Part I: Information about the Lesson and Unit

Topic: Ecology
Abstract
In this lesson, students will learn how scientists determine total population sizes of species and
how different factors can affect the growth of populations. On the first day, students will conduct a lab in
which they calculate the total amount of beans given to them in a brown paper bag using the mark and
recapture method. On the second day of this lesson, we will calculate the total amount of beans the entire
class had, using this same method. Then, students will take notes on the different factors that can affect
the total population size of a species.

Part II: Clarifying Your Goals for the Topic

A. Big Ideas
Ecosystemshavecarryingcapacities,whicharelimitstothenumberoforganismsand
populationstheycansupport.Theselimitsresultfromsuchfactorsastheavailabilityof
livingandnonlivingresourcesandfromsuchchallengesas,predation,competitionand
disease(LS2.A.).Acomplexsetofinteractionswithinanecosystemcankeepits
numbersandtypesororganismsrelativelyconstantoverlongperiodsoftimeunder
stableconditions(LS2.C.).Theseinteractionsareknownaslimitingfactors.Oncea
populationreachesitscarryingcapacity,limitingfactorslike,disease,food,predators
andspace,canaffectthepopulationsize.Ifanytypeofmodestbiologicalorphysical
disturbanceoccurstoanecosystem,itcanreturnmoreorlesstoitsoriginalstate,as
opposedtobecomingadifferentecosystem.However,extremefluctuationstoan
ecosystemspopulationsornaturalenvironmentcanchallengethefunctioningof
ecosystems,intermsofresourcesandhabitatavailability(LS2.C.).Humanchangesto
anenvironmentcandisruptanecosystemandthreatensurvivalofsomespecies(LS2.C).
Anytypeofchangecandirectlyaffectbiodiversity,whichcanbeincreasedbyspeciation
anddecreasedbyextinction.Biologicalextinctionisacriticalfactorinreducingthe
planetsnaturalcapital(LS4.D.).Inorderforanyspeciestosurviveontheplanet,
biodiversityisneeded.Humansareextremelydependentontheresourcesandbenefits
thatbiodiversityoffers.However,ouractionsareseverelyimpactingthebiodiversityof
theplanet.Problemslikeoverpopulation,overexploitation,habitatdestructionand
climatechangehavethepotentialtocausemajorbiologicalextinctions.Thussustaining
biodiversitysothatecosystemfunctioningandproductivityaremaintainedisessentialto
supportingandenhancinglifeonEarth(LS4.D).

B. Student Practices
1. Naming key practices

The different student practices that students will engage in during this activity sequence include:
Analyzing and interpreting data
Using mathematics and computational thinking
Engaging in argument from evidence
Obtaining, communicating and evaluating information

C. Performance Expectations for Student Learning

Performance Expectation

Associated
NGSS
Practice

NGSS Performance Expectation(s)

Apply concepts of statistics and probability as mathematical evidence for population changes
in ecosystems to support assertions about the tentative nature of scientific explanations and
the role of new evidence in revising explanations.

Analyzing and
interpreting
data.
Using
mathematics
and
computational
thinking

Use scientific reasoning, theory and models to link evidence to claims about the effects of
modest and extreme biological or physical changes to ecosystems on the natural capacity to
reestablish an ecosystem with more or less stable conditions.

Engaging in
argument from
evidence.

Specific Lesson Objective(s)

Students will be able to calculate and analyze total population size based on a sample
population.

Analyzing and
interpreting
data.
Obtaining,
evaluating and
communicatin
g information.

Students will be able to identify and predict how these factors can affect a populations
growth.

Obtaining,
evaluating and
communicatin
g information.
Engaging in

argument from
evidence.

Part III: Example Activity Sequence

A. Storyline for the Activity Sequence in Context
Stage

Role in Storyline

Lessons before
your sequence

We will be ending biomes. Students will be presenting on a biome that they were given
to research. They will share with the class the main characteristics of their biome,
presenting it as a commercial as to why someone would want to visit.

Lesson 1

This is the first day of a new chapter on population biology. We will begin by having
the students think about how scientists measure population sizes. Then, students will do
a lab on how to measure population sizes of species without counting each individual.

Lesson 2

Today, we will calculate the population size of all the beans (from the lab), using
student information. We will then lead into a discussion of how different factors can
affect the size of a population (limiting factors and carrying capacity) and why its
important to be able to measure the size of a population.

Lessons after your Students will learn about reproductive patterns and organism interactions. Then move
sequence
into the next chapter on conservation biology and human impacts on the environment.

B. Activity Sequence Details

Focus Objective
Objective
Students will be able to calculate and analyze total population size based on a sample
population.

NGSS Practice
Analyzing and
interpreting data.
Obtaining, evaluating
and communicating
information.

2. PEOE Inquiry Sequence

Stages in Your PEOE Sequence
Stage

Teaching Activities

Predict

Give each pair of students a bag of beans and ask them to predict how many
beans are in the bag without counting each individual bean.

Explain

Students will explain how they think one could determine the total population
without counting each individual bean.

Observe

The students will do a mark and recapture lab with the beans and a partner to
determine the population size.

Explain

Here the students will share their data, comparing their calculated population
size with the actual population size. They will explain how using the markrecapture method worked in determining their population size compared to their
original idea.

C. Lesson Plans
Lesson 1 Materials

Activity worksheet
Directions, questions, tables
Beans, both marked and unmarked
Brown paper bags
Calculators

Lesson 1 Activities
Lesson 1 Introduction (10-15 minutes)

Do now: There are seven billion people on the planet, how was this number determined?
Students will have about five minutes to do their do now while we take attendance.
As a class we will discuss their answers to the do now. Possible questions we might ask additionally
include:
If a student were to say that we took a census, we can ask them about the indigenous populations in the
amazon that dont have contact with the outside world how were they accounted for?
How do we figure out the population size of animals? They cant fill out a piece of paper or talk, and are
constantly moving, so how do we keep track?

What about the organisms that live in the ocean? How would we be able to get their population size,
especially if they live in the deep ocean?
**This is going to be the first day of a new chapter. Previously we talked about biomes, and nutrient
cycles. Now we are moving into population ecology.

Lesson 1 Main Teaching Activities (40 minutes)

After discussing the do now, we will pass out the first part of the activity (5-10 minutes).
The first part will include passing out a bag of beans to each table. The students will be given time to
contemplate how many beans they believe are in their bags, then explain how they think they would
determine this.
The beans in each bag represent a species of organisms.
After about five minutes of the students writing their predictions and explanations, we will do a think,
pair, share.
Students will turn to their partners, and discuss their ideas, then as a class we will share our ideas.
This will lead us directly into the activity. We will first explain to them that they will be using an actual
method that all scientists use to measure population size- Mark, Recapture.
We will pass out the activity worksheet, and quickly go over the instructions so that all of the students
understand what they are doing.
Students will work in pairs to complete the activity sheet (Attached).
As students are working on the activity, we will walk around to check on their progress and answer any
questions that students might have.
We will have students write their findings on a separate piece of paper so that we can do total class
population the next day. This will help them to see how large sample sizes can affect total population
calculation.

Lesson 1 Conclusion (5 minutes)

Students will clean up their area. Picking up any beans that might have fallen on the ground. Return all
supplies to us.
Students should also be finishing up any calculations. If they dont have time to finish during class, they
can take it home for homework.

Lesson 2 Materials

Class data
Overhead projector
PowerPoint

Lesson 2 Introduction (10-15 minutes)

Do now: Students will calculate a population size using information given to them on the overhead. This
information is attached as a document. As the students are working on their do now, we will be taking
attendance. (5 minutes)
Students can hand in their lab from the day before.
We will go over the do now as a class.

First we will ask the students what their calculated population size was determined to be. Then, we will
have someone tell us how they calculated it.

Lesson 2 Main Teaching Activities (40 minutes)

As a class, we will put all of the students results together. Then, we will have each student calculate the
total population size using the class results.
After giving them time to do their calculations, we will discuss as a class their results, and the effects of
using a larger sample size to determine the total size of a population.
This will then lead us into discussing population growth.
We will have a PowerPoint, students will take notes (PowerPoint attached)
Weve talked about how to measure the population, now we will discuss factors that affect the growth of
the population.

Lesson 2 Conclusion (5 minutes)

Before leaving, students will fill out an exit ticket.

Other than lack of food, and the Ebola virus, what are some other limiting factors that can affect the
human population?