I.
Grade Level/Unit Number: Grade 6 Unit 5
II:
Unit Title:
Population Dynamics
III.
Unit Length:
7 weeks
IV.
Major Goals and Learning Outcomes:
Why is the interaction of an organism essential for its survival?
What abiotic factors affect growth and survival of organisms?
How does habitat destruction affect biodiversity?
What is pollution?
How does human activity impact the environment?
What steps can humans take to reduce their impact on the environment?
Why has human population increased?
What effect does increased population have?
What is natural selection and how does it work?
What is adaptation?
What evidence is there for change over time?
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V.
Objectives and RBT Tagged Verbs:
Number Competency or Objective
1.01
1.02
1.04
1.05
1.06
Identify and create questions and hypotheses that
can be answered through scientific investigations.
Develop appropriate experimental procedures for:
 Given questions.
 Student-generated questions.
Analyze variables in scientific investigations:
 Identify dependent and independent.
 Use of a control.
 Manipulate.
 Describe relationships between.
 Define operationally.
Analyze evidence to:
 Explain observations.
 Make inferences and predictions.
 Develop the relationship between evidence
and explanation.
Use mathematics to gather, organize, and present
quantitative data resulting from scientific
investigations:
 Measurement.
 Analysis of data.
 Graphing.
 Prediction models.
1
RBT
Tag
A1
B3
B4
C3 (c4)
A2
1.07
1.08
1.09
1.10
2.02
2.03
2.04
7.01
7.02
Prepare models and/or computer simulations to:
 Test hypotheses.
 Evaluate how data fit.
Use oral and written language to:
 Communicate findings.
 Defend conclusions of scientific investigations.
Use technologies and information systems to:
 Research.
 Gather and analyze data.
 Visualize data.
 Disseminate findings to others
Analyze and evaluate information from a scientifically
literate viewpoint by reading, hearing, and/or viewing:
 Scientific text.
 Articles.
 Events in the popular press.
Use information systems to:
 Identify scientific needs, human needs, or
problems that are subject to technological
solution.
 Locate resources to obtain and test ideas.
Evaluate technological designs for:
 Application of scientific principles.
 Risks and benefits.
 Constraints of design.
 Consistent testing protocols.
Apply tenets of technological design to make
informed consumer decisions about:
 Products.
 Processes.
 Systems.
Describe ways in which organisms interact with each
other and with non-living parts of the environment:
 Coexistence/Cooperation/Competition.
 Symbiosis.
 Mutual dependence.
Investigate factors that determine the growth and
survival of organisms including:
 Light.
 Temperature range.
 Mineral availability.
 Soil/rock type.
 Water.
 Energy.
2
B2
A1
A1
B4
B3
B4
B3
B2
B6 (D6)
7.03
7.04
7.05
7.06
Explain how changes in habitat may affect organisms.
Evaluate data related to human population growth,
along with problems and solutions:
 Waste disposal.
 Food supplies.
 Resource availability.
 Transportation.
 Socio-economic patterns.
Examine evidence that overpopulation by any species
impacts the environment.
Investigate processes which, operating over long
periods of time, have resulted in the diversity of plant
and animal life present today:
 Natural selection.
 Adaptation.
B2
B5
B4
B6(D6)
VI.
LEP
VII.
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Materials Needed:
Internet access
Computer access
Aquarium
Terrarium
OPTIONAL- pictures of balanced ecosystem
Plastic bags
12 nails per group
Block of wood per group
Flowered material
Multi-colored beads
The Lorax, by Dr. Seuss/ or video
Poster paper/ poster board
Markers/ crayons
Construction paper
o Black
o White
o Green
o Newsprint
Editorial Cartoon(6th grade support documents)
Video/DVD- World Population: a Geographic Simulation of the history of
humans Populations Growth. (Population Connection (202-332-2200
www.populationconect.com )
Media resources for research
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VIII.
Big Idea
The earth is home to many different life forms, including plants, animals,
humans, and other organisms. There is a high degree of interdependence among
populations of organisms and the non-living components of their environments.
These interactions may support a stable population, but often result in wide
fluctuation of population numbers over time in natural environments. Many
environmental factors such as varying amounts of heat, light, water, minerals,
shelter, and food influence the growth and survival of individuals within a
population.
Populations of various species co-exist within an ecosystem, often having
to compete for limited resources of food, water, space and shelter. Some
species, however, have symbiotic relationships in which interactions benefit longterm survival of one or both species. The interconnectedness of populations
means that change in one population within a community of living things often
results in a change in others. Over population by any species has an impact on
the environment.
Any change in living or non-living parts of a habitat has the potential to
impact population numbers. Organisms within a species must be able to find
sufficient resources to survive. As environmental conditions change due to
natural events or human activities, it may be more difficult for organisms to
maintain health and the ability to reproduce and, over time, permits the survival
of the species. A species that is not able to adapt to changing conditions will,
over time, become extinct.
Organisms have survived and continue to live in a wide variety of
conditions on the earth. Physical and behavioral adaptations have enabled
organisms to meet basic needs, even in environments with extremes of heat,
light, moisture, soil type, and energy.
Human population has grown at a constantly increasing rate over the last
two centuries. This booming population growth has resulted in changes in
landscapes, oceans, and atmosphere that interfere with life-sustaining natural
systems. These systems when out of balance endanger the survival of many
plant and animal populations.
Growth in human population, especially in some parts of the world, has
been a challenge to science and technology as the search of ways to keep up
with the demand for basic needs of food, clean air, and water and the safe
disposal of waste products continues. Depletion of limited natural resources used
in manufacturing and transportation as well as the pollution and land degradation
that occurs due to the removal of these resources is accelerated as human
population and individual consumption of resources increase.
Overpopulation by any species has an impact on the environment.
Overpopulation results when the long-term ability to sustain quality of life is
negatively impacted by the current population.
IX. Notes to Teacher:
This unit deals with the balance between living and non-living resources in
natural systems and the imbalance that can result as population growth and
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demand for resources exceed limits that are sustainable over time. These
lessons are designed to get students to consider individual actions and their
impact on the environment. The goal is not to point blame for environmental
problems but rather to create an awareness of issues as viewed from different
perspectives and focus on the power of individuals to make a difference.
Likewise this unit is one in which the teacher wants to be careful not to tell the
students “what to think” but to provide opportunities for the students to consider
various points of view. It is important to provide practice in the logical process of
considering different sides of a controversial issue, separating fact from
propaganda, and arriving at scientifically literate opinions on environmental
issues that will impact the quality of environmental systems for years to come.
This unit provides an opportunity to connect science concepts to the
everyday lives of students. Some issues like global warming are worldwide in
scope, yet individual choices still make a difference. Others, like land use, are
more local in nature. The power of this unit is best realized when it addresses not
only the big global issues but also the issues being debated in the local
community.
There is much attention in the media now to “thinking green.” This unit
could be a year-long one. Introduce the idea of stewardship of the environment
in the fall. Keep up with news in the media and use Earth Day in late April as an
opportunity to pull together a powerful culminating experience for students.
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X. Global Content
NC SCS
Grade 6
Activity
1.01, 1.02,
Balanced Systems
1.04, 1.05,
and Their Disruption
1.07, 1.08,
7.01, 7.02,
7.03,
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1.01, 1.05,
1.08, 1.10,
2.02, 7.03,
7.05
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Kaibab Story
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1.05, 1.08, 1.10 Learning from the
202, 7.03, 7.04 Lorax
7.05
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6
21st Century Skills
Working on a teams - teamwork
Explaining a concept to other communication skills
Identifying cause and effect
relationships - language skills
/reading
Conveying thought or opinion
effectively - communication skills
Develop visual aids for
presentations - computer
knowledge
Developing strategies to address
problems - thinking/problemsolving skills
Organizing and relating ideas when
writing - language skill/writing
Locating and choosing appropriate
reference materials – language arts
– reading
Organizing and relating ideas when
writing - language skill/writing
Conveying thought or opinions
effectively - communication skills
Searching for print information information retrieval skills
Explaining a concept to others communication skills
Identifying cause and effect
relationships - language skills
/reading
Organizing and relating ideas when
writing - language skill/writing
Conveying thoughts or opinions
effectively - communication skills
Explaining a concept to others communication skills
Creating memos, letters, and other
forms of correspondence language skill/writing
Identifying cause and effect
relationships - language skills
/reading
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1.05, 1.06,
Natural Selection
1.07, 1.09, 1.10 You Can See
7.03, 7.06
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1.05, 1.06,
1.07, 1.08,
1.09, 1.10,
2.02, 2.04,
7.04, 7.05
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Six Billion People on
Spaceship Earth...
So What
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Working on a team - teamwork
Explaining a concept to others communication skills
Identifying cause and effect
relationships - language skills
/reading
Conveying thoughts or opinions
effectively - communication skills
Explaining a concept to others communication skills
Working independently employability skills
Searching for print information information retrieval skills
Working on a team - teamwork
Explaining a concept to others communication skills
Identifying cause and effect
relationships - language skills
/reading
Conveying thoughts or opinions
effectively - communication skills
Explaining a concept to others communication skills
Working independently employability skills
Searching for print information information retrieval skills
Balanced Systems and Their Disruption
Objective
1.01, 1.02, 1.04, 1.05, 1.07, 1.08, 1.09, 2.02, 7.01, 7.02, 7.03
Background Information
Plant and animal communities exhibit an intricate web of interdependence with
one another and with the non-living parts of an ecosystem. There is a delicate
balance between living and non-living elements of each ecosystem.
Relationships may be described as coexistence, cooperation, or competition.
Symbiotic relationships are those in which two species of organisms live in close
proximity and interact with one another in one of these ways:
Commensalism – one species derives food or shelter from the other
without harming that organism or getting any benefit from that organism in
return
Mutualism – two species are “mutually” dependent on one another (ex. bee and flowering plant)
Parasitism – one species (parasite) gets food from another to the
detriment of the other species (host) (ex. – a dog and a flea)
As the human population grows, more space and resources are used and more
waste and pollution are returned to ecosystems. Resulting changes in and loss
of wildlife habitat disturb the balance of nature and are a major cause of plant
and animal species extinction.
Materials:
 Aquarium
 Terrarium
 Pictures of a balanced ecosystem
 Per group of 2 students if possible:
o Plastic bags of 12 large nails and a small block of wood with
another nail driven firmly into it
 Computer and internet access
Engage:
Prepare a plastic bag for each group with 12 large nails and one larger nail
driven into a small piece of wood. Ask each group to work on a flat surface and
create a balanced system of the 12 nails that balances on the head of the nail in
the wood. (As students work offer hints to guide thinking if needed.) Remind
students that all parts of a system must work together and therefore nails cannot
be placed one at a time on the head of the nail. Suggest that a system of the 12
nails be created first on the table and then lifted up and placed on the head of the
nail in the block. Once groups have been successful in building a balanced
system compare this balanced system to the earth’s natural systems. In both
this system of nails and in natural systems of the earth various components or
parts must interact and work together to achieve and maintain balance. Just as
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the nails form the balanced system on the head of the upright nail, systems in
nature must demonstrate a similar balanced relationship between all of their
components in order to thrive. This includes complex biological, chemical, and
physical conditions and organisms, all interacting and dependent on each other
for a balanced ecosystem.
Model stress on the system by trying to remove nails. Determine how many
nails, and which nails, can be removed before the system collapses.
Image found at: www.stevespanglerscience.com/experiment/00000083
How does the system of nails balance?
Describe how all nails are “connected” and depend on other members of the
system.
 Why are some nails more important to the system than others?
 How could additional nails be added to this system?
 What are some natural ecosystems?
 What parts of an ecosystem might the nails represent?
 What relationships exist between these parts of an ecosystem?
 How might natural ecosystems become “unbalanced”?
Explore:
As a class observe and record observations of a balanced system of living things
in one or all of these ways:
Option 1: Students build a balanced system
Student-constructed terrariums of forest, desert, and swamp environments using
information from this website would be ideal.
http://spikesworld.spike-jamie.com/science/ecology/c241-02-terrarium.html
Option 2: Students observe a local habitat
This is especially good if a stream or forest is close by. Every school, however,
has a habitat for living things just outside the classroom door that can be studied
first hand. This is often the best place to start before one ventures to exotic
habitats like rainforests, deserts, and tundra!
Option 3: Students observe a picture of a balanced system
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Pictures of habitats, ecosystems, or biomes could be used if no other resource is
available. Good sources include pictures from calendars, magazines, textbooks
or trade books. Books like NC Wild Places provides pictures of NC habitats, and
websites such as http://www.mbgnet.net provide pictures of biomes (rainforest,
tundra, taiga, desert, temperate, and grassland) and ecosystems (shoreline,
temperate ocean, Tropical Ocean, river and streams, ponds and lakes, and
wetlands) of the world.
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Make a list of living and non-living parts of the system being observed.
Brainstorm possible connections and interactions between the non-living
and living things in a balanced and healthy system.
List the producers, consumers, and decomposers in this balanced system.
Draw a food chain in this system.
Brainstorm a list of things that might upset the balance of this system.
Explain:
Identify the following kinds of relationships: coexistence, cooperation, and
competition in the system. Look for and describe any symbiotic relationships.
Classify them as mutualistic, parasistic, or commensal. Draw and describe
special adaptations of organisms for survival in this system. Give examples of
the “connectedness and balance” of all living and non-living parts of this system.
Elaborate:
Have student groups research and prepare a presentation for classmates on the
balance of physical conditions and interactions of living things in selected
habitats, ecosystems, or biomes. The website at www.mbgnet.net contains
great information for this research. Teacher Domain website has good
multimedia material as well as a lesson plan similar to this one. These are listed
under Curriculum Resources at the end of this lesson.
Students work together to learn about the physical conditions, interesting plant
and animal adaptations and interactions, and any looming threats to the
existence or natural balance of living and non-living components of this system.
The group designs visuals (concept map, illustrated poster, map, chart, etc.) on
poster paper, white boards, or PowerPoint presentation to record the conditions
of temperature, moisture, soil quality and type, light, and other conditions that
define the habitat, ecosystem, or biome being studied. Labeled drawings can be
used to show examples of different types of relationships between organisms in
the biome such as coexistence, cooperation, and competition. Examples of
typical food chains should be illustrated.
Each group member should select a different plant or animal from the biome or
ecosystem to research using the web or library resources to answer these
questions:
 What makes this organism interesting and unique?
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What adaptations does the organism have to survive in this environment?
How is the organism connected to others in this environment?
How does it get energy for life processes? If it is an animal, what does it
eat? What eats it?
What advantages and disadvantages does the organism provide others?
How would scientists classify this relationship?
What might happen if the population of this organism increased or
decreased dramatically?
What factors might produce such a change in population numbers of this
organism?
What might happen if this organism were to become extinct?
Student research reports should include a drawing of the organism.
Evaluate:
Groups share visuals which describe the defining characteristics of each
environment studied. Individuals share visuals highlighting interesting plants and
animals in the environment.
Summarize sharing by having the class compare and contrast each of the
environments studied:
 How were they all alike?
 How was each different from the others?
 What are some examples of interesting plant and animal adaptations for
low levels of heat, light, energy, moisture, or poor soil quality?
 What are some interesting plant and animal adaptations for high levels of
heat, light, energy, or moisture?
 What are some common threats to populations of plant and animals in
these environments?
Extension:
Webquest
http://www.geocities.com/biomewebquest/
This webquest was designed for third graders but could be adapted for sixth
grade.
http://coe.west.asu.edu/students/dmatousek/webquest.htm
This webquest is designed for sixth graders. Students design a travel brochure
with information on the plants and animals visitors might observe in the biome
studies.
Connect this lesson to countries studied in social studies. What biomes and
ecosystems are found in each of the countries studied in sixth grade social
studies? What biomes and ecosystems are found in NC?
Go to http://school.discoveryeducation.com/lessonplans/6-8.html. Click on
ecology for 25 lesson plans related to this goal. A great technology/science
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activity would be the Hyperlink Habitat activity on this site. Students use the web
to explore a series of web pages that illustrate the interconnectedness of 10
elements of a tropical rainforest. Student groups research another ecosystem
and create their own print or web version of a hyperlink habitat.
Have students design an organism with adaptations that would allow it to survive
in conditions present on one of the other planets of our solar system.
Curriculum Resources:
Websites
http://www.teachersdomain.org/resources/tdc02/sci/life/eco/lp_biomes/index.html
Find a great lesson plan on biomes at this site that uses Teacher Domain
materials including a lot of multi-media in developing concepts addressed in sixth
grade science objectives.
http://www.teachersdomain.org/resources/tdc02/sci/life/oate/lp_environment/inde
x.html
Where Creatures Live is a lesson plan using multimedia resources on the
Teacher Domain website.
http://www.teachersdomain.org/resources/tdc02/sci/life/stru/baggiezoom/index.ht
ml
Biome in a Baggie is a video from Zoom describing how to create an
environment for a plant in a baggie in order to study growth conditions.
http://www.teachersdomain.org/resources/lsps07/sci/life/eco/lpexpecosystems/in
dex.html
Exploring the “Systems” in Ecosystem, a great lesson plan using materials on
Teacher Domain website
http://www.teachersdomain.org/resources/lsps07/sci/life/eco/oceanfoodweb/inde
x.html
Interactive game exploring interactions of biotic and abiotic elements in an ocean
community.
http://www.uen.org/Lessonplan/preview.cgi?LPid=1797
This video, Intertidal Zone, is a segment from NOVA describing the nature and
importance a salt marsh environment
http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=3049
This website contains overview, questions, and links to other websites for
students to learn about the tundra and threats to the plants and animals there.
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Excellent info for students and teachers on six world biomes and three
freshwater and three marine ecosystems can be found at www.mbgnet.net .
Beautiful pictures and description of physical characteristics of these
environments and the adaptations of the plants and animals that make them up!
http://www.teachersdomain.org/resources/lsps07/sci/life/oate/ecosystem/index.ht
ml
Interactive activity at this site helps students analyze an ecosystem by identifying
biotic and abiotic parts. Students classify organisms as producers and
consumers. Also addresses mimicry as an adaptation for survival.
http://www.teachersdomain.org/resources/tdc02/sci/life/oate/rainforest/index.html
Video segment describing symbiotic relationship of leafcutter ants and the fungi
on which it feeds.
http://www.teachersdomain.org/resources/ipy07/sci/life/eco/discant/index.html
Tour of Antarctica and its life forms
http://www.teachersdomain.org/resources/ipy07/sci/life/eco/antarcticecosys/index
.html
Interactive activity exploring a marine environment off the coast of Antarctica
http://www.teachersdomain.org/resources/tdc02/sci/life/eco/arctic/index.html
Video describing challenges of survival in an Artic tundra
http://www.teachersdomain.org/resources/lsps07/sci/life/eco/carnivplants/index.ht
ml
Explore bog environment with carnivorous plants.
http://www.teachersdomain.org/resources/hew06/sci/life/eco/lpecosystem/index.h
tml
Lesson plan on coral reef environments and interactions.
http://www.teachersdomain.org/resources/tdc02/sci/life/oate/decompose/index.ht
ml
Interactive activity exploring diversity in a rain forest.
http://www.teachersdomain.org/resources/tdc02/sci/life/oate/rainforest/index.html
Video exploring Amazon rainforest.
http://www.teachersdomain.org/resources/tdc02/sci/life/eco/desert/index.html
Video exploring a desert environment
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http://www.teachersdomain.org/resources/lsps07/sci/life/oate/lplifeasplant/index.h
tml
Video living life as a plant discusses plant adaptations for harsh environments
like the desert
Other Curriculum Resources to Support this Learning Cycle:
NC Wildlife Resources
1. NC Wild Places (This may be out of print but is excellent if one is available. If
enough teachers ask for a copy from the NC Wildlife Resource Commission, this
might result in an effort to get this book reprinted!)
This paperback book is an excellent resource for any library or 6th grade
classroom. First two chapters have great background reading for this goal.
Remaining chapters illustrate and describe the dynamics of each of our state’s
13 major habitats including plant and animal adaptations and populations in
them. The importance of each habitat as well as the forces that threaten it are
discussed.
2. NC Wildlife Profiles
These two- to three-page fact sheets profile NC animals’ history, status, habitat,
and behavior. They were sold at one time but are now available to teachers to
download for classroom use at
www.ncwildlife.org/pg07_WildlifeSpeciesCon/pg7b2.htm.
3. Project Wild Activities
“Good Buddies”
This activity provides a list of animals exhibiting symbiotic relationships.
Students match pairs and do research to determine the nature of the
symbiotic relationship. A deck of cards may be prepared to play an Old
Maid kind of game.
4. AIMS Publications available at www.AIMSedu.org
Exploring Environments describes physical conditions and the plants and
animals that inhabit eight different environments (river, ocean, desert,
lakes, ponds, and salt marsh, valley, prairie, mountains, ocean, and polar
lands. Information includes pictures, descriptions of organisms and charts
listing classification, habitat, food, and characteristics of organisms in each
environment.
Field Detectives: Investigating Playground Habitats suggests studying in
detail the habitat just outside the classroom door and sharing observations
with other schools and classrooms from other areas with very different
habitats. This book has very detailed directions for setting up classroom
terrariums that can be observed and studied as balanced systems
throughout the year.
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Kaibab Plateau: Story of Man’s efforts to “Help” the Deer Population
Objectives
1.01, 1.05, 1.06, 1.08, 1.10, 2.02, 7.03, 7.05
Notes to the Teacher:
An area’s carrying capacity is the number of a given species that an area can
support without impairing its ability to continue supporting that population. Any
resource that is finite and limits the size of a population is a limiting factor.
Limiting factors affect the ability of living things to remain healthy and
successfully reproduce to maintain stable populations over time. Things such as
disease, predator-prey relationships, varying weather conditions from season to
season, accidents, environmental pollution, and habitat destruction can be
limiting factors.
Nature provides many examples of a population first exploding and then crashing
when the carrying capacity is exceeded. There are also many examples of the
actions of humans intentionally or unintentionally introducing changes in a habitat
that affects the stability of species population.
An area is overpopulated when its long-term carrying capacity is being negatively
impacted by its current population (human or otherwise!)
Materials:
 Fabric pieces (flowered)
 Multi-colored beads
 Computer/ Internet
Engage:
Part 1: Limiting Factors Activity
Study limiting factors on changes in a deer population by taking students outside
or to a large commons area and doing this activity adapted from “Oh Deer” in
Project Wild. Assign students a number 1, 2, 3, or 4. One of these numbers will
represent deer in the opening round of play. The others will represent either
food, water, or shelter that deer need to survive.
Food is simulated by placing both hands over stomach.
Water is simulated by placing hands over chin.
Shelter is simulated by placing both hands on top of head.
Students representing food, water, and shelter begin play on the left side of the
designated area. Each uses hands to simulate limiting factor of food, water, or
shelter. Students should face away from the line of deer.
Deer begin play at the other side of the designated area. Each “deer” uses the
symbol for food, water, or shelter to indicate the limiting factor for which they will
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search. These students should face away from the students representing food,
water, and shelter.
On signal, both lines turn to face each other. Limiting factors stand still. Deer run
toward them and finds someone whose symbol matches what they have signaled
a need for, takes the hand of that person and moves back to the “deer line.” Any
limiting factor not needed or chosen by a deer as well as any deer not finding
what it needs (it therefore dies) returns to the limiting factor line and becomes
food, water, or shelter for the next round of play.
It is important to record the number of students who represent deer and the
number who represent a limiting factor in the deer habitat at the beginning of the
game and the beginning of each new round. After about 10 rounds of play, it is
interesting to graph data using two different colored lines: one representing the
number of deer at the beginning of each round and the other the number of
students representing limiting factors of food, water, and shelter. Analysis of
data and patterns on the graph will build understanding of the relationship of
limiting factors and changes in them to the growth or decline of a population in
the wild.
Part 2: Predator/Prey Activity
Each team will be given a piece of material or wrapping paper and a cup of
beads. They will simulate being the predators and prey in an environment (the
materials). The roles of predator and prey will be distributed at random within
each team. The roles are as follows:
 Time keeper - this is the teammate who will keep the time in each trial.
He or she is responsible to tell the predators when to start and stop.
 Data collection - this is the student who will record the data for the group.
 The prey - these students will be responsible for placing the material on
the floor and dispersing the beads in the environment. Each bead will
represent something in the environment (organisms, water, shelter,
poisons etc.)
 The predator - these students will be given the task to gather as many
beads in the environment as they can within the 2 minute time limit. While
gathering beads, students must adhere to the following rules:
o You must only use one hand to pick up the beads.
o You can only pick up one bead at a time.
o You must place the beads that are captured into the cup that is
provided.
o You must start and stop when the time keeper says.
The activity will last long enough for each of the students in the group to have a
chance to be the predator, prey, recorder, and time keeper. Continue the
activity until each student has had the opportunity to be the predator, prey,
recorder, and time keeper.
16
The teacher will facilitate and monitor each group for following the above roles.
With each trial, the roles will change, giving each member a chance to
experience them all! When visiting each group, the teacher can probe for
understanding by asking the following questions:
 What bead is the easiest to gather?
 What bead is the hardest to gather?
When asking the rest of these probing questions make sure you refer to the data
(above two questions) and relate it back to the predator-prey relationship.





Do you think your data will change if the material is a different color?
What do you think each bead could represent?
Could there be any beads that represent limiting things in the
environment?
What could a possible food chain be in this environment?
What types of organisms do you think you would find in this environment?
Suggestion: this activity can also be completed with toothpicks or colored straws.
The students will use their data to calculate their survival in the given
environment. Each type of bead is given a value that can be used in this
calculation. Some simulated item could be:
 Water
 Microorganisms
 Shelter
 Worms
 Animals (assorted)
 Air
 Trash
 Other species.
 Plants
The students will design a graph of their data showing their results as a predator
in the environment. This graph will be used to support their understanding in
their final conclusion on predation, and how their interactions affect the
populations in the environment.
Questions for reflection after this activity:
 What types of animals would survive predation?
 What types of animals would not survive?
 Does the environment play a factor in this type of interaction?
 Do abiotic factors play a role when it comes to population survival?
Explain.
 Were you a successful predator in this activity? Why or why not?
 Are humans predators? Explain your thoughts.
Explore:
Study man’s controversial attempt to “help” the deer population on the Kaibab
Plateau in early 1900’s by killing off predators. Graph exploding deer population,
17
followed by the resulting crash. Show carrying capacity of area for deer before
and after the population swings!
Brief synopsis. graphing activity, and questions related to the deer of Kaibab
Plateau can be found at http://www.biologycorner.com/worksheets/kaibab.html
More detailed account, maps, and pictures can be found at
http://depts.alverno.edu/nsmt/youngcc/research/kaibab/story1.html
http://depts.alverno.edu/nsmt/youngcc/research/kaibab/story2.html
http://depts.alverno.edu/nsmt/youngcc/research/kaibab/kaibab.html
http://depts.alverno.edu/nsmt/youngcc/research/kaibab/story3.html
Briefly explain the situation that follows:
In the early 1900’s the area in northern Arizona bordering the Grand
Canyon was declared a park and all deer hunting was stopped. In order
to further aid the deer population, an effort was made to kill off predators.
This data shows the result of this policy.
Predators Killed 1906 – 1931 Kaibab Plateau
 4889 Coyotes
 781 Mountain Lions
 544 Bobcats
 30 Wolves
 Unknown number of bald eagles
Deer Population Kaibab Plateau
1905 4,000
1910 10,000
1915 25,000
1920 60,000
1923 100,000
1930 90,000
1935 30,000
1940 10,000
Carrying capacity for Deer Population Kaibab Plateau. Plot these points on the
graph. Connect with a line. Put an arrow on the line to indicate if this effort to
“help” the deer population resulted in a positive or negative change in population
numbers.
1905 30,000
1935 10,000
Explain
 What limiting factors played a role in this drastic fluctuation in population
of deer and reduction of carrying capacity for the area?
18



How does the activity show the important role of predators in a balanced
system?
How does removing predators upset the natural balance of an
environment of living things?
How do you think introducing predators to this environment might have
affected the deer population? Give reasons to support your ideas.
Evaluate:
http://www.aviary.org/curric/teachers/t_hunters.htm
The scenario and activity below are from this site. It is an excellent evaluation for
this lesson. The scenario is just the opposite of what happened with deer in the
Grand Canyon. Here predators were introduced to control the growth of the deer
population. Students analyze and graph data to evaluate the effectiveness of
this plan.
Deer: Predation or Starvation
Introduction: In 1970, the deer population of an island forest reserve about 518
square kilometers in size was about 2000 animals. Although the island had
excellent vegetation for feeding, the food supply obviously had limits. Thus the
forest management personnel feared that overgrazing might lead to mass
starvation. Since the area was too remote for hunters, the wildlife service decided
to bring in natural predators to control the deer population. It was hoped that
natural predation would keep the deer population from becoming too large and
also increase the deer quality (or health), as predators often eliminate the weaker
members of the herd. In 1971, ten wolves were flown into the island.
The results of this program are shown in the following table. The Population
Change is the number of deer born minus the number of deer that died during
that year. Fill out the last column for each year (the first has been calculated for
you).
See the chart on the following page!
19
Year
Wolf
Deer
Deer
Population Population Offspring
Deer
Predation Starvation Population
Change
1971
10
2,000
800
400
100
1972
12
2,300
920
480
240
1973
16
2,500
1,000
640
500
1974
22
2.360
944
880
180
1975
28
2,224
996
1,120
26
1976
24
2,094
836
960
2
1977
21
1,968
788
840
0
1978
18
1,916
766
720
0
1979
19
1,952
780
760
0
1980
19
1,972
790
760
0
+300
1. Graph the deer and wolf populations on the graph below. Use one color to
show deer populations and another color to show wolf populations.
20
Analysis:



Describe what happened to the deer and wolf populations between 1971
and 1980.
What do you think would have happened to the deer on the island had
wolves NOT been introduced?
Most textbooks describe that predators and prey exist in a balance. This
"balance of nature" hypothesis has been criticized by some scientists
because it suggests a relationship between predators and prey that is
good and necessary. Opponents of this hypothesis propose the following
questions:
o Why is death by predators more natural or "right" then death by
starvation?
o How does one determine when an ecosystem is in "balance"?
o Do predators really kill only the old and sick prey?
o What evidence is there for this statement?
What is your opinion of the balance of nature hypothesis? Would the deer on the
island be better off, worse off, or about the same without the wolves? Defend
your position.
Evaluate this plan for “helping” the deer population in this protected area. Defend
your ideas with facts from your graphs. Discuss what resources were finite and
the end result of man’s interference in the balance of this natural system.
Prepare a report with your recommendation to send to policy makers who may
want to implement a similar project to “help” a species in the wild.
Research, discuss, and debate similarities and differences with the exploding
deer populations in NC. There are more deer in NC today than at the time of the
arrival of the first European settlers.
 Why do you think this is true?
 Would introducing predators for the deer be an option to controlling the
deer population? Why or why not?
 What are options other than introducing predators to deal with the
exploding deer population in our state?
Extensions:
Research and report on other attempts by man to “improve” natural systems
such as introducing kudzu and other non-native plant and animal species into an
environment that produced unexpected results. Research other efforts that have
successfully impacted or restored population numbers of endangered or
threatened species such as the bald eagle, peregrine falcon, alligator, etc.
Lynx Eats the Hare - activity on predator/prey population changes over time
http://www.flinnsci.com/Sections/MS/lifeSci/Activities.asp
21
Find this great activity, Lynx Eats the Hare, along with other activities on this
page of the Flinn Scientific Website. This is a simple, surprisingly realistic, and
very engaging pencil and paper activity that simulates the interaction over time
between two predator/prey species. Data is collected and graphed to show how
change in one population causes change in another. Variables such as hunting,
disease, and limiting factors such as water, shelter, or food can be introduced.
Do Population Connection’s activity “The Pop Ecology Files” to make, analyze,
and compare line graphs of population fluctuations of various species over time.
22
Learning from the Lorax
Objectives:
1.05, 1.08, 1.10, 2.02, 7.03, 7.04, 7.05
Background Info:
Technological progress, economic necessities, and population growth are
sometimes at odds with preserving, protecting, and conserving environmental
resources. Thoughtful reading and study of Dr. Seuss’ book about the conflict
between the Onceler and the Lorax as the Truffula forest is destroyed can spur
student thinking about important choices we make in our daily lives!
See Population Connection activity “The Lorax” or “The Continuing Adventures of
the Truffula Tree Company,” Science Scope, May 1995 for other excellent
student activities to develop meaning and build concepts related to use,
availability, and management of natural resources
Materials:
The Lorax (book and/or video)
Large poster paper or white boards
Markers
Engage:
Read The Lorax (or view the video) by Dr. Seuss. Discuss issues of the use,
availability, and management of resources from the perspective of the Lorax and
the Onceler. The story is set in a beautiful woodland area. We witness its
destruction as economic demands lead to excessive use of natural resources
and rapid population growth adds to environmental stress. This is, as many of
Dr. Suess’ works are, a children’s story with an important message to people of
all ages if we read and ponder the meaning and application closely!
Explore:
Have one group of students consider how the Lorax feels, how it acts, and what it
wants. Another group does the same thing for the Onceler. On a large poster or
white board, list issues related to technology, population, economics, and
environment that ultimately destroyed the truffula forest. Brainstorm what might
be done differently in order to address these issues or needs yet produce a
different and happier scenario.
Discuss all possibilities of outcome for the story from best to worst case
scenarios. Challenge the Onceler and the Lorax groups to negotiate and work
out the best outcome.
Explain:
Share the best case scenario that each group of Oncelers and Loraxs develop.
23


What compromises, concessions, and mutual understandings were
needed to balance the needs of the Onceler and the Lorax?
What compromises, concessions, and/or mutual understandings are
needed to balance the need for earth’s resources by an expanding
population and the need to conserve precious and limited earth
resources?
Have students or student pairs or groups use info from discussion and
brainstorming to write a sequel to The Lorax that leaves both the Onceler and the
Lorax happy because the needs and dreams of both are satisfied.
Elaborate:
Relate the story to real-world situations of the present day. Make a list of issues
that we struggle with today that result from the conflict among technology,
population, economics, and environmental concerns. Have groups prepare
concept maps with these issues, their causes, results, and possible solutions.
Cooperative learning groups select and research the five effects (positive or
negative) of increasing population that they feel will have greatest impact on
planet earth in the future. Research each effect and justify choices with
information related to environmental, social, political, and economic well-being of
the people of planet earth. Include information on the nature of the effect, why it
might be a problem, and possible ways to eliminate or lessen the negative
impact. Present findings to class in a visual format - either large posters or
charts or PowerPoint presentations.
Evaluate:
Each student selects the one effect of the increasing world population that he/she
believes may have the potential to have the greatest future impact on planet
Earth. Each student writes a one-page editorial statement for the local
newspaper to create public awareness of the most important ideas that support
this choice. Include these in your paper: definition of problem, causes, effects,
possible solutions. Use one of these formats to illustrate the effect and/or
solutions:
 Editorial cartoon
 Billboard or bumper sticker
 Radio spot announcement
 Song or rap
Individual or small group research can delve deeper into issues and prepare
written reports or power points exploring selected issues in greater detail.
See Science Scope, May 1995 for ideas for a debate, a “Dr. Seuss Thesaurus,”
and concept mapping activities based on The Lorax. Share sequels, thesauri,
and/or concept maps of ideas related to this book with emphasis on connections
to environmental issues we face today.
24
Extension:
Consider the question of “who” The Lorax was really written for and for what
purpose it was written. It was written in 1971 after the environmental movement
of the 1960’s resulted in the first Earth Day being celebrated on April 22, 1970.
Explore connections between this piece of literature and what was happening in
science, economics, population, and technology. Compare/contrast this book
and Silent Spring.
Go to http://www.seussville.com/games/lorax/game.html and collect truffula
seeds and replant truffula trees.
Go to http://www.tpwd.state.tx.us/edu/enved/lorax.htm and see how the lessons
of The Lorax can be applied to our quest for sustainable development. This
study guide helps students interpret events and meaning from The Lorax and
develop sustainable plans for the manufacture of needs – something the Onceler
failed to do!
25
Natural Selection You Can See - Pepper Moths in England
Objectives:
1.05, 1.06, 1.07, 1.09, 1.10, 7.03, 7.06
Materials:
 Moth “habitat”
 Colored construction paper (black, white, green, other)
 White paper, markers, tape
 White charts to display moths that are “eaten”
 Posterboard
 Art suppliers
Engage:
How many Moths Can You “Eat?”
(Adapted from AIMS, “Missing Moths”, and “Moth Maps”, Critters, pp. 128 – 133)
Cut identical moth shapes out of 4 different colored sheets of paper. Possibly cut
10 white moths, 13 black moths, 9 green moths, and 12 moths from newsprint. It
really works well to get a duplicate copy of the classified ads section of a
newspaper to use for this activity. Cut the newsprint moths from one copy and
paste them on the other copy in the very same location! Scatter the other three
colors of moths randomly on the sheet to create a model of a moth habitat.
Hold the “habitat” up for students to observe for 15 seconds. Cover the habitat
and ask students to estimate and record the number of each color of moth that
they observed in the habitat. Have student groups average their estimates and
report a group estimate for each color of moth.
Hold the ‘Habitat” up again and have students count the actual number of moths
of each color. Calculate the percent error of each group’s estimate for each
color. Discuss why a higher percentage of some colors were seen. Discuss why
none of the newsprint moths were not seen and counted the first time. Relate the
activity to camouflage.
Exploration:
Have each student cut the shape of a moth out of white paper. Student name,
period, and date should be written on back of moth. Each student selects a spot
in the room for the moth to “land.” The moths should be colored in way to
camouflage (hide in plain view) the moth when it is placed in the selected spot in
the room. Encourage students to consider both color and pattern in
camouflaging their paper moths. Students use clear tape to hold their moths in
place in its habitat in the classroom.
The next class acts as moth predators – hungry birds looking for a tasty moth
meal! They may eat any moths they can find in 5 minutes and send that moth to
the “moth graveyard.” Tape moths that are “eaten” to a poster. After each class
26
has had the opportunity to “hide” moths and to “feast” on moth population in the
classroom, collect data by periods on how many moths were hidden, how many
were found and eaten, and how many remain hidden. Graph the data and
examine the moths that were found. Look for ways they are alike. Why were
they more easily found than others? How might these moths’ being found affect
the gene pool of “paper moths” in our classroom? How might the paper moth
population change because of the kind of moths that were removed and the kind
of moths that survived?
Students can participate in a simulation of natural selection with “virtual”
peppered moths at this site:
http://www.biologycorner.com/worksheets/pepperedmoth.html
Students can run a stimulation of light colored trees or soot colored trees to track
changes in population of moths as they play the role of predator (blue jay) trying
to feast on the moths.
Explain:
The peppered moth was often seen in the countryside near Manchester, England
in the middle 1800’s. There were two different colors of peppered moths. One
was much darker in color than the other. The light-colored moth was common
and the dark colored one much more rare. In 1845, the ratio of light- to darkcolored moths began to change. Graph data on changes in the pepper moth
population in Manchester, England.
Write the ratio of light-colored moths to the total population of moths. Do the
same for dark-colored moths. Calculate the changing percent of light- and darkcolored moths for each year in this 10-year study.
10-Year Study of Pepper Moth Population near Manchester, England
Year
light
dark
total #
ratio
%light
ratio
moths
moths
light/total
dark/total
1
663
72
2
602
147
3
565
211
4
490
298
5
444
376
6
389
423
7
297
499
8
178
558
9
99
641
10
45
714
%dark
Study the data table and your graph. Write your observations of change in the
pepper moth population over this period. Make a hypothesis to explain why this
observed change may have occurred in this population of moths. Share
hypotheses with the class.
27
Research more about the story of the pepper moth population in Manchester,
England. Explain how it is a real-life example of population change due to the
activities of man. What might one expect to happen in this population if the
factory smokestacks were cleaned up and air pollution reduced? Do some
research and find out what scientific tracking of this population shows when air
quality around Manchester did improve!
http://www.teachersdomain.org/resources/tdc02/sci/life/colt/disguise/index.html
Masters of Disguise describes camouflage as a means of escaping predators.
View this video and explain how change in an environment such as the pepper
moths experienced would affect how camouflage works.
Elaborate:
Compare and contrast changes in pepper moth population to changes observed
in other plant and/or animal populations. Research data on animals such as bald
eagles, peregrine falcons, cougars, red fox, alligators, white tailed deer, polar
bear or other animal of interest that have experienced notable fluctuations in
population numbers. Plants to research might include the chestnut or Dutch elm
tree or carnivorous plants of NC like the Venus flytrap and pitcher plant. Graph
data and do research to explain reasons for population fluctuations of these
plants and animals.
Evaluate:
Share data from research on other plant or animal populations. Discuss whether
the changes in populations can be attributed to natural causes or to the activities
of a growing and technologically advancing human population. What changes
may be needed to preserve some of these species? Write a letter making
recommendations as to what can/should be done to save (or limit numbers of)
one of these species.
Extensions:
Go to http://www.microbeworld.org/mlc/gifs/activities/pgs14-16.pdf for a great
data collection and graphing activity that simulates natural selection in a
population of microbes. Relate to plants and animals in changing environmental
conditions.
Students may experience how adaptations affect a species by participating in the
activity at http://www.middleschoolscience.com/owlfamily.pdf. This kinesthetic
activity simulates the struggle for survival of an owl family.
http://www.teachersdomain.org/resources/tdc02/sci/life/colt/disguise/index.html
Masters of Disguise describes camouflage as a means of escaping predators.
28
Other Websites for Students:
www.secretsatsea.org
Interactive site for students with an ecological “whodunit.” Students play Ace on
the Case as they piece together clues, food webs, and secret codes to help solve
the mystery of the Killer Whale’s behaviors.
www.Kidsplanet.org
Interactive for students providing an attractive intro to endangered species and
environmental conservation. Students learn about challenges to animals and
their habitats through activities and by playing games. Fact sheets on
endangered species.
www.ology.amnh.org
Created for students by the American Museum of Natural History. Offers
activities on biodiversity including engaging games and multimedia resources.
www.nationalgeographic.com/wildworld/
Students can explore profiles and photos of more than 1,000 ecoregions. Maps
are interactive. Identifies areas designated by the World Wildlife Fund as most
critical for conservations
29
Six Billion People on Spaceship Earth…So What?
Objectives:
1.05, 1.06, 1.07, 1.08, 1.09, 1.10, 2.02, 2.04, 7.04, 7.05
Notes to Teachers:
The very best materials for this lesson come from a non-profit organization,
Population Connection. Several lesson plans are cited here that can be
downloaded from
http://www.populationeducation.org/index.php?option=com_content&task=catalo
g&id=3&Itemid=10&type=fact
See the Resource Section of this lesson for other materials that are available free
on the website or available for purchase at a very nominal charge. The
video/DVD used in the engage portion of this lesson is highly recommended! If it
is not available, the other activities can stand alone. None of them, however, has
the impact of this short and unforgettable video.
After patterns of human population growth are established, the lesson then
focuses on consequences of this growth along with increasing demands for
Earth’s resources.
Materials:
 Editorial Cartoon found with sixth grade support documents
(http://www.ncpublicschools.org/docs/curriculum/science/middlegrades/6th
sciencesupport.pdf )
 Video/DVD: World Population: A Graphic Simulation of the History of
Human Population Growth, available from Population Connection (202
332 2200)
 www.popconnect.org
 Large chart paper or white boards
 Markers
 Internet and media center resources
Background Information:
A population is the number of organisms (plant, animal or human!) of a given
species which live in a given area at a given time. These organisms depend on
limited resources in that area for food, water, space, and other basic needs of all
living things.
Populations often grow exponentially, doubling over and over until a very small
population becomes a very large one. As the time required for a population to
double decreases, population growth accelerates. Doubling time is a key
indicator of population growth.
For most of human history, our population grew slowly if at all. The Industrial
Revolution and related advances in agriculture, sanitation, and medicine lowered
30
our death rate as people lived longer, and these advances started the population
explosion. Human population growth since the Industrial Revolution has been
exponential, over time resulting in a rapidly increasing upward “J” curve and an
ever-decreasing time of doubling.
Technologies related to food production, sanitation, and disease prevention have
dramatically increased life expectancy and changed the way people live and
work in the last 150 years. Such changes have resulted in rapid increases in
human population, consumption of natural resources, and environmental
degradation.
In 1800, our population reached 1 billion. In 1930 we reached 2 billion; it took
130 years to add that second billion. Earth’s population reached 4 billion in
1960, doubling in only 44 years. At current annual growth rate of 1.4% the
earth’s population of over 6 billion is expected to double again in 50 years.
Population is highly concentrated with two-thirds of earth’s population living in
only ten countries. Population growth in richest countries has stabilized. Most
rapid rates of increase are in Africa and other third world countries of Asia and
South America. Sustained governmental efforts have had a positive impact on
population growth in China and India.
Use of global resources and the state of the environment are related to:
Number of people on Earth
Standard of living
Regions populated
To understand the effect of population growth on environment, economy, and
society, one must consider both population numbers and the rate at which people
use resources. Even though wealthy countries tend to grow more slowly, the
social and environmental effects of population growth in those countries are
larger than many fast-growing nations because of the individual consumption of
resources.
Waste Disposal:
Population growth, new technologies, and increasingly rapid consumption of
resources produce increasing amounts of solid and toxic waste and pollutants
that are returned to the earth in the form of air, water, and land pollution.
Precautions are necessary to protect ecosystems and future generations from
hazardous and non-biodegradable waste products.
Food Supplies:
Increasing urbanization reduces the amount of fertile land available for food
production as new technologies produce new and improved agricultural methods.
The distribution rather than the amount of food is critical to present-day problems
of feeding the hungry. Malnutrition from lack of food supplies is a problem in
31
third- world countries. High levels of consumption of animal fat and calories are
focus of dietary health concerns in the United States.
Resource Availability:
Many of the earth’s resources such as minerals and fossil fuels are finite and
nonrenewable. With continued population growth and inadequate planning, even
renewable resources such as trees can often be used faster they can be
replaced. The three “R’s” - Reuse, Reduce, and Recycle - will extend the supply
of some of earth’s resources. Research into alternative energy sources can
reduce man’s dependence on oil as a primary energy source.
Transportation:
Dependence on the automobile has dramatic effects on environments, fuel
supplies, and pollution and has changed the character of the communities in
which we live. These effects are often negative as roads and parking lots take up
valuable land and divide animal habitats. Mining, transporting, and burning fossil
fuels to power transportation impacts global ecosystems.
Socio Economic Patterns:
Population numbers and growth are closely correlated with the socioeconomic
well-being of people on our planet. There is an imbalance in standard of living
experienced by people depending upon where they live. Developing countries
often have more rapidly growing populations and fewer resources to meet basic
health, medical, and educational needs of citizens. Other countries have more
stable populations and economies that provide resources not only to meet basic
needs but also to provide luxuries unknown in many parts of the world.
Engage:
Part 1:
Show the cartoon “Table for 6 Billion, Please” (see attachment)
Ask students groups to reflect on the following questions:
1. Describe what they see in the cartoon
2. Is the cartoon “funny”? Why or why not?
3. List and describe any symbols used to get the cartoonist’s message
across.
4. Explain what the cartoonist is trying to say to us.
5. How do you feel when you think about the issue the cartoon
addresses?
Part 2: Human Population Growth through Time:
Down load Population Connections activity Pop Circle here. It is a kinesthetic
activity showing the rate of human population growth through time.
http://www.populationeducation.org/index.php?option=com_content&view=article
&id=11&Itemid=10
32
Part 3:
View Population Connection’s World Population video. This is a seven-minute
video with almost no narration. It starts in 1 AD, when the earth’s population was
170 million, and illustrates population growth over the last 2000 years to the
current level of over 6 billion. The video ends in the year 2030 showing a
projected world population of 8.2 billion. As the years roll by on a digital clock,
dots light up over the map to represent millions of people added to the
population. Two viewings of this short video are recommended.







How does opening of video suggest the analogy of the earth to a
spaceship?
In what ways is our planet like a spaceship?
What is the only sound through video?
How does it change?
At about what year does that change first occur?
What developments on Earth are most likely responsible for the increase
in population at that time?
How do you feel as the video concludes with population projections into
this century?
View the video again and with these questions in mind:
 Where were the earliest population centers located?
 When and where do you observe a loss of population?
 What is the cause of the population decline?
 When and where does the first dot (representing 1 million people) appear
in the Western Hemisphere? In North America? On the East coast of the
United States?
 What part of the world is projected to experience the greatest rate of future
population growth?
 What is the main idea of the video?
 List three statements about world population growth illustrated in the
video.
 Why did it take so long for human population to begin to grow rapidly?
 When does a population grow in size (are birth or death rates usually the
more important factor)? Give reasons for your answer.
 Do you think projections of future population growth are more likely to be
over or understated stated in the video? Defend your answer.
 What other questions do you have after seeing the video?
33
Part 4:
Research world population increases through time or download graphic from
http://www.populationeducation.org/index.php?option=com_content&view=article
&id=47&Itemid=10.
Plot a line graph or study line graph of data or download the graph at
http://www.populationeducation.org/index.php?option=com_content&view=article
&id=51&Itemid=10.
Identify the line as a “j” curve and discuss the changing slope of the line and what
that change indicates about population growth.
 What would a straight line indicate about population growth?
 When did human population “round the bend” of the J-curve?
 What technological advances were probably most responsible for this
growth occurring?
Have groups research 4 historical events to connect with each date on this chart
up to 1999. One event should relate to student’s family or community, one to the
state of NC, one to the US, and one to the world.
Part 5:
Compare and contrast the Population Circle activity, the video, and the graph.
All show the very same data!
 Which has the greatest impact: video or line graph?
 How does each show the same data?
 Compare and contrast the impact of graph and video.
 What point is best made through the video?
 What point is best made with the line graph?
 What would happen to the graph if population growth slows down?
 What would happen to the graph if population growth stopped?
 What are the three most important things one can learn from the data on
population growth through time?
Impact of ONE Birth:
A baby is born in Africa and a baby is born in Raleigh, N.C. Will the impact of
these births be the same? Why or why not?
Explore:
Brainstorm a list of possible environmental, social, political, and economic effects
associated with increasing world population.
(Environmental diseases, contagious disease, lack of education, minerals used
up, water shortages, hunger, lack of adequate housing, weather changes, loss of
forests, loss of farmland, sedimentation of streams, crowded living space, war,
road rage, overfishing of seas, loss of wild places, pollution, inflation, endangered
species, energy crisis, garbage, lack of health care, insecure urban life, loss of
34
soils, traffic congestion, decreasing respect for human life, manufacturing and
mining wastes, etc)
How might increasing population be a “positive”?
(More creative “brainpower” to solve problems, etc.)
Student groups should use information from brainstorming to create a web
illustrating some effects (positive and/or negative) of increasing world population.
(Can use Population Connection activity “Everything is Connected: People and
the Planet,” in structuring this activity)
Explain:
Students groups share concept maps, explaining why they grouped positive and
negative effects as they did. Teacher guides discussion by having students
consider which effects will be experienced most at the global and which more at
the local level.





How are the “positives” alike?
How are the “negatives” to population growth alike?
Does there seem to be more positive or negative effects of increasing
world population?
Why do you think this may be the case?
Would the same be true of a population of plants or animals in a
ecosystem? Why or why not?
Each student selects five effects (positive or negative) of increasing population
that they feel would affect them most directly and explains the reasoning used in
making each choice. Students could be asked to do this same thing if they were
the same age but a citizen of a different part of the world. Would the choices be
the same? Why or why not?
Find an interactive Global Trends Quiz on world issues related to human
population growth at this site:
http://www.teachersdomain.org/resources/ess05/sci/ess/earthsys/globalqz/index.
html
Elaborate:
Select some or all of the four activities from Module 2 at this website to further
explore issues of human population patterns, effects on the environment and
possible settlements on other planets:
NASA Funded Mission Geography Curriculum http://www.missiongeography.org:
Module 2 of this curriculum, “Mars and Earth: The Quest for Life,” can be
downloaded at http://www.missiongeography.org/revcrit.htm#58. This material
provides a great connection to the solar system unit. Students use a world
nighttime image of the earth to study population patterns of the US in the first
35
lesson and ponder the question of human settlements on Mars in the fourth
lesson of the module. Interesting stuff with great technology connections!
Module 2: Mars and Earth: The Quest for Life:




Module Overview and Where Do We Choose To Live and Why? | Studentonly Investigation 1
How Does RS Help Us to Observe Human Footprints? | Student-only
Investigation 2
What Similar Physical Processes Occur on Both Earth and Mars? |
Student-only Investigation 3
Is Life on Mars Possible and Could Humans Establish Settlements There?
| Student-only Investigation 4
Extension:
On-Going Research and “Eyes on Population” News!
Find news and magazine articles that relate to issues of population growth.
Compile summaries of articles. Include title, source, and date of article. Identify
locale of article (industrialized or developing country), causes (population
number, resource consumption, technology), effects (social, environmental,
economic), and possible solutions (population, resource consumption,
technology). Population Connection has an activity, “Six Billion Reasons”, and
graphic organizer for this type of media research.
Math Connection:
Download the Population Connection activity, Pop Ecology Files, here. It is an
excellent activity in which students plot population data for a variety of species,
identify mystery species, and compare the graphs of those species to that of
humans.
http://www.populationeducation.org/index.php?option=com_content&view=article
&id=38&Itemid=10
Have groups research 4 historical events to connect with each date on this chart
up to 1999. One event should relate to student’s family or community, one to the
state of NC, one to the US, and one to the world.
Language Arts Connection:
Project Food Land, and People, 1998
“Expression Connection” pp. 159 – 169
Groups of students play a word game that builds connections between
farming, food, land, people, and themselves, and write poetry about these
connections.
36
Social Studies/Science Connection:
Download one of Population Connection’s most popular activities, “Food for
Thought,” at this site. Students use yarn to draw the outline of continents and
discuss the distribution of people and use of resources around the world. This
activity indeed provides “food for thought” for students and adults!
http://www.populationeducation.org/index.php?option=com_content&task=view&i
d=33&Itemid=4
Population Connection’s Degree of Impact Cards can be downloaded at this site.
http://www.populationeducation.org/index.php?option=com_content&task=view&i
d=42&Itemid=4
Curriculum Resources:
http://www.teachersdomain.org/resources/echo07/sci/life/coast/lpenvironment/ind
ex.html
Exploring Environmental Change is a lesson plan using multimedia material on
the Teacher Domain website. Emphasis is on change related to activities of
human population.
http://www.teachersdomain.org/resources/tdc02/sci/life/eco/energyuse/index.html
Snapshot of US Energy Use is a video segment from NOVA/Frontline that
describes daily energy use and how it impacts greenhouse gases.
http://www.teachersdomain.org/resources/tdc02/sci/ess/earthsys/warmingweb/in
dex.html
Your Carbon Diet is an interactive activity on the NOVA/Frontline Website that
allows students to see where energy may be wasted and provide opportunity for
reducing greenhouse gases.
http://www.teachersdomain.org/resources/lsps07/sci/life/oate/darksky/index.html
Interactive activity on light pollution and how it wastes energy, how it affects
wildlife, and what can be done about it.
Population Connection 1 800 POP 1956
www.populationconnection.org
Population Connection is a non-profit group that publishes high-quality materials
for population education. Materials of note include:
World Population Video/DVD – students can watch the history of world
population growth in this 7-minute award winning video.
Teaching Population: Hands-on Activities – CD-ROM of over 50 of the most
popular interdisciplinary Population Connection K-12 activities
37
People and the Planet – all-new edition of Population Connection’s most popular
middle school resources – 33 activities, four readings, and lots of teacher
resources on user-friendly and space and resource saving CD-ROM
A World of Six Billion: Wall Chart and Activity Guide - Excellent activities to help
students gain perspective on this important milestone that occurred on October
12, 1999 when world population reached six billion. Chock full of facts, figures,
and info to help students realize the impact of world population on the planet.
Free wall chart: “300,000,000 in the USA” is available free on the Population
Connection website along with a teacher’s guide consisting of 15 interdisciplinary
activities. The chart and activities provide an interdisciplinary glimpse into our
national population history, our diversity as a people, and the challenges we face
in creating healthy and sustainable communities
Websites:
NASA Funded Mission Geography Curriculum
http://www.missiongeography.org
Module 2 of this curriculum, Mars and Earth: The Quest for Life can be
downloaded at http://www.missiongeography.org/revcrit.htm#58. This material
provides a great connection to solar system unit! Students use a world nighttime
image of the earth to study population patterns of the US in the first lesson and
ponder the question of human settlements on Mars in the fourth lesson of the
module. Interesting stuff with great technology connections!
Population Reference Bureau (excellent publications on population
demographics) 1 202 939 5437
www.prb.org/prbdata.html
Order publications or search databases for population and health data.
Databases include data on 85 demographic variables for 22 countries, 28 world
regions and sub regions, the world as a whole and the US as a whole.
www.popnet.org/
Find links on this site to government organizations concerned with global
population growth. Includes regional reports and related databases.
United Nations Population Information Network
www.un.org/popin
SunSITE Collection Index (World Population)
www.sunsite.unc.edu/lunarbin/worldpop
Watch world population grow and change every 30 seconds.
38
39
ASSESSMENT Unit 5
7.01
Describe ways in which organisms interact with each B2
other and with non-living parts of the environment:
 Coexistence/Cooperation/Competition.
 Symbiosis.
 Mutual dependence.
1. If a dog had a flea on its tail, what type of symbiotic relationship would this
represent?
A. mutualism
B. parasitism
C. commensalisms
D. adaptation
There are three species of birds in the same pine tree. Scientists have been
observing the area in question for the past four weeks. They have recorded the
following observations about the birds’ behaviors:
Birds
Number of birds
Beak types
Feeding habits
observed
(ground/other)
Species 1
55
Ate insects off
the ground.
Tweezer
Species 2
32
Species 3
41
Ate seeds for the
cones on the
tree.
Swiss Army Knife
Probe
Drank nectar
form the
surrounding
flowers on the
ground.
Bird images found at:
http://www.normanbirdsanctuary.org/beak_adaptations.shtml
2. When looking at the above data, what type of symbiotic relationship do the
three species of birds exhibit?
A. mutualism
B. parasitism
C. commensalisms
D. adaptation
40
3. When looking at the above data, which of the following behaviors would best
describe the relationship that the species exhibit?
A. coexistence
B. cooperation
C. competition.
D. all of the above
7.02
Investigate factors that determine the growth and
survival of organisms including:
 Light.
 Temperature range.
 Mineral availability.
 Soil/rock type.
 Water.
 Energy.
B6 (D6)
William observed his classes’ fish tank for several days. There were two fish in
the tank during the observation, and they were fed each day the same amount of
food. When asking his teacher questions his teacher told him to perform some
tests. The following chart represents his findings:
Date
Exposure to temperature General observation
OTHER
a heat lamp
DATA
Monday
Yes
60 degrees
Fish active and
Water
Day 1
swimming.
clear
Tuesday
Yes
61 degrees
Fish not swimming
Water
Day 2
as fast as yesterday.
clear
Wednesday
Yes
62 degrees
Fish swimming in
Water
Day 3
circles.
clear
Thursday
Yes
61 degrees
Fish not too active.
Water
Day 4
clear
Friday
Yes but
61 degrees
Fish swimming.
Water
Day 5
turned off for
clear
the weekend
Monday
Turned back 57 degrees
One fish died. Other
Water
Day 8
on
fish swimming in the
was
opposite corner.
cloudy
(remember
before
the
lamp
weekend)
turned on
4. When looking that the observations above, what factor had an effect on the
survival of the fish?
A. Exposure to a heat lamp
B. Temperature
C. Number if fish in the tank
D. Feeding the fish too much food.
41
5. When looking at the water clarity, which of the following factors could have
played a factor in being cloudy on day eight?
A. Too many fish on the area of the tank.
B. The lack of the heat lamp over the weekend.
C. The temperature of the tank was too hot during the observation span.
D. Plants are needed in the tank for the survival of the fish.
7.03
Explain how changes in habitat may affect organisms. B2
Image found at: http://rainforests.mongabay.com/primary_alpha.html
Beth ran across the above chart when researching habitat changes. Answer the
following questions using the data above.
6. Which of the above countries has the highest percent of primary forest
coverage?
A. French Guiana
B. Brazil
C. Peru
D. Madagascar
7. When looking at the data listed above, which of the above countries has been
affected the most by deforestation, the loss of tropical rain forests?
A. Viet Nam
B. Nigeria
C. Cambodia
D. Congo
42
7.04
Evaluate data related to human population growth,
along with problems and solutions:
 Waste disposal.
 Food supplies.
 Resource availability.
 Transportation.
 Socio-economic patterns.
B5
8. Which of the following would best explain the correlation between population
growth and resource usage?
A. As population increases, subsistence farming decreases.
B. Septic tanks are preferred to waste water treatment plants in urban
environments.
C. The building of roads promotes a decrease in population density.
D. Water shortages are more prevalent in urban environments.
9. Which of the following limiting factor will most likely prevent further population
growth within an ecosystem?
A. Excess water supply
B. Food supply to the area
C. Transportation availability
D. Recycling of human goods
7.05
Examine evidence that overpopulation by any species B4
impacts the environment.
10. Dave was on a camping trip and decided to take a hike around the lake. His
camp master reminded him that the lake was high and to be careful. On his hike
he noticed an excess of mosquitoes landing on his skin and trying to bite him.
Which of the following factors could explain why this overpopulation is affects the
surrounding area?
A. There was a drought in the area where Dave was camping.
B. Dave walked off the path and observed a swampy area that was not there
in the year prior.
C. There was extensive rainfall prior to Dave’s camping trip and there
were standing water puddles along the trail.
D. The mosquito population is migrating.
11. When looking at the Earth’s biosphere, how can we as humans preserve the
world for future generations?
A. Make use of new technologies to develop new pesticides for our
farmlands.
B. Generate controls habitats for all animals on working preservations.
C. Drain and refill the wetlands along the coast.
D. Promote more understandings of how living things interact with their
environment.
43
7.06
Investigate processes which, operating over long
B6(D6)
periods of time, have resulted in the diversity of plant
and animal life present today:
 Natural selection.
 Adaptation.
12. If there is a given ecosystem, the more living requirements that two
organisms have in common the more intense their____________________ will
be.
A. ecological succession
B. evolution
C. competition
D. extinction
13. Physical characteristics and behaviors of a group of organisms allow them to
live successfully in a given environment is known as_______________.
A. limiting factors
B. abiotic factors
C. biotic factors
D. adaptations
44