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The best practice lesson focuses on aphid population growth using introductory activities, an inquiry-based long-term research project, and two data analysis activities. Students are required to set up and observe a controlled aphid habitat over the course of four weeks and then analyze the data obtained to draw a logical conclusion about aphid population growth. An optional activity relates what students have learned in the lesson to the global human population. (author/cb)
The best practice lesson focuses on aphid population growth using introductory activities, an inquiry-based long-term research project, and two data analysis activities. Students are required to set up and observe a controlled aphid habitat over the course of four weeks and then analyze the data obtained to draw a logical conclusion about aphid population growth. An optional activity relates what students have learned in the lesson to the global human population. (author/cb)
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| Science Academic Content Standards |
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| Earth and Space Sciences |  |
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| Benchmarks (9 - 10) |
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| F. | Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences. |
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| Grade Level Indicators (Grade 10) |
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| 7. | Describe advances and issues in Earth and space science that have important long-lasting effects on science and society (e.g., geologic time scales, global warming, depletion of resources, exponential population growth). |
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| Life Sciences | |
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| Benchmarks (9 - 10) |
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| F. | Explain the structure and function of ecosystems and relate how ecosystems change over time. |
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| Benchmarks (11 - 12) |
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| E. | Explain the interconnectedness of the components of a natural system. |
| F. | Explain how human choices today will affect the quality and quantity of life on earth. |
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| Grade Level Indicators (Grade 10) |
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| 16. | Relate how distribution and abundance of organisms and populations in ecosystems are limited by the ability of the ecosystem to recycle materials and the availability of matter, space and energy. |
| 18. | Describe ways that human activities can deliberately or inadvertently alter the equilibrium in ecosystems. Explain how changes in technology/biotechnology can cause significant changes, either positive or negative, in environmental quality and carrying capacity. |
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| Grade Level Indicators (Grade 11) |
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| 7. | Show how populations can increase through linear or exponential growth with corresponding effects on resource use and environmental pollution. |
| 8. | Recognize that populations can reach or temporarily exceed the carrying capacity of a given environment. Show that the limitation is not just the availability of space but the number of organisms in relation to resources and the capacity of earth systems to support life. |
| 9. | Give examples of how human activity can accelerate rates of natural change and can have unforeseen consequences. |
| 11. | Investigate issues of environmental quality at local, regional, national and global levels such as population growth, resource use, population distribution, over-consumption, the capacity of technology to solve problems, poverty, the role of economics, politics and different ways humans view Earth. |
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| Scientific Inquiry | |
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| Benchmarks (9 - 10) |
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| A. | Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. |
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| Benchmarks (11 - 12) |
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| A. | Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data. |
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| Grade Level Indicators (Grade 9) |
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| 5. | Develop oral and written presentations using clear language, accurate data, appropriate graphs, tables, maps and available technology. |
| 6. | Draw logical conclusions based on scientific knowledge and evidence from investigations. |
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| Grade Level Indicators (Grade 10) |
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| 2. | Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. |
| 3. | Use mathematical models to predict and analyze natural phenomena. |
| 4. | Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. |
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| Grade Level Indicators (Grade 11) |
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| 1. | Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation. |
| 3. | Design and carry out scientific inquiry (investigation), communicate and critique results through peer review. |
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| Grade Level Indicators (Grade 12) |
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| 1. | Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation. |
| 2. | Derive simple mathematical relationships that have predictive power from experimental data (e.g., derive an equation from a graph and vice versa, determine whether a linear or exponential relationship exists among the data in a table). |
| 4. | Create and clarify the method, procedures, controls and variables in complex scientific investigations. |
| 5. | Use appropriate summary statistics to analyze and describe data. |
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| National Science Education Standards |
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| Science as Inquiry | |
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| Abilities necessary to do scientific inquiry (Grades 9 - 12) |
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| Identify questions and concepts that guide scientific investigations. |
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| Design and conduct scientific investigations. |
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| Use technology and mathematics to improve investigations and communications. |
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| Formulate and revise scientific explanations and models using logic and evidence. |
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| Recognize and analyze alternative explanations and models. |
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| Science in Personal and Social Perspectives | |
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| Population growth (Grades 9 - 12) |
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| Natural resources (Grades 9 - 12) |
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| Environmental quality (Grades 9 - 12) |
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| Science and technology in local, national, and global challenges (Grades 9 - 12) |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Best Practice |
| STANDARDS ALIGNMENT |
| 9 - 12 |
| TOPICS |
Science --
Life Science;
Diversity and Interdependence of Life;
Ecosystems;
Science and Inquiry;
Inquiry Process Skills |
| KEYWORDS |
insects;
population;
population growth;
ecosystem;
carrying capacity;
growth rate;
exponential growth;
aphids;
plant propagation;
population ecology;
data analysis;
entomology |
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Author: Center for Insect Science Education
Publisher: The University of Arizona
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