I. Grade Level/Unit Number: Grade 6 Unit 5

II: Unit Title: Population Dynamics

III. Unit Length: 7 weeks

IV. Major Goals and Learning Outcomes: Why is the interaction of an organism essential for its survival? What abiotic factors affect growth and survival of organisms? How does habitat destruction affect biodiversity? What is pollution? How does human activity impact the environment? What steps can humans take to reduce their impact on the environment? Why has human population increased? What effect does increased population have? What is natural selection and how does it work? What is adaptation? What evidence is there for change over time?

V. Objectives and RBT Tagged Verbs:Number Competency or Objective RBT

Tag1.01 Identify and create questions and hypotheses that

can be answered through scientific investigations.A1

1.02 Develop appropriate experimental procedures for: Given questions. Student-generated questions.

B3

1.04 Analyze variables in scientific investigations: Identify dependent and independent. Use of a control. Manipulate. Describe relationships between. Define operationally.

B4

1.05 Analyze evidence to: Explain observations. Make inferences and predictions. Develop the relationship between evidence

and explanation.

C3 (c4)

1.06 Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations:

Measurement. Analysis of data. Graphing. Prediction models.

A2

1.07 Prepare models and/or computer simulations to: B2

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Test hypotheses. Evaluate how data fit.

1.08 Use oral and written language to: Communicate findings. Defend conclusions of scientific investigations.

A1

1.09 Use technologies and information systems to: Research. Gather and analyze data. Visualize data. Disseminate findings to others

A1

1.10 Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing:

Scientific text. Articles. Events in the popular press.

B4

2.02 Use information systems to: Identify scientific needs, human needs, or

problems that are subject to technological solution.

Locate resources to obtain and test ideas.

B3

2.03 Evaluate technological designs for: Application of scientific principles. Risks and benefits. Constraints of design. Consistent testing protocols.

B4

2.04 Apply tenets of technological design to make informed consumer decisions about:

Products. Processes. Systems.

B3

7.01 Describe ways in which organisms interact with each other and with non-living parts of the environment:

Coexistence/Cooperation/Competition. Symbiosis. Mutual dependence.

B2

7.02 Investigate factors that determine the growth and survival of organisms including:

Light. Temperature range. Mineral availability. Soil/rock type. Water. Energy.

B6 (D6)

7.03 Explain how changes in habitat may affect organisms. B27.04 Evaluate data related to human population growth,

along with problems and solutions:B5

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Waste disposal. Food supplies. Resource availability. Transportation. Socio-economic patterns.

7.05 Examine evidence that overpopulation by any species impacts the environment.

B4

7.06 Investigate processes which, operating over long periods of time, have resulted in the diversity of plant and animal life present today:

Natural selection. Adaptation.

B6(D6)

VI. LEP

VII. Materials Needed:• Internet access• Computer access• Aquarium• Terrarium• OPTIONAL- pictures of balanced ecosystem• Plastic bags• 12 nails per group• Block of wood per group • Flowered material• Multi-colored beads• The Lorax , by Dr. Seuss/ or video• Poster paper/ poster board• Markers/ crayons• Construction paper

o Blacko Whiteo Greeno Newsprint

• Editorial Cartoon(6th grade support documents)• Video/DVD- World Population: a Geographic Simulation of the history of

humans Populations Growth. (Population Connection (202-332-2200 www.populationconect.com )

• Media resources for research

VIII. Big IdeaThe earth is home to many different life forms, including plants, animals,

humans, and other organisms. There is a high degree of interdependence among populations of organisms and the non-living components of their environments.

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These interactions may support a stable population, but often result in wide fluctuation of population numbers over time in natural environments. Many environmental factors such as varying amounts of heat, light, water, minerals, shelter, and food influence the growth and survival of individuals within a population.

Populations of various species co-exist within an ecosystem, often having to compete for limited resources of food, water, space and shelter. Some species, however, have symbiotic relationships in which interactions benefit long-term survival of one or both species. The interconnectedness of populations means that change in one population within a community of living things often results in a change in others. Over population by any species has an impact on the environment.

Any change in living or non-living parts of a habitat has the potential to impact population numbers. Organisms within a species must be able to find sufficient resources to survive. As environmental conditions change due to natural events or human activities, it may be more difficult for organisms to maintain health and the ability to reproduce and, over time, permits the survival of the species. A species that is not able to adapt to changing conditions will, over time, become extinct.

Organisms have survived and continue to live in a wide variety of conditions on the earth. Physical and behavioral adaptations have enabled organisms to meet basic needs, even in environments with extremes of heat, light, moisture, soil type, and energy.

Human population has grown at a constantly increasing rate over the last two centuries. This booming population growth has resulted in changes in landscapes, oceans, and atmosphere that interfere with life-sustaining natural systems. These systems when out of balance endanger the survival of many plant and animal populations.

Growth in human population, especially in some parts of the world, has been a challenge to science and technology as the search of ways to keep up with the demand for basic needs of food, clean air, and water and the safe disposal of waste products continues. Depletion of limited natural resources used in manufacturing and transportation as well as the pollution and land degradation that occurs due to the removal of these resources is accelerated as human population and individual consumption of resources increase.

Overpopulation by any species has an impact on the environment. Overpopulation results when the long-term ability to sustain quality of life is negatively impacted by the current population.

IX. Notes to Teacher: This unit deals with the balance between living and non-living resources in

natural systems and the imbalance that can result as population growth and demand for resources exceed limits that are sustainable over time. These lessons are designed to get students to consider individual actions and their impact on the environment. The goal is not to point blame for environmental problems but rather to create an awareness of issues as viewed from different

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perspectives and focus on the power of individuals to make a difference. Likewise this unit is one in which the teacher wants to be careful not to tell the students “what to think” but to provide opportunities for the students to consider various points of view. It is important to provide practice in the logical process of considering different sides of a controversial issue, separating fact from propaganda, and arriving at scientifically literate opinions on environmental issues that will impact the quality of environmental systems for years to come.

This unit provides an opportunity to connect science concepts to the everyday lives of students. Some issues like global warming are worldwide in scope, yet individual choices still make a difference. Others, like land use, are more local in nature. The power of this unit is best realized when it addresses not only the big global issues but also the issues being debated in the local community.

There is much attention in the media now to “thinking green.” This unit could be a year-long one. Introduce the idea of stewardship of the environment in the fall. Keep up with news in the media and use Earth Day in late April as an opportunity to pull together a powerful culminating experience for students.

X. Global Content NC SCSGrade 6 Activity 21st Century Skills

1.01, 1.02, Balanced Systems Working on a teams - teamwork

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1.04, 1.05, 1.07, 1.08, 7.01, 7.02, 7.03,

and Their Disruption Explaining a concept to other - communication skills

Identifying cause and effect relationships - language skills /reading

Conveying thought or opinion effectively - communication skills

Develop visual aids for presentations - computer knowledge

Developing strategies to address problems - thinking/problem-solving skills

Organizing and relating ideas when writing - language skill/writing

Locating and choosing appropriate reference materials – language arts – reading

1.01, 1.05, 1.08, 1.10, 2.02, 7.03, 7.05

Kaibab Story Organizing and relating ideas when writing - language skill/writing

Conveying thought or opinions effectively - communication skills

Searching for print information - information retrieval skills

Explaining a concept to others - communication skills

Identifying cause and effect relationships - language skills /reading

1.05, 1.08, 1.10202, 7.03, 7.047.05

Learning from the Lorax

Organizing and relating ideas when writing - language skill/writing

Conveying thoughts or opinions effectively - communication skills

Explaining a concept to others - communication skills

Creating memos, letters, and other forms of correspondence - language skill/writing

Identifying cause and effect relationships - language skills /reading

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1.05, 1.06, 1.07, 1.09, 1.107.03, 7.06

Natural Selection You Can See

Working on a team - teamwork Explaining a concept to others -

communication skills Identifying cause and effect

relationships - language skills /reading

Conveying thoughts or opinions effectively - communication skills

Explaining a concept to others - communication skills

Working independently - employability skills

Searching for print information - information retrieval skills

1.05, 1.06, 1.07, 1.08, 1.09, 1.10, 2.02, 2.04, 7.04, 7.05

Six Billion People on Spaceship Earth... So What

Working on a team - teamwork Explaining a concept to others -

communication skills Identifying cause and effect

relationships - language skills /reading

Conveying thoughts or opinions effectively - communication skills

Explaining a concept to others - communication skills

Working independently - employability skills

Searching for print information - information retrieval skills

Balanced Systems and Their Disruption

Objective 1.01, 1.02, 1.04, 1.05, 1.07, 1.08, 1.09, 2.02, 7.01, 7.02, 7.03

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Background InformationPlant and animal communities exhibit an intricate web of interdependence with one another and with the non-living parts of an ecosystem. There is a delicate balance between living and non-living elements of each ecosystem. Relationships may be described as coexistence, cooperation, or competition. Symbiotic relationships are those in which two species of organisms live in close proximity and interact with one another in one of these ways:

Commensalism – one species derives food or shelter from the other without harming that organism or getting any benefit from that organism in returnMutualism – two species are “mutually” dependent on one another (ex. - bee and flowering plant)Parasitism – one species (parasite) gets food from another to the detriment of the other species (host) (ex. – a dog and a flea)

As the human population grows, more space and resources are used and more waste and pollution are returned to ecosystems. Resulting changes in and loss of wildlife habitat disturb the balance of nature and are a major cause of plant and animal species extinction.

Materials: Aquarium Terrarium Pictures of a balanced ecosystem Per group of 2 students if possible:

o Plastic bags of 12 large nails and a small block of wood with another nail driven firmly into it

Computer and internet access

Engage: Prepare a plastic bag for each group with 12 large nails and one larger nail driven into a small piece of wood. Ask each group to work on a flat surface and create a balanced system of the 12 nails that balances on the head of the nail in the wood. (As students work offer hints to guide thinking if needed.) Remind students that all parts of a system must work together and therefore nails cannot be placed one at a time on the head of the nail. Suggest that a system of the 12 nails be created first on the table and then lifted up and placed on the head of the nail in the block. Once groups have been successful in building a balanced system compare this balanced system to the earth’s natural systems. In both this system of nails and in natural systems of the earth various components or parts must interact and work together to achieve and maintain balance. Just as the nails form the balanced system on the head of the upright nail, systems in nature must demonstrate a similar balanced relationship between all of their components in order to thrive. This includes complex biological, chemical, and

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physical conditions and organisms, all interacting and dependent on each other for a balanced ecosystem.

Model stress on the system by trying to remove nails. Determine how many nails, and which nails, can be removed before the system collapses.

Image found at: www.stevespanglerscience.com/experiment/00000083

How does the system of nails balance?Describe how all nails are “connected” and depend on other members of the system.

Why are some nails more important to the system than others? How could additional nails be added to this system? What are some natural ecosystems? What parts of an ecosystem might the nails represent? What relationships exist between these parts of an ecosystem? How might natural ecosystems become “unbalanced”?

Explore:As a class observe and record observations of a balanced system of living things in one or all of these ways:

Option 1: Students build a balanced system Student-constructed terrariums of forest, desert, and swamp environments using information from this website would be ideal.http://spikesworld.spike-jamie.com/science/ecology/c241-02-terrarium.html

Option 2: Students observe a local habitatThis is especially good if a stream or forest is close by. Every school, however, has a habitat for living things just outside the classroom door that can be studied first hand. This is often the best place to start before one ventures to exotic habitats like rainforests, deserts, and tundra!

Option 3: Students observe a picture of a balanced systemPictures of habitats, ecosystems, or biomes could be used if no other resource is available. Good sources include pictures from calendars, magazines, textbooks or trade books. Books like NC Wild Places provides pictures of NC habitats, and

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websites such as http://www.mbgnet.net provide pictures of biomes (rainforest, tundra, taiga, desert, temperate, and grassland) and ecosystems (shoreline, temperate ocean, Tropical Ocean, river and streams, ponds and lakes, and wetlands) of the world.

Make a list of living and non-living parts of the system being observed. Brainstorm possible connections and interactions between the non-living

and living things in a balanced and healthy system. List the producers, consumers, and decomposers in this balanced system. Draw a food chain in this system. Brainstorm a list of things that might upset the balance of this system.

Explain:Identify the following kinds of relationships: coexistence, cooperation, and competition in the system. Look for and describe any symbiotic relationships. Classify them as mutualistic, parasistic, or commensal. Draw and describe special adaptations of organisms for survival in this system. Give examples of the “connectedness and balance” of all living and non-living parts of this system.

Elaborate:Have student groups research and prepare a presentation for classmates on the balance of physical conditions and interactions of living things in selected habitats, ecosystems, or biomes. The website at www.mbgnet.net contains great information for this research. Teacher Domain website has good multimedia material as well as a lesson plan similar to this one. These are listed under Curriculum Resources at the end of this lesson.

Students work together to learn about the physical conditions, interesting plant and animal adaptations and interactions, and any looming threats to the existence or natural balance of living and non-living components of this system.

The group designs visuals (concept map, illustrated poster, map, chart, etc.) on poster paper, white boards, or PowerPoint presentation to record the conditions of temperature, moisture, soil quality and type, light, and other conditions that define the habitat, ecosystem, or biome being studied. Labeled drawings can be used to show examples of different types of relationships between organisms in the biome such as coexistence, cooperation, and competition. Examples of typical food chains should be illustrated.

Each group member should select a different plant or animal from the biome or ecosystem to research using the web or library resources to answer these questions:

What makes this organism interesting and unique? What adaptations does the organism have to survive in this environment? How is the organism connected to others in this environment?

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How does it get energy for life processes? If it is an animal, what does it eat? What eats it?

What advantages and disadvantages does the organism provide others? How would scientists classify this relationship? What might happen if the population of this organism increased or

decreased dramatically? What factors might produce such a change in population numbers of this

organism? What might happen if this organism were to become extinct? Student research reports should include a drawing of the organism.

Evaluate:Groups share visuals which describe the defining characteristics of each environment studied. Individuals share visuals highlighting interesting plants and animals in the environment.

Summarize sharing by having the class compare and contrast each of the environments studied:

How were they all alike? How was each different from the others? What are some examples of interesting plant and animal adaptations for

low levels of heat, light, energy, moisture, or poor soil quality? What are some interesting plant and animal adaptations for high levels of

heat, light, energy, or moisture? What are some common threats to populations of plant and animals in

these environments?

Extension:Webquesthttp://www.geocities.com/biomewebquest/This webquest was designed for third graders but could be adapted for sixth grade.

http://coe.west.asu.edu/students/dmatousek/webquest.htmThis webquest is designed for sixth graders. Students design a travel brochure with information on the plants and animals visitors might observe in the biome studies.

Connect this lesson to countries studied in social studies. What biomes and ecosystems are found in each of the countries studied in sixth grade social studies? What biomes and ecosystems are found in NC?

Go to http://school.discoveryeducation.com/lessonplans/6-8.html. Click on ecology for 25 lesson plans related to this goal. A great technology/science activity would be the Hyperlink Habitat activity on this site. Students use the web to explore a series of web pages that illustrate the interconnectedness of 10

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elements of a tropical rainforest. Student groups research another ecosystem and create their own print or web version of a hyperlink habitat.

Have students design an organism with adaptations that would allow it to survive in conditions present on one of the other planets of our solar system.

Curriculum Resources:Websiteshttp://www.teachersdomain.org/resources/tdc02/sci/life/eco/lp_biomes/index.htmlFind a great lesson plan on biomes at this site that uses Teacher Domain materials including a lot of multi-media in developing concepts addressed in sixth grade science objectives.

http://www.teachersdomain.org/resources/tdc02/sci/life/oate/lp_environment/index.htmlWhere Creatures Live is a lesson plan using multimedia resources on the Teacher Domain website.

http://www.teachersdomain.org/resources/tdc02/sci/life/stru/baggiezoom/index.htmlBiome in a Baggie is a video from Zoom describing how to create an environment for a plant in a baggie in order to study growth conditions.

http://www.teachersdomain.org/resources/lsps07/sci/life/eco/lpexpecosystems/index.htmlExploring the “Systems” in Ecosystem, a great lesson plan using materials on Teacher Domain website

http://www.teachersdomain.org/resources/lsps07/sci/life/eco/oceanfoodweb/index.htmlInteractive game exploring interactions of biotic and abiotic elements in an ocean community.

http://www.uen.org/Lessonplan/preview.cgi?LPid=1797This video, Intertidal Zone, is a segment from NOVA describing the nature and importance a salt marsh environment

http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=3049 This website contains overview, questions, and links to other websites for students to learn about the tundra and threats to the plants and animals there.

Excellent info for students and teachers on six world biomes and three freshwater and three marine ecosystems can be found at www.mbgnet.net .

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Beautiful pictures and description of physical characteristics of these environments and the adaptations of the plants and animals that make them up!

http://www.teachersdomain.org/resources/lsps07/sci/life/oate/ecosystem/index.htmlInteractive activity at this site helps students analyze an ecosystem by identifying biotic and abiotic parts. Students classify organisms as producers and consumers. Also addresses mimicry as an adaptation for survival. http://www.teachersdomain.org/resources/tdc02/sci/life/oate/rainforest/index.htmlVideo segment describing symbiotic relationship of leafcutter ants and the fungi on which it feeds. http://www.teachersdomain.org/resources/ipy07/sci/life/eco/discant/index.htmlTour of Antarctica and its life forms

http://www.teachersdomain.org/resources/ipy07/sci/life/eco/antarcticecosys/index.htmlInteractive activity exploring a marine environment off the coast of Antarctica

http://www.teachersdomain.org/resources/tdc02/sci/life/eco/arctic/index.htmlVideo describing challenges of survival in an Artic tundra

http://www.teachersdomain.org/resources/lsps07/sci/life/eco/carnivplants/index.htmlExplore bog environment with carnivorous plants.

http://www.teachersdomain.org/resources/hew06/sci/life/eco/lpecosystem/index.htmlLesson plan on coral reef environments and interactions.

http://www.teachersdomain.org/resources/tdc02/sci/life/oate/decompose/index.htmlInteractive activity exploring diversity in a rain forest.

http://www.teachersdomain.org/resources/tdc02/sci/life/oate/rainforest/index.htmlVideo exploring Amazon rainforest.

http://www.teachersdomain.org/resources/tdc02/sci/life/eco/desert/index.htmlVideo exploring a desert environment

http://www.teachersdomain.org/resources/lsps07/sci/life/oate/lplifeasplant/index.html

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Video living life as a plant discusses plant adaptations for harsh environments like the desert

Other Curriculum Resources to Support this Learning Cycle:NC Wildlife Resources1. NC Wild Places (This may be out of print but is excellent if one is available. If enough teachers ask for a copy from the NC Wildlife Resource Commission, this might result in an effort to get this book reprinted!)This paperback book is an excellent resource for any library or 6th grade classroom. First two chapters have great background reading for this goal. Remaining chapters illustrate and describe the dynamics of each of our state’s 13 major habitats including plant and animal adaptations and populations in them. The importance of each habitat as well as the forces that threaten it are discussed. 2. NC Wildlife ProfilesThese two- to three-page fact sheets profile NC animals’ history, status, habitat, and behavior. They were sold at one time but are now available to teachers to download for classroom use at www.ncwildlife.org/pg07_WildlifeSpeciesCon/pg7b2.htm.

3. Project Wild Activities “Good Buddies”

This activity provides a list of animals exhibiting symbiotic relationships. Students match pairs and do research to determine the nature of the symbiotic relationship. A deck of cards may be prepared to play an Old Maid kind of game.

4. AIMS Publications available at www.AIMSedu.orgExploring Environments describes physical conditions and the plants and animals that inhabit eight different environments (river, ocean, desert, lakes, ponds, and salt marsh, valley, prairie, mountains, ocean, and polar lands. Information includes pictures, descriptions of organisms and charts listing classification, habitat, food, and characteristics of organisms in each environment.

Field Detectives: Investigating Playground Habitats suggests studying in detail the habitat just outside the classroom door and sharing observations with other schools and classrooms from other areas with very different habitats. This book has very detailed directions for setting up classroom terrariums that can be observed and studied as balanced systems throughout the year.

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Kaibab Plateau: Story of Man’s efforts to “Help” the Deer Population

Objectives1.01, 1.05, 1.06, 1.08, 1.10, 2.02, 7.03, 7.05

Notes to the Teacher:An area’s carrying capacity is the number of a given species that an area can support without impairing its ability to continue supporting that population. Any resource that is finite and limits the size of a population is a limiting factor. Limiting factors affect the ability of living things to remain healthy and successfully reproduce to maintain stable populations over time. Things such as disease, predator-prey relationships, varying weather conditions from season to season, accidents, environmental pollution, and habitat destruction can be limiting factors.

Nature provides many examples of a population first exploding and then crashing when the carrying capacity is exceeded. There are also many examples of the actions of humans intentionally or unintentionally introducing changes in a habitat that affects the stability of species population.

An area is overpopulated when its long-term carrying capacity is being negatively impacted by its current population (human or otherwise!)

Materials: Fabric pieces (flowered) Multi-colored beads Computer/ Internet

Engage:Part 1: Limiting Factors ActivityStudy limiting factors on changes in a deer population by taking students outside or to a large commons area and doing this activity adapted from “Oh Deer” in Project Wild. Assign students a number 1, 2, 3, or 4. One of these numbers will represent deer in the opening round of play. The others will represent either food, water, or shelter that deer need to survive.

Food is simulated by placing both hands over stomach.Water is simulated by placing hands over chin.Shelter is simulated by placing both hands on top of head.

Students representing food, water, and shelter begin play on the left side of the designated area. Each uses hands to simulate limiting factor of food, water, or shelter. Students should face away from the line of deer.

Deer begin play at the other side of the designated area. Each “deer” uses the symbol for food, water, or shelter to indicate the limiting factor for which they will

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search. These students should face away from the students representing food, water, and shelter.

On signal, both lines turn to face each other. Limiting factors stand still. Deer run toward them and finds someone whose symbol matches what they have signaled a need for, takes the hand of that person and moves back to the “deer line.” Any limiting factor not needed or chosen by a deer as well as any deer not finding what it needs (it therefore dies) returns to the limiting factor line and becomes food, water, or shelter for the next round of play.

It is important to record the number of students who represent deer and the number who represent a limiting factor in the deer habitat at the beginning of the game and the beginning of each new round. After about 10 rounds of play, it is interesting to graph data using two different colored lines: one representing the number of deer at the beginning of each round and the other the number of students representing limiting factors of food, water, and shelter. Analysis of data and patterns on the graph will build understanding of the relationship of limiting factors and changes in them to the growth or decline of a population in the wild.

Part 2: Predator/Prey ActivityEach team will be given a piece of material or wrapping paper and a cup of beads. They will simulate being the predators and prey in an environment (the materials). The roles of predator and prey will be distributed at random within each team. The roles are as follows:

Time keeper - this is the teammate who will keep the time in each trial. He or she is responsible to tell the predators when to start and stop.

Data collection - this is the student who will record the data for the group. The prey - these students will be responsible for placing the material on

the floor and dispersing the beads in the environment. Each bead will represent something in the environment (organisms, water, shelter, poisons etc.)

The predator - these students will be given the task to gather as many beads in the environment as they can within the 2 minute time limit. While gathering beads, students must adhere to the following rules:

o You must only use one hand to pick up the beads. o You can only pick up one bead at a time.o You must place the beads that are captured into the cup that is

provided. o You must start and stop when the time keeper says.

The activity will last long enough for each of the students in the group to have a chance to be the predator, prey, recorder, and time keeper. Continue the activity until each student has had the opportunity to be the predator, prey, recorder, and time keeper.

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The teacher will facilitate and monitor each group for following the above roles. With each trial, the roles will change, giving each member a chance to experience them all! When visiting each group, the teacher can probe for understanding by asking the following questions:

What bead is the easiest to gather? What bead is the hardest to gather?

When asking the rest of these probing questions make sure you refer to the data (above two questions) and relate it back to the predator-prey relationship.

Do you think your data will change if the material is a different color? What do you think each bead could represent? Could there be any beads that represent limiting things in the

environment? What could a possible food chain be in this environment? What types of organisms do you think you would find in this environment?

Suggestion: this activity can also be completed with toothpicks or colored straws.

The students will use their data to calculate their survival in the given environment. Each type of bead is given a value that can be used in this calculation. Some simulated item could be:

Water Shelter Animals (assorted) Trash Plants

Microorganisms Worms Air Other species.

The students will design a graph of their data showing their results as a predator in the environment. This graph will be used to support their understanding in their final conclusion on predation, and how their interactions affect the populations in the environment. Questions for reflection after this activity:

What types of animals would survive predation? What types of animals would not survive? Does the environment play a factor in this type of interaction? Do abiotic factors play a role when it comes to population survival?

Explain. Were you a successful predator in this activity? Why or why not? Are humans predators? Explain your thoughts.

Explore:Study man’s controversial attempt to “help” the deer population on the Kaibab Plateau in early 1900’s by killing off predators. Graph exploding deer population,

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followed by the resulting crash. Show carrying capacity of area for deer before and after the population swings! Brief synopsis. graphing activity, and questions related to the deer of Kaibab Plateau can be found at http://www.biologycorner.com/worksheets/kaibab.html

More detailed account, maps, and pictures can be found at http://depts.alverno.edu/nsmt/youngcc/research/kaibab/story1.html http://depts.alverno.edu/nsmt/youngcc/research/kaibab/story2.htmlhttp://depts.alverno.edu/nsmt/youngcc/research/kaibab/kaibab.htmlhttp://depts.alverno.edu/nsmt/youngcc/research/kaibab/story3.html

Briefly explain the situation that follows:In the early 1900’s the area in northern Arizona bordering the Grand Canyon was declared a park and all deer hunting was stopped. In order to further aid the deer population, an effort was made to kill off predators. This data shows the result of this policy.

Predators Killed 1906 – 1931 Kaibab Plateau 4889 Coyotes 781 Mountain Lions 544 Bobcats 30 Wolves Unknown number of bald eagles

Deer Population Kaibab Plateau 1905 4,0001910 10,0001915 25,0001920 60,0001923 100,0001930 90,0001935 30,0001940 10,000

Carrying capacity for Deer Population Kaibab Plateau. Plot these points on the graph. Connect with a line. Put an arrow on the line to indicate if this effort to “help” the deer population resulted in a positive or negative change in population numbers.

1905 30,0001935 10,000

Explain What limiting factors played a role in this drastic fluctuation in population

of deer and reduction of carrying capacity for the area?

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How does the activity show the important role of predators in a balanced system?

How does removing predators upset the natural balance of an environment of living things?

How do you think introducing predators to this environment might have affected the deer population? Give reasons to support your ideas.

Evaluate:http://www.aviary.org/curric/teachers/t_hunters.htmThe scenario and activity below are from this site. It is an excellent evaluation for this lesson. The scenario is just the opposite of what happened with deer in the Grand Canyon. Here predators were introduced to control the growth of the deer population. Students analyze and graph data to evaluate the effectiveness of this plan.

Deer: Predation or Starvation

Introduction: In 1970, the deer population of an island forest reserve about 518 square kilometers in size was about 2000 animals. Although the island had excellent vegetation for feeding, the food supply obviously had limits. Thus the forest management personnel feared that overgrazing might lead to mass starvation. Since the area was too remote for hunters, the wildlife service decided to bring in natural predators to control the deer population. It was hoped that natural predation would keep the deer population from becoming too large and also increase the deer quality (or health), as predators often eliminate the weaker members of the herd. In 1971, ten wolves were flown into the island.

The results of this program are shown in the following table. The Population Change is the number of deer born minus the number of deer that died during that year. Fill out the last column for each year (the first has been calculated for you).

See the chart on the following page!

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Year Wolf Population

Deer Population

Deer Offspring Predation Starvation

Deer Population Change

1971 10 2,000 800 400 100 +300

1972 12 2,300 920 480 240

1973 16 2,500 1,000 640 500

1974 22 2.360 944 880 180

1975 28 2,224 996 1,120 26

1976 24 2,094 836 960 2

1977 21 1,968 788 840 0

1978 18 1,916 766 720 0

1979 19 1,952 780 760 0

1980 19 1,972 790 760 0

1. Graph the deer and wolf populations on the graph below. Use one color to show deer populations and another color to show wolf populations.

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Analysis:

Describe what happened to the deer and wolf populations between 1971 and 1980.

What do you think would have happened to the deer on the island had wolves NOT been introduced?

Most textbooks describe that predators and prey exist in a balance. This "balance of nature" hypothesis has been criticized by some scientists because it suggests a relationship between predators and prey that is good and necessary. Opponents of this hypothesis propose the following questions:

o Why is death by predators more natural or "right" then death by starvation?

o How does one determine when an ecosystem is in "balance"?o Do predators really kill only the old and sick prey? o What evidence is there for this statement?

What is your opinion of the balance of nature hypothesis? Would the deer on the island be better off, worse off, or about the same without the wolves? Defend your position.

Evaluate this plan for “helping” the deer population in this protected area. Defend your ideas with facts from your graphs. Discuss what resources were finite and the end result of man’s interference in the balance of this natural system. Prepare a report with your recommendation to send to policy makers who may want to implement a similar project to “help” a species in the wild.

Research, discuss, and debate similarities and differences with the exploding deer populations in NC. There are more deer in NC today than at the time of the arrival of the first European settlers.

Why do you think this is true? Would introducing predators for the deer be an option to controlling the

deer population? Why or why not? What are options other than introducing predators to deal with the

exploding deer population in our state?

Extensions:Research and report on other attempts by man to “improve” natural systems such as introducing kudzu and other non-native plant and animal species into an environment that produced unexpected results. Research other efforts that have successfully impacted or restored population numbers of endangered or threatened species such as the bald eagle, peregrine falcon, alligator, etc.

Lynx Eats the Hare - activity on predator/prey population changes over time

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http://www.flinnsci.com/Sections/MS/lifeSci/Activities.aspFind this great activity, Lynx Eats the Hare, along with other activities on this page of the Flinn Scientific Website. This is a simple, surprisingly realistic, and very engaging pencil and paper activity that simulates the interaction over time between two predator/prey species. Data is collected and graphed to show how change in one population causes change in another. Variables such as hunting, disease, and limiting factors such as water, shelter, or food can be introduced.

Do Population Connection’s activity “The Pop Ecology Files” to make, analyze, and compare line graphs of population fluctuations of various species over time.

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Learning from the LoraxObjectives:1.05, 1.08, 1.10, 2.02, 7.03, 7.04, 7.05

Background Info:Technological progress, economic necessities, and population growth are sometimes at odds with preserving, protecting, and conserving environmental resources. Thoughtful reading and study of Dr. Seuss’ book about the conflict between the Onceler and the Lorax as the Truffula forest is destroyed can spur student thinking about important choices we make in our daily lives!

See Population Connection activity “The Lorax” or “The Continuing Adventures of the Truffula Tree Company,” Science Scope, May 1995 for other excellent student activities to develop meaning and build concepts related to use, availability, and management of natural resources

Materials:The Lorax (book and/or video)Large poster paper or white boardsMarkers

Engage:Read The Lorax (or view the video) by Dr. Seuss. Discuss issues of the use, availability, and management of resources from the perspective of the Lorax and the Onceler. The story is set in a beautiful woodland area. We witness its destruction as economic demands lead to excessive use of natural resources and rapid population growth adds to environmental stress. This is, as many of Dr. Suess’ works are, a children’s story with an important message to people of all ages if we read and ponder the meaning and application closely!

Explore:Have one group of students consider how the Lorax feels, how it acts, and what it wants. Another group does the same thing for the Onceler. On a large poster or white board, list issues related to technology, population, economics, and environment that ultimately destroyed the truffula forest. Brainstorm what might be done differently in order to address these issues or needs yet produce a different and happier scenario.

Discuss all possibilities of outcome for the story from best to worst case scenarios. Challenge the Onceler and the Lorax groups to negotiate and work out the best outcome.

Explain:Share the best case scenario that each group of Oncelers and Loraxs develop.

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What compromises, concessions, and mutual understandings were needed to balance the needs of the Onceler and the Lorax?

What compromises, concessions, and/or mutual understandings are needed to balance the need for earth’s resources by an expanding population and the need to conserve precious and limited earth resources?

Have students or student pairs or groups use info from discussion and brainstorming to write a sequel to The Lorax that leaves both the Onceler and the Lorax happy because the needs and dreams of both are satisfied.

Elaborate:Relate the story to real-world situations of the present day. Make a list of issues that we struggle with today that result from the conflict among technology, population, economics, and environmental concerns. Have groups prepare concept maps with these issues, their causes, results, and possible solutions.

Cooperative learning groups select and research the five effects (positive or negative) of increasing population that they feel will have greatest impact on planet earth in the future. Research each effect and justify choices with information related to environmental, social, political, and economic well-being of the people of planet earth. Include information on the nature of the effect, why it might be a problem, and possible ways to eliminate or lessen the negative impact. Present findings to class in a visual format - either large posters or charts or PowerPoint presentations.

Evaluate:Each student selects the one effect of the increasing world population that he/she believes may have the potential to have the greatest future impact on planet Earth. Each student writes a one-page editorial statement for the local newspaper to create public awareness of the most important ideas that support this choice. Include these in your paper: definition of problem, causes, effects, possible solutions. Use one of these formats to illustrate the effect and/or solutions:

Editorial cartoon Billboard or bumper sticker Radio spot announcement Song or rap

Individual or small group research can delve deeper into issues and prepare written reports or power points exploring selected issues in greater detail.

See Science Scope, May 1995 for ideas for a debate, a “Dr. Seuss Thesaurus,” and concept mapping activities based on The Lorax. Share sequels, thesauri, and/or concept maps of ideas related to this book with emphasis on connections to environmental issues we face today.

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Extension:Consider the question of “who” The Lorax was really written for and for what purpose it was written. It was written in 1971 after the environmental movement of the 1960’s resulted in the first Earth Day being celebrated on April 22, 1970. Explore connections between this piece of literature and what was happening in science, economics, population, and technology. Compare/contrast this book and Silent Spring.

Go to http://www.seussville.com/games/lorax/game.html and collect truffula seeds and replant truffula trees.

Go to http://www.tpwd.state.tx.us/edu/enved/lorax.htm and see how the lessons of The Lorax can be applied to our quest for sustainable development. This study guide helps students interpret events and meaning from The Lorax and develop sustainable plans for the manufacture of needs – something the Onceler failed to do!

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Natural Selection You Can See - Pepper Moths in England

Objectives:1.05, 1.06, 1.07, 1.09, 1.10, 7.03, 7.06

Materials: Moth “habitat” Colored construction paper (black, white, green, other) White paper, markers, tape White charts to display moths that are “eaten” Posterboard Art suppliers

Engage:How many Moths Can You “Eat?”(Adapted from AIMS, “Missing Moths”, and “Moth Maps”, Critters, pp. 128 – 133)Cut identical moth shapes out of 4 different colored sheets of paper. Possibly cut 10 white moths, 13 black moths, 9 green moths, and 12 moths from newsprint. It really works well to get a duplicate copy of the classified ads section of a newspaper to use for this activity. Cut the newsprint moths from one copy and paste them on the other copy in the very same location! Scatter the other three colors of moths randomly on the sheet to create a model of a moth habitat.

Hold the “habitat” up for students to observe for 15 seconds. Cover the habitat and ask students to estimate and record the number of each color of moth that they observed in the habitat. Have student groups average their estimates and report a group estimate for each color of moth.

Hold the ‘Habitat” up again and have students count the actual number of moths of each color. Calculate the percent error of each group’s estimate for each color. Discuss why a higher percentage of some colors were seen. Discuss why none of the newsprint moths were not seen and counted the first time. Relate the activity to camouflage.

Exploration:Have each student cut the shape of a moth out of white paper. Student name, period, and date should be written on back of moth. Each student selects a spot in the room for the moth to “land.” The moths should be colored in way to camouflage (hide in plain view) the moth when it is placed in the selected spot in the room. Encourage students to consider both color and pattern in camouflaging their paper moths. Students use clear tape to hold their moths in place in its habitat in the classroom. The next class acts as moth predators – hungry birds looking for a tasty moth meal! They may eat any moths they can find in 5 minutes and send that moth to the “moth graveyard.” Tape moths that are “eaten” to a poster. After each class

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has had the opportunity to “hide” moths and to “feast” on moth population in the classroom, collect data by periods on how many moths were hidden, how many were found and eaten, and how many remain hidden. Graph the data and examine the moths that were found. Look for ways they are alike. Why were they more easily found than others? How might these moths’ being found affect the gene pool of “paper moths” in our classroom? How might the paper moth population change because of the kind of moths that were removed and the kind of moths that survived?

Students can participate in a simulation of natural selection with “virtual” peppered moths at this site: http://www.biologycorner.com/worksheets/pepperedmoth.htmlStudents can run a stimulation of light colored trees or soot colored trees to track changes in population of moths as they play the role of predator (blue jay) trying to feast on the moths.

Explain:The peppered moth was often seen in the countryside near Manchester, England in the middle 1800’s. There were two different colors of peppered moths. One was much darker in color than the other. The light-colored moth was common and the dark colored one much more rare. In 1845, the ratio of light- to dark-colored moths began to change. Graph data on changes in the pepper moth population in Manchester, England.Write the ratio of light-colored moths to the total population of moths. Do the same for dark-colored moths. Calculate the changing percent of light- and dark- colored moths for each year in this 10-year study.

10-Year Study of Pepper Moth Population near Manchester, EnglandYear light

mothsdark

mothstotal # ratio

light/total%light ratio

dark/total%dark

1 663 722 602 1473 565 2114 490 2985 444 3766 389 4237 297 4998 178 5589 99 641

10 45 714

Study the data table and your graph. Write your observations of change in the pepper moth population over this period. Make a hypothesis to explain why this observed change may have occurred in this population of moths. Share hypotheses with the class.

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Research more about the story of the pepper moth population in Manchester, England. Explain how it is a real-life example of population change due to the activities of man. What might one expect to happen in this population if the factory smokestacks were cleaned up and air pollution reduced? Do some research and find out what scientific tracking of this population shows when air quality around Manchester did improve!

http://www.teachersdomain.org/resources/tdc02/sci/life/colt/disguise/index.htmlMasters of Disguise describes camouflage as a means of escaping predators. View this video and explain how change in an environment such as the pepper moths experienced would affect how camouflage works.

Elaborate:Compare and contrast changes in pepper moth population to changes observed in other plant and/or animal populations. Research data on animals such as bald eagles, peregrine falcons, cougars, red fox, alligators, white tailed deer, polar bear or other animal of interest that have experienced notable fluctuations in population numbers. Plants to research might include the chestnut or Dutch elm tree or carnivorous plants of NC like the Venus flytrap and pitcher plant. Graph data and do research to explain reasons for population fluctuations of these plants and animals.

Evaluate:Share data from research on other plant or animal populations. Discuss whether the changes in populations can be attributed to natural causes or to the activities of a growing and technologically advancing human population. What changes may be needed to preserve some of these species? Write a letter making recommendations as to what can/should be done to save (or limit numbers of) one of these species.

Extensions:Go to http://www.microbeworld.org/mlc/gifs/activities/pgs14-16.pdf for a great data collection and graphing activity that simulates natural selection in a population of microbes. Relate to plants and animals in changing environmental conditions.

Students may experience how adaptations affect a species by participating in the activity at http://www.middleschoolscience.com/owlfamily.pdf. This kinesthetic activity simulates the struggle for survival of an owl family.

http://www.teachersdomain.org/resources/tdc02/sci/life/colt/disguise/index.htmlMasters of Disguise describes camouflage as a means of escaping predators.

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Other Websites for Students:www.secretsatsea.orgInteractive site for students with an ecological “whodunit.” Students play Ace on the Case as they piece together clues, food webs, and secret codes to help solve the mystery of the Killer Whale’s behaviors.

www.Kidsplanet.orgInteractive for students providing an attractive intro to endangered species and environmental conservation. Students learn about challenges to animals and their habitats through activities and by playing games. Fact sheets on endangered species.

www.ology.amnh.orgCreated for students by the American Museum of Natural History. Offers activities on biodiversity including engaging games and multimedia resources.

www.nationalgeographic.com/wildworld/Students can explore profiles and photos of more than 1,000 ecoregions. Maps are interactive. Identifies areas designated by the World Wildlife Fund as most critical for conservations

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Six Billion People on Spaceship Earth…So What?

Objectives: 1.05, 1.06, 1.07, 1.08, 1.09, 1.10, 2.02, 2.04, 7.04, 7.05

Notes to Teachers:The very best materials for this lesson come from a non-profit organization, Population Connection. Several lesson plans are cited here that can be downloaded from http://www.populationeducation.org/index.php?option=com_content&task=catalog&id=3&Itemid=10&type=factSee the Resource Section of this lesson for other materials that are available free on the website or available for purchase at a very nominal charge. The video/DVD used in the engage portion of this lesson is highly recommended! If it is not available, the other activities can stand alone. None of them, however, has the impact of this short and unforgettable video.

After patterns of human population growth are established, the lesson then focuses on consequences of this growth along with increasing demands for Earth’s resources.

Materials: Editorial Cartoon found with sixth grade support documents

(http://www.ncpublicschools.org/docs/curriculum/science/middlegrades/6thsciencesupport.pdf )

Video/DVD: World Population: A Graphic Simulation of the History of Human Population Growth, available from Population Connection (202 332 2200)

www.popconnect.org Large chart paper or white boards Markers Internet and media center resources

Background Information:A population is the number of organisms (plant, animal or human!) of a given species which live in a given area at a given time. These organisms depend on limited resources in that area for food, water, space, and other basic needs of all living things.

Populations often grow exponentially, doubling over and over until a very small population becomes a very large one. As the time required for a population to double decreases, population growth accelerates. Doubling time is a key indicator of population growth.

For most of human history, our population grew slowly if at all. The Industrial Revolution and related advances in agriculture, sanitation, and medicine lowered our death rate as people lived longer, and these advances started the population

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explosion. Human population growth since the Industrial Revolution has been exponential, over time resulting in a rapidly increasing upward “J” curve and an ever-decreasing time of doubling.

Technologies related to food production, sanitation, and disease prevention have dramatically increased life expectancy and changed the way people live and work in the last 150 years. Such changes have resulted in rapid increases in human population, consumption of natural resources, and environmental degradation.

In 1800, our population reached 1 billion. In 1930 we reached 2 billion; it took 130 years to add that second billion. Earth’s population reached 4 billion in 1960, doubling in only 44 years. At current annual growth rate of 1.4% the earth’s population of over 6 billion is expected to double again in 50 years.

Population is highly concentrated with two-thirds of earth’s population living in only ten countries. Population growth in richest countries has stabilized. Most rapid rates of increase are in Africa and other third world countries of Asia and South America. Sustained governmental efforts have had a positive impact on population growth in China and India.

Use of global resources and the state of the environment are related to:Number of people on EarthStandard of livingRegions populated

To understand the effect of population growth on environment, economy, and society, one must consider both population numbers and the rate at which people use resources. Even though wealthy countries tend to grow more slowly, the social and environmental effects of population growth in those countries are larger than many fast-growing nations because of the individual consumption of resources.

Waste Disposal:Population growth, new technologies, and increasingly rapid consumption of resources produce increasing amounts of solid and toxic waste and pollutants that are returned to the earth in the form of air, water, and land pollution. Precautions are necessary to protect ecosystems and future generations from hazardous and non-biodegradable waste products.

Food Supplies:Increasing urbanization reduces the amount of fertile land available for food production as new technologies produce new and improved agricultural methods. The distribution rather than the amount of food is critical to present-day problems of feeding the hungry. Malnutrition from lack of food supplies is a problem in third- world countries. High levels of consumption of animal fat and calories are focus of dietary health concerns in the United States.

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Resource Availability:Many of the earth’s resources such as minerals and fossil fuels are finite and nonrenewable. With continued population growth and inadequate planning, even renewable resources such as trees can often be used faster they can be replaced. The three “R’s” - Reuse, Reduce, and Recycle - will extend the supply of some of earth’s resources. Research into alternative energy sources can reduce man’s dependence on oil as a primary energy source.

Transportation:Dependence on the automobile has dramatic effects on environments, fuel supplies, and pollution and has changed the character of the communities in which we live. These effects are often negative as roads and parking lots take up valuable land and divide animal habitats. Mining, transporting, and burning fossil fuels to power transportation impacts global ecosystems.

Socio Economic Patterns:Population numbers and growth are closely correlated with the socioeconomic well-being of people on our planet. There is an imbalance in standard of living experienced by people depending upon where they live. Developing countries often have more rapidly growing populations and fewer resources to meet basic health, medical, and educational needs of citizens. Other countries have more stable populations and economies that provide resources not only to meet basic needs but also to provide luxuries unknown in many parts of the world.

Engage:Part 1:Show the cartoon “Table for 6 Billion, Please” (see attachment)Ask students groups to reflect on the following questions:

1. Describe what they see in the cartoon2. Is the cartoon “funny”? Why or why not?3. List and describe any symbols used to get the cartoonist’s message

across.4. Explain what the cartoonist is trying to say to us.5. How do you feel when you think about the issue the cartoon

addresses?

Part 2: Human Population Growth through Time:Down load Population Connections activity Pop Circle here. It is a kinesthetic activity showing the rate of human population growth through time.http://www.populationeducation.org/index.php?option=com_content&view=article&id=11&Itemid=10

Part 3:

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View Population Connection’s World Population video. This is a seven-minute video with almost no narration. It starts in 1 AD, when the earth’s population was 170 million, and illustrates population growth over the last 2000 years to the current level of over 6 billion. The video ends in the year 2030 showing a projected world population of 8.2 billion. As the years roll by on a digital clock, dots light up over the map to represent millions of people added to the population. Two viewings of this short video are recommended.

How does opening of video suggest the analogy of the earth to a spaceship?

In what ways is our planet like a spaceship? What is the only sound through video? How does it change? At about what year does that change first occur? What developments on Earth are most likely responsible for the increase

in population at that time? How do you feel as the video concludes with population projections into

this century?

View the video again and with these questions in mind: Where were the earliest population centers located? When and where do you observe a loss of population? What is the cause of the population decline? When and where does the first dot (representing 1 million people) appear

in the Western Hemisphere? In North America? On the East coast of the United States?

What part of the world is projected to experience the greatest rate of future population growth?

What is the main idea of the video? List three statements about world population growth illustrated in the

video. Why did it take so long for human population to begin to grow rapidly? When does a population grow in size (are birth or death rates usually the

more important factor)? Give reasons for your answer. Do you think projections of future population growth are more likely to be

over or understated stated in the video? Defend your answer. What other questions do you have after seeing the video?

Part 4:

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Research world population increases through time or download graphic from http://www.populationeducation.org/index.php?option=com_content&view=article&id=47&Itemid=10.

Plot a line graph or study line graph of data or download the graph at http://www.populationeducation.org/index.php?option=com_content&view=article&id=51&Itemid=10.

Identify the line as a “j” curve and discuss the changing slope of the line and what that change indicates about population growth.

What would a straight line indicate about population growth? When did human population “round the bend” of the J-curve? What technological advances were probably most responsible for this

growth occurring?

Have groups research 4 historical events to connect with each date on this chart up to 1999. One event should relate to student’s family or community, one to the state of NC, one to the US, and one to the world.

Part 5:Compare and contrast the Population Circle activity, the video, and the graph. All show the very same data!

Which has the greatest impact: video or line graph? How does each show the same data? Compare and contrast the impact of graph and video. What point is best made through the video? What point is best made with the line graph? What would happen to the graph if population growth slows down? What would happen to the graph if population growth stopped? What are the three most important things one can learn from the data on

population growth through time?

Impact of ONE Birth:A baby is born in Africa and a baby is born in Raleigh, N.C. Will the impact of these births be the same? Why or why not?

Explore:Brainstorm a list of possible environmental, social, political, and economic effects associated with increasing world population.

(Environmental diseases, contagious disease, lack of education, minerals used up, water shortages, hunger, lack of adequate housing, weather changes, loss of forests, loss of farmland, sedimentation of streams, crowded living space, war, road rage, overfishing of seas, loss of wild places, pollution, inflation, endangered species, energy crisis, garbage, lack of health care, insecure urban life, loss of

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soils, traffic congestion, decreasing respect for human life, manufacturing and mining wastes, etc)

How might increasing population be a “positive”?(More creative “brainpower” to solve problems, etc.)

Student groups should use information from brainstorming to create a web illustrating some effects (positive and/or negative) of increasing world population. (Can use Population Connection activity “Everything is Connected: People and the Planet,” in structuring this activity)

Explain: Students groups share concept maps, explaining why they grouped positive and negative effects as they did. Teacher guides discussion by having students consider which effects will be experienced most at the global and which more at the local level.

How are the “positives” alike? How are the “negatives” to population growth alike? Does there seem to be more positive or negative effects of increasing

world population? Why do you think this may be the case? Would the same be true of a population of plants or animals in a

ecosystem? Why or why not?

Each student selects five effects (positive or negative) of increasing population that they feel would affect them most directly and explains the reasoning used in making each choice. Students could be asked to do this same thing if they were the same age but a citizen of a different part of the world. Would the choices be the same? Why or why not?

Find an interactive Global Trends Quiz on world issues related to human population growth at this site:http://www.teachersdomain.org/resources/ess05/sci/ess/earthsys/globalqz/index.html

Elaborate:Select some or all of the four activities from Module 2 at this website to further explore issues of human population patterns, effects on the environment and possible settlements on other planets:NASA Funded Mission Geography Curriculum http://www.missiongeography.org:Module 2 of this curriculum, “Mars and Earth: The Quest for Life,” can be downloaded at http://www.missiongeography.org/revcrit.htm#58. This material provides a great connection to the solar system unit. Students use a world nighttime image of the earth to study population patterns of the US in the first

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lesson and ponder the question of human settlements on Mars in the fourth lesson of the module. Interesting stuff with great technology connections!

Module 2: Mars and Earth: The Quest for Life:

Module Overview and Where Do We Choose To Live and Why? | Student-only Investigation 1

How Does RS Help Us to Observe Human Footprints? | Student-only Investigation 2

What Similar Physical Processes Occur on Both Earth and Mars? | Student-only Investigation 3

Is Life on Mars Possible and Could Humans Establish Settlements There? | Student-only Investigation 4

Extension:On-Going Research and “Eyes on Population” News!Find news and magazine articles that relate to issues of population growth. Compile summaries of articles. Include title, source, and date of article. Identify locale of article (industrialized or developing country), causes (population number, resource consumption, technology), effects (social, environmental, economic), and possible solutions (population, resource consumption, technology). Population Connection has an activity, “Six Billion Reasons”, and graphic organizer for this type of media research.

Math Connection: Download the Population Connection activity, Pop Ecology Files, here. It is an excellent activity in which students plot population data for a variety of species, identify mystery species, and compare the graphs of those species to that of humans.http://www.populationeducation.org/index.php?option=com_content&view=article&id=38&Itemid=10

Have groups research 4 historical events to connect with each date on this chart up to 1999. One event should relate to student’s family or community, one to the state of NC, one to the US, and one to the world.

Language Arts Connection:Project Food Land, and People, 1998“Expression Connection” pp. 159 – 169

Groups of students play a word game that builds connections between farming, food, land, people, and themselves, and write poetry about these connections.

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Social Studies/Science Connection:Download one of Population Connection’s most popular activities, “Food for Thought,” at this site. Students use yarn to draw the outline of continents and discuss the distribution of people and use of resources around the world. This activity indeed provides “food for thought” for students and adults!http://www.populationeducation.org/index.php?option=com_content&task=view&id=33&Itemid=4

Population Connection’s Degree of Impact Cards can be downloaded at this site. http://www.populationeducation.org/index.php?option=com_content&task=view&id=42&Itemid=4

Curriculum Resources:http://www.teachersdomain.org/resources/echo07/sci/life/coast/lpenvironment/index.htmlExploring Environmental Change is a lesson plan using multimedia material on the Teacher Domain website. Emphasis is on change related to activities of human population.

http://www.teachersdomain.org/resources/tdc02/sci/life/eco/energyuse/index.htmlSnapshot of US Energy Use is a video segment from NOVA/Frontline that describes daily energy use and how it impacts greenhouse gases.

http://www.teachersdomain.org/resources/tdc02/sci/ess/earthsys/warmingweb/index.htmlYour Carbon Diet is an interactive activity on the NOVA/Frontline Website that allows students to see where energy may be wasted and provide opportunity for reducing greenhouse gases.

http://www.teachersdomain.org/resources/lsps07/sci/life/oate/darksky/index.htmlInteractive activity on light pollution and how it wastes energy, how it affects wildlife, and what can be done about it.

Population Connection 1 800 POP 1956www.populationconnection.org

Population Connection is a non-profit group that publishes high-quality materials for population education. Materials of note include:World Population Video/DVD – students can watch the history of world population growth in this 7-minute award winning video.

Teaching Population: Hands-on Activities – CD-ROM of over 50 of the most popular interdisciplinary Population Connection K-12 activities

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People and the Planet – all-new edition of Population Connection’s most popular middle school resources – 33 activities, four readings, and lots of teacher resources on user-friendly and space and resource saving CD-ROM

A World of Six Billion: Wall Chart and Activity Guide - Excellent activities to help students gain perspective on this important milestone that occurred on October 12, 1999 when world population reached six billion. Chock full of facts, figures, and info to help students realize the impact of world population on the planet.

Free wall chart: “300,000,000 in the USA” is available free on the Population Connection website along with a teacher’s guide consisting of 15 interdisciplinary activities. The chart and activities provide an interdisciplinary glimpse into our national population history, our diversity as a people, and the challenges we face in creating healthy and sustainable communities

Websites:NASA Funded Mission Geography Curriculumhttp://www.missiongeography.orgModule 2 of this curriculum, Mars and Earth: The Quest for Life can be downloaded at http://www.missiongeography.org/revcrit.htm#58. This material provides a great connection to solar system unit! Students use a world nighttime image of the earth to study population patterns of the US in the first lesson and ponder the question of human settlements on Mars in the fourth lesson of the module. Interesting stuff with great technology connections!

Population Reference Bureau (excellent publications on population demographics) 1 202 939 5437www.prb.org/prbdata.htmlOrder publications or search databases for population and health data. Databases include data on 85 demographic variables for 22 countries, 28 world regions and sub regions, the world as a whole and the US as a whole.

www.popnet.org/Find links on this site to government organizations concerned with global population growth. Includes regional reports and related databases.

United Nations Population Information Networkwww.un.org/popin

SunSITE Collection Index (World Population)www.sunsite.unc.edu/lunarbin/worldpopWatch world population grow and change every 30 seconds.

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ASSESSMENT Unit 57.01 Describe ways in which organisms interact with each

other and with non-living parts of the environment: Coexistence/Cooperation/Competition. Symbiosis. Mutual dependence.

B2

1. If a dog had a flea on its tail, what type of symbiotic relationship would this represent?

A. mutualismB. parasitismC. commensalismsD. adaptation

There are three species of birds in the same pine tree. Scientists have been observing the area in question for the past four weeks. They have recorded the following observations about the birds’ behaviors:

Birds Number of birds observed

Beak types Feeding habits (ground/other)

Species 1 55

Tweezer

Ate insects off the ground.

Species 2 32

Swiss Army Knife

Ate seeds for the cones on the tree.

Species 3 41

Probe

Drank nectar form the surrounding flowers on the ground.

Bird images found at: http://www.normanbirdsanctuary.org/beak_adaptations.shtml

2. When looking at the above data, what type of symbiotic relationship do the three species of birds exhibit?

A. mutualismB. parasitismC. commensalismsD. adaptation

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3. When looking at the above data, which of the following behaviors would best describe the relationship that the species exhibit?

A. coexistenceB. cooperationC. competition. D. all of the above

7.02 Investigate factors that determine the growth and survival of organisms including:

Light. Temperature range. Mineral availability. Soil/rock type. Water. Energy.

B6 (D6)

William observed his classes’ fish tank for several days. There were two fish in the tank during the observation, and they were fed each day the same amount of food. When asking his teacher questions his teacher told him to perform some tests. The following chart represents his findings:

Date Exposure to a heat lamp

temperature General observation OTHER DATA

MondayDay 1

Yes 60 degrees Fish active and swimming.

Water clear

TuesdayDay 2

Yes 61 degrees Fish not swimming as fast as yesterday.

Water clear

WednesdayDay 3

Yes 62 degrees Fish swimming in circles.

Water clear

ThursdayDay 4

Yes 61 degrees Fish not too active. Water clear

FridayDay 5

Yes but turned off for the weekend

61 degrees Fish swimming. Water clear

MondayDay 8

(remember the

weekend)

Turned back on

57 degrees One fish died. Other fish swimming in the

opposite corner.

Water was

cloudy before lamp

turned on

4. When looking that the observations above, what factor had an effect on the survival of the fish?

A. Exposure to a heat lampB. TemperatureC. Number if fish in the tankD. Feeding the fish too much food.

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5. When looking at the water clarity, which of the following factors could have played a factor in being cloudy on day eight?

A. Too many fish on the area of the tank.B. The lack of the heat lamp over the weekend.C. The temperature of the tank was too hot during the observation span. D. Plants are needed in the tank for the survival of the fish.

7.03 Explain how changes in habitat may affect organisms. B2

Image found at: http://rainforests.mongabay.com/primary_alpha.html

Beth ran across the above chart when researching habitat changes. Answer the following questions using the data above. 6. Which of the above countries has the highest percent of primary forest coverage?

A. French GuianaB. BrazilC. PeruD. Madagascar

7. When looking at the data listed above, which of the above countries has been affected the most by deforestation, the loss of tropical rain forests?

A. Viet NamB. NigeriaC. CambodiaD. Congo

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7.04 Evaluate data related to human population growth, along with problems and solutions:

Waste disposal. Food supplies. Resource availability. Transportation. Socio-economic patterns.

B5

8. Which of the following would best explain the correlation between population growth and resource usage?

A. As population increases, subsistence farming decreases. B. Septic tanks are preferred to waste water treatment plants in urban

environments. C. The building of roads promotes a decrease in population density. D. Water shortages are more prevalent in urban environments.

9. Which of the following limiting factor will most likely prevent further population growth within an ecosystem?

A. Excess water supplyB. Food supply to the areaC. Transportation availabilityD. Recycling of human goods

7.05 Examine evidence that overpopulation by any species impacts the environment.

B4

10. Dave was on a camping trip and decided to take a hike around the lake. His camp master reminded him that the lake was high and to be careful. On his hike he noticed an excess of mosquitoes landing on his skin and trying to bite him. Which of the following factors could explain why this overpopulation is affects the surrounding area?

A. There was a drought in the area where Dave was camping. B. Dave walked off the path and observed a swampy area that was not there

in the year prior. C. There was extensive rainfall prior to Dave’s camping trip and there

were standing water puddles along the trail. D. The mosquito population is migrating.

11. When looking at the Earth’s biosphere, how can we as humans preserve the world for future generations?

A. Make use of new technologies to develop new pesticides for our farmlands.

B. Generate controls habitats for all animals on working preservations. C. Drain and refill the wetlands along the coast. D. Promote more understandings of how living things interact with their

environment.

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7.06 Investigate processes which, operating over long periods of time, have resulted in the diversity of plant and animal life present today:

Natural selection. Adaptation.

B6(D6)

12. If there is a given ecosystem, the more living requirements that two organisms have in common the more intense their____________________ will be.

A. ecological succession B. evolutionC. competitionD. extinction

13. Physical characteristics and behaviors of a group of organisms allow them to live successfully in a given environment is known as_______________.

A. limiting factorsB. abiotic factorsC. biotic factorsD. adaptations

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