Ecosystems: Abiotic Factors

Year 9
Thursday 28th March 17 Session 4

Learning area outcomes from the Australian Curriculum:

Science Understanding
Ecosystems consist of communities of interdependent organisms and abiotic
components of the environment, matter and energy flow through these systems.
(ACSSU176)
Considering how energy flows into and out of an ecosystem via the pathways of
food webs, and how it must be replaced to maintain the sustainability of the
system.

Rationale:

This lesson will build on the concept of populations and communities with particular
focus on the influence abiotic factors on organisms. Students will be able to revise the
previous days topics (biotic factors/alteration of populations and communities due to
changes in species composition), before moving into the days topic.
Learning Objectives:

By the end of the lesson the students will be able to:

1. Identify abiotic environmental factors
2. Describe the impact of abiotic factors on populations and communities
Preparation:
Equipment:
Students will require their exercise books and a pen.
Students will require whiteboards and markers
Video: The Food Chain

Procedure:
Time Teachers Strategies Students Activities
3 min Introduction Introduction

Seating arrangement: Seating arrangement:

Instruct students to line-up in
two lines and tell them they will
be sitting in their seating plans.
Instruct students to enter the
classroom quietly and take out
their exercise books and a pen.
Check students are sitting in
correct seats.
Students are to line-up,
enter the classroom quietly
and sit in their seating
plans.
Take out their exercise
books and a pen

5 min Recap Previous Lesson

Definitions re. biotic factors, Recap Previous Lesson
populations, communities and Students are to raise their
organisms hands if they have an
answer.

5 mins Abiotic Video

(3 min Students are to watch video
video) identifying abiotic factors, and Abiotic Video
their impacts on communities. Students will sit quietly and
attentively watch video.
 Before starting, mention I will May respond with
be asking for questions and questions/thoughts after
opinions, and the example of video has ended (raised
changing temperature and fish. hands)
Are all organisms sensitive to
temperature in the same way?
Purpose of video is to introduce
and explain the concept in an
engaging way, and build on the
previous concept of
biotic factors.
Students will be asked for
questions or opinions at
conclusion, specifically re. fish
example. Prompt if need be,
move on if no response.

10 PowerPoint
mins
PowerPoint
First 4 slides prompt students to
identify factors in images
Students to raise hands to
Ask students for feedback,
respond
raising hands to identify factors.
Respond individually, no
Slides 6-8 introduce climactic
group collaboration for this
and edaphic factors.
section.
Refer to fish in the video.
Students to be asked if
Mention the concept of
they can survive larger
tolerance ranges, that
temperature fluctuations
organisms can survive
than a fish? Do we have a
fluctuations in abiotic factors
high or low tolerance
(no slide on this)
range?
Ask students to suggest any
climactic factors not listed.
Allow wait time (several
seconds) for responses
Stop on slide 9, which gives
details for next section.
Slide 10 has factors list for
whiteboard recap
15 min

Identifying Abiotic Factors in the

Schoolyard.
Instruct students to take their
workbook and a pen, and stand
quietly behind their desks.
Inform students they have 10
mins to spend outside, and are
not to go beyond the courtyard.
Instruct them to write down all
the biotic factors they can see,
and for each biotic factor they
are to write two abiotic factors
that interact with it.
Refer to example in PowerPoint
Be explicit with times, and
Identifying Abiotic Factors in the
Schoolyard.
Students are to write in
their books as per
instructions; lists of biotic
factors and two associated
abiotic factors.
Students will behave
calmly and quietly, any
running or loud behaviour
will result in the entire class
being taken back inside
Students will share some
interrelated factors they
 instructions to not go out of have identified
courtyard.
Accompany and supervise
closely
Recall students at 10 mins
Ask students to give examples
of the most surprising
examples, or indirect
10 relationships. Eg. Soil
mins composition affects plant
growth, which affects insects.
Students must raise hands to
respond (max of 5 responses)
Recap and Feedback
Recap and Feedback
Students write either A
Use whiteboards to quiz
(abiotic) or B (biotic) on
students. Present several
their boards.
factors and have the students
write either A (abiotic) or B Show boards for each
(biotic) on their boards. response.
Factors are listed on slide 10 on Quiz answers also shown
on whiteboard with A or B
5 mins powerpoint
+ 12 factors, check responses
(hold up boards).
Follow with 5 quiz questions
presented on slides.

Mind map Controlling Abiotic Factors Mind map Controlling Abiotic

Factors
Controling Abiotic Factors on
final slide of PowerPoint
Create mind map with water,
temp, nutrient and light
Ask students to draw their own
2 mins mind map, with ways to control
each abiotic factor.
Suggest fertilizer for nutrients,
irrigation for water.
Students to use their own
pens and workbooks to
draw mind maps,
expanding beyond abiotic
factors into controlling
methods.

Conclusion
Brief students as to content of
next lesson
Instruct students to pack up Conclusion
and wait quietly for the siren Students listen to the brief
for next lesson
Pack up their materials and
sit calmly.

Evaluation/monitoring student learning:

Monitor student learning watching for engagement during the video, and careful
monitoring of the students while they are in the courtyard. Briefly talk with each group
while they are looking for abiotic/biotic factors. Check for accuracy of responses via
whiteboards during the recap

The students can correctly abiotic and biotic factors (assessed via question-and-
answer, displayed on whiteboards) and can apply knowledge (shown in mind-
 maps)
More focus required on classroom and behaviour management, including
increased control over disruption levels. Use of low-level de-escalation techniques
needs work, particularly in appropriate time to implement.
Planning and structure of lesson is improving, but delivery and engagement
needs work.