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Carrying Capacity

A High School Biology STEM Lesson

Brad Charles adapted from Angie Berk

7/15/23

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Notes for Teachers

This assignment is designed to work in groups of four.
This lesson should be taught after analyzing different types of abiotic factors in a coastal ocean ecosystem.
Its suggested that it is completed as a jigsaw.
Each student has their own organism and they make a graph from the given data, estimates the carrying capacity then calculate actual carrying capacity by by adding the population at 0 years, 5 years, 10 years, 15 years and 20 years. Then, divide by 5.
Each student presents their data to the rest of the group, explains their reasoning for the carrying capacity of the population and answer questions #1-7 for their organism.
The group to fill in table on slide #18.
I’ve included a key on the right.
The carrying capacity of the otters, in the key, is presented as the population at year zero, as the population is dropping off so fast that it never reaches an equilibrium and so it is assumed that it was at equilibrium sometime prior to beginning of the study.

List of Materials

A computer with internet access is suggested, but not required.
ASAP Carrying Capacity Presentation
ASAP Carrying Capacity Key Document

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NGSS Standards

HS-LS4-3

Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

Arizona State Standards

Essential HS.L4U1.27 (Life Science)

Obtain, evaluate, and communicate evidence that describes how changes in frequency of inherited traits in a population can lead to biological diversity.

Mathematical Practices

P.MP.4 Model with mathematics.

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Objectives:

Today students will answer the following questions:

What is the carrying capacity?

How does it relate to the stability of an ecosystem?

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Agenda

This lesson will take approximately 1.5 to 2 class periods.
(5-10 min) Watch the video about carry capacity and have students give a functional definition of the carry capacity.
(5-8 min) Divide students into groups and explain each student’s responsibilities.
(15 -20 min) Explain how to make graph and allow them to make their graphs.
(15-20 min) Have students answer questions #1-7 for their organism.

(20-25 min) Allow students to present their data within their group to fill out table on slide #18.
(20-25 min) Have them work together in to answer the questions on #17-19.

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Driving Question

What is a keystone species?

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Hands-on Activity Instructions

Ideally students should be working in groups of four.
(5-10 min) Watch the video about carry capacity and have students give a functional definition of the carry capacity.
(5-8 min) Divide students into groups and explain each students responsibilities.
(15 -20 min) Explain how to make graph and allow them to make their graphs.
(15-20 min) Have students answer questions #1-7 for their organism.
(20-25 min) Allow students to present their data within their group to fill out table on slide #18.
(20-25 min) Have them work together in to answer the questions on #17-19.

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Assessment

Have students answer, “Describe the change in the kelp population general trends over 30 years and include hypotheses for that change (biotic and abiotic factors.)”

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Differentiation

Work with mixed ability groupings to help those with ELL abilities.
Print out data sets to help students to see the data easier.

Remediation

Extension/Enrichment

Have students make the bar graphs using their data.
Have students write their predictions of what the population is in a CER format.