Geneva College

Beaver Falls, PA

Lesson Plan Template

Name: _Kendall Lambert and Susan Riggleman_______ Date: ___4/27/22__________

Subject: _______Carrying capacity________________ Grade Level: _____7th______________

Lesson duration: 40 minutes

I. Topic

Practical Applications of Carrying Capacity

II. PA or Common Core Standards

Biology State Standards “Unifying themes”: 3.1.7.A: “Explain the parts of a simple system and their
relationship to each other. • Describe a system as a group of related parts that work together to
achieve a desired result (e.g., digestive system). • Explain the importance of order in a system. •
Distinguish between system inputs, system processes and system outputs. • Distinguish between
open loop and closed loop systems. • Apply systems analysis to solve problems.” Eligible Content:
S.7.A.1.1.4: “Use evidence to develop descriptions, explanations, and models.”

Biology State Standard “Unifying themes”: 3.1.7.A: “Explain the parts of a simple system and their
relationship to each other. • Describe a system as a group of related parts that work together to
achieve a desired result (e.g., digestive system). • Explain the importance of order in a system. •
Distinguish between system inputs, system processes and system outputs. • Distinguish between
open loop and closed loop systems. • Apply systems analysis to solve problems.” Eligible Content:
S.7.A.1.3.2: “Use evidence, observations, or explanations to make inferences about changes in
systems over time (e.g., carrying capacity, succession, fossil evidence in the geologic time scale).”

Math State Standards “Numbers and Opertaions”: CC.2.1.7.D.1 “Analyze proportional relationships
and use them to model and solve real-world and mathematical problems.” Eligible Content: M.O.7.A-
R.1.1.5: “Explain what a point (x, y) on the graph of a proportional relationship means in terms of the
situation, with special attention to the points (0, 0) and (1, r), where r is the unit rate.”

III. Learning Objectives: Objectives must be written using observable verbs

1. After introduction by the teachers and on their own paper while working independently, SWBAT
correctly define Carrying Capacity.
2. After reviewing graphing tips given by teachers on instruction sheet, SWBAT, with 75% minimum
accuracy, graph relationships between organisms and their environment

3. Following introduction of ratios in the lecture and collection of their own data, as a group, SWBAT,
with 75% minimum accuracy, display the relationship between organisms and their environment
through mathematical ratios.

4. Through class discussion, SWBAT accurately determine if their environment can sustain an
organism based off of its carrying capacity.

IV. Materials

Full Class

- Presentation
- 7 Pictures of Robins
- 12 Pictures of Grasshoppers
- 15 Pictures of Aloe
- Scissors (teacher)
- 14 Worksheets
- Tape (teacher)
- Computer (teacher)
- Time Keeping Device (teacher)
- Expo Markers (4 colors) (teacher)

Each Station

- (Full Set of) Instructions

There is no source for this lesson.

Hook: Have you ever wanted to go on a safari and see some lions? Have you ever wondered how
many bugs are in your yard? Well we will help you with both of those things today.

Purpose: to equip students with a deeper and functional understanding of carrying capacity and its
applications, as well as integrate cross-curricular activities to integrate math into science.

Plan: Introduce new material, have students complete activity and engage in independent practice,
and then come back together in a group to discuss what we have learned and other practical
applications.

*Assumed prior knowledge - ability to do ratios and to graph

powerpoint
teach carrying capacity: Definition of carrying capacity on slide as “number of organisms an environment
can sustain without degradation”. Explain that carrying capacity is different for every species because
each species has different needs and an environment can only fulfill those needs for a certain number of
species without degrading the environment. Say that we will be exploring what carrying capacity looks
like more practically later in class.

teach percentages (this part will be skipped for the sake of time and because college students are more
likely to know how to do percentages than what carrying capacity is) Powerpoint shows percentages as
being the # of observed organisms / # of organisms allowed by carrying capacity x 100. By showing the
examples of each organism in the mock experiment, we can explain how they should use the
information they find in their experiment and the information we provide. Say that the only mention of
the percentages we will have in our lesson will be written on the instruction sheet at each station.

explain/model activity: Powerpoint slides of what different graphs look like to use as a model for what
their graphs ought to look like. Explain activity and say that assigned groups will be searching for their
respective species for a certain amount of time. At each time point that the teachers call out, they are to
record how many organisms of their species they have found in the table on the handout. Once all of
the time points have been called and the teachers say we are done, students will return to their seats.
The students will work together on their worksheets using the data that they collected and follow the
instructions handed out. Provide students with the option to work in their groups or individually to
complete the work.

10 minutes

*Actually giving 5 minutes in class lesson

B. Lesson development (activities, procedures) (25 minutes)(10 minutes in class)

1. Split class into 3 groups of 4

Robin Group – Garrison, Brody, Nick, Vernell

Grasshopper Group – Katlin, Sari, Mikki, Abby

Aloe Group – Peter, Gen, Josh, Dr. Mack

2. Provide Handouts

Allow Students 5 minutes to complete part a (all students complete at the same time)

*Actually giving 2 minutes in class lesson

3. Have each group start at a different station (1-3)

Station 1 – Graphing

Station 2 – Ratio

Station 3 – Percentages & Carrying Capacity questions

For our in class lesson, we will be splitting into groups and completing the content from each station in
one place since movement is so difficult in our classroom.

Allow students 6 minutes to complete parts b-d

Teachers will walk around and answer any questions

2 minutes summary

C. Evidence of differentiated instruction (content, process, product, or learning

Content – Different groups have different species

Content – Choosing birds for student with Autism for higher engagement

Process – Class to small groups to potentially individual work

Product – Oral presentation of findings as well as written conclusion on handout

UDL – Reaching visual and kinesthetic learners by using pictures instead of strictly words and also
through the activity that will be helpful for hands-on learners. Graphs will appeal to visual learners.

D. Closure (summary) (5 minutes) (2 minutes in class)

Draw 3 graphs on the board with x values of 30, 60, 90, 120 and a title of “Time (s)” and y values of 3,
6, 9, 12, 15 and a title of “Number of Robins”, “Number of Grasshoppers”, “Number of Aloe Plants”
respective to each separate graph

A representative from each group come to the board to put their points on main graph on board

Ask students

“Who can give the class the definition of Carrying Capacity?”

“Which of these organisms is at its Carrying Capacity?”

“Which of these organisms is above its Carrying Capacity, and what does that mean for the
future of the species?”

“Which of these organisms is below its Carrying Capacity, and what does that mean for the
future of the species?”

“Do you think that humans have a Carrying Capacity?”

VI. Assessment/evaluation

1. GRAPHS VIA WORKSHEET (ASSESSMENT OF OBJECTIVE 2, STATION 1)

2. RATIOS VIA WORKSHEET (ASSESSMENT OF OBJECTIVE 3, STATION 2)

4. DETERMINE IF A POPULATION WILL GROW PLATEAU OR CRASH VIA DISCUSSION & EXIT TICKET (ASSESSMENT OF
OBJECTIVE 4, GROUP DISCUSSION AND CLOSING)

VII. Modifications or accommodations

Student With ADHD – stations and movement

Student With Autism – fixated on Robins, incorporated into lesson to encourage engagement

VIII. Self-evaluation

Cooperating Teacher Approval ________________________________________ Date