Ecology Abiotic Factors Unit Link
• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
Copyright © 2010 Ryan P. Murphy
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn.
• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
Copyright © 2010 Ryan P. Murphy
“Hoot, Hoot”
“Good Luck!”
Copyright © 2010 Ryan P. Murphy
• Activity! (Optional) Making your bio-dome /
Terrarium for periodic observations.
Copyright © 2010 Ryan P. Murphy
• Making your bio-dome / Terrarium
–
–
–
–
–
–
–
–
–
1st Thin layer of pebbles.
2nd Thin layer of sand on top of that.
3rd Thin layer of soil (brown)
4th Thicker layer of dark organic soil.
5th Add small pieces of various moss
6th Add a piece of lichen
7th Add some small plants
8th Add some small sticks with a mushroom on it.
9th Add a few organisms
• Just a few, no vertebrates allowed, do not over populate.
• Don’t forget to lightly water it before closing the lid.
Copyright © 2010 Ryan P. Murphy
• Leave plenty of room for plants to grow!
Copyright © 2010 Ryan P. Murphy
• Don’t over water your bio-dome!
Copyright © 2010 Ryan P. Murphy
• Don’t knock it over!
Copyright © 2010 Ryan P. Murphy
• Give your bio-dome plenty of light (energy
source) and monitor the moisture content.
– Light can be the sun or artificial.
• Give your bio-dome plenty of light (energy
source) and monitor the moisture content.
– Light can be the sun or artificial.
Some information on making a terrarium…
http://www.wikihow.com/Make-a-Terrarium
• Advanced Option: An eco-column /
aqua terra column / bottle biology.
Teacher will cut bottles
as it’s dangerous and
assign groups. Students
will assemble column,
add specimens (pond
water and forest soil
work best), inventory,
make structurally
secure using clear tape.
Water weekly, and
monitor health.
No
Bottom
Small
Hole in
Cap for
wick
No
Bottom
and
inverted
Wick
No Top or
Bottom
Bottom
w/o top
Rocks
• Advanced Option: An eco-column /
aqua terra column / bottle biology.
Plants,
Moss,
Worms,
Snail, Leaf
Litter, Real
Soil,
Real Pond
Water,
Duck
Weed,
Elodea,
Aquatic
Snails.
Aquatic
Insects
Teacher will cut bottles
as it’s dangerous and
assign groups. Students
will assemble column,
add specimens (pond
water and forest soil
work best), inventory,
make structurally
secure using clear tape.
Water weekly, and
monitor health.
Names?
• Some websites / extensions
– http://www.bottlebiology.org/
– Eco columns
– http://www.learner.org/courses/essential/life/bottl
ebio/index.html
– http://www.waterwisesb.org/uploadedFiles/sbwa
ter/education/BottleBiology.pdf
– http://www2.nau.edu/lrm22/lessons/bottle_biolog
y/index.html
• How to videos.
– https://www.youtube.com/watch?v=axhu
JNzmqvo
– Video of changes over time
» https://www.youtube.com/watch?v=
D65tTmayPY0
» https://www.youtube.com/watch?v=e
j98dsdATf4
• Ecology: A study of the relationship between
living things and the environment.
Copyright © 2010 Ryan P. Murphy
• Ecology: A study of the relationship between
living things and the environment.
Copyright © 2010 Ryan P. Murphy
• Ecology: A study of the relationship between
living things and the environment.
Copyright © 2010 Ryan P. Murphy
• Ecology: A study of the relationship between
living things and the environment.
Copyright © 2010 Ryan P. Murphy
• Ecology: A study of the relationship between
living things and the environment.
Copyright © 2010 Ryan P. Murphy
• Ecology: A study of the relationship between
living things and the environment.
Copyright © 2010 Ryan P. Murphy
• Ecology: A study of the relationship between
living things and the environment.
Copyright © 2010 Ryan P. Murphy
• The
Concepts in Ecology
– Please pay attention to the next slide as you will
need to learn and demonstrate an understanding
of these big concepts.
– Everything Is Changing.
– There’s No Such Thing As A Free Lunch.
Copyright © 2010 Ryan P. Murphy
• We can also associate the word balance to
organisms trying maintain a homeostasis
(balance) with their environment in order to
survive. be the sun or artificial.
• We can also associate the word balance to
organisms trying maintain a homeostasis
(balance) with their environment in order to
survive. be the sun or artificial.
• We can also associate the word balance to
organisms trying maintain a homeostasis
(balance) with their environment in order to
survive.be the sun or artificial.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Animals are interconnected in a complex web of life. Changes on one
part of the web have will effect other parts of the web and the
stability of the entire ecosystem.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Animals are interconnected in a complex web of life. Changes on one
part of the web have will effect other parts of the web and the
stability of the entire ecosystem.
Ecosystems have a way to balance changes so that up and
down fluctuations are part of the natural balance of the whole.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Animals are interconnected in a complex web of life. Changes on one
part of the web have will effect other parts of the web and the
stability of the entire ecosystem.
Ecosystems have a way to balance changes so that up and
down fluctuations are part of the natural balance of the whole.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Animals are interconnected in a complex web of life. Changes on one
part of the web have will effect other parts of the web and the
stability of the entire ecosystem.
Ecosystems have a way to balance changes so that up and
down fluctuations are part of the natural balance of the whole.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Animals are interconnected in a complex web of life. Changes on one
part of the web have will effect other parts of the web and the
stability of the entire ecosystem.
Ecosystems have a way to balance changes so that up and
down fluctuations are part of the natural balance of the whole.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Ecosystems have a way to balance changes so that up and
down fluctuations are part of the natural balance of the whole.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Ecosystems have a way to balance changes so that up and
down fluctuations are part of the natural balance of the whole.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Ecosystems have a way to balance changes so that up and
down fluctuations are part of the natural balance of the whole.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Animals are interconnected in a complex web of life. Changes on one
part of the web have will effect other parts of the web and the
stability of the entire ecosystem.
Ecosystems have a way to balance changes so that up and
down fluctuations are part of the natural balance of the whole.
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link

Abiotic: All non-living chemical and physical
factors in the environment.
Copyright © 2010 Ryan P. Murphy

Biotic: Of, pertaining to, or produced by
life or living organisms.
Copyright © 2010 Ryan P. Murphy
• Ecology Abiotic Factors Available Sheet.
• Ecology Abiotic Factors Available Sheet.
• Activity! Place either a square or a circle
below. Square = Abiotic Circle = Biotic
Copyright © 2010 Ryan P. Murphy
• Activity! Place either a square or a circle
below. Square = Abiotic Circle = Biotic
Copyright © 2010 Ryan P. Murphy
• Activity! Place either a square or a circle
below. Square = Abiotic Circle = Biotic
Copyright © 2010 Ryan P. Murphy
• Activity! Place either a square or a circle
below. Square = Abiotic Circle = Biotic
Light
Copyright © 2010 Ryan P. Murphy
• Activity! Place either a square or a circle
below. Square = Abiotic Circle = Biotic
Light
Copyright © 2010 Ryan P. Murphy
• Activity! Place either a square or a circle
below. Square = Abiotic Circle = Biotic
Copyright © 2010 Ryan P. Murphy
• Activity! Place either a square or a circle
below. Square = Abiotic Circle = Biotic
Copyright © 2010 Ryan P. Murphy
• Activity! Place either a square or a circle
below. Square = Abiotic Circle = Biotic
Copyright © 2010 Ryan P. Murphy
• Activity! Place either a square or a circle
below. Square = Abiotic Circle = Biotic
Copyright © 2010 Ryan P. Murphy
• Activity! Place either a square or a circle
below. Square = Abiotic Circle = Biotic
Copyright © 2010 Ryan P. Murphy
• Activity! Place either a square or a circle
below. Square = Abiotic Circle = Biotic
Water
Copyright © 2010 Ryan P. Murphy
• Activity! Place either a square or a circle
below. Square = Abiotic Circle = Biotic
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• You can now complete the first question on
page 1 of your bundled homework.
• You can now complete the first question on
page 1 of your bundled homework.
• What are some of the abiotic factors that
affect living organisms?
Copyright © 2010 Ryan P. Murphy
• What are some of the abiotic factors that
affect living organisms?
Copyright © 2010 Ryan P. Murphy

The big 8 abiotic (non-living) factors that
we will study include…
-
-
-
Copyright © 2010 Ryan P. Murphy

Moisture.
Copyright © 2010 Ryan P. Murphy

Temperature.
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• Which of the abiotic factors discussed is
missing from the list below?
– A.) Light
– B.) Temperature
– C.) Moisture
– D.) Wind
– E.) Nutrients
– F.) ________
– G.) Cycles / SPONCH
• Which of the abiotic factors discussed is
missing from the list below?
– A.) Light
– B.) Temperature
– C.) Moisture
– D.) Wind
– E.) Nutrients
– F.) Soil
– G.) Cycles / SPONCH
• Which of the abiotic factors discussed is
missing from the list below?
– A.) Light
– B.) Temperature
– C.) _________
– D.) Wind
– E.) Nutrients
– F.) Soil
– G.) Cycles / SPONCH
• Which of the abiotic factors discussed is
missing from the list below?
– A.) Light
– B.) Temperature
– C.) Moisture
– D.) Wind
– E.) Nutrients
– F.) Soil
– G.) Cycles / SPONCH
• Which of the abiotic factors below effects
an organism?
– A.) Light
– B.) Temperature
– C.) Moisture
– D.) Wind
– E.) Nutrients
– F.) Soil
– G.) Cycles / SPONCH
– H.) All of the above.
• Which of the abiotic factors below effects
an organism?
– A.) Light
– B.) Temperature
– C.) Moisture
– D.) Wind
– E.) Nutrients
– F.) Soil
– G.) Cycles / SPONCH
– H.) All of the above.

All organisms have a range of tolerance
for the abiotic factors.
Copyright © 2010 Ryan P. Murphy

All organisms have a range of tolerance
for the abiotic factors.
Copyright © 2010 Ryan P. Murphy
• Do you have an ideal range for temperature?
Copyright © 2010 Ryan P. Murphy
• Which of the environments below is within
your range of tolerance for heat, light, and
temperature?
Copyright © 2010 Ryan P. Murphy
• Which of the environments below is within
your range of tolerance for heat, light, and
temperature?
Copyright © 2010 Ryan P. Murphy
• Answer! This environment is just right.
You can survive in the other environments
but it is more difficult.
Copyright © 2010 Ryan P. Murphy
• Activity Demonstration! Range of Tolerance.
– What range of tolerance to brine shrimp for salt water?
– Fill four clear containers ¾ full with water.
– Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters,
120 milliliters. (1 tablespoon = 14.78 ml)
– Add correct amount of salt to each container.
– Use a popsicle stick or small spoon to add roughly the
same amount of eggs to each container. Swirl water to mix
eggs.
– Cover each container with plastic wrap and secure with
elastic band.
– Place in undisturbed area for three days.
– Observe each container to determine what salt level is their
range of tolerance.
Copyright © 2010 Ryan P. Murphy
• Activity Demonstration! Range of Tolerance.
– What range of tolerance do brine shrimp have for salt
water?
– Fill four clear containers ¾ full with water.
– Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters,
120 milliliters. (1 tablespoon = 14.78 ml)
– Add correct amount of salt to each container.
– Use a popsicle stick or small spoon to add roughly the
same amount of eggs to each container. Swirl water to mix
eggs.
– Cover each container with plastic wrap and secure with
elastic band.
– Place in undisturbed area for three days.
– Observe each container to determine what salt level is their
range of tolerance.
Copyright © 2010 Ryan P. Murphy
• Activity Demonstration! Range of Tolerance.
– What range of tolerance do brine shrimp have for salt
water?
– Fill five clear cups ¾ full with water. (10 oz)
– Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters,
120 milliliters. (1 tablespoon = 14.78 ml)
– Add correct amount of salt to each container.
– Use a popsicle stick or small spoon to add roughly the
same amount of eggs to each container. Swirl water to mix
eggs.
– Cover each container with plastic wrap and secure with
elastic band.
– Place in undisturbed area for three days.
– Observe each container to determine what salt level is their
range of tolerance.
Copyright © 2010 Ryan P. Murphy
• Activity Demonstration! Range of Tolerance.
– What range of tolerance do brine shrimp have for salt
water?
– Fill five clear cups ¾ full with water.
– Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters,
120 milliliters. (1 tablespoon = 14.78 ml)
– Add correct amount of salt to each container.
– Use a popsicle stick or small spoon to add roughly the
Nosame
Salt amount
30 mlof eggs 60
ml container.
90 ml Swirl water
120 ml
to each
to mix
eggs.
– Cover each container with plastic wrap and secure with
elastic band.
– Place in undisturbed area for three days.
– Observe each container to determine what salt level is their
range of tolerance.
Copyright © 2010 Ryan P. Murphy
• Activity Demonstration! Range of Tolerance.
– What range of tolerance do brine shrimp have for salt
water?
– Fill five clear cups ¾ full with water.
– Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters,
120 milliliters. (1 tablespoon = 14.78 ml)
– Add correct amount of salt to each container.
– Use a popsicle stick or small spoon to add roughly the
Nosame
Salt amount
30 mlof eggs 60
ml container.
90 ml Swirl water
120 ml
to each
to mix
eggs.
– Cover each container with plastic wrap and secure with
elastic band.
– Place in undisturbed area for three days.
– Observe each container to determine what salt level is their
range of tolerance.
Copyright © 2010 Ryan P. Murphy
• Activity Demonstration! Range of Tolerance.
– What range of tolerance do brine shrimp have for salt
water?
– Fill five clear cups ¾ full with water.
– Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters,
120 milliliters. (1 tablespoon = 14.78 ml)
– Add correct amount of salt to each container.
– Use a popsicle stick or small spoon to add roughly the
Nosame
Salt amount
30 mlof eggs 60
ml container.
90 ml Swirl water
120 ml
to each
to mix
eggs.
– Cover each container with plastic wrap and secure with
elastic band.
– Place in undisturbed area for three days.
– Observe each container to determine what salt level is their
range of tolerance.
Copyright © 2010 Ryan P. Murphy
• Activity Demonstration! Range of Tolerance.
– What range of tolerance do brine shrimp have for salt
water?
– Fill five clear cups ¾ full with water.
– Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters,
120 milliliters. (1 tablespoon = 14.78 ml)
– Add correct amount of salt to each container.
– Use a popsicle stick or small spoon to add roughly the
same amount of eggs to each container. Swirl water to mix
eggs.
– Cover each container with plastic wrap and secure with
elastic band.
– Place in undisturbed area for three days.
– Observe each container to determine what salt level is their
range of tolerance.
Copyright © 2010 Ryan P. Murphy
• Activity Demonstration! Range of Tolerance.
– What range of tolerance do brine shrimp have for salt
water?
– Fill five clear cups ¾ full with water.
– Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters,
120 milliliters. (1 tablespoon = 14.78 ml)
– Add correct amount of salt to each container.
– Use a popsicle stick or small spoon to add roughly the
same amount of eggs to each container. Swirl water to mix
– Cover each container with plastic wrap and secure with
elastic band.
– Place in undisturbed area for three days.
– Observe each container to determine what salt level is their
range of tolerance.
Copyright © 2010 Ryan P. Murphy
• Activity Demonstration! Range of Tolerance.
– What range of tolerance do brine shrimp have for salt
water?
– Fill five clear cups ¾ full with water.
– Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters,
120 milliliters. (1 tablespoon = 14.78 ml)
– Add correct amount of salt to each container.
– Use a popsicle stick or small spoon to add roughly the
same amount of eggs to each container. Swirl water to mix
– Cover each container with plastic wrap and secure with
elastic band.
– Place in undisturbed area for three days.
– Observe each container to determine what salt level is their
range of tolerance.
Copyright © 2010 Ryan P. Murphy
• Activity Demonstration! Range of Tolerance.
– What range of tolerance do brine shrimp have for salt
water?
– Fill five clear cups ¾ full with water.
– Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters,
120 milliliters. (1 tablespoon = 14.78 ml)
– Add correct amount of salt to each container.
– Use a popsicle stick or small spoon to add roughly the
same amount of eggs to each container. Swirl water to mix
– Cover each container with plastic wrap and secure with
elastic band.
– Place in undisturbed area for three days.
– Observe each container to determine what salt level is
within the optimal range of tolerance for brine shrimp.
Copyright © 2010 Ryan P. Murphy
• Ecology Abiotic Factors Available Sheet.
• Video Link! (Optional) Biotic and Abiotic
Components in an ecosystem. (10 min)
– http://www.youtube.com/watch?v=rNfmew9C508

Abiotic Factor: Light
Copyright © 2010 Ryan P. Murphy
• We will skip the physics associated with light
and the electro-magnetic spectrum for a
different unit of study.
– We will focus on light and ecology.
Copyright © 2010 Ryan P. Murphy

Organisms are affected by light…
-
Copyright © 2010 Ryan P. Murphy

Intensity: How bright it is (lumens).
Copyright © 2010 Ryan P. Murphy
HOW IS THIS
BRIGHT
COLOR ON
YOUR EYES
Copyright © 2010 Ryan P. Murphy
HOW IS THIS
BRIGHT
COLOR ON
YOUR EYES
Copyright © 2010 Ryan P. Murphy
• Light can be a form of pollution.
Ecology Abiotic Factors Unit Link

Light from the sun provides producers the
energy to make sugar (photosynthesis).
Copyright © 2010 Ryan P. Murphy

Light from the sun provides producers the
energy to make sugar (photosynthesis).
Copyright © 2010 Ryan P. Murphy
Photosynthesis: Is a process that converts
carbon dioxide into organic compounds,
especially sugars, using the energy from
sunlight.
Sunlight
Carbon
Dioxide
Sugar
Oxygen
Water
Copyright © 2010 Ryan P. Murphy

Factors in the environment that affect the
amount of light.
-
-
-
Copyright © 2010 Ryan P. Murphy

Aspect: Time of day, morning-noon-dusk.
Copyright © 2010 Ryan P. Murphy
• Crepuscular: When animals are active at
dawn and at dusk.
Copyright © 2010 Ryan P. Murphy

Cloud Cover.
Copyright © 2010 Ryan P. Murphy

Seasons.
Copyright © 2010 Ryan P. Murphy

Location.
Copyright © 2010 Ryan P. Murphy
• Video! 24 hour time lapse from the arctic
– http://www.youtube.com/watch?v=9t1KIWRP9ig
• Which letter generally gets the most
amount of light throughout the year?
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
• Answer! Letter B because it is nearest to
the equator.
Copyright © 2010 Ryan P. Murphy
• Answer! Letter B because it is nearest to
the equator. It gets the most direct light.
Copyright © 2010 Ryan P. Murphy
• Location can be large scale
– Latitude on Earth.
Copyright © 2010 Ryan P. Murphy
• Location can be large scale
– Latitude on Earth.
Copyright © 2010 Ryan P. Murphy
• It can also be local.
– Limited light hits the floor in an established
forest.
Copyright © 2010 Ryan P. Murphy
• A treefall gap is an opening in the forest
canopy.
• A treefall gap is an opening in the forest
canopy.
– Gaps are formed after large trees die and fall
which allows the regrowth trees and other
plants as more light now hits the forest floor.
• A treefall gap is an opening in the forest
canopy.
– Gaps are formed after large trees die and fall
which allows the regrowth trees and other
plants as more light now hits the forest floor.
• A treefall gap is an opening in the forest
canopy.
– Gaps are formed after large trees die and fall
which allows the regrowth trees and other
plants as more light now hits the forest floor.
• A treefall gap is an opening in the forest
canopy.
– Gaps are formed after large trees die and fall
which allows the regrowth trees and other
plants as more light now hits the forest floor.
• A treefall gap is an opening in the forest
canopy.
– Gaps are formed after large trees die and fall
which allows the regrowth trees and other
plants as more light now hits the forest floor.

Light can also play a role in an organisms
movement.
-
-
Copyright © 2010 Ryan P. Murphy
• Why would all of the sunflowers be pointing in
that direction?
Ecology Abiotic Factors Unit Link

Bioluminescence: The production of light by
a living creature. Can be used to attract and
avoid.
Copyright © 2010 Ryan P. Murphy

Bioluminescence: The production of light by
a living creature. Can be used to attract and
avoid.
Copyright © 2010 Ryan P. Murphy
• Spray a cloud of light and disappear into the
dark.
– Organism use a bacteria mutualism.
Copyright © 2010 Ryan P. Murphy
• Spray a cloud of light and disappear into the
dark.
– Organism use a bacteria mutualism.
Copyright © 2010 Ryan P. Murphy
• Spray a cloud of light and disappear into the
dark.
– Organism use a bacteria mutualism.
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
• Glow worms on the ceiling of a cave, they
can attract insects.
– What was name of the movement of
organisms toward or away from light.
Copyright © 2010 Ryan P. Murphy
• Answer! What was name of the movement
of organisms toward or away from light.
– Phototaxis
Copyright © 2010 Ryan P. Murphy
• Video! Utilizing photokinesis with
bioluminescence -The Glow Worm.
– http://www.youtube.com/watch?v=zHM02ptBGB0
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• Many insects, including bees see the
world and flower in UV (ultra-violet).
– Note the red bulls eye / target in UV.
Copyright © 2010 Ryan P. Murphy
• Many insects, including bees see the
world and flower in UV (ultra-violet).
– Note the red bulls eye / target in UV.
Copyright © 2010 Ryan P. Murphy
• Many insects, including bees see the
world and flower in UV (ultra-violet).
– Note the red bulls eye / target in UV.
Target makes it easier to see and then
pollinate. Easy identification. (Fast Food)
Copyright © 2010 Ryan P. Murphy
• Other animals such as snakes see the
world through the infrared spectrum.
– We feel infrared as heat.
Copyright © 2010 Ryan P. Murphy
• Can you see the mouse below?
• Can you see the mouse below?
– Too bad you can’t see using infrared?
• Can you see the mouse below?
– Too bad you can’t see using infrared?
• Can you see the mouse below?
– Too bad you can’t see using infrared?
“I can see using
Infrared” “This
mouse didn’t
stand a chance.”
• What would the advantage of seeing the
world in infrared be for the snake?
Copyright © 2010 Ryan P. Murphy
• Answer: The snake can see the heat of its
prey.
Copyright © 2010 Ryan P. Murphy
• Answer: The snake can see the heat of its
prey.
– This is a helpful feature for hunting at night and
the prey’s camouflage does not help.
Copyright © 2010 Ryan P. Murphy

New Abiotic Factor: Temperature.
Copyright © 2010 Ryan P. Murphy

New Abiotic Factor: Temperature.
Copyright © 2010 Ryan P. Murphy

Temperature can effect organisms by…
-
-
-
Copyright © 2010 Ryan P. Murphy

Causing flowers to open and close.
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link

Affects the activity in warm and cold
blooded animals.
Copyright © 2010 Ryan P. Murphy

Affects the activity in warm and cold
blooded animals.
Copyright © 2010 Ryan P. Murphy

Affects the activity in warm and cold
blooded animals.
Copyright © 2010 Ryan P. Murphy

Creates huge temperature swings in the
desert from day to night.
Copyright © 2010 Ryan P. Murphy

Creates huge temperature swings in the
desert from day to night.
Copyright © 2010 Ryan P. Murphy

Creates huge temperature swings in the
desert from day to night.
Copyright © 2010 Ryan P. Murphy

Creating seasonal changes in temperature.
Copyright © 2010 Ryan P. Murphy
• Seasonal changes in temperature causes
many animals to migrate.
Copyright © 2010 Ryan P. Murphy
• Area of focus within temperature:
Thermoregulation.
• Area of focus within temperature:
Thermoregulation.
• What did you wear to school today? Why?
Copyright © 2010 Ryan P. Murphy

Thermoregulation is the ability of an
organism to keep its body temperature
within certain boundaries.
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link

Two types of thermoregulation
-
Copyright © 2010 Ryan P. Murphy

Physiological regulation.

Behavioral regulation.
Copyright © 2010 Ryan P. Murphy

Behavioral: Actions or reactions of an
organism to the environment.
Copyright © 2010 Ryan P. Murphy

Behavioral thermoregulation examples.
-
Copyright © 2010 Ryan P. Murphy

Move to a warmer or cooler place.
Copyright © 2010 Ryan P. Murphy
• Many animals make dens that help keep
the animal warm / cool and dry.
Copyright © 2010 Ryan P. Murphy
• Live close to the ground, Many Blueberries
live close to ground to absorb heat.
Copyright © 2010 Ryan P. Murphy
• Lizards change their locations frequently
throughout the day to regulate their body
temperature.
Copyright © 2010 Ryan P. Murphy
• Lizards change their locations frequently
throughout the day to regulate their body
temperature.
Copyright © 2010 Ryan P. Murphy
• Lizards change their locations frequently
throughout the day to regulate their body
temperature.
Copyright © 2010 Ryan P. Murphy
• Lizards change their locations frequently
throughout the day to regulate their body
temperature.
Copyright © 2010 Ryan P. Murphy
• Lizards change their locations frequently
throughout the day to regulate their body
temperature.
Copyright © 2010 Ryan P. Murphy
• Lizards change their locations frequently
throughout the day to regulate their body
temperature.
Copyright © 2010 Ryan P. Murphy
• Lizards change their locations frequently
throughout the day to regulate their body
temperature.
Copyright © 2010 Ryan P. Murphy
• Lizards change their locations frequently
throughout the day to regulate their body
temperature.
Copyright © 2010 Ryan P. Murphy
• Lizards change their locations frequently
throughout the day to regulate their body
temperature.
Copyright © 2010 Ryan P. Murphy
• Activity! Each table group make a small
den out of binders and books at your table.
– Make a lizard out of clay or paper.
– Move lizard around desk and burrow as the
day changes in the slideshow.
– Adjust the lights in the classroom if possible to
changes in the day.
Ecology Abiotic Factors Unit Link

Physiological: The functions of the body.
Copyright © 2010 Ryan P. Murphy
• Are the pictures below a behavioral or
physiological adaptation to cold temperature.
Copyright © 2010 Ryan P. Murphy
• Answer! Behavioral. The animals can
control to roll up to conserve heat.
Copyright © 2010 Ryan P. Murphy
• Adaptation: A process whereby an
organism becomes better suited to its
habitat.
– Characteristic which aids survival.
Copyright © 2010 Ryan P. Murphy
• Adaptation: A process whereby an
organism becomes better suited to its
habitat.
– Characteristic which aids survival.
Copyright © 2010 Ryan P. Murphy
• Adaptation: A process whereby an
organism becomes better suited to its
habitat.
– Characteristic which aids survival.
Copyright © 2010 Ryan P. Murphy
• Adaptation: A process whereby an
organism becomes better suited to its
habitat.
– Characteristic which aids survival.
Copyright © 2010 Ryan P. Murphy

Physiological adaptations to temperature.
 These
you generally cannot control, and your
body does them automatically.
-
Copyright © 2010 Ryan P. Murphy

Physiological adaptations to temperature.
 These
you generally cannot control, and your
body does them automatically.
-
Copyright © 2010 Ryan P. Murphy

Utilize evaporation.
Copyright © 2010 Ryan P. Murphy
• Sweat Glands: As you sweat the water on
your skin is evaporated and the phase
change pulls heat from your body.
Copyright © 2010 Ryan P. Murphy
• From breathing or panting.
“I have
no sweat
glands!”
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link

Have thermal windows (Ears).
Copyright © 2010 Ryan P. Murphy
• You want big windows to cool down.
Copyright © 2010 Ryan P. Murphy
• Where is the coolest place on this elephant?
Copyright © 2010 Ryan P. Murphy
• Where is the coolest place on this elephant?
Copyright © 2010 Ryan P. Murphy
• Where is the coolest place on this elephant?
Copyright © 2010 Ryan P. Murphy
• The African Elephant has large ears because
its environment is very hot.
Copyright © 2010 Ryan P. Murphy
• The African Elephant has large ears because
its environment is very hot.
Copyright © 2010 Ryan P. Murphy
• The Asian Elephant lives in a cooler
environment.
Copyright © 2010 Ryan P. Murphy
• The Asian Elephant lives in a cooler
environment. They have smaller ears.
Copyright © 2010 Ryan P. Murphy
• Which one lives in the warmer climate?
• Which one lives in the warmer climate?
• These windows are usually thin membranes
with a lot of blood flow through them.
Copyright © 2010 Ryan P. Murphy
• Frilled Neck Lizard: Used to scare away
predators and some thermoregulation.
Copyright © 2010 Ryan P. Murphy
• Thermal windows have been around for
millions of years.
Copyright © 2010 Ryan P. Murphy
• Thermal windows have been around for
millions of years.
Copyright © 2010 Ryan P. Murphy
• The Maasai in Kenya are tall and thin,
adapted for maximum heat loss in the heat
of East Africa.
Copyright © 2010 Ryan P. Murphy
• The Inuit of the Arctic are short and squat,
perfectly adapted for retaining heat in the
cold winter.
Copyright © 2010 Ryan P. Murphy
• If you live in a cold environment, then you will
usually have small ears to retain your heat.
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• Which fox lives in the warm climate, and
which lives in the cold climate.
Copyright © 2010 Ryan P. Murphy
• Which fox lives in the warm climate, and
which lives in the cold climate.
Copyright © 2010 Ryan P. Murphy
• Which fox lives in the warm climate, and
which lives in the cold climate.
Copyright © 2010 Ryan P. Murphy
• Which fox lives in the warm climate, and
which lives in the cold climate.
Copyright © 2010 Ryan P. Murphy
• Which fox lives in the warm climate, and
which lives in the cold climate.
Copyright © 2010 Ryan P. Murphy
• Who is more adapted to live in a hot dry
climate?
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• Ecology Abiotic Factors Available Sheet.
• Activity Simulation! Going Outside to
Experience Physiological and Behavioral
Thermoregulation.
Copyright © 2010 Ryan P. Murphy
• Activity Simulation! Going Outside to
Experience Physiological and Behavioral
Thermoregulation.
– Note: I’m not trying to just freeze you, I am
hoping you learn about the messages your
body is telling you in response to the cold.
Hopefully you will recognize these and make
necessary adjustments in thermoregulation.
Copyright © 2010 Ryan P. Murphy
• Activity Simulation! Going Outside to
Experience Physiological and Behavioral
Thermoregulation.
– Note: I’m not trying to just freeze you, I am
hoping you learn about the messages your
body is telling you in response to the cold.
Hopefully you will recognize these and make
necessary adjustments in thermoregulation.
– Let me know if you are too cold.
Copyright © 2010 Ryan P. Murphy
• Please record the time the following occur.
Thermoregulation
Shivering
Time
P
Teeth Chattering P
Goosebumps
P
Cold Dance
B
Rubbing of Arms B
Hugging Yourself B
Copyright © 2010 Ryan P. Murphy
• Ecology Abiotic Factors Available Sheet.
• Outside simulation: Some will become cold
quickly, others will not. If you need to go
inside, you will be allowed.
– What physical, and behavioral adaptations to
cold temperatures occurred in your body?
– What did you learn about yourself and
thermoregulation?
Copyright © 2010 Ryan P. Murphy
• Outside simulation: Some will become cold
quickly, others will not. If you need to go
inside, you will be allowed.
– What physical, and behavioral adaptations to
cold temperatures occurred in your body?
– What did you learn about yourself and
thermoregulation?
Copyright © 2010 Ryan P. Murphy
• Outside simulation: Some will become cold
quickly, others will not. If you need to go
inside, you will be allowed.
– What physical, and behavioral adaptations to
cold temperatures occurred in your body?
– What did you learn about yourself and
thermoregulation?
Warning! If you feel like you are getting too cold please
let the teacher know so you can warm-up inside.
Copyright © 2010 Ryan P. Murphy
• Outside simulation: Some will become cold
quickly, others will not. If you need to go
inside, you will be allowed.
– What physical, and behavioral adaptations to
cold temperatures occurred in your body?
– Behavioral Adaptations
-Physical Adaptations
– What did you learn about yourself and how you
thermoregulate in cold temperatures?
Copyright © 2010 Ryan P. Murphy

Hypothermia: A decrease in the core body
temperature to a level at which normal
muscular and brain functions are impaired.
Copyright © 2010 Ryan P. Murphy
• Mild Hypothermia
• Mild Hypothermia
– Core temperature 98.6 - 96 degrees F
• Mild Hypothermia
– Core temperature 98.6 - 96 degrees F
– Shivering - not under voluntary control.
• Mild Hypothermia
– Core temperature 98.6 - 96 degrees F
– Shivering - not under voluntary control.
– Can't do complex motor functions (ice climbing
or skiing)
• Mild Hypothermia
– Core temperature 98.6 - 96 degrees F
– Shivering - not under voluntary control.
– Can't do complex motor functions (ice climbing
or skiing) can still walk & talk / have judgment.
• Which is not true of mild hypothermia?
A.) Shivering - not under voluntary control.
B.) You can still do complex motor functions.
C.) Impaired Judgement.
D.) You can still walk and talk.
• Which is not true of mild hypothermia?
A.) Shivering - not under voluntary control.
B.) You can still do complex motor functions.
C.) Impaired Judgement.
D.) You can still walk and talk.
• Which is not true of mild hypothermia?
A.) Shivering - not under voluntary control.
B.) You can’t do complex motor functions.
C.) Impaired Judgement.
D.) You can still walk and talk.
Ecology Abiotic Factors Unit Link

Hyperthermia: Having a body temperature
that is too high, causes heart failure, among
other problems and death.
Copyright © 2010 Ryan P. Murphy
• Heat Exhaustion.
– What are some symptoms?
Start
Copyright © 2010 Ryan P. Murphy
• Heat Exhaustion.
– Profuse sweating and high temperature.
Working in sun and warm temperatures
Start
Copyright © 2010 Ryan P. Murphy
• Heat Exhaustion.
– What are some symptoms?
Next
Copyright © 2010 Ryan P. Murphy
• Heat Exhaustion.
– Headache, sweating stops, hot dry skin,
feeling faint.
Copyright © 2010 Ryan P. Murphy
• Heat Exhaustion.
– How can you get it?
Next
Copyright © 2010 Ryan P. Murphy
• Heat Exhaustion.
– Labor / hard work during high temperatures.
– Also wearing excessive layers when it is warm.
Copyright © 2010 Ryan P. Murphy
• Heat exhaustion warning signs.
Copyright © 2010 Ryan P. Murphy
• Heat exhaustion warning signs.
– Abnormally high temperature.
Copyright © 2010 Ryan P. Murphy
• Heat exhaustion warning signs.
– Abnormally high temperature.
– So hot you might collapse.
Copyright © 2010 Ryan P. Murphy
• Heat exhaustion warning signs.
– Abnormally high temperature.
– So hot you might collapse.
– Appear pale.
Copyright © 2010 Ryan P. Murphy
• Heat exhaustion warning signs.
– Abnormally high temperature.
– So hot you might collapse.
– Appear pale.
– Sweating profusely.
Copyright © 2010 Ryan P. Murphy
• Which two are not heat exhaustion
warning signs?
A.) Abnormally high temperature.
B.) So hot you might collapse.
C.) Pale Appearance.
D.) So dehydrated you can’t sweat.
E.) Hyperactivity
Copyright © 2010 Ryan P. Murphy
• Which two are not heat exhaustion
warning signs?
A.) Abnormally high temperature.
B.) So hot you might collapse.
C.) Pale Appearance.
D.) So dehydrated you can’t sweat.
E.) Hyperactivity
Copyright © 2010 Ryan P. Murphy
• Which two are not heat exhaustion
warning signs?
A.) Abnormally high temperature.
B.) So hot you might collapse.
C.) Pale Appearance.
D.) Profuse sweating
E.) Extremely tired
Copyright © 2010 Ryan P. Murphy
• Heat Exhaustion.
– What should you do to prevent heat exhaustion?
Next
Copyright © 2010 Ryan P. Murphy
• Heat Exhaustion.
– Drink lots of water, seek shade and cooler
temperatures, don’t work when it is too hot!
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• Which tip is bogus from the list below to avoid
heat exhaustion and heat stroke.
A) Be smart about when you are going to be active,
high noon on the hottest day .
B) Know the weather and heat index.
C) Drink plenty of water and rehydrating fluids.
D) Seek shade, and wear loose fitting clothing.
E) Avoid rest breaks.
F) Place cool damp towels on forehead.
G) Don’t drink alcohol.
Copyright © 2010 Ryan P. Murphy
• Which tip is bogus from the list below to avoid
heat exhaustion and heat stroke.
A) Be smart about when you are going to be active,
high noon on the hottest day .
B) Know the weather and heat index.
C) Drink plenty of water and rehydrating fluids.
D) Seek shade, and wear loose fitting clothing.
E) Avoid rest breaks.
F) Place cool damp towels on forehead.
G) Don’t drink alcohol.
Copyright © 2010 Ryan P. Murphy
• Which tip is bogus from the list below to avoid
heat exhaustion and heat stroke.
A) Be smart about when you are going to be active,
high noon on the hottest day .
B) Know the weather and heat index.
C) Drink plenty of water and rehydrating fluids.
D) Seek shade, and wear loose fitting clothing.
E) Take plenty of rest breaks (rehydrate)
F) Place cool damp towels on forehead.
G) Don’t drink alcohol.
Copyright © 2010 Ryan P. Murphy
• Video Link Heat Stroke / Exhaustion
– http://www.youtube.com/watch?v=AACwAleD
kN0
• Seek medical attention if needed. To cool
down if you have heat exhaustion…
Copyright © 2010 Ryan P. Murphy
• Seek medical attention if needed. To cool
down if you have heat exhaustion…
Copyright © 2010 Ryan P. Murphy
• Seek medical attention if needed. To cool
down if you have heat exhaustion…
Copyright © 2010 Ryan P. Murphy
• Seek medical attention if needed. To cool
down if you have heat exhaustion…
Copyright © 2010 Ryan P. Murphy
• Seek medical attention if needed. To cool
down if you have heat exhaustion…
Copyright © 2010 Ryan P. Murphy
• Seek medical attention if needed. To cool
down if you have heat exhaustion…
Copyright © 2010 Ryan P. Murphy
• Seek medical attention if needed. To cool
down if you have heat exhaustion…
Copyright © 2010 Ryan P. Murphy
• Seek medical attention if needed. To cool
down if you have heat exhaustion…
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link

Area of focus within temperature: The
warm and cold bloodedness of organisms.
Copyright © 2010 Ryan P. Murphy
• Note – There is still some debate among
scientist to the terms warm and cold blooded.
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general warm-bloodedness?
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general cold-bloodedness? Ectothermy.
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general cold-bloodedness? Ectothermy.
Copyright © 2010 Ryan P. Murphy
• Which from the pictures below has
general cold-bloodedness? Endothermy
Copyright © 2010 Ryan P. Murphy
Warm Bloodedness
Warm Bloodedness
C
O
L
D
• Which one is labeled incorrectly?
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link

Hibernation / torpor: A state of inactivity
and metabolic depression in animals.
-
Copyright © 2010 Ryan P. Murphy

Hibernation / torpor: A state of inactivity
and metabolic depression in animals.
 (Slow
breathing, lower body temp)
Copyright © 2010 Ryan P. Murphy
• They still breathe and are alive, but the
heart may only pump a few times an hour.
• They can’t just jump up out of it as they
need to warm up first.
Copyright © 2010 Ryan P. Murphy
• They still breathe and are alive, but the
heart may only pump a few times an hour.
• They can’t just jump up out of it as they
need to warm up first.
Copyright © 2010 Ryan P. Murphy
• They still breathe and are alive, but the
heart may only pump a few times an hour.
• They can’t just jump up out of it as they
need to warm up first.
Copyright © 2010 Ryan P. Murphy
• They still breathe and are alive, but the
heart may only pump a few times an hour.
• They can’t just jump up out of it as they
need to warm up first.
Copyright © 2010 Ryan P. Murphy
• They still breathe and are alive, but the
heart may only pump a few times an hour.
• They can’t just jump up out of it as they
need to warm up first.
Copyright © 2010 Ryan P. Murphy

Advantage: Cold-blooded animals require
much less energy to survive than warmblooded animals do.
Copyright © 2010 Ryan P. Murphy
• After this python consumes this deer, it
won’t have to eat for many months.
Copyright © 2010 Ryan P. Murphy
• Video Link! Snake vs. Mammal and
energy expenditure.
– http://www.youtube.com/watch?v=DNHx5GI1
KQE&NR=1&feature=fvwp
• Video! Snake eating an egg.
– http://www.youtube.com/watch?v=LLk4rsCNFFU
– Snakes can detach their lower jaw, and the upper
jaw is not fused to their braincase, both working
together can allow a snake to eat large prey
items.
Copyright © 2010 Ryan P. Murphy
• Another advantage is that cold blooded
organisms aren’t affected by as many
pathogens.
Copyright © 2010 Ryan P. Murphy
• Another advantage is that cold blooded
organisms aren’t affected by as many
pathogens.
Copyright © 2010 Ryan P. Murphy

Disadvantage…
Copyright © 2010 Ryan P. Murphy

Disadvantage… They can’t be active in cold
places during the winter.
Copyright © 2010 Ryan P. Murphy
• You can now complete page 2 of your
bundled homework package.
• You can now complete page 2 of your
bundled homework package.
• You can now complete page 2 of your
bundled homework package.
• You can now complete page 2 of your
bundled homework package.
• You can now complete page 2 of your
bundled homework package.
Ecology Abiotic Factors Unit Link
• You can now complete many parts to your
coloring and labeling page.
– Write relevant information next to the
drawings. Lightly color the objects only and
not the white space.
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
SPONCH
Space
.
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
SPONCH
Space
.
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
SPONCH
Space
.
Range of
Tolerance
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
SPONCH
Space
.
Range of
Tolerance
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
SPONCH
Space
.
Range of
Tolerance
How light effects
organisms
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
SPONCH
Space
.
Range of
Tolerance
How light effects
organisms
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
SPONCH
Space
.
Range of
Tolerance
How light effects
organisms
Thermoregulation
Physiological / Behavioral
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
SPONCH
Space
.
Range of
Tolerance
How light effects
organisms
Thermoregulation
Physiological / Behavioral
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
SPONCH
Space
.
Range of
Tolerance
How light effects
organisms
Thermoregulation
Physiological / Behavioral
Adaptation to
temperature
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
SPONCH
Space
.
Range of
Tolerance
How light effects
organisms
Thermoregulation
Physiological / Behavioral
Adaptation to
temperature
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral
Adaptation to
temperature
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral
Adaptation to
temperature
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral
Adaptation to
temperature
Ecology Abiotic Factors Unit Link
• “AYE” Advance Your Exploration ELA and
Literacy Opportunity Worksheet
– Visit some of the many provided links or..
– Articles can be found at (w/ membership to
NABT and NSTA)
• http://www.nabt.org/websites/institution/index.php?p=
1
• http://learningcenter.nsta.org/browse_journals.aspx?j
Please
visit at least one of the
“learn ournal=tst
more” educational links
provided in this unit and complete
this worksheet
• “AYE” Advance Your Exploration ELA and
Literacy Opportunity Worksheet
– Visit some of the many provided links or..
– Articles can be found at (w/ membership to NABT
and NSTA)
• http://www.nabt.org/websites/institution/index.php?p=1
• http://learningcenter.nsta.org/browse_journals.aspx?jo
urnal=tst
Ecology Abiotic Factors Unit Link
Areas of Focus within The Ecology: Abiotic Factors Unit
Abiotic Factors, Biotic Factors, The Big 7 Abiotic Factors, Organisms Range of Tolerance,
Light, How light affects Organisms, Photosynthesis, Factors in the Environment that Affect
the Amount of Light, How Organisms Movements are affected by light, Bioluminescence,
How temperature affects organisms, Thermoregulation, Physiological Regulation,
Behavioral Regulation, Adaptation, Hypothermia, Hyperthermia, Warm-Bloodedness
(Endothermy), Cold-Bloodedness, Hibernation / Torpor, Advantages of Warm-Bloodedness,
Disadvantages of Warm-Bloodedness, Advantages of Cold-Bloodedness, Disadvantages
of Cold-Bloodedness, Water, Water Requirements and Plants, Adaptations of Plants and
Water, Adaptations of Animals and Water, Wind, Positives and Negatives of Wind to
Organisms, How animals use Wind, How Plants use Wind, Wind Dispersal, Water
Dispersal, McArthur-Wilson Island Biogeography Theory, Animal Seed Dispersal, Fire
Ecology, Fire Dependence, Biogeochemical Cycles, Water Cycle, Carbon Cycle,
Photosynthesis, Cellular Respiration, Oxygen-Carbon Dioxide Balance, Nitrogen Cycle,
Phosphorus Cycle, Importance of
Phosphorus, Nutrients, Nutrient Pollution and Aquatic Systems, Eutrophication.
Ecology Abiotic Factors Unit Link
• This PowerPoint is one small part of my Ecology
Abiotic Factors Unit that I offer on TpT. This unit
includes…
• 4 Part 3,000+ Slide PowerPoint roadmap full of
activities, video and academic links, review
questions, and much more.
• 15 page bundled homework packaged that
chronologically follows PowerPoint, + modified
version, answers keys.
• 16 pages of unit notes with visuals.
• 2 PowerPoint review games
• Rubrics, Answer Keys, crossword puzzles,
games, and much more.
• Ecology Abiotic Factors Unit Link
• Please open the welcome / guide document
on each unit preview.
– This document will describe how to utilize these
resources in your classroom and provide some
curriculum possibilities.
• Please open the welcome / guide document
on each unit preview.
– This document will describe how to utilize these
resources in your classroom and provide some
curriculum possibilities.
• Please visit the links below to learn more
about each of the units in this curriculum and
to see previews of each unit.
– These units take me four busy years to complete
with my students in grades 5-10.
Earth Science Units
Extended Tour Link and Curriculum Guide
Geology Topics Unit
http://sciencepowerpoint.com/Geology_Unit.html
Astronomy Topics Unit
http://sciencepowerpoint.com/Astronomy_Unit.html
Weather and Climate Unit
http://sciencepowerpoint.com/Weather_Climate_Unit.html
Soil Science, Weathering, More
http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html
Water Unit
http://sciencepowerpoint.com/Water_Molecule_Unit.html
Rivers Unit
http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html
= Easier
5th – 7th grade
= More Difficult
6th – 8th grade
= Most Difficult
8th – 10th grade
Physical Science Units
Extended Tour Link and Curriculum Guide
Science Skills Unit
http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.
html
Motion and Machines Unit
http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html
Matter, Energy, Envs. Unit
http://sciencepowerpoint.com/Energy_Topics_Unit.html
Atoms and Periodic Table Unit
http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html
Life Science Units
Extended Tour Link and Curriculum Guide
Human Body / Health Topics
http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html
DNA and Genetics Unit
http://sciencepowerpoint.com/DNA_Genetics_Unit.html
Cell Biology Unit
http://sciencepowerpoint.com/Cellular_Biology_Unit.html
Infectious Diseases Unit
http://sciencepowerpoint.com/Infectious_Diseases_Unit.html
Taxonomy and Classification Unit
http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html
Evolution / Natural Selection Unit
http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html
Botany Topics Unit
http://sciencepowerpoint.com/Plant_Botany_Unit.html
Ecology Feeding Levels Unit
http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm
Ecology Interactions Unit
http://sciencepowerpoint.com/Ecology_Interactions_Unit.html
Ecology Abiotic Factors Unit
http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html
Life Science
Curriculum Link
Human Body Systems and
Health Topics Unit
Anatomy Intro, Levels of Biological Organization Lesson
Bundle
Skeletal System Lesson Bundle
Muscular System Lesson Bundle
Anatomy Intro, Skeletal, Muscular System Review Game
Healthy Eating, Molecules of Life Lesson Bundle
Obesity, Dangers of Fast Food, Eating Disorders
Healthy Eating and Living Review Game
Eating Disorders, Anabolic Steroids
Digestive System Lesson Bundle
Circulatory System and Respiratory System Lesson Bundle
Anti-Tobacco, Dangers of Smoking Lesson Bundle
Circulatory and Respiratory System Review Game
Excretory System Lesson Bundle
Nervous System Lesson Bundle
Nervous System Review Game
Endocrine System Lesson Bundle, Puberty, Hormones
Human Reproductive Lesson Bundle, Fertilization
Endocrine and Reproductive System Review Game
Immune System, HIV, AIDS, STD's Lesson Bundle
Immune System, HIV, AIDS, STD's Review Game
Anatomy Crossword Puzzle
DNA and Genetics Unit
DNA Lesson Bundle
DNA Lesson Review Game
DNA Crossword Puzzle
Cell Division, Mitosis and Meiosis Lesson Bundle
Cell Division Review Game
Mitosis and Meiosis Crossword Puzzle
Genetics Lesson Bundle
DNA and Genetics Crossword Puzzle
Genetics Review Game
Cellular Biology Unit
Introduction to Cells, Cell History, Cheek and Onion Cell Lab,
Cell
Theory Lesson Bundle
Cell Review Game
Cell Transport Lesson Bundle, Osmosis, Diffusion, Active
Transport
Cell Transport Review Game
Characteristics of Life Lesson
Cellular Organelles Lesson Bundle
Cellular Organelles Visual Quiz
Cellular Organelles Review Game
Cell Unit Crossword Puzzle
Cell Unit Flash Cards
Cellular Biology Unit Preview, Homework Bundle, Unit Notes,
more
Life Science
Curriculum Link
Infectious Diseases Unit
Infectious Diseases Unit Intro and Virus
Lesson Bundle
Virus Lesson Review Game
Bacteria Lesson Bundle
Bacteria Review Game
Parasites Lesson Bundle
Immune System, HIV, AIDS, STD's
Lesson Bundle
Infectious Diseases Unit Crossword
Puzzle
Immune System, HIV, AIDS, STD's
Review Game
Evolution and Natural Selection
Evolution and Natural Selection Lesson Bundle
Evolution and Natural Selection Review Game
Human Evolution Lesson Bundle
Life Origins and Human Evolution Quiz Game
Geologic Timescale, Earth System History Lesson
Bundle
Earth Geologic History Quiz Game
Life Origins and Human Evolution Quiz Game Life
Origins, Miller Urey Experiment Lesson Bundle
Ecological Succession Lesson Bundle
Ecological Succession Review Game
Taxonomy and Classification Unit
Taxonomy and Classification Lesson Bundle
Taxonomy and Classification Review Game
Bacteria Lesson Bundle
Bacteria Review Game
Kingdom Protista Lesson Bundle
Kingdom Animal Lesson Bundle
Animal Phylums Visual Quiz
Class Mammalia Lesson Bundle
Kingdom Animalia Review Game and Mammalia
Kingdom Fungi Lesson Bundle
Kingdom Fungi Review Game
Kingdom Plantae Lesson Bundle
Botany Unit Review Game
Name the Kingdom, Phylum, Class Visual Challenge
Taxonomy and Classification Crossword Puzzle
Botany Unit
Botany Unit Intro, Non-vascular Plants, Plate Evolution
Lesson Bundle
Student Botany Projects, Grow Study Lesson Bundle
Botany Unit Review Game
Plants, Seeds, Seed Dispersal Lesson Bundle
Plants Review Game
Plants, Roots, Leaves, Lesson Bundle
Monocotyledons and Dicotyledons Lesson Bundle
Dendrochronology, Tree Ring Dating Lesson Bundle
Plant Hormones Lesson Bundle
Botany Unit Crossword Puzzle
Leaf Identification Lesson Bundle
Botany Unit Review Game
Plant Life Cycles, Flowers, Fruits Lesson Bundle
Plant Life Cycles, Flowers, Fruits Review Game
Life Science
Curriculum Link
Ecology Feeding Levels Unit
Ecology Food Chain Lesson Bundle
Biomagnification, Bioaccumulation of Pollution, Food Chain Lesson Bundle
Ecology Feeding Levels, Pyramid of Biomass, Number Lesson Bundle
Animal Dentition Lesson Bundle
Ecology Feeding Levels Unit Review Game
Ecology Feeding Levels Unit Crossword
Ecology Abiotic Factors Unit
Food Chain Board Game
Ecology Non-living Factors, Light Lesson
Bundle
Ecology, Non-living Factor Temperature
Ecology Interactions Unit
Lesson Bundle
Ecology Levels of Organization Lesson Bundle
Photosynthesis and Respiration,
Animal Habitats Lesson Bundle
Biogeochemical Cycles Lesson Bundle
Food Webs, Predator and Prey Cycles Lesson Bundle
Ecology Non-living Factors Quiz Game
Biodiversity and Population Sampling Lesson Bundle
Island Biogeography Lesson Bundle
Animal Competition Lesson Bundle
Nitrogen Cycle Lesson Bundle
Animal Camouflage and Mimicry Lesson Bundle
Phosphorus Cycle and Nutrient Pollution
Ecology, Camouflage, Mimicry, Population Sampling
Lesson Bundle
Review Game
Plant Succession, Fire Ecology, Lesson
Symbiosis Lesson Bundle
Bundle
Invasive Exotic Species Lesson Bundle
Ecology Interactions Part III, IV Review Game, Symbiosis, Ecological Succession Quiz Game
Ecology Flash Cards
Exotic Species
Ecology Interactions Unit Crossword Puzzle
Physical Science
Curriculum Link
Laws of Motion and Simple
Machines Unit
Newton's Three Laws of Motion
Newton's Laws of Motion Review Game
Friction Lesson, Types of Friction
Kinetic and Potential Energy Lesson
Newton's Laws and Forces in Motion
Forces in Motion Review Game
Catapults and Trajectory Lesson
Simple Machines Lesson
Simple Machines Review Game
Laws of Motion and Simple Machines Unit Flashcards
Laws of Motion and Simple Machines Crossword Puzzle
Laws of Motion, Forces in Motion, Simple Machines
Unit Preview, Homework, Notes
Atoms and the Periodic Table of the
Elements Unit
Science Skills Unit
Lab Safety Lesson Bundle
Microscopes and Magnification Lesson Bundle
Metric System / SI Lesson Bundle
Scientific Notation Lesson Bundle
Volume and Density Lesson Bundle
Scientific Method, Observation Skills Lesson Bundle
Science Skills Unit Flash Cards
Science Skills Unit Crossword Puzzle
Science Skills Unit Review Game
Science Skills Unit Preview, Homework Bundle,
Notes
Atoms, Atomic Number, Atomic Mass, Isotopes Lesson Bundle
Inside the Atom Lesson Bundle
Atoms Review Game
Atomic Theory, Electrons, Orbitals, Molecules Lesson Bundle
Atoms, Atomic Theory, Electrons, Orbitals, Molecules Review Game
Atomic Bonding, Balancing Chemical Equations, Reactions, Lesson Bundle
Atoms and the Periodic Table Crossword Puzzle and Solution
Atoms and Periodic Table Unit Preview, Homework Bundle, Unit Notes
Periodic Table of the Elements Unit Lesson Bundle
Periodic Table of the Elements Review Game
Matter, Energy, and the
Environment Unit
States of Matter, Physical Change, Chemical Change
States of Matter, Physical Change, Chemical Change Review
Game
Gas Laws Introductory Lesson Bundle
Gas Laws Review Game
Viscosity Lesson Bundle
Forms of Energy Lesson Bundle
Heat Transfer, Convection, Conduction, Radiation Lesson Bundle
Electromagnetic Spectrum Lesson Bundle
Forms of Energy, Particles, Waves, EM Spectrum Review Game
Electromagnetic Spectrum Visual Quiz
Electricity and Magnetism Lesson Bundle
Electricity and Magnetism Review Game
Matter and Energy Crossword Puzzle and Solution
Matter, Energy, and the Environment Unit Preview, Homework
Bundle, Notes
Environment Unit Bundle
Environment Unit Bundle Review Game
Earth Science
Curriculum Link
Geology Topics Unit
Plate Tectonics, Continental Drift, Earth's Core,
Plate Boundaries Lesson Bundle
Dynamic Earth Review Game
Plate Boundaries Visual Quiz
Volcanoes Lesson Bundle
Types of Volcanoes
Volcanoes Review Game
Earthquakes Lesson Bundle
Earthquakes Review Game
Rock Deformation, Compression, Tension,
Shearing
Minerals Lesson Bundle
Minerals Review Game
Rock or Mineral PowerPoint Quiz
Rocks and Minerals Lesson Bundle
Rocks and Minerals Flash Cards
Types of Rocks Visual Quiz
Rocks and the Rock Cycle Lesson Bundle
Rocks and Rock Cycle Review Game
Geologic Timescale, Earth System History Lesson
Bundle
Earth Geologic History Quiz Game
Geology Unit Crossword Puzzle
Geology Unit Preview, Bundled Homework, Unit
Notes
Astronomy Topics Unit
Solar System and Sun Lesson Bundle
Sun Lesson Bundle
Solar System and Sun Review Game
Solar and Lunar Eclipse Lesson Bundle
Inner Planets Lesson Bundle
Inner Planets Review Game
Moon, Phases of the Moon, Tides, Seasons, Lesson
Bundle
Rocketry Lesson Bundle
Asteroid Belt, Meteors, Torino Scale Lesson Bundle
Asteroid Belt and Rocketry Review Game
Mission to the Moon, Apollo Lesson
Outer Planets Lesson Bundle
Outer Planets Review Game
Beyond the Solar System Lesson Bundle
Beyond the Solar System, Galaxies, Black Holes,
Constellations Review Game
Galaxy Lesson, Hubble Exploration
Astronomy Unit Crossword Puzzle
Astronomy Unit in Spanish
Earth Science
Curriculum Link
Weathering, Soil Science, Soil
Conservation, Ice Ages, Glaciers
Unit
Mechanical and Chemical Weathering
Lesson Bundle
Mechanical and Chemical Weathering
Review Game
Soil Science Lesson Bundle
Erosion, Soil Conservation Lesson Bundle
Soil Science, Erosion, Soil Conservation
Review Game
Weathering, Soil Science Unit Flash
Cards
Weathering and Soil Science Crossword
Puzzle
Ice Ages and Glaciers Lesson Bundle
Ice Ages and Glaciers Review Game
Ice Ages and Glaciers Crossword Puzzle
Ice Ages, Glaciers Unit Flash Cards
Weathering, Soil Science, Soil
Conservation, Ice Ages, Glaciers Unit
Preview
Weather and Climate Unit
Atmosphere Lesson Bundle
Ozone Layer, Air Pollution, Skin Cancer
Atmosphere, Layers of the Atmosphere,
Pollution Quiz Game
Air Pressure and Winds Lesson Bundle
Severe Weather Lesson Bundle,
Hurricanes, Tornado, Blizzards
Seasons Lesson Bundle, Axial Tilt
Weather, Wind, Seasons, Quiz Game
Winds, Global Winds, Wind Chill Lesson
Bundle
Oceans and Weather, Water Cycle, Clouds
Lesson Bundle
Water Cycle and Clouds Lesson Bundle
Earth Science
Curriculum Link
Rivers, Lakes, and
Water Quality Unit
Rivers and Watershed Lesson Bundle
Flooding Lesson Bundle
Benthic Macroinvertebrate Lesson Bundle
Lake Turnover Lesson Bundle
Salmon Lesson Bundle
Fish Lesson, Fashion a Fish, Lesson Bundle
Rivers, Lakes, and Water Quality Unit Review Game
Rivers, Lakes, and Water Quality Crossword Puzzle
Rivers, Lakes, and Water Quality Unit Preview, Homework Bundle, Unit
Notes
Water Molecule Unit
Water Use, Water on Earth, Water Conservation Lesson Bundle
Groundwater, Groundwater Pollution Lesson Bundle
Properties of Water Lesson Bundle
Water Cycle Lesson Bundle
Water Unit Review Game
Water Unit Preview, Homework Package, Unit Notes, more
• Thank you for your interest and feel free to contact
me with any questions you may have. Best wishes.
• Sincerely,
• Ryan Murphy M.Ed
• www.sciencepowerpoint@gmail.com