ACTIVITY #2: BIOTIC and ABIOTIC FACTORS
OBJECTIVE
Students will identify the characteristics and interactions of biotic and abiotic components of
several ecosystems, and describe the importance of these components in a sustainable
ecosystem.
MATERIALS
 Document
 Student handout (attached)
PROCEDURE
1.
The STUDENT HANDOUT should be distributed, one per student.
2.
The teacher should read through the handout along with the class, and explain the activity to
come.
3.
After resolving another questions about the procedure, students should be instructed to
complete Question 1.
4.
In this activity, small groups of students will classify factors as either biotic or abiotic. Each
factor will be listed as a picture, with an appropriate descriptive caption. Each student will
drag one factor to the side of the board corresponding to either “BIOTIC” or “ABIOTIC”.
5.
When the factors for the Tundra ecosystem have been placed, proceed with the Pond and,
finally, the Forest ecosystem.
6.
Students should be completing the table in the handout as the activity progresses.
7.
Upon completion of the activity, the teacher should ask students the following question:
“How does human activity affect each biotic or abiotic factor?”
8.
While answers may vary, if students require assistance, proceed with a few scaffolding
questions:
“Which biotic factor in a forest ecosystem serves as a habitat for many animals?”
“How are trees affected by human activities?”
“How does this impact the animals in the ecosystem that rely on those trees?”
9.
The teacher should go around the classroom and check for completion of the student
handout. Note that this activity should not be evaluated, but used as an assessment for
learning, and the handout should remain in each student’s binder of notes.
CONNECTION TO STSE
This activity asks students to categories factors within ecosystems as either biotic or abiotic.
Although these two categories are being segregated, students will likely notice relationships
between each of the factors. In a tundra ecosystem, for example, the very cold temperature results
in permafrost and very pool soil, limiting the amount of vegetation and, consequently, the diversity
of primary consumers. As stated above, upon completion of the activity, the teacher should ask the
students how human activity can impact each biotic or abiotic factor. Since the Industrial
Revolution, humans have had a substantial impact on their surrounding ecosystems. Students will
discuss how a single human action can have ramifications that affect an entire ecosystem.
TUNDRA ECOSYSTEM
BIOTIC
ABIOTIC
Lemming
Poor soil
Arctic Fox
Permafrost
Very cold winters
Strong Wind Snowy Owl
Little
precipitation
POND ECOSYSTEM
BIOTIC
Acidity
Algae
ABIOTIC
Dissolved Oxygen
Amphibian
Fish
Temperature
Phytoplankton
Plants
Salinity
FOREST ECOSYSTEM
BIOTIC
ABIOTIC
Long growing season
Changing
Weather
Trees
Precipitation
Birds
Squirrels
Black bears
Insects
Hares
Fertile soil
STUDENT HANDOUT
Name: __________________________________ Date: ___________________________
Period: ________________
SNC1P – BIOTIC AND ABIOTIC FACTORS OF AN ECOSYSTEM
1. What is the difference between the biotic and abiotic factors of an ecosystem?
2. Complete the following table:
Ecosystem
Biotic Factors
Abiotic Factors
Tundra
(terrestrial)
Pond
(aquatic)
Forest
(terrestrial)
3. Can abiotic and biotic factors affect one another? Provide an example.