Biotic and Abiotic Factors

This lesson plan involves 3 activities.  First, there is a class discussion centered on displayed images of ecosystems, one ecosystem with life and another without.  Then, the teacher leads the class in building a “human” ecosystem where the students act as the different components.  Finally, there is an interactive game that involves the roles of producers, consumers, and decomposers. Students learn about the biotic and abiotic factors that influence the populations in an ecosystem.  The students act out the roles and interactions of producers, consumers, and decomposers.  All of this enables them to understand the dynamic equilibrium of the relationships in the ecosystem and how different things, both biotic and abiotic, can impact that equilibrium.

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and...
CCSS.ELA-Literacy.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language...
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective...
CLE 3001.2.5
Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts.
CLE 3001.2.6
Deliver effective oral presentations.
CLE 3001.3.3
Organize ideas into an essay with a thesis statement in the introduction, well constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3002.2.6
Deliver effective oral presentations.
CLE 3002.3.3
Organize ideas into an essay with a thesis statement in the introduction, wellconstructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3210.2.1
Investigate how the dynamic equilibrium of an ecological community is associated with interactions among its organisms.
SPI 3001.3.3
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3002.3.3
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
TSS.ELA.9-10.SL.PKI.4
Present information, findings, and supporting evidence clearly, concisely, and logically, so that listeners can follow the line of reasoning and the...
TSS.ELA.9-10.SL.PKI.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
TSS.ELA.9-10.W.TTP.2
Write informative/explanatory texts to analyze and convey complex ideas, concepts, and information clearly and accurately through the effective selection...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Objectives:

  • Students will be able to define the living and non-living parts of an ecosystem.
  • Students will be able to give examples of producers, consumers, and decomposers.
  • Students will be able trace the path of energy through an ecosystem.

Lesson Variations

Blooms taxonomy level: 
Understanding

Helpful Hints

Materials:

  • Overhead projector
  • Overhead transparencies made from enclosed illustrations
  • Printing Instructions: Before printing, change Page Setup... to print the page in Landscape mode. Due to the variability of computers, page sizes may vary. For Macintosh computers, it is recommended in Page Setup... to change the Scale to 75% for best fit printing.
  • Figure 1 - (100 K)
  • Figure 2 - (100 K)
  • Figure 3 - (100 K)
  • Figure 3 (Teacher's Edition) - (100 K)

References

Contributors: