1. Topic-
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| Population Growth and Limiting Factors |
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2. Content-
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| Population growth, limiting factors, carrying capacity, biotic potential,
density-dependent limiting factors, density-independent limiting factors,
r-strategists, K-strategists |
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3. Goals: Aims/Outcomes-
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Students will learn the difference between density-dependent limiting
factors and density-independent limiting factors
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4. Objectives-
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1. Students will be able to define density-independent and density-dependent
limiting factors
2. Students will be able to list examples of density-independent and
density-dependent limiting factors
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5. Materials and Aids-
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| Limiting Factors PowerPoint, computers |
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6. Procedures/Methods-
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A. Introduction-
Name some populations you can identify in the area where you live.
Explain why these groups are populations. Think of some factors that
may affect their growth as a group either positively or negatively.
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B. Development-
Introduction: Calculate the population density of the classroom
[Show the Encarta video Flamingo Colony.]
Would you say that's a crowd? How do you feel when you are in a crowd?
Tell me some places that are crowded.
What makes a crowd? A crowd is more than just a lot of people. A crowd
is a lot of people in a small space. What makes a crowd, a gathering
where people feel crowded, is the ratio of people to space. The number
of people to the amount of space is what social scientists call "population
density."�
Given this definition of a crowd, would you say our classroom is crowded?
To get a more specific answer, let's calculate the population density
of the classroom. We're going to do this in three steps.
1. First, we calculate the total area of the classroom in square meters.
Should we include closets or closed-up cabinets in our calculations?
[Write area on board or overhead projector.]
2. Next, we identify the size of our classroom population, which is
equal to all students plus the teacher and any teacher aids or regular
volunteers. [Write number on board or overhead.]
3. Finally, we find the population density. We perform a simple math
operation to find the population density number: We divide the size
of the population by the total area. [Perform this division on board
or overhead with students.]
Population density equals the number of people per square meter. The
population density of our classroom is [x].
Population density can be calculated for any area. We calculated the
population density on the basis of number of people per square meter.
Generally in geography, population density is represented as the number
of people per square mile or square kilometer. This number is derived
the same way we just derived our classroom population density: dividing
the total area population by the land area in square miles (or square
kilometers).
Let's talk about some issues relating to population density in our
classroom.
- Does crowding lead to conflict?
- Does a high population density or crowding affect trash pickup?
- How does population density affect the distribution of school resources?
For example, does crowding make a difference if there is one reading
resource teacher or other specialist per classroom?
- Can you think of any other issues related to crowding or lack of
crowding in our classroom?
2. Limiting Factors PowerPoint |
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C. Practice-
| Limiting Factors Research Project |
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D. Independent Practice-
| H.W. Population Worksheets |
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E. Accommodations (Differentiated Instruction)-
| Printed powerpoint for one student |
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F. Checking for understanding-
1. Survey Quiz at the start of class to assess students recall of
the homework assignment.
2. Exit Slip: Name one density-dependent limiting factor and one density-independent
limiting factor |
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G. Closure-
1. Discuss what students learned about limiting factors after exit
slips are connected.
2. Relate to the specific limiting factors including: predation, parasitism,
and disease. |
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