Who 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...

As 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,...

Part of a unit on Arizona's biotic communities, this lesson focuses on the vocabulary to be used. Terms include biodiversity, topography, desert, hybridization, niche, and more! Youngsters will define these words from contextual...

Junior ecologists examine Arizona's biotic communities and research an animal or plant that is found in this community. In this lesson plan, learnerss write a narrative essay about their assigned animal or plant. They research online and...

Students define and compare/contrast abiotic and biotic factors presented while using web cameras on the Web World Wonders website.

Students 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.

Students 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...

Research 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...

Students 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. 

Students 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...

Seventh 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...

Students 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...

Learners 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...

High schoolers 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...

Students 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...

Once junior ecologists are familiar with Earth's major biomes, they hone in on Arizona's biomes. Using a website about Arizona's natural resources, learners will identify biotic communities. Beautiful maps and worksheets are provided for...

Students observe biotic and abiotic things participating in an observational walk outside the school. They create a collage using pictures of biotic and abiotic items.

Sixth graders create a Bahamian terrarium. In this Bahamian ecosystem lesson, 6th graders watch a PowerPoint to see Bahamian biotic and abiotic factors. They bring in 2-3 items for their terrarium. 

Middle schoolers differentiate between biotic and abiotic factors in this science lesson. Learners collect data for the experiment and analyze the data after graphing it using the CBL 2. This experiment is split into two different...

Students explore the biotic and abiotic factors that affect plant reproduction and the potential consequences of human activities on plant populations. The effects of urbanization are discussed as an influence in the consequences.

Learners identify and describe various organisms living in a pond water environment. They describe the characteristics of living things. Students compare and contrast organisms created by asexual reproduction and sexual reproduction....

In this ecosystem worksheet, students use a string and make a large circle. Everything in the circle is part of the ecosystem the students will study. They identify everything in their ecosystem and classify their data. They answer 2...

Students identify individual organism, a species, and a population within the study community. They identify biotic factors at the site and attempt to characterize the site's species diversity.

Small groups investigate plots of land to discover how abiotic and biotic factors interact. After recording their findings, scholars share observations with peers and self-reflect on the learning process.