Teacher Candidate: Damaris Aguila

Science LESSON PLANNER

Background Information:
Grade: 9 Content Area/Class Title: Population Dynamics/Biology Lesson Length: 40 minutes

How will the students be engaged in the 3 dimensions of NGSS? What DCI, SEP and CCC are
they being asked to perform during the lesson?

DCI:
LS2.C- Ecosystem Dynamics, Functioning, and Resilience
● Students will see that extreme fluctuations in conditions (resources and shelter) or size of a
population can interfere in the functioning of the population and ecosystem as a whole. They
have seen this with keystone species and invasive species but this lesson tends to focus more on
limiting resources and how that affects populations.

SEP:
Engaging in Argument from Evidence
● Students will use evidence from the activity they participate in to argue why they did or did not
survive. They will use their experience from the game to write about how populations are
affected by human intervention.

CCC:
Stability and Change
● Populations, even the most stable populations, are very susceptible to change when disaster
such as a natural disaster occurs and even when a new species is introduced into their
ecosystem. Students will see how populations can change in an instant with the activity they
will do in this lesson. Students will explain why populations are changing and what populations
have to do/have to be more stable.

Key Content Standards:

Use Next Generation Science Standards Performance Expectations; and or Common Core ELA)

HS-LS2-6:
Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain
relatively consistent numbers and types of organisms in stable conditions, but changing conditions may
result in a new ecosystem.

Key ELD Standards (Only need to include if you have English language learners in your class):
Part 1:
- exchanging information and ideas with others through oral collaborative discussions on a range
of social and academic topics
- interacting with others in written English in various forms
Part 2:
- connecting ideas

How does this lesson relate to the Big Ideas of the Unit?
A. Where is the lesson located in the Unit? What was taught before and what will be taught after to
give students a big picture idea?

This lesson is taught at the middle/end of the whole unit. The students went over keystone
species at the beginning of the unit and then progressed into food webs and then moved into
populations dynamics. Before this specific lesson students will learn about what a population is, factors
that affect the size of a population, and then density- dependent and independent factors. This activity
is after they discuss what density- dependent and independent factors are.

B. Essential Questions:

● What is a population dependent on?

● What happens when resources are limited?

C. What is the overarching goal of the unit?

The overarching goal of the unit is to understand how a keystone species affects ecosystems.
We start the unit with the introduction of a keystone species so the students can observe how
ecosystems are affected generally. Then we talk about food webs where students can visualize how
ecosystems and specific organisms can be affected and how that leads to a more specific
explanation for the collapse of an ecosystem.We also mention invasive species so that students can
see how the addition of a species can also affect an ecosystem. Now with population dynamics we
will see how organisms can be affected at a more narrowed level and how each species population
can be affected and why (lack of resources, more competition, etc.). The goal of the whole unit is
for students to understand the mechanisms within an ecosystem that keep it afloat and how they
can be gravely affected by just one species.

D. What observable real world phenomena is being used to engage students' curiosity and
understanding?

The overarching phenomena of the unit is Yellowstone National Park and the reintroduction of
gray wolves. This theme is present in every topic of the unit and will persist in this lesson as well. The
anchoring phenomenon is students simply seeing survival of species. To engage students in this
phenomena they will be shown a picture in the beginning of the lesson. They will be asked how the
animals survive in the picture’s ecosystem.

Learning Outcomes/Objective (Refer to Depth of Knowledge handout for cognitive verbs to

include in your objective): Remember Objectives have Know, Do, and Assess components
A. Cognitive Task (Lesson objective - refer to “high quality tasks” from ED 143AW):
● Students will understand density-dependent and density-independent factors and how
they can affect various populations that have different consumer roles within their
ecosystem.

B. Understanding or Skill to be Enhanced: (What will students be able to do when class is over?)
● Students will understand what constitutes a limiting resource and limiting factor
● Students will understand why some animals tend to survive better than others with the
same circumstances but different roles within the ecosystem
● Students will be able to understand why limited resources can cause competition within
an ecosystem

C. Transfer Goal: (How will the student use this?)

● Students can move onto mathematical representations of population growth and how
certain things like limiting factors can affect population growth and how the lack of
limiting factors can affect population growth

D. How will you uncover student thinking (what CCC questions will you ask?)
● After the activity and before the exit ticket, students will be asked: “Who survived?
Why didn’t everyone survive?” To get them to start switching from thinking about the
activity to thinking about how different consumer type populations are affected with
various density-independent and density-dependent factors.

E. How are students working as a scientist to uncover understanding?

● Students are actively participating and engaging in an activity that puts them in an
ecosystem and they have to see if they survive with a certain amount of resources. They
are “test subjects” in a sense and witnessing the effects “firsthand”.

1. Formative and Summative Assessments:

During (incorporate technology for formative assessment):
● Students will be asked questions during the activity when a new round starts. They will
be asked if the factor is density independent or density dependent.

Closure (think about what student samples you want to collect for analysis):
● Exit ticket- Students will fill out a google form that asks them questions about the
activity they participated in. The exit ticket will ask them what their role was and what
was the advantage/ disadvantage of the role within the ecosystem and if they survived or
not and why. The students will then answer questions about how resources can lead to
competition in an ecosystem.

Questions at different depths of knowledge:

Facts/Memorization Skills/Procedure Conceptual Application or
Relational Knowledge
 ● What is the ● How do limited ● Why are ● What impact do
difference resources affect density-depende humans have on
between competition in nt and resources and
density- an ecosystem? density-indepen populations?
dependent and dent factors
density-indepen important?
dent factors? ● Why didn’t
everyone survive
the activity?

Prerequisite Skills and Knowledge:

Describe common scientific preconceptions, errors or misunderstandings with your lesson and how you
will address them. What can you anticipate your students struggling with in terms of content?
● “A larger population tends to survive longer than a smaller population.” → We’ll see during the
activity how many students will survive with the rabbit role when the population increases
greatly
● Anticipate students struggling a bit with seeing how competition takes place and plays a role
when resources are slim. This is harder to show with this specific activity online. We will have
students “steal” resources from each other to show competition.

Where are your students in terms of what they already know about the concept(s) for this lesson?
What have they already learned at home or in their community as well as in previous classes?
● Students know what a population is and what makes a population decrease versus increase
(birth and death rate)
● Students have had a mini discussion about density-dependent and density-independent factors
and a few examples of each before this lesson date
● Students understand how food webs work and how animals transfer energy. They also
understand the role that herbivores, carnivores, and omnivores play in an ecosystem.

What skills do your students bring to this learning?

● Students have worked with Google drawing a few times in class already so they can navigate it
easily during this activity.
● Students have had this hybrid type chat/vocal discussion with some students in class and some
students online. They should know how this discussion is mandated within the lesson.

Lesson Resources/Materials:
Provide hyperlinks that are SHARED

Powerpoint:
https://docs.google.com/presentation/d/1KkoMpXkpiABJhtalp4QzoDlRT5Q_pk5jvstfRIOmOFo
/edit#slide=id.g9c1af51b9c_0_235

Google drawing class activity:

https://docs.google.com/drawings/d/1Cy7SxHN2eheHnoIMUxDXcp_5Iw0GjVTmLYYlcRQMvh
Q/edit

Google form exit ticket:

https://docs.google.com/forms/d/1LC4aF543KhUeBwIKB0pmJlSw4Z5xH-2sxnY1ADmFme4/edi
t
INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

Introduction (10 minutes):

Teacher Actions and Questions Student Actions and Possible Responses to

● Introduce students to the date.
Remind students of what they have
due within the next few days.
● Show students the picture of
animals in their ecosystem.
● Ask students “What do these
animals need to survive in this
ecosystem?
● Allow for wait time to allow
students to think
● Have students utilize zoom chat to
answer the question.
● Read out responses and
acknowledge various student ideas
● Show students the “answers” will
connecting it to what they stated
in the chat
● Ask students “Are these things
evenly distributed? Do all of these
animals have equal opportunity?”
● Allow for wait time
● Ask students to unmute themselves
to give their ideas as to why they
are important
● Acknowledge student responses
but don’t give them the answer
Thinking
● Students will utilize wait time to think
back to what the differences are
between the density factors.
● Students will use the chat to write
their ideas and include an example
of each. Example: “Animals need
water, shelter, food, and mates in
order to survive in an ecosystem”
● Students will read/listen to the
“answers” once the teacher
finishes going over the chat
responses
● Students will think about the next
question
● Students will raise their hands
(either on camera or utilizing raise
hand feature on Zoom)
● Students will share their answers.
Example “No, some animals can
survive easier than others because
they have less predators”
● Students will read/listen to teacher
share answers to this question
 ● Transition to activity by stating
“We’ll discover this and see how
things work in regards to survival in
an ecosystem and see if YOU can
survive”
Body of the Lesson (25 minutes):
Teacher Actions and Questions
● [Refer to Powerpoint (link)]
● Teacher will give students but of
an overview of what activity they
will do for the lesson
● Teacher will go over the list of roles
that the students will have. Ask
students: “Which type of
consumer is each of these
animals?” (LL) and go through the
list and have students unmute
themselves to get through the list
quicker
● Teacher will give students their
roles through a list pasted onto the
chat
● Teacher will talk about the logistic
instructions for the activity while
showing them an example of the
Google drawing (link) document.
“You have one minute to put as
many ‘fruit loops’ in your cup as
you can. Make sure you put them
in the cup one by one.”
● Teacher will explain that the fruit
loops/resources are different
colors that represent different
things and they’ll find out what
they mean later
Student Actions and Possible Responses to
Thinking
● Students will listen and read the
introduction of the activity on the
Powerpoint slide
● Students will view the animal role list
and as the teacher goes down the
list they will state whether the animal
is an herbivore, carnivore, or an
omnivore. Example when the
teacher says “What about the lynx?”
Students respond with “carnivore”.
● Students will see the list of roles in the
chat and take note of their roles
● Students will listen and red to the
instructions for the activity
● Students will watch the teacher
show them the Google drawing
assignment and make sure they
understand what each space is for
and how to move the fruit loops into
the cup.
● Students will go to their Google
Drawing on Google Classroom and
jot down what their role
● Students will ask questions if they
have any before the activity begins.
Example, “What is the discard pile
for?” In which the teacher will then
answer.
● Teacher will show the assignment
on google classroom and remind
students to record what their
animal role is.
● Teacher will ask for questions
before the activity officially starts.
● The teacher will start activity and
time students for 1 minute while
they “pick up resources”.
● Teacher will say the time is up.
And then reveal the key of what
color fruit represents which
resource.
● Teacher will tell students to
organize their resources by color in
the “resource stockroom” space
on their Google drawing
● Teachers will have students that
are herbivores discard the meat
resources that don’t pertain to
them in the google drawing
“Discard Pile” space and then
have carnivores discard plant
resources.
● Teacher will tell students to listen
carefully for each round to find
out what they are discarding
● Teacher will explain how students
will show when they “die” and
show them the participant
reaction “no”reaction that has a
red circle appear next to their
name
● Teacher will start round 1 and
announce what the scenario is
and then what resources to
discard and how one would be
considered “dead”.
● Teacher will play along and point
out when certain students are
“dying”
● Students will utilize the minute they
have to get as many fruit loops in
the cup on their own Google
drawing.
● When time is up, students will then
organize their resources by color in
the “Resource Stockroom” on the
assignment
● Students will pay attention and those
who are herbivores will get rid of the
fruit loop colors that represent meat
and carnivores will get rid of the
ones that represent plants.
● Students will practice how to utilize
the reaction to show that they are
“dead”
● Students will prepare for the rounds
and listen attentively
● Students will listen and read the
scenario and discard the necessary
resources and figure out if they
“died” or not
● Students will answer the question by
unmuting themselves. Example “This
is human intervention so it would be
considered density independent”
● Students will repeat this for the rest of
the rounds
● Students that survive will put in the
chat whether they survived or not
 ● Teacher will ask: “Why did so
many people die/not die on this
round?”(LL)
● Teacher will have students unmute
to answer to get responses quicker
● This will go on for 9 rounds.
● At the end of the rounds the
teacher will find out who the
survivors are.
Closure (4 minutes):
Teacher Actions and Questions
● Teacher will close the activity by
asking: Did everyone survive? Why
not? (HL)
● Teacher will allow some wait time
for students to reflect and think
● Teacher will have students utilize
the chat but encourage students
to unmute themselves and verbally
answer
● Teacher will acknowledge answers
but not give a definitive answer to
the question
● Teacher will ask “How could we
have made the populations more
stable?” (HL)
● Allow wait time
● Listen to student responses.
acknowledge their answers.
● Teacher will then tell students to fill
out a google form that is an exit
ticket for the class
Student Actions and Possible Responses to
Thinking
● Students will think about whether or
not they survived and think about
which group of animals did survive
● Students will use the chat to write
their responses: “Not everyone
survived because everyone had a
different number of resources and
not everyone had the pollution or
were affected by population
increase”
● Students will answer the next
question “We could have given the
herbivores chances to get more
food. We could have had the
shelters fixed when they lost some.”
● Students will then go to the google
form using the link provided in the
chat and fill it out before they leave
class