Ecosystem Lesson

Abiotic and Biotic Factors

One of the essential questions for the Earth Systems unit I teach is how do changes in one part of an Earth system affect other parts of the system?  In order to build up to the enduring understanding for this question, students need to understand the terms ecosystem, interaction, abiotic, and biotic factors.  This lab covered the standard 5.3.6.C.2  “the number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition” (Mount Laurel Science Curriculum, 2011).  Students have studied these terms and applied them in the field.  Students used a hula-hoop to create a small area representing an ecosystem outside.  Within this small area, students observed insects, grasses, mushrooms, worms, soil, and water drops. 

I believe the goals from the inquiry activity were met.  My students had a valuable learning experience being outside and interacting with others in a group. After reviewing their lab worksheets, I learned the connections students made. They understand biotic factors within an ecosystem as other living organisms.  For example, few students called me over to examine their findings.  Their curiosity and excitement was amazing.  They paid close attention to things they usually do not see.  They drew pictures of grasses, insects, and soil in their labs.  Abiotic factors were difficult for them to keep in mind while observing the hula-hoop ecosystem.  After conversations with several groups, I learned they did not take into consideration climate, air, and perhaps water.  In the future, I will provide more examples and pictures of abiotic factors.  Many students were confused about whether soil, water, and fungus were abiotic.  Upon the completion of the lab, students felt more confident about both biotic and abiotic factors.

This would be a great picture to help my students identify abiotic and biotic factors: 

A website to use to self-monitor or diagnostic assessment: 

http://www.neok12.com/Ecosystems.htm

 

Reference

Mount Laurel Science Curriculum (2011). Mount Laurel Schools: Curriculum & Assessment. Retrieved on February 2, 2013 from http://www.mtlaurelschools.org/Program/Curriculum--Assessment/index.html

Ask A Scientist Response

A few weeks ago, I visited Ask A Scientist Website- Howard Hughes Medical Institute.  http://www.hhmi.org/askascientist/

The question I asked was: how can bdelloid rotifers still be considered living if they can shut down their metabolism for a period of time during harsh conditions?  

The background on the question was further examining the characteristics of life.  I began to think about bdelloid rotifers and their ability to shut down during harsh conditions.  I was curious if they were still considered living at the point of slowed or shut down of metabolic systems. 

The response I received was simple and easy to understand.  A volunteer scientist wrote to me that typical characteristics that we view in living organisms do not need to be evident at all times or during all life stages.  For example, all organisms must have the capability to reproduce.  However, during certain stages in life, women go through menopause and can no longer reproduce.  They are obviously still living.  I found this to be an interesting comparison and helped to put the answer to my question into perspective.  

I believe my students would enjoy using this website and receiving an answer from a scientist.  It helps to make science seem real and not just something to study in class.  I am going to incorporate this site into my science lessons!