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5E Lesson Plan

Teacher: Erica Wood

Date: 9/23/18
Subject / grade level: Science/8th grade
Materials:
 Oh Deer rules sheet
 Science notebooks or paper to record data
 Student laptops/computers
 Teacher Computer
 Projector
During the engage portion of the class, the teacher will show a video using the classroom projector.
Using classroom laptops or computers, the students will create a graph, using Excel, to display collected data from the Oh Deer
activity.

TEKS: §112.20. Science, Grade 8


(11) Organisms and environments. The student knows that interdependence occurs among living systems and the environment
and that human activities can affect these systems. The student is expected to:
(A) investigate how organisms and populations in an ecosystem depend on and may compete for biotic factors
such as food and abiotic factors such as quantity of light, water, range of temperatures, or soil composition;

(2) Scientific investigation and reasoning. The student uses scientific practices during laboratory and field investigations. The
student is expected to:
(D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and
(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict
trends.

Lesson objective(s):
 The students will investigate how limiting factors affect population size.
 The students will construct graphs and communicate valid conclusions based on gathered data.

Differentiation strategies to meet diverse learner needs (ELL and Special Education modifications):
In order to differentiate for ELL students, I would include Oh Deer directions in their native language. This would allow them to be
able to fully understand and participate in the game. In addition, I would provide picture examples of the different hand signs that
correspond to the correct resource.

In order to differentiate for special education students, I would explain the directions to them in clear, and simple language. In order
to better distinguish and clarify the biotic and abiotic factors, all participating students could wear colored-coded armbands or
labels. In addition, I would pair the special education student with a buddy that could help when graphing the information.

ENGAGEMENT
 In order to capture the students’ attention, the teacher will play the video “How Wolves Change Rivers.” This video
discusses the impact that the reintroduction of wolves had on Yellowstone National Park. This will get students thinking
about how organisms interact with each other and the environment
 Video link: https://youtu.be/ysa5OBhXz-Q

EXPLORATION
 Success Criteria:
The students will visually see how populations in nature can fluctuate and the factors that can drastically affect population
size.
5E Lesson Plan

The students will analyze how food, water, and shelter are critical components of a habitat.
The students will analyze and interpret data provided by the Oh Deer activity to come to valid conclusion about population
fluctuations.
The students will communicate their findings in their science notebook and through a graph they create.
 For exploration, the students will engage in the Oh Deer simulation game. The teacher will explain the rules to the class
(see attached rules). Then the students will go outside to do this activity. This activity will be conducted for multiple rounds
in order for students to see how the population size of the dear changes over time. Data will be collected and recorded
after each round.
 After the simulation is complete, students will go back into the classroom. In small groups (around 3-4 students), the
students will use the collected data in order to create a graph. The graph should show the number of deer and resources
at each round. Students will use the classroom computer and input the points on Excel to visually graph the data. I would
let students choose what type of graph they used to display their data (this could be a discussion topic during explanation)
Students will print their graph and attach it in their science notebook write-up. In addition, the students will describe what
happened to the population during the Oh Deer activity, include a table representation of their data, the graph they
created, and a conclusion in their science notebooks.

EXPLANATION
 After conversing in their small groups, students will discuss their findings to the class. The students will explain, in their
own words, what caused the deer population to shift. Students can justify which type of graph they chose to display their
information. Students will get to engage in discussion and hear what other group’s explanations for the population
fluctuation.
 After the discussion is complete, the teacher can help fill any gaps by asking guiding questions. The teacher can describe
the topics of limiting factors and carrying capacity of the deer population.

Questions (Bloom’s):
 Why did the population changes occur? (Analysis)
 What relationship does your graph depict between the deer population and the number of available resources? (Analysis)
 How does this simulation apply to what happens in real world populations? (Application)
 What, if any, are some of the problems with this simulation? (Analysis)

Extension Topic
 In order to go beyond the inquiry, the teacher could ask the students to consider what would have happened if harmful
pesticides were introduced into the ecosystem. The teacher could ask how would that affect the surrounding resources?
Would pesticides have an affect on the deer? The teacher could also ask students to consider what would have happened
if intense weather, such as a flood or drought, happened in that area. How would that affect the carrying capacity?
 This lesson could also tied into the fact that organisms depend on one another and that one small change can alter
another organism in the cycle. To apply this to our daily lives, this could be related to how we should be mindful with how
we interact with the environment and the affect we can have on other organisms.

EVALUATION
 Throughout the class period, the teacher should be making informal observations.
 Students will demonstrate that they have achieved the lesson objective by creating a quality graph, explaining what
happened in game, developing a data supported conclusion, and appropriate responses to questions. After class, the
students will turn in their science notebook write-ups. The teacher will read the students responses. The teacher will fill
out the attached checklist to evaluate if students have achieved the objectives.

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5E Lesson Plan

Points Possible Science Notebook Write-Up Checklist Points Given

20 Explains what took place in the Oh Deer simulation

20 Includes table of recorded data

20 Includes a graph of the data with appropriate title and labels

20 Includes conclusion that is supported with evidence

20 Each member participated in activity and discussion

100

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5E Lesson Plan

Oh Deer! Game Directions

1. Mark two parallel lines on the ground 10 to 20 yards a part. Ask students to count off in fours. The ones
become the “deer” and line up behind one line with their backs to the other students. The other students become
habitat components necessary to survive (food, water, and shelter) and line up behind the other line with their
backs to the “deer”.

2. Explain that the deer need to find food, water, and shelter in order to survive in their environment. If they do
not then they will die.

3. In this activity when the “deer” is looking for food, it should clamp its hands over its stomach. When a “deer”
is looking for water, it should put its hand over its mouth. When a “deer” is looking for shelter, it holds its
hands together over its head.

4. A “deer” can choose to look for any one of its needs during each round of the activity. Emphasize that the
“deer” cannot change what it is looking for during a round. It can only change what is looking for at the
beginning of each round.

5. The other students are the food, water, and shelter. Students get to choose what they want to be at the
beginning of the round. They show their choice in the same way as the “deer” have. Emphasize to these
students that they cannot change what component they are during a round. They can only change at the
beginning of each round.

6. The teacher should begin the first round by asking all students to make their signs—hand over stomach,
mouth, or head. Emphasize that students should choose one of these symbols before turning around to face
the other group.

7. When the students are ready tell them to “GO!”. At this time each “deer” and each “habitat component” turns
to face the opposite group continuing to hold their sign clearly.

8. When the “deer” see the “habitat component” that matches what they need, they are to run to it. Each “deer”
must hold the sign of what it is looking for until getting to the matching “habitat component.”

9. Once the “deer” find their correct component they should take it back to their line, and the “habitat
component” becomes a “deer”. Any “deer” who fails to find its “habitat component” dies becomes a “habitat
component” on the other side and becomes available as food, water, or shelter to the “deer” who are still alive.

10. “Habitat components” not taken by a “deer” continue to be “habitat components”.

11. The activity should consist of 12-15 rounds. The teacher records the number of “deer” at the beginning of
the activity and at the end of each round so that students can graph the results in the classroom.

Oh Deer Game Directions adapted from Project Wild Teacher’s Guide


http://www.beaconlearningcenter.com/documents/313_01.pdf

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