SBI4U UNIT 5: Population Dynamics

LESSON #1: Modeling Population Growth

Materials: Handouts/Transparencies:
Textbook Assignment Sheet (Attached)
Devices (Cell Phone, Tablet, Laptop)
Chalk/white board
Chalk/Dry Erase
Homework:
Completion of the activity, if necessary, can be done at home
Supplementary textbook questions can be assigned at the teachers discretion
Overall Expectations(s): Specific Expectation(s):
A1. Demonstrate scientific investigation skills A1.4 apply knowledge and understanding of safe
(related to both inquiry and research) in the four laboratory practices and procedures when planning
areas of skills (initiating and planning, performing investigations by correctly interpreting Workplace
and recording, analyzing and interpreting, and Hazardous Materials Information System (WHMIS)
communicating) symbols; by using appropriate techniques for handling
and storing laboratory equipment and biological
F1. Analyse the relationships between population materials
growth, personal consumption, technological
development, and our ecological footprint, and A1.5 conduct inquiries, controlling relevant variables,
assess the effectiveness of some Canadian initiatives adapting or extending procedures as required, and using
intended to assist expanding populations appropriate materials and equipment safely, accurately
and effectively, to collect observations and data
F2. Investigate the characteristics of population
growth, and use models to calculate the growth of A1.6 compile accurate data from laboratory and other
populations within an ecosystem sources, and organize and record the data, using
appropriate formats, including tables, flow charts,
F3. Demonstrate an understanding of concepts graphs, and/or diagrams
related to population growth, and explain the factors
that affect the growth of various populations of F2.1 use appropriate terminology related to population
species dynamics, including, but not limited to: carrying
capacity, population growth, population cycle,
fecundity, and mortality [C]

F2.2 use conceptual and mathematical population

growth models to calculate the growth of populations of
various species in an ecosystem [PR, AI, C]

F2.3 determine, through laboratory inquiry or using

computer simulations, the characteristics of population
growth of two different populations [PR, AI, C]

F3.1 explain the concepts of interaction

F3.2 describe the characteristics of a given population

F3.3 explain factors such as carrying capacity,

fecundity, density, and predation that cause fluctuation
in populations, and analyze the fluctuation in the
population of a species of plant, wild animal, or
microorganism
 F3.4 explain the concept of energy transfer in a human
population in terms of the flow of food energy in the
production, distribution, and use of food resources

F3.5 explain how a change in one population in an

aquatic or terrestrial ecosystem can affect the entire
hierarchy of living things in that system
Prior Knowledge:
Students would have already covered the introductory topics of population dynamics, including (but not
limited to): terminology, interaction between species, characteristics of populations, and energy transfer
between populations
Students will thus be able to use terms in context and navigate the subsequent exercises with minimal
guidance on the subject matter
Lesson Sequence:
0-10 Minutes: Review/Attendance
Take a few minutes to get the students acquainted with the subject matter, do a review of terminology
and concepts from previous days including characteristics of populations, energy transfer between
populations and interaction between species
This can be done via chalk talk, personal whiteboards, Kahoot, whichever way you want to
10-50 Minutes: Population Growth Activity
Administer the students the activity sheet and allow them to work in groups in order to graph their data
and do some problem solving
Proctor the students and guide them in the right direction
Allow adequate time for the activity to be completed and then move on to consolidation
Encourage students to use graphing technology and Chromebooks, if available
50-75 Minutes: Consolidation
Hold a discussion about the activity and discuss what their results were
Establish the characteristics of competition between populations, relating it back to energy flow and the
overall results of competition discussed in previous lessons
Misconceptions:
Some organisms do not affect population size because they are not important
Ecosystems are not a functioning whole, but simply a collection of organisms
Species are always compatible and the NEED to get along
And many more!
Assessment:
Formative assessment of the students graphing and question answering by collecting the assignment
sheets
Information gathered can provide information on student performance and engagement with the unit
Accommodations/Modifications:
Allow the students to work in groups in order to aid students who are not as technologically or
academically gifted
Also provide the students with a variety of means to complete the assignment, including computers, cell
phones, graph paper (the good old fashioned way), etc.