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
ABIOTIC

Dissolved Oxygen

Salinity

Acidity Algae

Amphibian
Fish

Temperature Phytoplankton
Plants
 FOREST ECOSYSTEM

Black bears
Trees
BIOTIC
ABIOTIC

Fertile soil

Changing Long growing season

Weather
Precipitation

Birds
Squirrels

Insects

Hares
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.