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\n\"Breaking\n\n
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\nLesson Planet Curated\n
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\nBreaking Down Ecosystems\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nEcosystems are crucial in allowing for the flow of energy. In this collection, learners look at how energy flows from one organism to another through food chains and food webs. With videos, interactives, and worksheets, the material in...\n
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\n\n6\nItems in Unit\n\n
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\n\"Climate\n\n
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\nLesson Planet Curated\n
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\nClimate Change in My Backyard: Grades 5-6, Unit 3\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nThe third unit in a series of four looks at Earth's system responses to natural and human-induced changes. Fifth and sixth graders learn about how living things and ecosystems are impacted by changing climates. They collect data on plant...\n
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\n\n32\nItems in Topic\n\n
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\n\"STEM\n\n
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\nLesson Planet Curated\n
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\nSTEM Ed Hub: Design Resources\n

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\n\nFor Students\n\n3rd - 6th\n\nStandards\n
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\nEngineering design-based activities make learning science fun. Young engineers design dams, lifeguard chairs, musical instruments, candy bags, and much more. They also use measurement skills to solve the mystery of the missing pin. Each...\n
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Instructional Video10:05
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\n\"Biotic\n\n
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\nBozeman Science\n
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\nBiotic and Abiotic Factors\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nDon't be a lone wolf, learn how the reintroduction of wolves in Yellowstone Park altered the biotic and abiotic factors. Video describes the impact of biotic and abiotic factors at multiple levels. It highlights the examples of food...\n
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Instructional Video10:05
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\n\"Biotic\n\n
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\nBiotic and Abiotic Factors\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLife is complex. Just a slight change in the population of one species will have a substantial change on the biotic and abiotic factors of that species' environment. In this video, Mr. Andersen explains the effects removing wolves from...\n
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\n\"Exploring\n\n
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\nExploring Arizona's Biotic Communities Lesson 4: Which Team Are You On?\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nWho is not drawn to trading cards? In this lesson, junior ecologists create a trading card of an animal or plant from one of Arizona's biotic communities. Gorgeous sample cards are provided in the lesson plan as well as a plethora of...\n
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\n\"Exploring\n\n
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\nExploring Arizona's Biotic Communities Lesson 1: Mapping Biotic Communities\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nAs part of a unit on Arizona's biotic communities, young ecology learners create a map. They describe how humans and animals adapt in their habitat. They take notes and create graphic organizers from articles they read. Beautiful maps,...\n
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\n\"Exploring\n\n
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\nExploring Arizona's Biotic Communities Lesson 2: Biotic Communities Vocabulary\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nPart of a unit on Arizona's biotic communities, this activity focuses on the vocabulary to be used. Terms include biodiversity, topography, desert, hybridization, niche, and more! Youngsters will define these words from contextual...\n
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\n\"Exploring\n\n
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\nExploring Arizona's Biotic Communities Lesson 3: A Day in the Life\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nJunior ecologists examine Arizona's biotic communities and research an animal or plant that is found in this community. In this lesson, learnerss write a narrative essay about their assigned animal or plant. They research online and in...\n
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Instructional Video2:57
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\n\"Populations\n\n
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\nCurated OER\n
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\nPopulations : Biotic Potential\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nWhy do most populations remain stable over time? Usually it is a result of either environmental resistance or carrying capacity. Examine some of the factors that help stabilize animal populations, and explore some of the changes that...\n
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\n\"To\n\n
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\nTo Be or Not to Be - Abiotic/Biotic Factors\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents define and compare/contrast abiotic and biotic factors presented while using web cameras on the Web World Wonders website.\n
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\n\"Abiotic\n\n
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\nAbiotic and Biotic Factors\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents examine abiotic and biotic factors. They define biotic and abiotic, categorize a list of items onto a Venn diagram, label various items from areas on the school grounds as biotic or abiotic, and diagram a magazine picture.\n
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Worksheet
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\n\"Biotic\n\n
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\nCurated OER\n
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\nBiotic and Abiotic Factors\n

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\n\nFor Students\n\n9th - 10th\n
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\nFor this biotic and abiotic factors worksheet, students complete 20 various types of questions related to biotic and abiotic factors. First, they write the vocabulary word that best completes the sentence. Then, students state an example...\n
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\n\"Using\n\n
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\nUsing Abiotic and Biotic Parameters to Monitor Air Quality\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents identify the abiotic factors that influence a river or stream and the organisms that live in it. They measure several abiotic and biotic parameters to gauge water quality. Students examine the biotic environment by identifying...\n
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\n\"Connecting\n\n
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\nWild BC\n
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\nConnecting Ecosystems & Climate\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nCollaborators sort a set of cards into biotic and abiotic categories. Then, as a class, they discuss their work and relate each of the abiotic components to climate change. Finally, they form a web of components by connecting those that...\n
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\n\"That's\n\n
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\nThat's Predictable - Stream Side Science\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nResearch the impact that changes in biotic or abiotic factors might have on an ecosystem. Debate for or against the changes and take action in the community. This resource ideally follows stream studies that young ecologists may have...\n
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\n\"Measurement\n\n
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\nCurated OER\n
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\nMeasurement of Biotic and Abiotic Objects\n

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\n\nFor Teachers\n\n6th - 7th\n
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\nLearners identify biotic and abiotic factors. In this environmental study lesson, students conduct a series of experiments to collect and record data and draw conclusions based on the results. \n
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\n\"Habitats,\n\n
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\nHabitats, Abiotic v. Biotic\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nStudents explore and define ecosystem, ecology and habitat. They discuss abiotic and biotic organisms and the things needed for survival. After observing pictures of animals in their habitat, students compare and contrast habitats and...\n
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\n\"Ecosystems:\n\n
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\nEcosystems: Biotic and Abiotic Factors\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders examine proper journaling techniques, and record observations about at tree after listening to a read aloud of \"Four Worlds: The Dine Story of Creation.\" They study the difference between living and non-living things, and...\n
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\n\"Biotic\n\n
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\nBiotic vs. Abiotic Factors\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents share their prior knowledge of the elements of the environment. In groups, they are introduced to the concepts of biotic and abiotic factors in a specific environment. They discover their effects on organisms living in the...\n
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\n\"Hierarchy\n\n
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\nHierarchy Theory and Biotic Hierarchy\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents examine the hierarchy theory and biotic organization by playing a teacher-created card game matching groups of items, such as organelles, in suits of four. They discuss the reasons for their hierarchical organization of the...\n
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\n\"A\n\n
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\nA Tour Down the Hudson River\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars discuss how the Hudson River is an ecosystem made up of both biotic and abiotic factors. They view the PowerPoint the Journal Down the Hudson River. Students become aware of where the Hudson River begins and ends, the...\n
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\n\"How\n\n
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\nHow Insects Have Changed\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nLearners work in groups to research the different geologic time periods and present their findings. They perform the insect collecting protocol, identify insects to the order level, and organize types of insects in order of appearance in...\n
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Instructional Video14:04
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\n\"Ecosystems\n\n
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\nEcosystems\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nLiving and non-living things are both a part of an ecosystem. A video begins with ecosystem interactions using biotic and abiotic factors. It also covers food webs, limiting factors, and logistic growth. As a real-world connection, it...\n
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