How do living things interact with each other and the environment?
Learning Targets
Learning Experiences
Learning Targets
Learning Experiences
152 I can identify patterns in the characteristics of population growth that distinguish exponential growth from linear growth from logistic growth. (9) 153 I can interpret a population pyramid graph and use the information contained to predict the results of a change in birth rate or death rate. (9) 154 I can use evidence and data to describe trends in human population growth. (9) 155 I can investigate factors that impact population growth and make predictions of how changing environmental conditions will affect population growth. (9)
156 I can use growth curves of predators and prey to evaluate the impact of one species on another. (9)
Students use population pyramids to compare the age-sex distribution of various populations around the world. Discuss the features of the graph. Ask students to utilize the graphs to predict the consequence of a dramatic change in birth rate and/or death rate. Given growth curves, students explore population growth curves and the assumptions that shape the mathematical models of population growth. Using this information, students make predictions about future growth patterns when environmental conditions change, supporting their predictions graphically and mathematically.
Students interpret predator/prey population graphs and assemble their own predator/prey graph from a provided dataset. Based on the data, students analyze the relationship between the two populations and answer the following questions: • If the predator is absent, what is the impact on the size and growth pattern of the prey population? • How do the growth pattern and population size of the predators change if the prey is absent? • What assumptions does this model make regarding how varied the diet of the predator may or may not be? Using their knowledge of previously constructed predator/prey graphs, students respond to the following prompt: The number of rabbits in an area is dependent on the number of owls in that same area. Use evidence from the graph to justify your response.
Teacher Tip A main point of this learning progression is to help
students see that population sizes of predators and their prey fluctuate according to the same pattern, but one is offset in relation to the other. The data collected in this activity can be used as a reference point for terms used during presentation on community and ecosystem ecology.
V All populations grow at the same rate. Misconception
Teacher Resources
Teacher Resources
Exponential Population Growth Alabama Science in Motion N5ExpGrowth Students examine exponential population growth using mathematical models. bit.ly/AMSTI-ASIM Population Growth – Exponential and Logistic Models vs. Complex Reality Serendip Studios This analysis and discussion activity is designed to help students develop a solid understanding of the exponential and logistic models of population growth, including the biological processes that result in exponential or logistic population growth. bit.ly/population-growth-models
Predator Prey Populations Alabama Science in Motion N4Pop
Teacher Tip In this learning
Students investigate predator-prey population relationships, factors affecting those relationships, and density-dependent and density-independent limiting factors. bit.ly/AMSTI-ASIM
progression, emphasis is placed on the patterns and conclusion students draw from interpreting population growth graphs. Scaffolding conversations may be required for students who
Call of The Wild NMSI Laying the Foundation Lesson
This lesson is designed to introduce the concept of predator/prey population cycles. One of the main points of this activity is to help students see that population sizes of predators and their prey fluctuate according to the same pattern, but one is offset in relation to the other. The data collected in this activity can be used as a reference point for terms used during presentation on community and ecosystem ecology.
draw inappropriate conclusions or infer contradictory patterns.
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A Field Guide to the Alabama Standards
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The Biology Compendium
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