Biotic Factors

Here is a fine science worksheet in which pupils look into biotic and abiotic factors. After a review of what these terms mean, learners list five biotic components and five abiotic components. Then, they must draw a picture of a biotic...

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...

Although a group presentation is not novel assignment, this one provides supporting resources: a newsletter introducing the project and a grading rubric. Each group is assigned a different biotic community in Arizona to research and...

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, learnerss write a narrative essay about their assigned animal or plant. They research online and in...

Individuals in your science class research a desert plant or animal from different biotic communities. After researching, they create a collector's card similar to a baseball card. Gather, reproduce, and use the cards to play a game in...

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 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.