Middle schoolers define and compare/contrast abiotic and biotic factors presented while using web cameras on the Web World Wonders website.

Learners 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.

Young scholars identify the abiotic factors that influence a river or stream and the organisms that live in it. They measure several abiotic and biotic parameters to gauge water quality. Students examine the biotic environment by...

Research the impact that changes in biotic or abiotic factors might have on an ecosystem. Debate for or against the changes and take action in the community. This resource ideally follows stream studies that young ecologists may have...

Learners identify biotic and abiotic factors. In this environmental study lesson, students conduct a series of experiments to collect and record data and draw conclusions based on the results. 

Collect clues and unwrap a mystery in an intriguing study about air pollution and urban forests. Teams share information to explore abiotic interactions and forest health. Scholars create a concept map using newly acquired knowledge and...

Students explore and define ecosystem, ecology and habitat. They discuss abiotic and biotic organisms and the things needed for survival. After observing pictures of animals in their habitat, students compare and contrast habitats and...

Students share their prior knowledge of the elements of the environment. In groups, they are introduced to the concepts of biotic and abiotic factors in a specific environment. They discover their effects on organisms living in the...

High schoolers discuss how the Hudson River is an ecosystem made up of both biotic and abiotic factors. They view the PowerPoint the Journal Down the Hudson River. Students become aware of where the Hudson River begins and ends, the...

Students work in groups to research the different geologic time periods and present their findings. They perform the insect collecting protocol, identify insects to the order level, and organize types of insects in order of appearance in...

Seventh graders examine proper journaling techniques, and record observations about at tree after listening to a read aloud of "Four Worlds: The Dine Story of Creation." They study the difference between living and non-living things, and...

Students observe biotic and abiotic things participating in an observational walk outside the school. They create a collage using pictures of biotic and abiotic items.

Sixth graders create a Bahamian terrarium. In this Bahamian ecosystem activity, 6th graders watch a PowerPoint to see Bahamian biotic and abiotic factors. They bring in 2-3 items for their terrarium. 

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...

Young scholars explore the biotic and abiotic factors that affect plant reproduction and the potential consequences of human activities on plant populations. The effects of urbanization are discussed as an influence in the consequences.

Students identify and describe various organisms living in a pond water environment. They describe the characteristics of living things. Students compare and contrast organisms created by asexual reproduction and sexual reproduction....

In this ecosystem worksheet, students use a string and make a large circle. Everything in the circle is part of the ecosystem the students will study. They identify everything in their ecosystem and classify their data. They answer 2...

Sixth graders explore how organisms interact with one another other in their environment. In this organism lesson, 6th graders understand abiotic factors and or biotic components of their environment. Students decide if the interactions...

Small groups investigate plots of land to discover how abiotic and biotic factors interact. After recording their findings, scholars share observations with peers and self-reflect on the learning process. 

In this succession worksheet, students build an ecosystem using a jar, water, bird seed, soil and a water plant. They predict what their ecosystem will look like in 3 weeks and draw a diagram. Students record their data over the course...

Andree Walker thought of everything when he wrote this resource. It includes a detailed list of materials and background information links for the teacher. In addition, it has procedures, a macroinvertebrate identification key, and tally...

Students assess the factors affecting animal populations. Working in groups they define specific vocabulary terms and complete several activities from "Project Wild."

Young scholars investigate the biotic and abiotic factors that are found in an aquatic ecosystem. The emphasis is upon the investigation of present an projections of future water quality. Then students visit a local body of water to...

Students construct a three-dimensional model of a biome which illustrates the various biotic and abiotic factors unique to that biome. They use everday materials to represent the important characteristics of a particular biome and then...