STEM5466 Joshua A.

MacGregor
SBI4U UNIT 5: Population Dynamics
LESSON #3: Research Project
Materials: Handouts/Transparencies:
Chalk/White Board Assignment Sheet (Attached)
Chalk/Dry Erase Marker
Textbook
Devices (Cell Phone, Tablet, Laptop)
Computer and PowerPoint Projector
Computer Lab
Homework:
Though a significant amount of class time will be provided to students working on their research
projects, they may require some additional work at home
Students will be required to complete their assignment submission page, as well as their presentations
before the due date (so they can present) independent of how much they are able to get done during
class time
Overall Expectations(s): Specific Expectation(s):
A1. Demonstrate scientific investigation skills A1.1 formulate relevant scientific questions
(related to both inquiry and research) in the four about observed relationships, ideas,
areas of skills (initiating and planning, performing problems, or issues, make informed
and recording, analyzing and interpreting, and predictions, and/or formulate educated
communicating) hypotheses to focus inquiries or research

A2. Identify and describe careers related to the fields A1.3 identify and locate a variety of print
of science under study, and describe contributions of and electronic sources that enable them to
scientists, including Canadians, to those fields address research topics fully and
appropriately
F1. Analyse the relationships between population
growth, personal consumption, technological A1.6 compile accurate data from laboratory
development, and our ecological footprint, and and other sources, and organize and record
assess the effectiveness of some Canadian initiatives the data, using appropriate formats,
intended to assist expanding populations including tables, flow charts, graphs, and/or
diagrams

A1.7 select, organize, and record relevant

information on research topics from a variety
of appropriate sources, including electronic,
print, and/or human sources, using suitable
formats and an accepted form of academic
documentation

A1.9 analyse the information gathered from

research sources for logic, accuracy,
reliability, adequacy, and bias

A2.1 identify and describe a variety of

careers related to the fields of science under
study and the education and training
necessary for these careers
STEM5466 Joshua A. MacGregor
A2.2 describe the contributions of scientists,
including Canadians, to the fields under
study

F1.2 assess, on the basis of research, the

effectiveness of some Canadian technologies
and projects intended to nourish expanding
populations [IP, PR, AI, C]
Prior Knowledge:
The research projects are a summative assessment, which will require students to draw upon their
knowledge of the entire unit. This will include knowledge of all of the concepts within the population
dynamics unit, including, but not limited to, terminology, interaction between species, characteristics of
populations, energy transfer, population growth models and species relationship graphs
Lesson Sequence:
0-10 Minutes: Hook and Attendance
Opening review of previous lessons to get the juices flowing
o What have we learned about growing populations?
o What kind of relationships to predators have with their prey?
o What kind of relationships to competitors have in ecosystems?
o Etc.
Though growing populations interact in complicated ways, it does not always work out
Sometimes populations can struggle to survive, and human intervention can fix it
Introduction on Manish Raizada and finger millet in wheat/barley survivability
Thousands of projects like this one are conducted every year, improving our ecosystems ability to grow,
reproduce and survive
10-20 Minutes: Research Project Introduction
Provide students with a copy of the assignment sheet and accompanying rubrics
Outline the requirements of the assignment for students, answer any questions they may have
Once the assignment has been outlined, migrate to the computer lab to work on it
20-75 Minutes (And Multiple Periods): Work Period
Students will be given time to work on their projects: researching, writing and preparing their
presentations for a due date in the near future
Time will be adjusted based on where the students are at
Lab time is a necessity, you will want to have your students in the lab for multiple periods so that they
have adequate time to complete the assignment (or at least a good chunk of it)
Misconceptions:
Canadian Initiatives are not important and have little relevance outside of Canada
Climate change is a real threat to human (and other) populations, and is preventable
Assessment:
Students will receive a summative assessment based on their research project submissions and their
presentations through a variety of categories, including clarity, level of research, relevance, etc.
Ongoing formative assessment of student enthusiasm and engagement level is also important to gauge
reception of the unit by the class
Accommodations/Modifications:
The nature of the assignment is very open ended, this enables all students to have some form of freedom
within their projects and presentations whichever direction they want to take it
Therefore, the assignment itself does not require much modification in order to accommodate most
students, though additional educational supports will be available (such as technology for the
STEM5466 Joshua A. MacGregor
visually/auditory impaired) if required.
Additionally, the presentations will be done in pairs, that way there is no fighting over specific
initiatives, and it solves the problem of students having issues with resources (such as having a
computer outside of the classroom)