Agriculture
Two Weeks
Science
Lesson Plan
Grade:
Sixth Grade
Teacher:
Sixth Grade Science Teacher
Lesson Title:
What Happens When We Manipulate Abiotic Factors?
STRANDS
Interdependence
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Students will create landscape designs during this unit. They will be required to estimate the impact their designs will have on the local ecosystem by determining how
changes to abiotic factors will affect other abiotic and biotic factors. Cross-curricular connections to math include using scale drawings to organize information about
population movements. Connections to social studies include an examination of the abiotic and biotic changes created by the agricultural revolution. Connections to ELA
include writing and analyzing nonfiction text. Career connections include architecture, civil engineering and applied mathematics.
MOTIVATORS
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
This video from Bozemanscience serves as the hook for the unit. In the video, Mr. Bozeman discusses interactions between abiotic and biotic factors, cites numerous
examples and displays and discusses detailed data and graphs from ecological studies. The link to this unit, Landscape Architecture, lies in the detailed discussion of the
effects abiotic factors have on biotic factors. In this unit students will be required to determine and plan for these effects.
DAY
Objectives
(I can….)
1
Materials
&
Resources
I can define
biotic and
abiotic.
Set:
- small
potted
plant
I can explain
how a change in
an abiotic factor
could affect
biotic factors.
Bell Work
and Table
Work:
- iPads
I can
communicate
my explanations
using cause and
effect language.
Instructional Procedures
Differentiated
Instruction
Essential Question:
What are abiotic factors of an ecosystem and how do they interact with biotic
factors?
Bell Work
Imagine walking the perimeter of the school building and observing the
surroundings. Write down as many abiotic (non-living) factors that you think you
will encounter. Record your imaginary observations on your iPad.
Differentiated
Instruction for
Remediation:
 Provide written
definitions of
vocabulary
words, as shown
in Direct
Instruction.
 Group with peers
capable of
assisting in the
written
assignment –
allow coauthoring of the
in-class
assignments.
 Accept
abbreviated
homework
paragraphs.
Link to Landscape Project
During this project, students will begin developing a plan to alter abiotic factors
Homework: near the school. They will have to determine what the environmental effects
Gaggle
these alterations will cause.
Set
Show the class a small plant potted in a small cardboard container. Pull the plant
out of the potting soil so that its roots dangle in the air. The abiotic factors
surrounding this plant have changed. Ask – will this plant survive?
Direct Instruction
Review definitions:
Biotic - living factors
Abiotic – nonliving factors
Ecosystem – sum of abiotic and biotic factors
State some of the major abiotic factors:
Water
Temperature/Sunlight
Rock/Sandy/Loamy Soil
Example of abiotic and biotic interaction:
Water accumulation creates an environment that frogs like.
Differentiated
Instruction for
Enrichment:
 Review this BBC
website for a
better
understanding of
measuring abiotic
Assessment
Formative
Assessment:
 Bell Work
 Paragraphs
 Homework
When water accumulates in the low spots in the field or at the
edges of the parking lot and stays there for more than a week,
you will likely find frogs in or near the water.
Application
Table Work – each table group will choose an abiotic factor, describe the
normal state of the factor around the school and then describe what the
conditions and the possible effects on biotic factors would be if this
abiotic factor increased by a factor of ten. Each student records the
group’s findings on his/her iPad.
Discuss the table work by allowing two groups to present their findings.
Repeat the Assignment – this time, instead of allowing the abiotic factor
to increase, have it vanish from the environment. Each student should
record the new findings.
Discuss the new table work by allowing two groups (different from the
first two) to present their findings.
Close
Changes in the environment – changes in abiotic factors – can have big impacts
on biotic factors. In their iPad journals, students write down two scenarios of
abiotic changes that cause biotic factors to change. State possible evidence of
the biotic change. Example: Too much rain would cause the field to flood and the
crickets would move to higher ground. Possible evidence would include
observing crickets in the parking lot or in the grass next to the parking lot.
Homework
Write a paragraph comparing the results of the two extreme changes in the
abiotic conditions imagined in your table group discussion during class. Submit
the paragraph to the Science box on Gaggle.
factors.
2
I can identify the
plants and
animals in the
temperature
deciduous
forest.
I can identify the
major abiotic
characteristics
of the
temperate
deciduous forest
Exit Ticket:
lined paper
for
Learning
Summary
Bell Work
and
Classwork:
iPads
Set:
MacBook
Apple TV
Video of
fireflies
Essential Question:
1. What are the major abiotic and biotic factors of the ecosystem
surrounding the school?
2. To which biome does this ecosystem belong?
Bell Work
In iPad journals make a list of the animals that you know live in the surrounding
region. Compare your list with your table group and add to your list by
brainstorming. Keep the list for reference during upcoming project days.
Link to Landscape Project
Understanding the normal conditions of the environment (knowing our biome)
will help students understand how changes made during a landscape project will
alter nonliving and living factors.
Set
Show a video of synchronous fireflies. These are organisms that live in our
biome.
Direct Instruction
We live in the biome known as a temperate deciduous forest. Using iPads, look
up the following facts about our biome:
1. Meaning of temperate
2. Meaning of deciduous
3. Average rainfall
4. Average temperature
5. Number of seasons
6. Typical plants
7. Typical animals
Inspect work and ask questions while students are working. Possible questions
include: Does every biome on Earth experience four seasons? Do you know
differences between a temperate forest and a rain forest?
Electronic Exit Ticket
Using your notes, write a short description of the temperate deciduous forest
using Notes on your iPad. Include all seven items from above. Submit your
answer on Gaggle.
Differentiated
Instruction for
Remediation:
 Provide a specific
link
(blueplanetbiomes.
com) for the inclass assignment.
 Reduce the writing
assignment
(Electronic Exit
Ticket) to three
sentences that
describe three
factors of the
deciduous forest.
Differentiated
Instruction for
Enrichment:
Read about changes
taking place in XXX
Formative Assessment:
through classroom
observation of the
summary strategy an
assessment of
understanding will be
made.
3
I can identify the
environmental
conditions of the
world’s major
biomes.
I can identify
interdependencies
among organisms
found in the major
biomes.
Exit Ticket:
lined paper
for Learning
Summary
Homework
Does the deciduous nature of the trees in our biome affect the amount of plants
and animals that live here? Form your answer by making three bullet points
written on your iPad so that the points can be used in a discussion tomorrow.
Essential Question:
1. What are the environmental conditions found in the world’s major biomes?
2. What are the interdependencies among organisms found in the major biomes?
Bell Work
and
Classwork:
iPads
Bell Work
On your iPad, list at least five differences between a desert and a rain forest.
Organize these differences into abiotic and biotic elements.
Set:
Cut out
names of
animals for
seven table
groups.
Link to Landscape Project
Understanding conditions of other biomes will help students understand how
their landscape design fits into the temperate deciduous forest biome. Examining
interdependencies will help students understand how altering an environment
can affect local interdependencies.
Set
Activity – Animal sorting. Give students names (or pictures) of animals (and/or
plants) and have them sort them. It is likely that most groups will sort them into
biomes. If a group sorts by size or beginning letter, acknowledge that is a
legitimate way to categorize, but sorting by biome is most useful to us today.
Direct Instruction (Day 1 of Major Land Biomes)
Biomes are characterized mainly by
1. Average temperature
2. Average precipitation
3. Location (it is location that affects temperature and
precipitation)
4. Animals adapted to the conditions of the biome survive
and live there.
5. The major biomes are
a. Artic Tundra
b. Alpine Tundra
c. Boreal Forest (Taiga)
Differentiated
Instruction for
Remediation:
Provide an example of
the table required to
complete the group
work.
Differentiated
Instruction for
Enrichment:
Find and document
evidence that the taiga
biome overlaps the
deciduous forest in this
area.
Formative Assessment:
Bell Work will be
assessed for
understanding.
d.
e.
f.
g.
h.
i.
Temperate Deciduous Forest
Temperate Rain Forest
Grassland
Tropical Rain Forest
Desert
Aquatic
Table Assignment
Table Groups: Create a table that lists the first three biomes (artic tundra, alpine
tundra and boreal forest) side by side at the top and the characteristics in a
column on the left side of the page. See the resource folder for examples of
tables. Look up the data and fill in the table. Repeat the process for the second
and third groups of three biomes.
Closing Discussion
The goal is to have students use and think about their data. Ask questions: In
which biome does the least amount of rain fall? How does the alpine tundra
differ from the artic tundra? Which receives the most precipitation, artic tundra
or desert? What animals are found on the grasslands in Africa? What are these
grasslands called?
Homework
Read about the rain forest at http://www.blueplanetbiomes.org/rainforest.htm.
4
I can identify the
environmental
conditions found
in the major land
biomes.
I can identify
interdependencies
in the major land
biomes.
Exit Ticket:
lined paper
for Learning
Summary
Safety
Equipment
Example:
iPads
Apple TV
Essential Question:
1. What are the environmental conditions found in the world’s major biomes?
2. What are the interdependencies among organisms found in the major
biomes?
Bell Work
The deciduous forest and boreal forest differ in many ways. Explain how they
differ in both biotic and abiotic factors. Write your answer using Notes on your
iPad.
Link to Landscape Project
The landscape design project will be completed locally, in an ecosystem belonging
to the deciduous forest biome.
Differentiated
Instruction for
Remediation:
Peer grouping to
ensure completion of
task
Differentiated
Instruction for
Enrichment:
 Look for evidence
locally of projects
that have
fragmented an
ecosystem.
Formative Assessment:
Bell Work and
Homework
Set
Show map of world biomes and look at the overall pattern, which correlates to
latitude if elevation is ignored. Ask: The biomes represent very different average
temperature and precipitation – what factors do you think most influences the
temperature? (latitude and elevation)
Direct Instruction (Day 2 of Major Land Biomes)
REVIEW: Biomes are characterized mainly by
1. Average temperature
2. Average precipitation
3. Location (it is location that affects temperature and
precipitation)
4. Animals adapted to the conditions of the biome survive
and live there.
5. The major biomes are
a. Artic Tundra
b. Alpine Tundra
c. Boreal Forest (Taiga)
d. Temperate Deciduous Forest
e. Temperate Rain Forest
f. Grassland
g. Tropical Rain Forest
h. Desert
i. Aquatic
Table Group Assignment
Create a table that lists the remaining LAND biomes from the list (temperate
deciduous forest, temperate rain forest, grassland, tropical rain forest, and
desert) side by side at the top and the characteristics in a column on the left side
of the page. It should look like the table you made yesterday. Look up the data
and fill in the table.
Close
Biomes have definite abiotic characteristics and biotic characteristics. Review
your data of the grassland biome and compare it to the temperate rain forest.
Discussion: Which has the most rainfall? Is there a difference in temperature?
(Did you find that there are subdivisions of the grassland biome, some hotter and
drier than others?)

Summarize the
impact of
fragmentation on
local plant and
animal life.
Homework
Write a paragraph on your iPad comparing and contrasting two grassland biomes:
prairies and savannah.
Essential Question:
5
Project Day 1– refer to Unit Plan
Topic – “Landscape Project”- Agriculture
6
I can identify
interdependencies
among organisms
in the major
biomes.
I can identify
biotic-abiotic
interactions in the
major land
biomes.
Set:
7 Tweezers
Paper bits
7 Stopwatch
Bell Work
and
classwork:
iPads
Colored
pencils
Scissors
iPad
Apple TV
Essential Question:
1. What are the interdependencies among organisms found in the major
biomes.
2. How do organisms in these biomes interact with abiotic elements?
Bell Work
Explain what we mean by the term biome and how it differs from an ecosystem.
Write the answer on your iPad and submit to Gaggle.
Link to Landscape Project
Changes made to the local landscape can affect interdependencies in the
immediate environment. This change to abiotic elements will also alter the
interaction between biotic and abiotic elements locally.
Set
Distribute plastic tweezers and bits of paper. The tweezers represent birds. The
paper represents beetles. Students take turns collecting as many bits of paper as
they can using the tweezers. Collect as many bits as they can in thirty seconds.
Group members will time each other. Record the results on iPads: number
collected in fifteen seconds.
Differentiated
Instruction for
Remediation:
Differentiated
Instruction for
Enrichment:
On your iPad, design a
tweezers-and-paper
experiment that tests
how crumpled paper
compares to flat paper.
Use flat paper as your
control. Identify your
dependent and
independent variable,
as well as constants.
Submit your answers on
Gaggle.
Formative Assessment:
Bell Work, in-class
assignment and
homework
Direct Instruction
Repeat Set Exercise – Make a change (put sheet paper under the bits of
paper) repeat the Set activity.
Put a sheet of copy paper on each table and distribute the bits of paper
again. Repeat the experiment done in the set and record the results.
Discussion
Why are the results so different? What changed? Placing the paper down made
it harder (or easier, if other types of paper were used at different tables). The
paper represents a change in abiotic factors. This change altered the interaction
between two biotic factors.
In-class Assignment (Individual)
Using iPads, find an example of how an abiotic factor was changed and how it
affected the interaction between species in the deciduous forest. Draw a sketch
of the situation before and after the change, and put labels on the sketch to make
the alteration in the interaction obvious.
Homework
Draw a food web on your iPad for any two biomes of your choice. In addition to
identifying animals, apply the labels primary consumer (herbivore), secondary
consumer, carnivore and apex predator. Prepare to airplay your food webs.
7
I can explain how
an abiotic change
affects
interactions in a
biome.
I can gather data
and evidence
from a scientific
article.
I can interpret
data and draw
conclusions.
Bell Work:
iPad
Link to NY
Times article
about
fragmented
forests
Set:
Images of
fragmented
forests
iPads
Apple TV
Essential Question:
How do abiotic changes affect the interactions in a biome or ecosystem?
Bell Work
Read the New York times article about the consequences of fragmented forests.
Write down the main idea of the article and two supporting facts.
Link to Landscape Project
Proposed landscaping projects will affect interactions in the local ecosystem.
Students will better understand the impact changes have by examining changes
made in other major ecosystems and the consequences that followed.
Differentiated
Instruction for
Remediation:
Peer Tutoring- Students
may discuss among
small groups before the
entire class discussion.
Differentiated
Instruction for
Enrichment:
On your iPad, design a
tweezers-and-paper
experiment that tests
how crumpled paper
Formative AssessmentBell Work, in-class
assignment and
homework
- I can cI can communicate
evidence and conclusions.
Set
View images from Google search: fragmented forests images. Point out and
discuss the fragmentation and the different types and extremes of fragmentation.
Possible questions include: What do you think caused this fragmentation? What
do you think will happen in the future? What kind of animals possibly live (or
lived) in these forests (do you recognize the biomes?).
Direct Instruction
Formal Class Discussion
 Preparation
 Read new article Mammals in Fragmented
Forests
 Look up words if needed
 Write down main ideas (claims)
 Write down two supporting facts for each claim
 Remind students of the Light-in-a-Box-Mystery
discussion (our model of classroom discussion)
 Discussion
 Review rules
o Raise hand to speak
o State claim and evidence
o Use language “agree” and “disagree”
 Conduct discussion around the following
questions:
o How do forests become fragmented?
o What are primary consequences of
fragmentation?
o What are possible future consequences?
o Is there evidence of secondary succession
in deforested areas?
Close
Changes to abiotic factors in an ecosystem can lead to fragmentation.
Fragmentation has serious effect on the interactions within an ecosystem and
lead to extinction. Tomorrow, during the project work, you will be asked to
examine and communicate the possible impact that a change in landscape will
cause locally. The changes you anticipate will likely not be as catastrophic as
fragmentation, at least not on larger animals.
compares to flat paper.
Use flat paper as your
control. Identify your
dependent and
independent variable,
as well as constants.
Submit your answers on
Gaggle.
Homework
o
8
I can write a
narrative paper.
I can use dialogue
in a narrative text.
Plot
Mountain
assignment
from Day 7
Post-It notes
I can use sensory
language within
my writing.
I can provide a
conclusion for a
narrative I have
written.
TN Narrative
Rubric- See
Resource
Folder
Fourth
Grade
Narrative
AssessmentSee
Resource
Folder
Make a list of animals, plants and insects that could be affected
by a change in landscape. Include aquatic species. Create a food
web of these species on your iPads and prepare to share your
findings with your group.
Essential Question:
!. How do you convert a Plot Mountain into a well-written narrative about
cyberbullying?
2. What are the advantages of prewriting before writing a narrative?
Cyberbullying Narrative
Set



Using the Gallery Walk technique, allow students to share their work
from Day 7 with their peers for proofreading and reflection.
Students may comment about others’ work by placing post-it notes on
the plot mountains.
Ask a few students to share a great Plot Mountain that they SAW.
Teaching Strategy


Display the rubric and define the expectations of the rubric
o Write your story sequentially
o Use sensory language
o Write your conclusion clearly. Do not just stop writing.
o Use some dialogue
o Variety of sentences and transitions
o Correct grammar and spelling
Students will use their Plot Mountain to write a 1-2 page fictional
narrative about cyberbullying.
Summarizing Strategy
Ask a neighbor to proofread your narrative. Partners are to give praise along with
2 items that could be improved.
Differentiated
Instruction for
Remediation:
 Read the article
aloud
 Explain vocabulary
words:
fragmentation
Differentiated
Instruction for
Enrichment:
Find examples of
fragmentation in the
Taiga biome and create
a five-slide presentation
to explain one example
and the consequences
Formative Assessment:
Bell Work, discussion and
homework.
9
Essential Question:
Project Day 2– refer to Unit Plan
Topic – “Landscape Project”- Agriculture
10
Essential Question:
Project Day 3– refer to Unit Plan
Topic – “Landscape Project”- Agriculture
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies
Standard 2 - Interdependence
Conceptual Strand 2
All life is interdependent and interacts with the environment.
Guiding Question 2
How do living things interact with one another and with the non-living elements of their environment?
Grade Level Expectations:
GLE 0607.2.1
GLE 0607.2.2
GLE 0607.2.3
GLE 0607.2.4
Checks for Understanding
Examine the roles of consumers, producers, and decomposers in a biological community.
Describe how matter and energy are transferred through an ecosystem.
Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment.
Analyze the environments and the interdependence among organisms found in the world’s major biomes.
0607.2.1
0607.2.2
0607.2.3
0607.2.4
State Performance Indicators
SPI 0607.2.1
SPI 0607.2.2
SPI 0607.2.3
SPI 0607.2.4
Compare and contrast the different methods used by organisms to obtain nutrition in a biological community.
Create a graphic organizer that illustrates how biotic and abiotic elements of an environment interact.
Use a food web or energy pyramid to demonstrate the interdependence of organisms within a specific biome.
Create poster presentations to illustrate differences among the world’s major biomes.
Classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or food web.
Interpret how materials and energy are transferred through an ecosystem.
Identify the biotic and abiotic elements of the major biomes.
Identify the environmental conditions and interdependencies among organisms found in the major biomes.