Towson UniversityDepartment of Secondary Education

Lesson Plan for biotic and Abiotic Factors

Name: Danielle Ruff Date: 4/21/15

Brief Class Description (contextual information including number of students, subject, level, IEP/ELL/GT or other special considerations):This lesson plan is designed for a seventh grade, life science class. Class period is 90 minutes

Unit:

Ecology

Lesson Topic:

Abiotic and biotic factors

Prior Knowledge (How do you know students are ready for this lesson?):Students have previously been introduced to the components of an ecosystem

Alignment:Standard Standard (State {CCRS/Other} and Professional Organization Content Standard)

Objective Assessment Activity(ies)

LS2.A:     Interdependent Relationships in Ecosystems

Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.   (MS-LS2-1)

At the end of this lesson, you will be able to identify and describe biotic and abiotic factors that affect ecosystems.

You will able to describe the effects on an ecosystem if there was a change or disturbance in abiotic or biotic factors.

Students will be assessed in their ecosystem creations as they describe and identify biotic and abiotic factors.

Students will be assessed during the discussion of the affects of biotic and abiotic factors on the kelp forest ecosystem.

Students will create an ecosystem where they will identify and describe biotic and abiotic factors of their ecosystem .

Students will watch a video on kelp forests and record the abiotic and biotic factors of that ecosystem of which they observed. They will answer two post video questions on the impact of biotic factors and abiotic factors on the kelp forest ecosystem.

Materials Needed:PowerpointVocabulary worksheetVideo worksheetBlank paper

Technology Integration/Needs:ComputerProjector

Lesson Procedure:Opening Activity (describe your warm-up, engagement/hook/motivation):

Students will complete a pre assessment and then two stop and jot questions in their notebook. For the stop and jot, students will look at two groups of pictures and decide what they pictures have in common. Students will record there answers in their notebook and then there will be a brief class discussion.First group of pictures- livingSecond group of pictures- non living.

Time Allotted: 10 minutes pre-assessment. 7 minute stop and jot

Adaptations (for IEP, ELL, culture, and other special needs):

Transition (explicitly linking concepts/activities/objectives):Today we are going to learn about biotic and abiotic factors in an ecosystem. Take a moment and think of what these terms might mean.Activity 1 (describe activity): VocabularyStudents will form a definition of abiotic and biotic factors before being formally introduced to the term. Students will write down their definitions and then share definitions with a partner (the person sitting then to them). Students will then identify abiotic and biotic factors in our ecosystem based off of their definition. After students have recorded their answers, the class will group back together for a short discussion on their findings. After the discussion, students will use the vocabulary diagram to define abiotic and biotic factors. The actual definition will be given and students will record the definition. The students will then complete the rest of the diagram on their own defining the term in their own words, giving examples of the term, and a drawing of the term. Time Allotted: 30 minutes

Adaptations: Transition: Now that we are able to define both biotic and abiotic factors, we are going to look at some biotic and abiotic factors impact a kelp forest ecosystem.

Activity 2 describe activity):

Students will view the video, “Sea otters: Saving kelp forests and our climate.” As they watch the video, students will complete the video worksheet. During the video they will identify both biotic and abiotic factors that they observed. After the video, the students will then complete the post video questions about the affect of a decreased population of a biotic factor that they observed on other biotic and abiotic factors in kelp forest ecosystem. Students will share their findings in a brief discussion after they complete the worksheet.

Time Allotted: 20 minutes Adaptations: Transition: Since we are now familiar with abiotic and biotic factors that have an impact on the kelp forest ecosystem, we are going to create our own ecosystem.

Additional Activity(ies) – add as necessary with time allotted, adaptations and transitions:Students will create their own ecosystem with 4 biotic factors and 3 abiotic factors. They will begin by either creating their own ecosystem, or use an ecosystem that they already may know about. Students will list the abiotic and biotic factors of their ecosystem. They will then write a short paragraph describing the ecosystem and the interaction between the biotic and abiotic factors. After they completed their description, they will draw the ecosystem. If there is enough time, students will be able to color their drawing. Students will turn the assignment as an exit ticket. Time allotted- 30 minutes

Closing Activity: (summarize learning and/or revisit objective) – 3 minutesStudents will participate in a whole class discussion of the following questions: -What are some biotic and abiotic factors that affect the ecosystem we live in?-What would happen to our ecosystem if there were a change in one of these factors?

Extension/Follow-up (homework, etc. – optional):

Safety Valve (What will you have students do if you have time left in class?):

After the Lesson:

Reflection (How did you adjust instruction based on student responses? What are the implications for future instruction?).