SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE R​ evised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at ​www.sscphandbook.org​.
Name CWID Subject Area
Elise Johnson 888231073 Biology
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Can Populations Grow Without
Biology Ecology 9 & 10 102 minutes
Limits?
CLASS DESCRIPTION (​including specific special needs and language proficiencies)
Period 4
31 students
9 students with IEPs, one with a one-on-one aide
7 Bridging English learners
2 Reclassified Fluent English Proficient students
STANDARDS, OBJECTIVES, & ACCOMMODATIONS
SDAIE​ (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and Content Objective(s)
for developing knowledge in the
Technical Subjects, NGSS, and Content Standards (cognitive, psychomotor, affective)
content area
Students will be able to understand
-Graphic organizer for activity
NGSS:​ ​HS-LS2-1.​ ​Use mathematical and/or computational and apply exponential and logistic
-Multiple sources of information
representations to support explanations of factors that affect carrying population growth models to
(notes, video, pictures, websites,
capacity of ecosystems at different scales. explain limiting factors in
graphs)
population growth at different
-Review of key vocabulary
CCSS ELA:​ ​WHST.9-12.2.​ Write informative/explanatory texts, including scales.
-Connection to human population
the narration of historical events, scientific procedures/ experiments, or
-Explanation of key words as they
technical processes. Students will be able to model the
arise
effects of limiting factors on the
-Individual and group
CCSS Math:​ ​MP.2.​ Reason abstractly and quantitatively. ​MP.4​. Model growth and carrying capacity of the
work/discussion
with mathematics. population of wolves in
Yellowstone National Park.
Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary
Population, graph, density, ecosystem, abiotic factors, biotic factors,
immigration, emigration, birth rate, death rate, biodiversity, caldera,
Define, compare, contrast, at least, considered, exceptionally,
Stomoxys calcitrans, ​larvae, host, prey, exponential growth, limiting
decimated, emaciated, prediction, conditions, explain, data
factors, density-dependent limiting factors, density-independent limiting
factors, logistic growth, carrying capacity,
SDAIE​ Strategies for developing
English Language Development Standards (ELD) Disciplinary Language Objective(s)
knowledge of disciplinary English
ELD.PI.9-10.10.Br.​ ​a) Write longer and more detailed literary and
Students will be able to collaborate
informational texts (e.g., an argument about water rights) -Model reading of scientific text
to write multiple short, coherent
collaboratively (e.g., with peers) and independently using appropriate -Graphic organizer to organize
explanations and summaries
text organization and register. b) Write clear and coherent summaries information to be summarized
relating population growth models
of texts and experiences using complete and concise sentences and key -Limits to response length
to real world data.
words (e.g., from notes or graphic organizers).
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs Specific Accommodations
-Videos, graphs, pictures, online interactive, website, reading
-Multiple modes of presenting information
-Use of kitchen timer to time activities
-Chunked out activities
-Allotted time for discussion amongst groups, call on a table to speak
-Rehearsal/discussion of information before sharing
-Group students who work effectively and efficiently together, can keep
-Task management/staying on track
each other on task; check in with whole class periodically
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Ask students to brainstorm
Informs teaching by predicting
challenges that the human
how much students will
Determine students’ population might face as it Immediate feedback by
struggle with concepts and
understandings of the grows larger. Have them draw listening to student group
EL vocabulary in the online
concepts of limiting factors a graph showing their discussions and by facilitating
interactive, determining how
and population density. predictions for human whole class discussion.
much time will be needed for
population growth from 2020
those concepts.
to 2100. Ask students to
 predict the change in human
population density.
Call on tables or students to
Determines how much share their responses in the Informs teaching by showing if
intervention will be required review and explore sections of more clear instructions are
as students work through the the lessons. Circulate the room Immediate feedback by needed, if concepts or terms
activity. Assesses students’ as students work on the online observing group work, asking need to be clarified, if students
PM
understanding of directions, interactive and ask students to students for explanations or need to be challenged more, if
concepts, and vocabulary. explain their answers. Ask asking extending questions. group interventions are
Assesses level of student groups to explain what they needed to facilitate
collaboration. are doing and if they have any collaboration.
questions.
Informs teaching by showing
Ask students to share their Partially immediate feedback by
what aspects of the activity can
Determines students’ responses to their groups’ reading/listening to students’
be improved upon. Informs
understanding of population question. Read students’ responses on this activity.
teaching by showing if the
growth models and limiting responses and give feedback. Long-term feedback by seeing
concepts need to be
factors. Portion of Module 8 test at the results of the test at the end
reintroduced in a different
end of unit. of the unit.
way.
Students complete the
Determine students’ ability to modeling assessment in
S apply what they have learned groups. Students must gather
Immediate feedback by
in the online activity to a new data on the wolf population
checking in on groups and
population, the wolves in since their reintroduction in Informs teaching by identifying
providing feedback with the
Yellowstone National Park. 1995 and depict this on a what needs to be retaught in
analytic rubric. Feedback after
Demonstrate understanding of graph. Students must also terms of content and in terms
grading on the holistic rubric
the cause and effect research density-dependent of modeling skills,
after observing students
relationship between limiting and density-independent collaboration skills, etc.
throughout the assessment
factors and the wolf limiting factors and explain
process.
population growth and how these have affected the
carrying capacity. wolf population growth and
carrying capacity.
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Instruct students to answer #1 in the warm-up activity individually,
having students think about the potential challenges faced by a
growing human population, 3 minutes.
Instruct students to discuss their thoughts with a partner, 1
Brainstorms individually potential challenges that a growing
minute.
human population would face in the future. Discusses their
Call on tables for students to share their thoughts, write challenges
thoughts with a partner. Shares their thoughts with the class.
on the whiteboard, 2 minutes.
10 min. Sketches a growth curve for the human population between year
Instruct students to complete #2 and 3 in their warm-up activity
2020 and 2100 and predicts whether human population density
individually, 3 minutes.
will increase or decrease in that time. Discusses with a partner
Instruct students to discuss their thoughts with a partner, 1
and then shares out with the class.
minute.
Call on tables for students to share their thoughts, draw sample
curves on the board and predictions for change in population
density.
Lesson Body
Time Teacher Does Student Does
Instruct students to take out their notes for a review. Allow
students 7 minutes to fill in the information in the “Review”
section of their activity. Allow students to work in groups. Circulate Refers to their notes to fill in the information in the “Review”
the room to ensure that students have accurate information. Ask section of their activity. Works in groups to ensure accuracy of
10 min. students connecting questions like, “How do you think the abiotic information. Makes possible connections between abiotic and
and biotic factors that you listed could affect a certain population biotic factors and population density.
density?” Shares information with the class.
Review information as a class for 3 minutes, answer clarifying
questions.
Instruct students to have the group member with the earliest
At each group, student with the earliest birthday retrieves
2 min. birthday to retrieve Chromebooks for their table. Tell students
Chromebooks for their group in 2 minutes or less.
they will be timed.
Tell students that they will now be learning about the ecosystem
Each students goes to the website and completes numbers 1 and
that they will be focusing on in their population growth study.
15 min. 2 in the “Explore” section of their activity by reading the
Instruct each student to go to the website
description of the Ngorongoro Conservation Area and looking at
https://whc.unesco.org/en/list/39/​ and complete numbers 1 and 2
 in the “Explore: Ngorongoro Conservation Area” section of their photos and a video of the ecosystem. Students share their
activity. As students work, circulate the classroom and ask groups thoughts in their groups and then with the class.
and individual students about their answers and observations.
Call on tables to share their answers.
Tell students that they will next be looking at a specific population
of lions in the Ngorongoro Crater to learn about population
5 min. growth. As a brain break and to further get students acquainted Students watch the NatGeo Wild video about lions.
with the lions, show students the five minute video ​Lions 101
NatGeo Wild
Direct students to the reading excerpt from Packer et al. Case
Study of a Population Bottleneck: Lions of the Ngorongoro Crater.”
Read the excerpt aloud to students, asking students questions
along the way: “How long have lions lived in the Ngorongoro Students read the excerpt along with the teacher, answering
Crater?” “What is this (Fosbrooke 1972)?” “How big was the lion questions that the teacher poses and making annotations with
population in this period?” “What happened that allowed the the teacher. Examines the citation at the end and explain what it
15 min.
biting fly population to increase?” “Why was this bad for the tells us and why it is necessary.
lions?” “What does decimated mean?” “How big was the lion Discusses reading in groups and comes up with at least two
population in 1962?” Bring students’ attention to the MLA citation questions about the reading. Shares questions with class.
at the end. Ask students why this is necessary and what it tells us.
Have students discuss in their groups and come up with two
questions based on the reading. Ask groups to share.
Instruct students to go to the online interactive
https://smartgraphs-activities.concord.org/activities/225-african-li
ons-modeling-populations/student_preview/​ . Assign groups their Students go to the online interactive and take note of their
focus questions (9 groups, 4 questions: Question 1: Groups 1,5; group’s assigned question on the activity. Students work together
35 min. Question 2: Groups 2, 6; Question 3: Groups 3, 7; Question 4: to each complete the activity and work through the online
Groups 4,8,9). Instruct students to work in their groups to each activity. Asks the teacher questions when there is confusion and
complete the activity. Circulate the room to ensure that students answers questions the teacher has for them.
are on task and ask them questions about how they came to their
explanations.
Lesson Closure
Time Teacher Does Student Does
Instructs groups to discuss their findings for their focus question
Groups discuss their focus question and designate a reporter to
and designate a reporter to share with the class. Ask groups to
share the information with the class. Groups share and answer
share with the class and ask extending questions related to their
questions.
topic.
Identifies and shares density-dependent and
10-15 Tell students to refer to their human population warm up and ask
density-independent limiting factors students listed for the
min. them to identify density-dependent and density-independent
human population in the warm up. Looks at their predicted
limiting factors that they may have listed in the beginning of class.
growth curve and states whether it is closer to exponential or
Ask students to approximate the type of growth curve they
logistic growth. Shares thoughts about whether the human
predicted in their graph. Ask students if they think we will reach
population will reach carrying capacity or not and why.
carrying capacity and why.
Instructional Materials, Equipment, and Multimedia
Wifi
Chromebooks, 1 per student
Computer
Projector
Activity packet
Co-Teaching Strategies
☐​One teach, one observe ☐​One teach, one assist ☐​Station teaching ☐​Parallel teaching
☐​Supplemental teaching ☐​Differentiated teaching ☐​Team teaching ☑Not applicable
CO-PLANNING NOTES
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.
Yellowstone Wolves Model Components
❏ Labeled graph with caption
❏ At least three (3) density-dependent limiting factors
❏ At least two (2) density-independent limiting factors
❏ Carrying capacity of the Yellowstone wolves
Student Names: Period:
YELLOWSTONE WOLVES MODELING RUBRIC
Advanced ​(3) Developing ​(2) Needs Improvement ​(1) Score
Model • ​Clearly​ ​labels​ and ​defines​ ​ALL • Labels and defines ​MOST​ of the • Components of the model are ​missing
components components of the model components of the model or improperly labeled
(see list above) • Graph is ​clearly​ and ​accurately​ l​ abeled • Graph is ​MOSTLY​ labeled clearly and • Graph is largely ​missing​ or improperly
• Graph type is ​appropriate​ for purpose accurately labeled
• Graph type ​not appropriate​ for purpose
Relationships • ​Clearly​ illustrates ​relationships • ​Adequately​ illustrates ​relationships • ​Inadequately​ illustrates ​relationships
between between components of the model between components of the model between components of the model or
components of • ​Accurately​ explains the ​cause and • ​Reasonably​ explains the ​cause and missing relationships
the model effect​ between limiting factors and wolf effect ​between limiting factors and wolf • ​Incoherently​ explains the cause and
population growth and carrying capacity population growth and carrying capacity effect between limiting factors and wolf
population growth and carrying capacity
Connections to • ​Accurately​ connects the model to • ​Adequately​ connects the model to • ​Inaccurately​ connects the model to
scientific theory scientific principles of population scientific principles of population scientific principles
and limitations dynamics and ecological relationships dynamics and ecological relationships • Model is ​unable​ to be transferable to
• Model is ​transferable​ to make • Model has ​potential​ to be transferable make predictions in other scenarios
predictions in other scenarios to make predictions in other scenarios • ​Inadequately​ describes the limitations
• ​Clearly​ outlines the limitations of the • ​Adequately​ describes the limitations of of the model or ​missing
model the model
Notes: Total:
Student Name:
1 2
❏ The product does not show
an understanding of the
cause and effect
relationship between
limiting factors and the
wolf population growth
and carrying capacity.
❏ The product contains FEW
essential components to
be considered a strong and
useful model.
❏ The student rarely
demonstrated
collaboration skills,
organization skills, and
self-regulation skills during
the assessment process.
Notes:
Overall Score:
YELLOWSTONE WOLVES: HOLISTIC RUBRIC
❏ The product shows a
developing or partial
understanding of the cause
and effect relationship
between limiting factors
and the wolf population
growth and carrying
capacity.
❏ The product contains
SOME essential
components to be
considered a strong and
useful model.
❏ The student attempted to
demonstrate collaboration
skills, organization skills,
and self-regulation skills
during the assessment
process.
3 4
❏ The product shows a
reasonable understanding
of the cause and effect
relationship between
limiting factors and the
wolf population growth
and carrying capacity.
❏ The product contains
MOST essential
components to be
considered a strong and
useful model.
❏ The student demonstrated
strong collaboration skills,
organization skills, and
self-regulation skills during
MOST of the assessment
process.
Period:
❏ The product shows a clear
and accurate
understanding of the cause
and effect relationship
between limiting factors
and the wolf population
growth and carrying
capacity.
❏ The product contains ALL
essential components to
be considered an
exceptional and useful
model.
❏ The student demonstrated
exceptional collaboration
skills, organization skills,
and self-regulation skills
THROUGHOUT the
assessment process.