured in.

Graph may or may

not start at 0,0.

Variables may not

be on the correct
axes.

Graph does not

have a title or labels
for the axes.

Graph may or may

not start at 0,0.

Variables may not

be on the correct
axes.

Numbers clearly
correspond with
graph lines.

3
Meets
Standard

All intervals count

by the same
number of units.
Numbers clearly
correspond with
graph lines.

2
Approaching
Standard

Intervals may not

count by the same
number of units.
May be unclear
what the numbers
correspond with
(space or line).

1
Below
Standard

Intervals may not

count by the same
number of units.
Unclear what the
numbers
correspond with.

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Adapted from
http://eeeems.bham.wednet.edu/staff/Berreth/documents/GRAPHINGRUBRIC.doc

Conclusion Rubric
4

Used time pretty

well. Stayed
focused on the
experiment most of
the time.

Did the lab but did

not appear
interested. Focus
was lost on several
occasions.

Participation was
minimal OR
student was hostile
about participating.

Scientific Concepts Conclusion

illustrates an
accurate and
thorough
understanding of
scientific concepts
underlying the lab.

Conclusion
illustrates an
accurate
understanding of
most scientific
concepts
underlying the lab.

Report illustrates a
limited
understanding of
scientific concepts
underlying the lab.

Report illustrates
inaccurate
understanding of
scientific concepts
underlying the lab.

Summary

Conclusion
describes the skills
learned, the
information
learned, and some
future applications
to real life
situations.

Conclusion
describes the
information learned
and a possible
application to a
real life situation.

Conclusion
describes the
information
needed.

No conclusion is
written

Spelling,
Punctuation and
Grammar

One or fewer
errors in spelling,
punctuation, and
grammar in the
conclusion.

Two or three errors

in spelling,
punctuation, and
grammar in the
conclusion.

Four errors in
spelling,
punctuation, and
grammar in the
conclusion.

More than 4 errors

in spelling,
punctuation, and
grammar in the
conclusion.

Participation

Used time will in

lab and focused
attention on the
experiment.

Adapted from RubiStar Home

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Name:_____________________ Class:______________ Date:__________________

Population Dynamics Homework
Please answer the following questions in complete sentences.
1.) What type of growth will a population show if the conditions are ideal?

2.) Name the seven types of density-dependent factors that weve learned about. For each
factor, describe its effect on a population of deer.

3.) What are density-dependent factors?

4.) What type of growth is present if the population levels off?

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Assessment for Unit Plan Objectives

Name:_______________________ Class:________________ Date:_______________________
Complete the following questions. Make sure to use complete sentences in your answers and be
as scientific as you can in your explanation. Good Luck!
Short Answer
1.) The following data is from a population of Koala in a state park located in Australia recorded
over a 50 year time period.
Year

Number of Koala
1930

10

1935

27

1940

104

1945

389

1950

798

1955

562

1960

438

1965

374

1970

353

1975

332

1980

330

a.) Graph the results of the study of the Koala Population. Remember to include a title
and labels. (Use the computer to complete your graph).
2.)How would you describe the shape of the graph?
______________________________________________________________________________
______________________________________________________________________________

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3.) What happened to the population during the 1950s and 1960s?
______________________________________________________________________________
______________________________________________________________________________
4.) Give 4 reasons as to why the population may have leveled off.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5.) Based upon your graph, estimate the carrying capacity of the Koala population in the state
park.
______________________________________________________________________________
______________________________________________________________________________
6.) What kind of population growth is represented in the graph? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Multiple Choice
7.) A population is
a.) A group of organisms of one species that interbreed and live in the same place at the
same time
b.) The number of people other organisms, or crops that a region can support without
environmental degradation.
c.) Interactions between organisms and their environment.
d.) A social unit consisting of parents and their children.
8.) Which of the following factors is an outcome of high population density?
a.) Increase in pollution
b.) Low birth rates
c.) Increased mortality
d.) Increase in resources
9.) Which of the following populations are most likely to survive?
a.) A very small population in an isolated area.
b.) A medium sized variation located far from water.
c.) A large population with genetic variation.
d.) All populations would go extinct.
10.) Which of the following explains exponential growth?
a.) The rate of increase fluctuates.
b.) The number of individuals in a population increases rapidly

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c.) The rate increases, then levels off.

d.) The rate decreases continuously.
True/False
11.) ______ Disease is unlikely to limit population growth.
12.) ______ As the number of resources increase, the population is likely to
decrease.
13.) ______ As a population increases, the amount of resources available will decrease.
14.) ______ A density-dependent factor is any environmental factor that depends on population
data.
Essay
15.) How does the environment influence a population and how does the introduction of a
predator affect a prey population? Use examples from class to explain your answer.

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Rationale for Selected Questions:

1.) This question will be graded using the rubric for graphs. The students learned how to graph
population data in the simulation from class.
2.) I chose this question to be short answer so students can use descriptive words to explain what
the graph looks like. Students need to practice this skill because scientists occasionally have to
do observations based on what they see. Short answer questions are harder than multiple choice
questions or true/false questions because the test-taker must recall information and evaluate the
question in order to answer it.
3.) I chose this question to be short answer so students can describe what their graph looks like in
a particular segment. The student must analyze his or her graph in order to answer the question.
This requires higher-level thinking than a multiple choice question.
4.) I chose this question to be short answer because it requires the students to recall information
about populations leveling off. I did not want to provide possible choices here from the students
to pick from.
5.) I chose this question to be short answer because each students estimate may be a little
different. This skill was practiced in class and we talked about how estimates can be different
from one person to another, but they should be relatively close.
6.) I chose this question to be short answer because I wanted the students to analyze their graphs
and recall the different types of graphs we learned about before choosing their answer. I asked
the students to also explain why it is the type of graph they chose which will help me determine
if they know the different characteristics of each type of graph.
7.) I chose this question to be multiple choice because it is a definition. I would not expect a
student to define the word from memory. I wanted to give the student some choices of
definitions.
8.) I chose this question to be multiple choice because I wanted the students to choose one of the
options out of the choices. Students will need to know the definition of density and
characteristics of high population density in order to answer this question.
9.) I chose this question to be multiple choice because I wanted the students to pick a population
out of a group of populations that would be most likely to survive. I could have had students
explain an ideal population that would be likely to survive, but multiple choice questions are
quick to answer.

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10.) I chose this question to be multiple choice because I wanted the students to pick an
explanation that describes exponential growth. This will allow students to use the definitions
provided so they dont have to create their own.
11.) I chose this question to be true/false because it makes the student think about this specific
example and whether or not it limits population growth.
12.) I chose this question to be true/false because it makes the student think about how resources
effect a population. True/false questions give a statement and the students have to tell whether it
is correct or not. I cannot give a statement like this for multiple choice, short answer or essay
questions.
13.) I chose this question to be true/false because it makes the student think about how a
population effects resources. True/false questions give a statement and students are required to
say whether it is correct or not.
14.) I chose this question to be true/false because it makes the student think about the definition
to density-dependent factors. This could be done with a multiple choice question as well, but I
decided to use true/false because it will be faster to complete a true/false question than a multiple
choice question.
15.) I chose an essay question for this because it will allow students to explain their thinking and
incorporate class discussions and simulations. This will require the student to incorporate
different aspects of this unit into their response.

Resources

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Connecting Concepts: Ecology. (n.d.). Retrieved April 10, 2016, from http://ats.doit.wisc.edu/
biology/ec/pd/pd.htm
Crash Course (2012, November 12). Population Ecology: The Texas Mosquito Mystery-Crash
Course Ecology #2 [Video File]. Retrieved from
https://www.youtube.com/watch?
v=RBOsqmBQBQk
Graphing Rubric. Retrieved March 17, 2016, from
http://eeeems.bham.wednet.edu/staff/Berreth/documents/GRAPHINGRUBRIC.doc
Glass, G. V. (N.D.) Grouping Students for Instruction (Unpublished doctoral dissertation).
Arizona State University. http://nepc.colorado.edu/files/Chapter05-Glass-Final.pdf
ISTE Standards Students. Retrieved from http://www.iste.org/standards/ISTEstandards/standards-for-students
Lesson Plans Inc. Population Ecology Lab. Retrieved from
http://www.lessonplansinc.com/lessonplans/population_ecology_lab.pdf
Maryland College and Career-Ready Standards-Science. Retrieved from
http://mdk12.msde.maryland.gov/instruction/curriculum/science/index.html
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics. (n.d.). Retrieved April 09, 2016, from
http://www.nextgenscience.org/dci-arrangement/ms-ls2-ecosystems-interactions-energyand-dynamics
RubiStar Home. (n.d.). Retrieved March 17, 2016, from http://rubistar.4teachers.org/index.php?
ts=1458245729
Segal, J., & Smith, M. (2016, March). Teaching Students with ADD / ADHD. Retrieved March
16, 2016, from http://www.helpguide.org/articles/add-adhd/teaching-students-with-adhdattention-deficit-disorder.htm
Strangman, N., Vue, G., Hall, T., & Meyer, A. (2003). Graphic organizers and implications for
universal design for learning. Wakefield, MA: National Center on Accessing the General
Curriculum. (Links updated 2014). Retrieved March 21, 2016 from
http://aem.cast.org/about/publications/2003/ncac-graphic-organizers-udl.html