Part I: Information about the Lesson and Unit

Topic: Ecology
Abstract
In this lesson, the students will learn about population growth and how it affects the environment.
On the first day, the students will work in groups to develop age structure graphs of different countrys
populations. On the second day, the students will do a carousel activity, in which they look at their peers
age structure graphs of the other countries, answering questions about each. After, the class will have a
discussion about what each type of structure means, and how large populations can affect natural
resources.

Part II: Clarifying Your Goals for the Topic

A. Big Ideas
Ecosystems have carrying capacities, which are limits to the number of organisms and
populations they can support. These limits result from such factors as the availability of living
and nonliving resources and from such challenges as predation, competition and disease
(LS2.A.). A complex set of interactions within an ecosystem can keep its numbers and types or
organisms relatively constant over long periods of time under stable conditions (LS2.C.). These
interactions are known as limiting factors. Once a population reaches its carrying capacity,
limiting factors like, disease, food, predators and space can affect the population size. If any type
of modest biological or physical disturbance occurs to an ecosystem, it can return more or less to
its original state, as opposed to becoming a different ecosystem. However, extreme fluctuations
to an ecosystems populations or natural environment can challenge the functioning of
ecosystems, in terms of resources and habitat availability (LS2.C.). There are several ways to
determine the total population of species. Counting each individual, using a method called mark,
recapture and counting indirect markers of a population, like nests, are some examples. Human
populations can be measured and depicted using age structures. These structures model the
growth of a population, using age demographics. A large base with a small top shows a rapid
growing population, whereas an age structure with relatively similar age groups is a stable
growth population. Using these structures and censuses, the total human population has been
determined to be about 7 billion. This high number of humans has resulted in changes to the
surrounding environment of the different populations to accommodate the needs of the people.
However, human changes to an environment can disrupt an ecosystem and threaten survival of
some species (LS2.C). Any type of change can directly affect biodiversity, which can be
increased by speciation and decreased by extinction. Biological extinction is a critical factor in

reducing the planets natural capital (LS4.D.). In order for any species to survive on the planet,
biodiversity is needed. Humans are extremely dependent on the resources and benefits that
biodiversity offers. However, our actions are severely impacting the biodiversity of the planet.
Problems like overpopulation, overexploitation, habitat destruction and climate change have the
potential to cause major biological extinctions. Thus, sustaining biodiversity so that ecosystem
functioning and productivity are maintained is essential to supporting and enhancing life on
Earth (LS4.D).

B. Student Practices
1. Naming key practices
In this activity sequence, students will:
Analyze and interpret data
Obtain, evaluate and communicate information
Engage in argument from evidence

Inquiry: Developing Scientific Knowledge

1. Asking questions (for science) and defining problems (for

engineering)

2a. Developing models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

7. Engaging in argument from evidence

Application:
Using
Scientific
Knowledge
2b. Using
models
6.
Constructing
explanations
(for science)
and designing
solutions (for
engineering)

General Practices Associated with the Three Arrows

5. Using mathematics and computational thinking
8. Obtaining, evaluating, and communicating information

Figure 1: Connecting scientific practices with scientific knowledge

C. Performance Expectations for Student Learning

Performance Expectation

Associated

NGSS
Practice
NGSS Performance Expectation(s)
1.

HS-LS2-i. Use scientific reasoning, theory and models to link evidence to claims
about the effects of modest and extreme biological or physical changes to
ecosystems on the natural capacity to reestablish an ecosystem with more or less
stable conditions.

Engaging in
argument from
evidence

Specific Lesson Objective(s)

1.

Students will be able to describe population growth by constructing and analyzing

age structure graphs.

Analyzing
and
interpreting
data

2.

Students will be able to use age structure graphs to identify and describe impacts of
population sizes on available resources and the environment.

Engaging in
argument from
evidence

Part III: Example Activity Sequence

A. Storyline for the Activity Sequence in Context
Stage

Role in Storyline

Lessons before
your sequence

Prior to our activity sequence, we will be discussing carrying capacity, reproductive

patterns, as well as, density factors and their effect on population growth.

Lesson 1

The students will first take notes on age structure graphs, learning about why they are
important and their significance. Then, the students will work as a table to generate age
structures for a given country.

Lesson 2

Students will participate in a carousel activity in which they will move around the
room and look at their peers age structure for different countries. While they do this,
they will answer key questions written by each group. After, we will have a discussion
about what they found at each table, the differences and similarities between countries
and the impacts that large populations have on resources and environments.

Lessons after your We will lead into conservation biology including: biological diversity, threats to
sequence
biodiversity and human impacts.

B. Activity Sequence Details

Focus Objective
Objective

NGSS Practice

Students will be able to use age structure graphs to identify and describe impacts of
population sizes on available resources and the environment.

Engaging in
argument from
evidence

3. TOPE Inquiry Sequence

Stages in Your TOPE Sequence
Stage

Teaching Activities

Techniques

After a brief lecture of age structures and how to analyze them, we will
describe to the students their task (creating an age structure graph for a given
country). Before allowing them to begin, we will model how to graph the
information.

Observations

Students will record the data given to them in the worksheet, and create age
structure graphs. The students will also find important information that affect
their countrys population (ie. birth/death rates, immigration/emigration,
population density, imports/exports).

Patterns

Students will carousel around the classroom, recording information from

other countrys age structures.

Explanations

Students will answer follow-up question in which they analyze the graphs and
information provided- focusing on what type of population growth is depicted
by the age-structure charts. Also, they will identify possible ecological issues
that might arise from large population sizes. We will also have a class
discussion in which we talk about the graphs, and the patterns the students
notice, as well as, what they think these patterns mean.

C. Lesson Plans
Lesson 1 Materials
Powerpoint
Power of the pyramids handout
Markers/colored pencils/crayons

Lesson 1 Activities
Lesson 1 Introduction (10-15 minutes)

Do now: Looking at the age structure of Michigan from 2010. Is the population

increasing, decreasing, staying the same? Why do you think this?

http://www.michigan.gov/cgi/0,4548,7-158-54534_51713_51714261003--,00.html
While the students are answering the do now, we will be taking attendance.
We will then discuss the answer as a class
Possible guiding questions
What makes you think it increased/decreased/stayed the same?
What could be some reasons for this population change?
Does anyone agree? If you disagree why?
What do you think a graph would look like for the US? Michigan?

Lesson 1 Main Teaching Activities (40-45 minutes)

Students will take brief notes on age structure graphs and how to read them
First, we will talk about the different growth rates- stable, rapid and slow
Possible questions to ask:

What do you think the shapes of these graphs will look like? Why do you
say that?

Does anyone agree?

What do you think the population growth of the US is?

Talk about reproductive ages and where they occur on the age structure graphs
Qualify that the reproductive age does start around 15, but that we dont
necessarily want to be having kids that young.
As a class we will do an example age structure graph using Renaissance statisitcs
Clarify that this is not a normal age structure graph since were just using grades,
but that its a good practice run.
i. give numbers of the amount of males and females in each grade
ii. review how to figure out percentages
1. Divide the number of male freshmen by the total population of students
at Renaissance and multiply by 100. Do the same with freshmen girls
iii. Have the students do this at their tables for the rest of the information
iv. Students share the information so we have a complete table on the board
v. Show the students how to put the information on the board
Students finish their graphs in their notes

After constructing the age structure graph as a class, we will return back to the powerpoint and
look at the actual shape of a rapid, slow and stable age structure graph.
o Then we will return to the graph we made for renaissance and determine the
growth rate (stable)

We will do the same with the Michigan example. I will reshow the picture and
the students will determine the shape of the graph.
We will introduce the main activity that the students will work on for the next few days
o The students will be told:
They are working in groups at their table and will be given a certain country
They must use the information given to create an age structure graph
They will also have to research their country. Information to include:
Imports and exports
Immigration and emigration rates
Birth and death rates
Birth regulations
Interesting facts
They will come up with three questions that their peers will have to answer by
looking at the information they present
The questions will have to be related to whatever they put on their board.
One question must ask about the growth of their population.
Since there might not be a lot of time for the students to work on their projects after learning
about age structure graphs, the students will be given the second day of this sequence to research
their project.

Lesson 1 Conclusion (5 minutes)

I will tell the students that they can bring in any iPads, laptops or tablets for tomorrow to do their
research. This is just in case the netbooks (which barely ever work) do not work.
I will also let the students know to bring in any materials they might want to start working on
their posters.
Students will clean up their areas prior to leaving for the day.

Lesson 2 Materials

Lesson 2 Introduction (10-15 minutes)

Hour

Males

Females

Total

12

27

39

24

30

12

24

36

14

24

38

143
now: Using the information on the projector, create an age
structure graph for all of the biology classes. While the
students work on the do now, we will be taking attendance.

We will not discuss the do now today. However, after taking attendance, when I go around to
make sure that the students have finished their do now, I will make discuss their answers with
each table. Checking to make sure they graphed it correctly.

Main Activities (40-45 minutes)

Review age structure shapes (10 minutes)

Before beginning their research projects, we will go over age structures as a class. I will
draw the general shapes on the board for the students to copy in their notes
Why is the shape of rapid growth like a pyramid? What age group has the most
people?
When would a population exhibit slow or stable growth? What are some of the
characteristics of countries like this?
Briefly discuss that age structures in a population can change over time. If a
population has rapid growth, it will not stay that way forever.
Students will be given the rest of the time to work on their research projects (30 minutes)
I will review quickly what they criteria I will be looking for
To keep them on task, I will tell them that there are three things that must be initialed:
Research worksheet

Formatted: Font: (Default) Times New

Roman

Age structure table

Age structure graph
Also, students must choose a role to complete in their groups:
The facilitator- the group leader, making sure everyone is on task
The researcher- the person in charge of using the technology provided to identify
information on their country
The recorder- writing down the information that must be completed by the end of
the day
The materials manager- this person will collect and return all materials needed by
the group for the day.
**These rules can be fluid. They are set in place to ensure that everyone has a
role and is sharing responsibility- Before allowing the students to break off, I will
let them know this
As the students work, I will be walking around the room, monitoring their work
As students complete what I asked them, I will initial their work
Also, I will stop at the tables and ask them questions about their findings or what
their age structure graph indicates.

Concluding Activities (5 minutes)

I will walk around the classroom looking at student progress. If they have completed what I asked
of them, then I will initial their papers.
Students will clean up their areas prior to leaving

Lesson 3 Introduction (10-15 minutes)

Do now: Why do developed countries, such as the United States, exhibit slower population
growth than developing countries, such as India?
While the students are working on the do now, we will be taking attendance.
We will discuss the students thoughts to the question.
Possible guiding questions
What are some things the US uses to control population growth?
What about limiting factors? How might they affect countries with fast
population growth after awhile?
Do you think the US has always had a slow population growth? Why?

Lesson 3 Main Teaching Activities (40-45 minutes)

Students will set up their age structure graphs and country information.
After setting up, the students will walk around the room and look at their peers work, answering
questions about each country.
We will then have a class discussion about the different countries the students visited. This will
then lead us into talking about how population size can affect the environment.
Questions will include:
Which countrys population size increased? Decreased?

What were some of the imports/exports of the different countries you visited?
Natural resources? Birth/death rates?
How do these things affect the population size?
If Indias population size is increasing, how will this impact their natural
resources?
With more people, there has to be more buildings, so what does that do to the
surrounding environment of cities?
Example: I grew up in Canton. During that time, more people moved
there and the cornfields and forests that used to make the city up have
now become stores and parking lots.
Where do those organisms that lived there go? Are they able to still live in cities?

Lesson 3 Conclusion (5 minutes)

We will tell the students that they need to finish the follow up questions for homework.
Students will write on an exit ticket one new thing they learned that day.