Lesson: Activity 77: Ups and Downs
Teacher: |
Kaylan Duthie |
Unit Theme/Course: |
SEPUP Ecology |
Date: |
|
Timing: |
2 days |
Challenge
Question:
How do scientists study the size of a population and predict future population changes?
Overview:
Students will begin by reading about the introduction of zebra mussels to the United States, including how it was introduced, its distribution, and how it has spread. Students will then graph and interpret population data about the zebra mussels in Lake Miko. Student will then make a prediction about the future population of the zebra mussel, as well as potential difficulties in collecting ecological data, and how this data could be used to predict populations in other areas. As part of this lab, students will also be completing an anticipation guide, deciding whether they agree or disagree with a variety of statements. They will return to this worksheet throughout the unit, and reassess their answers.
Learning
Objectives [cognitive,
academic, language, socio-cultural] |
Assessment
Criteria |
Students construct graphs to reveal patterns that are not immediately apparent in data tables |
Student completes a graph, including labels for both axes, and a title. Use the OD scoring guide |
A population consists of all individuals of a species that are together at a given place and time |
Students explain that although the zebra mussels are throughout the United States, there are different populations in different places. For example, each lake has its own separate population |
The number of organisms an ecosystem can support depends on the resources available and abiotic factors |
Students identify causes of the zebra mussel increases and decreases in population as a result of the predators, food sources that are available, and the nutrients that they need from the lake that are also being used by other organisms. |
Standard/EALR:
6-8 SYSF |
The natural and designed world is complex; it
is too large and complicated to investigate and comprehend all at
once. Scientists and students learn to define small portions for the
convenience of investigation. The units of investigation can be
referred to as ―systems.‖ |
Given a complex societal issue with strong science and
technology components (e.g., overfishing, global warming), describe
the issue from a systems point of view, highlighting how changes
in one part of the system are |
6-8 INQC Investigate |
Collecting, analyzing, and displaying data are essential
aspects of all investigations. |
Communicate results using pictures, tables, charts, diagrams, graphic
displays, and text that are clear, accurate, and informative. *a Recognize and interpret patterns – as well as variations
from previously learned or observed patterns – in data,
diagrams, symbols, and words.*a Use statistical procedures (e.g., median, mean, or mode) to
analyze data and make inferences about relationships. |
6-8 LS2D |
Ecosystems are continuously changing. Causes of these changes include
nonliving factors such as the amount of light, range of temperatures,
and availability of water, as well as living factors such as the
disappearance of different species through disease, predation, habitat
destruction and overuse of resources or the introduction of new species.
|
Predict what may happen to an ecosystem if nonliving factors
change (e.g., the amount of light, range of temperatures, or availability
of water or habitat), or if one or more populations are removed
from or added to the ecosystem. |
6-8 LS2E |
Investigations of environmental issues should uncover factors causing
the problem and relevant scientific concepts and findings that may
inform an analysis of different ways to address the issue. |
Investigate a local environmental issue by defining the problem,
researching possible causative factors, understanding the underlying science,
and evaluating the benefits and risks of alternative solutions. Identify resource uses that reduce the capacity of ecosystems
to support various populations (e.g., use of pesticides,
construction). |
ups_and_downs.pdf | |
File Size: | 406 kb |
File Type: |
anticipation_guide.pdf | |
File Size: | 53 kb |
File Type: |
student_graph.pdf | |
File Size: | 49 kb |
File Type: |