Biology - HOT Science Lab

Teacher
Study of Abiotic and Biotic Factors
NGSSS:
SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration,
emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. (AA)
Purpose of the Lab/Activity:
Identify organisms living in the soil, plants, insects, and any other animals living within the
site.
Examine abiotic factors in the same study site.
Compare abiotic and biotic factors in an ecosystem.
Prerequisites:
Understand the role of photosynthesis in ecosystems.
A general sense of the major groups of organisms in order to help determine their role
and habitat.
Knowledge of weather instrumentation and soil analysis kits.
Materials (per group):
4 stakes
hammer
measuring rope (10 m) marked in
meters
soil pH test kit
thermometer
wind vane
anemometer
trowel or hand shovel
Procedures: Day of Activity:
Before
activity:
What the teacher will do:
a. Select a study site. It does not have to be large (10 x 10 m) but it should
show some diversity of plants and have some animal life in the area. An
un-mowed corner of the campus, a section of trees behind the gym, or
even a vacant lot down the street can be used. Use a different 10 x 10 m
area for each lab group so that it is not so trampled. Also go over in
advance and check the area for anything that could harm the students or
make walking difficult.
b. Tell students that today we will be looking at the schoolyard as an
ecosystem. Go over expectations about gathering data and making
observations in their assigned group.
c. Review expectations about working within their groups.
d. Assign groups and jobs within; there should be 11 groups (see procedural
plan for explanation). Tell students that the schoolyard ecosystem is
practice for gathering data and making observations of the ecosystem.
e. Student misconceptions should be addressed. Some common
misconceptions are: Ecology is just the study of pollution.
f. Complete a Quick Write (literacy strategy that is designed to give students
the opportunity to reflect on their learning) with the following scenario:
Have students think of their favorite outdoor spot. As they recall their
memory of that spot, have them list the living things that exist there. Have
Biology HSL Page 30
Curriculum and Instruction