The primary focus for this lesson will be identifying biotic and abiotic factors in ecosystems. Students will be working in teams of three. The groups will first complete an online ecosystem analysis and will then draw their own ecosystem that will include 10 biotic and 5 abiotic factors. Once their ecosystem is complete they will create a graphic organizer using Inspiration that clearly states their different biotic and abiotic factors.
Learning Objectives
By the end of this lesson:
1. Students will be able to differentiate between biotic and abiotic factors.
Analyze Ecosystem
Analysis, Application
Create their own ecosystem
Comprehension, Application
Create a graphic organizer
Synthesis, Knowledge
2. Students will be able to work effectively in a group setting. Standards
National:
Critical thinking, Problem Solving, & Decision Making
Technology Operations & Concepts
Local:
Analysing Ecosystems (331-6, 213-8, 212-4)
Biotic and abiotic factors (318-1)
Materials
SmartBoard
Pencil crayons, markers
10 Laptops
Scissors, glue
Internet Connection
Ecosystem checklist
Inspiration
Construction paper/white paper
Computer Functions and Data Manipulation
Computer Function
Computer Application
Data Manipulation
Internet
Inspiration
Graphical Organizer
Graphical Design
Analysis
Synthesis
Specify Problem
Today we are going to investigate ecosystems. More importantly we are going to focus on biotic and abiotic factors, and how they relate to each other. By the end of this lesson the students will be able to distinguish between the two and understand how important they are to the delicate balance of ecosystems.
Results Presentation
Students will work in pairs and draw their own ecosystem. Once that is complete they will create a graphic organizer using Inspiration illustrating both the biotic and abiotic elements.
Multidimensional Activities
Lesson Introduction –
The lesson will be introduced with a short video clip from Scholastic Teacher entitled, Ecosystems. From this short video student’s will see and hear all the terms needed to complete today’s activities.
After the video is complete we will complete the short quiz as a class
The driving question will then be introduced: How to distinguish between biotic and abiotic elements in an ecosystem
I will show students where to find the link on my wiki for the Ecosystem’s analysis.
The Ecosystem checklist will be handed out and discussed
Students will then be placed in groups of three
Computer Activities
Prior to going on the computer
Discuss the activity
Show students where link is located on wiki
Distribute checklist
At the computer
Complete ecosystem analysis
Research different ecosystems
After going on computer
Draw ecosystem
Return to the computer and create graphical organizer
Supporting Activities
The ecosystem analysis has instructions built in so it guides the students every step of the way. Once completed, the checklist will help the students make sure they include all the elements in their ecosystem.
CulminatingActivity
The video along with the analysis will provide the students with all the knowledge required to complete their ecosystems and graphical organizer activities. If time permits the students will be able to present their final products to the class. If not, it will be done to at the start of the following class.
Rotation Plan
Students will work in their groups starting at the laptop for the analysis.(10 min) Once that is finished they will move on to creating their own ecosystem, and finally return back to the computer for the graphical organizer.(40 min)
Assessment
Objective or Performance
Beginning 1
Developing 2
Accomplished 3
Exemplary 4
Score
Ecosystem Analysis
Students require a great deal of assistance with ecosystem analysis. Not all components of the analysis are complete
Students require a great deal of assistance to complete their ecosystem analysis.
Students require minimal assistance to complete ecosystem analysis.
Students finish all components of the analysis. No help was required.
Students use Inspiration to create a graphical organizer
Students require a great deal of assistance with graphical organizer. Not all elements are visible on the graphical organizer
Students require a great deal of help to complete their graphical organizer.
Students require minimal assistance to complete their graphical organizer. Presentation is very well done.
Students require no help to complete their graphical organizer. Presentation has professional appearance.
Students are able to draw their own Ecosystem
Students require a great deal of assistance with their ecosystem. Ecosystem is not complete, missing elements.
Students complete all elements of their ecosystem, however it is messy and not appealing
Students complete all elements of their ecosystem, and it is appealing to the eye.
Students complete all elements of their ecosystem, and it is very attractive to the eye.
Students are expected to be able to work effectively with others.
Students struggle in the team setting. No collaboration is going on.
Students worked adequately together, there are signs of collaboration.
Students are working extremely well with lots of collaboration going on.
NTeQ Lesson Plan
Lesson Title: Ecosystem Adventure
Subject Area(s): Science, Art Grade Level: 10
60 Minutes
Lesson Summary
The primary focus for this lesson will be identifying biotic and abiotic factors in ecosystems. Students will be working in teams of three. The groups will first complete an online ecosystem analysis and will then draw their own ecosystem that will include 10 biotic and 5 abiotic factors. Once their ecosystem is complete they will create a graphic organizer using Inspiration that clearly states their different biotic and abiotic factors.
Learning Objectives
By the end of this lesson:
1. Students will be able to differentiate between biotic and abiotic factors.
2. Students will be able to work effectively in a group setting.
Standards
National:
Local:
Materials
Computer Functions and Data Manipulation
Specify Problem
Today we are going to investigate ecosystems. More importantly we are going to focus on biotic and abiotic factors, and how they relate to each other. By the end of this lesson the students will be able to distinguish between the two and understand how important they are to the delicate balance of ecosystems.
Results Presentation
Students will work in pairs and draw their own ecosystem. Once that is complete they will create a graphic organizer using Inspiration illustrating both the biotic and abiotic elements.
Multidimensional Activities
Lesson Introduction –
Computer Activities
Prior to going on the computer
At the computer
After going on computer
Supporting Activities
The ecosystem analysis has instructions built in so it guides the students every step of the way. Once completed, the checklist will help the students make sure they include all the elements in their ecosystem.Culminating Activity
The video along with the analysis will provide the students with all the knowledge required to complete their ecosystems and graphical organizer activities. If time permits the students will be able to present their final products to the class. If not, it will be done to at the start of the following class.
Rotation Plan
Students will work in their groups starting at the laptop for the analysis.(10 min) Once that is finished they will move on to creating their own ecosystem, and finally return back to the computer for the graphical organizer.(40 min)Assessment
1
2
3
4
Score
Ecosystem Analysis
Students use Inspiration to create a graphical organizer
Students are able to draw their own Ecosystem
Students are expected to be able to work effectively with others.http://www.scholastic.com/teachers/activity/ecosystems-11-studyjams-interactive-science-activities (2014)
http://www.biology.ualberta.ca/facilities/multimedia/uploads/alberta/Ecosystem.swf (2001)