ICT Integrated Lesson Plan

Author	Kristin McCurdy and Trish Beattie
Title	Computer Simulation of Population Growth
Grade Level	10
Subject Area	Science 10: Sustainable Ecosystems
Overview of unit/lessons/activities (assumptions of prior knowledge/learning)	Students will investigate Exponential and Logistic Population Growth through online simulations and related questions. Students will be working in the computer lab or using a rollout lab to complete this activity. All information and most of the instructions are contained within the website, and therefore allows for students to work largely independently of the teacher. This activity can be used as an introductory activity to the concepts of Exponential and Logistic Population Growth. Students will need to have an understanding of how to read graphs in  order to engage with the exploration.
Correlations to ICT and curriculum outcomes	Curriculum Outcomes - compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs and scatter plots (214-3) -explain biotic and abiotic factors which keep natural populations in equilibrium and relate this equilibrium to the resource limits of an ecosystem (318-5) ICT Outcomes - design and create electronic documents to accomplish curricular tasks (CT 12.3) - use a wide variety of technology, demonstrate a clear understanding of technological applications, and consistently apply appropriate technology to solve curriculum problems (BOC 12.1) - evaluate, select and use the following to learn and to represent curriculum concepts under study: specialized software, including computer-based simulations; and measuring, sampling and recording devices, including complex calculators (PTS 12.2) - evaluate, select and use a range of media, and information and communication technology, to create, edit, and publish their work independently (PTS 12.4)
Projected timeline for preparation and for carrying out activities	- Before class the teacher must book the computer lab / rollout lab for use.  - The teacher will need between 5 and 10 minutes to explain the activity and related questions, and write them on the board.  - The students will need 20 min to complete the simulations and read accompanying material.  - The students will need 20 min to complete the questions connected with the simulations.  - Any remaining time can be used to complete the reading in the text book and related questions.
Equipment Requirements: (computers, software, etc)	Students will require access to: - computers - the internet - email
Teaching materials provided (Blacklines, worksheets, templates, teacher materials)	N/A
Resources available for teacher/student use (websites, references, etc)	Science Power 10, pg 18 - 24. Population Growth Exploration Website: "Otherwise"  - http://www.otherwise.com/population/
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)	Case A: Students are working in the computer lab Step 1: The teacher should go over the instructions, and write them on the board, in class before the students proceed to the computer lab. The students will have to copy the directions into their notebooks for future reference. The instructions are as follows: 1. Log onto website http://www.otherwise.com/population/ 2. Read the introduction entitled Population Growth.  Be sure to take notes on any terms you encounter.  This can be placed in a word document that you create for yourself. 3. Exponential growth: Run experiment #1 and experiment #2.  Be able to interpret each graph and explain the results.  Again your solutions can be placed in your word document. 4. Logistic growth: Run ALL four (4) experiments and again be able to interpret each situation.  Again your solutions can be placed in your word document. 5. Once you have completed this activity e-mail your document to be marked. (Teacher should include his/her email address here) Step 2: Students should be instructed to take their textbooks and binders to the computer lab with them in case they finish the computer activity early. Step 3: Students proceed to computer lab and being to work on assignment. Step 4: If any students finish early they can read page 18-24 and then complete the questions on page 24 #1-6. Step 5: 5 min before the end of class students should be reminded to email their work to the teacher before they leave. Step 6: Shut down computer lab.  Case B: Students are using a rollout lab Step 1: The teacher should go over the instructions, and write them on the board. The instructions should be left on the board during the class for future reference. The instructions are as follows: 1. Log onto website http://www.otherwise.com/population/ 2. Read the introduction entitled Population Growth.  Be sure to take notes on any terms you encounter.  This can be placed in a word document that you create for yourself. 3. Exponential growth: Run experiment #1 and experiment #2.  Be able to interpret each graph and explain the results.  Again your solutions can be placed in your word document. 4. Logistic growth: Run ALL four (4) experiments and again be able to interpret each situation.  Again your solutions can be placed in your word document. 5. Once you have completed this activity e-mail your document to be marked. (Teacher should include his/her email address here) Step 2: Students are assigned their laptops and being working on the assignment. Step 3: If any students finish early they can read page 18-24 and then complete the questions on page 24 #1-6. Step 4: 5 min before the end of class students should be reminded to email their work to the teacher before they leave. Step 5: Shut down computers and return laptops to the cart before the end of class.
Student products expected	Students are expected to produce a Word document containing all their answers to the questions found on the website. This document must be emailed to the teacher by the end of class.
Samples (include teacher notes, assessment information, student work if available)	Solutions / Sample Student Work
Logistics (organization, grouping, management issues, access to technology)	While it is preferable that this be an individual activity, should there be a shortage of computers, students can pair up. As with all computer / internet based activities there are two "threats" to the lesson (1) students will visit other websites and waste their time on the computers (2) the internet will be down / far too slow to be useful The remedy for (1) is for the teacher to constantly circulate. In the case of (2), the teacher should be prepared with an alternate lesson just in case.
Assessment information (e.g., rubrics for products and/or process)	Teachers can use the Solutions / Sample Student Work to mark their students' answers. It is suggested that each question be given equal weight.
Possible extensions