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About SNAPs Lab Stations Activities
SNAPs Lab Stations Activities require students to use science, math, literacy, problem-solving and engineering skills. They are designed to enhance students' understanding of scientific concepts and help students apply scientific ideas to the real world. Each station activity promotes skills so to develop students into proficient and competent scientific thinkers.
SNAPs lab activities have five components:
• Science Skills Station to develop science skill proficiency
• Narrative Station to build science literacy
• Assessment Station to evaluate learning and understanding
• Problem-Solving Station to foster engineering design
• Synthesis/Summary Project to inspire higher-order learning
A description of the activities at each station in this particular lab is detailed below.
Next Generation Science Standards
This laboratory satisfies NGSS MS-LS2-1. It combines the three dimensions of science learning - science and engineering practices, disciplinary core ideas and crosscutting concepts - in order to meet the standards. This laboratory also makes interdisciplinary connections to STEM, Math CCSS and ELA CCSS to build the appropriate skills.
Carrying Capacity Lab Stations Activity Learning Objectives
1. Analyze and interpret data so to determine the relationship between resource availability and carrying capacity for a population.
2. Identify limiting factors that determine carrying capacity.
3. Predict how carrying capacity changes when abiotic or biotic factors, such as space, food, water and predation, change in the environment.
4. Problem-solve and develop solutions that manipulate the carrying capacity of organisms on Earth.
Science Skills Station
Students will complete a graphing and interpretation activity at this station. Specifically, students will study the population of the Kaibab deer in Arizona. Students will study how changes in resource availability impact the carrying capacity of the deer. Students will make predictions about how the carrying capacity of the Kaibab deer might change if specific biotic or abiotic factors become more or less abundant.
Students will read about carrying capacity and limiting factors. Students will also watch a video about an example of carrying capacity and limiting factors.
At this station, students will answer questions about key terms and ideas relating to carrying capacity. Students will have to employ lower, mid and higher order thinking skills to answer these questions.
Students will identify problems and develop and evaluate solutions that manipulate the carrying capacity of a species. Students will work through one scenario in which they need to increase the carrying capacity of a species and a second scenario in which they need to decreases the carrying capacity of a species.
Students will have a choice of 11 projects. Suggestions for projects that are best suited for this particular lab are included. It is up to the teacher to control this portion of the lab, and thus, the higher-order skills utilized in this activity. Refer to the SNAPs Lab Stations Best Practices and Setup Guide for directions and suggestions on how to conduct the project.
This download includes:
• A pre-lab assignment and post-lab reflection
• Directions and questions for each lab station
• Student recording sheets
• Teacher Key
Additional Materials Required:
1 Computer or tablet
Be sure to check out:
• The FREE SNAPs Lab Stations Best Practices and Setup Guide to learn more about my labs
• A FREE SNAPs Lab to learn more about my lab station activities
Purchasing Options to Save you $$$:
• Save 40% with the Integrated Science Lab Bundle
• Save 50% with the Integrated Science Complete Curriculum