Refined

from Understanding by Design

Assessment Plan Blueprint

What understandings or goals will be assessed through this lesson?

Understanding of how density-dependent and Ability to interpret exponential and logistic

density-independent limiting factors affect growth curves and use these mathematical
population growth and carrying capacity. representations to explain population growth.

What criteria are implied in the standards and understandings regardless of the task specifics?
What qualities must student work demonstrate to signify the standards were met?


Use mathematical and/or computational Students must be able to interpret graphs, use them
representations to support explanations of factors to explain limiting factors, understand carrying
that affect carrying capacity of ecosystems at capacity and limiting factors, understand the
different scales. concepts at different scales of populations.

Through what authentic performance task will students demonstrate understanding?

Task Overview: Using their knowledge gained from the African Lions: Modeling Population activity, students will
work in groups to model the reintroduction of wolves into Yellowstone National Park to explain the density-
dependent and density-independent limiting factors that affected the wolves’ population growth and carrying
capacity. Students will use data collected by the National Park Service and will research the types of limiting
factors present in Yellowstone. Then, students will construct a model that includes a graph of wolf population
growth, and an explanation of the various factors that limit this growth, using labeled drawings and arrows to
show these ecological relationships. Students will then peer review each other’s models, and then revise as
needed. This model can then be further refined later in the unit when students learn about ecological disturbances
and human impacts on ecosystems.


What student products and performances will provide evidence of desired understandings?

Model includes a labeled graph of the Yellowstone wolf

The product will be the initial model and revised
model after peer reviewing. Later in the unit, population growth over time, as well as labeled pictures
students will further refine the model and this will with arrows to show relationships between biotic and
be used as evidence of understanding as well. abiotic factors that represent limiting factors.


By what criteria will student products and performances be evaluated?

Student groups’ models will be graded on a holistic Students will need to include the components of
modeling rubric as well as on a collaboration rubric the model, a caption for their graph, precisely
since students worked in groups. Students will be show the relationships between the
given an analytic rubric to use for self-assessment components, describing cause and effect, and
throughout the completion of the assessment, and
connect to scientific theory of population
will be used to monitor progress and provide
feedback.
dynamics.