Mary Beth Armstrong
Fish Kill Lesson Plans Week 6
Sept. 15-19th
Monday 15)
Standard: 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.
Construct an explanation that predicts patterns of interactions among organisms across multiple
ecosystems
Learning Target: I can explain the growth of a population based on the shape of the graph line.
I can accurately use terms such as carrying capacity, exponential growth, logistic growth, lag
phase, and equilibrium in my explanation.
http://www.otherwise.com/population/exponent.html
•
•
•
•
•
Students will:
Go over LT 1-3 Quiz
Complete Box Lake Activity and Questions
Post Assess LT - 5
Construct growth graphs using simulation from biologycorner.com
Predict shapes of the graph lines based on the birthrate and resources available to
support the population.
Students will read information about exponential and logistic growth and will complete four
experiments on the site to see how the growth of a population is affected when birth rate
and carrying capacity are manipulated (1.2, 1.4, 1.6, 1.8 and 2.0).
Students will manipulate the model controls and will sketch graphs of the model results.
Students will use the last 20 minutes of class to take a practice EXPLORE Science Test.
Tuesday (16)
Standard: 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.
Construct an explanation that predicts patterns of interactions among organisms across multiple
ecosystems
Learning Target: I can explain the growth of a population based on the shape of the graph line.
I can accurately use terms such as carrying capacity, exponential growth, logistic growth, lag
phase, and equilibrium in my explanation.
Review Exponential Growth and the shape of graphs that show exponential growth.
•
•
•
Students will then observe and sketch logistic growth.
Students will observe the shape of a graph showing logistic growth. In this model,
students will see that logistic growth is dependent not only on the birth rate, but on
the resources available for the population. With logistic growth, as the population
becomes denser, limiting factors such as disease, stress, and overcrowding affect the
size of the population which is displayed on the logistic growth graph as “carrying
capacity”.
By the end of the lesson, students will be expected to recognize the difference
between logistic and exponential growth. Students will also describe the patterns that
develop and will be asked to differentiate between exponential and logistic growth.
Formative Assessment: Students will write characteristics for each type of growth in their
journals under Big Ideas.
We will score and discuss the practice science EXPLORE tests that students took on Monday.
Wednesday
Learning Target: I can determine my strengths and weaknesses in my understanding of
learning targets 4 and 5.
•
•
•
•
•
•
Students will take a formative assessment over learning targets 4 and 5 using the
SMART Response clickers.
Students will record their results in a chart in their journals. Students will set a goal
for improvement.
We will schedule a summative test for Friday.
For the remainder of class, students will work in small heterogeneous groups to
practice EXPLORE test questions.
Students will get 5-6 minutes to read the passage and answer the questions as a
group. Each group will have a different question to answer. At the end of the time
frame, student groups will rotate, read a new passage and analyze/critique the
answers the previous group gave for the passage.
Student groups will complete one passage and questions but will critique/analyze
three additional problems.
Formative Quiz over DD and DI and Exponential and Logistic Growth
Thursday
Students will take the EXPLORE Test
Friday
Learning Target: I can show what I know about limiting factors and population dynamics
based on performance on a test over learning targets 4 and 5.
Students will take a test over LT 4 and 5 after a brief review in the beginning of class.
Students will then read an article about the fish analysis data in Riverside.
After reading the article, students will research bioaccumulation using Ipads or Computers.