STEM5466 Joshua A.

MacGregor
SBI4U UNIT 5: Population Dynamics
LESSON #2: Species Relationship Graphs
Materials: Handouts/Transparencies:
Chalk/White Board Assignment Sheet (Attached)
Chalk/Dry Erase Marker
Textbook
Devices (Cell Phone, Tablet, Laptop)
Computer and PowerPoint Projector
Homework:
Completion of the activity, if necessary, can be done at home
Supplementary textbook questions can be assigned at the teachers discretion
Overall Expectations(s): Specific Expectation(s):
A1. Demonstrate scientific investigation skills A1.4 apply knowledge and understanding of
(related to both inquiry and research) in the four safe laboratory practices and procedures
areas of skills (initiating and planning, performing when planning investigations by correctly
and recording, analyzing and interpreting, and interpreting Workplace Hazardous Materials
communicating) Information System (WHMIS) symbols; by
using appropriate techniques for handling
F1. Analyse the relationships between population and storing laboratory equipment and
growth, personal consumption, technological biological materials
development, and our ecological footprint, and
assess the effectiveness of some Canadian initiatives A1.5 conduct inquiries, controlling relevant
intended to assist expanding populations variables, adapting or extending procedures
as required, and using appropriate materials
F2. Investigate the characteristics of population and equipment safely, accurately and
growth, and use models to calculate the growth of effectively, to collect observations and data
populations within an ecosystem
A1.6 compile accurate data from laboratory
F3. Demonstrate an understanding of concepts and other sources, and organize and record
related to population growth, and explain the factors the data, using appropriate formats,
that affect the growth of various populations of including tables, flow charts, graphs, and/or
species diagrams

F2.1 use appropriate terminology related to

population dynamics, including, but not
limited to: carrying capacity, population
growth, population cycle, fecundity, and
mortality [C]

F2.2 use conceptual and mathematical

population growth models to calculate the
growth of populations of various species in
an ecosystem [PR, AI, C]

F2.3 determine, through laboratory inquiry

or using computer simulations, the
characteristics of population growth of two
different populations [PR, AI, C]
STEM5466 Joshua A. MacGregor
F3.1 explain the concepts of interaction

F3.2 describe the characteristics of a given

population

F3.3 explain factors such as carrying

capacity, fecundity, density, and predation
that cause fluctuation in populations, and
analyze the fluctuation in the population of a
species of plant, wild animal, or
microorganism

F3.4 explain the concept of energy transfer

in a human population in terms of the flow of
food energy in the production, distribution,
and use of food resources

F3.5 explain how a change in one

population in an aquatic or terrestrial
ecosystem can affect the entire hierarchy of
living things in that system
Prior Knowledge:
Students would have already covered the introductory topics of population dynamics, including (but not
limited to): terminology, interaction between species, characteristics of populations, and energy transfer
between populations
Students will thus be able to use terms in context and navigate the subsequent exercises with minimal
guidance on the subject matter
Lesson Sequence:
0-10 Minutes: Review/Attendance
Take a few minutes to get the students acquainted with the subject matter, do a review of terminology
and concepts from previous days including characteristics of populations, energy transfer between
populations and interaction between species
This can be done via chalk talk, personal whiteboards, Kahoot, whichever way you want to
10-50 Minutes: Population Growth Activity
Administer the students the activity sheet and allow them to work in groups in order to graph their data
and do some problem solving
Proctor the students and guide them in the right direction
Allow adequate time for the activity to be completed and then move on to consolidation
Encourage students to use graphing technology and Chromebooks, if available
50-75 Minutes: Consolidation
Hold a discussion about the activity and discuss what their results were
Establish the characteristics of predation within ecosystems, relating it back to energy flow and the
overall results of competition discussed in previous lessons
Misconceptions:
Some organisms do not affect population size because they are not important
Ecosystems are not a functioning whole, but simply a collection of organisms
Species are always compatible and the NEED to get along
And many more!
STEM5466 Joshua A. MacGregor
Assessment:
Formative assessment of the students graphing and question answering by collecting the assignment
sheets
Information gathered can provide information on student performance and engagement with the unit
Accommodations/Modifications:
Allow the students to work in groups in order to aid students who are not as technologically or
academically gifted
Also provide the students with a variety of means to complete the assignment, including computers, cell
phones, graph paper (the good old fashioned way), etc.