Download Lesson Plan Template

Name of Lesson/Topic of Study ___Limiting Factors___Grade Level(s) __8-11___ Duration of Lesson/Unit 2 block days
Curriculum Resources: Item specs
State Standards (all standards that apply including science, literacy and mathematics)
SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting
factors (biotic and abiotic) that determine carrying capacity. AA (Also addresses SC.912.N.1.4)
Learning Goals (to be written on board or overhead and in student note books) : Students will understand how
variations in a habitat will affect the population of organisms in a species.
Key Vocabulary: carrying capacity, population, biotic, abiotic, limiting factors, habitat, ecosystem, reproduction,
predator, prey, degradation, species, resource
Preparation: graph paper, rulers
Safety Considerations : Watch for…. ant piles, bees, and flying objects!
Lesson Phase
Notes and Discussion
(Details of what the
teacher and students
will do.)
Materials Needed
Essential Questions
(Probes/Questions to ask
students at every phase in
the lesson)
Engage
1.Complete column 1
Teachertube video clip
What are limiting factors?
mentally engage
students with an event
or question.
of vocabulary KWL
http://www.teachertube.com/vie
2.Watch the 30 sec
Evaluate
(Student
outcomes to
“Look For”,
products, or
performances
at every
phase of the
lesson)
Participation
in discussion.
wVideo.php?video_id=15501&title
Complete
=Happy_Feet&ref=Scrappy62
video clip (penguins).
column 1 on
3.Use jigsaw to read
vocabulary
article “Limiting
KWL.
Factors”
Explore
1.Explain and
Open Space
How will resource availability
Rubric: lab
hands-on experiences
to explore the concept
further.
demonstrate lab
(if outside is not possible-
affect the population of a
participation
rules, and rubric
do as demo with fewer
species in an ecosystem?
and data
before heading
students)
collection
outside to do the lab.
2. Hypothesize
3.Collect data
4.Complete graph
Explain
1.Discuss specifics of
notebook
Do the number of organisms
Rubric: Lab
Note: This lesson template is adapted from the 5E Instructional Model developed by the Biological Sciences Curriculum Study.
Name of Lesson/Topic of Study ___Limiting Factors___Grade Level(s) __8-11___ Duration of Lesson/Unit 2 block days
provide the scientific
explanation and terms
for what they are
studying…via lecture,
demonstration, reading,
or multimedia (video,
computer-based).
graph and meaning of.
of the same species fluctuate
report with
(It is natural for
or remain stagnate?
emphasis on
organisms in a
analysis of
population to
data, graph,
fluctuate in number.
and
Once the number
conclusion
exceeds the carrying
capacity, organisms
will begin dying out).
2.Complete column 2
and 3 of vocabulary
Elaborate/Extend Homelearning:
What difference to the
opportunities to apply
the concept in unique
situations, or they are
given related ideas to
explore and explain
using the information
and experiences they
have accumulated so
far. ..discussing their
ideas with others,
students can construct a
deeper understanding of
the concepts.
1.Choose a venue to
population number would be
explain what may
seen if there was a natural
happen to an Emperor
disaster (i.e. flood, hurricane,
Penguin if the earth
fire)?
Rubric
continues to warm.
You may choose to
write a story, cartoon,
newspaper article,
etc. Include all
vocabulary words.
Note: This lesson template is adapted from the 5E Instructional Model developed by the Biological Sciences Curriculum Study.