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# 14.3: Activities and Answer Keys

Difficulty Level: At Grade Created by: CK-12

## Activity 13-1: Map Your Environment, Revisited

### PLAN

Summary Students review and evaluate how they depend on various living and nonliving factors for survival and comfort by drawing themselves and these factors on a page. Students then connect these components with lines to delineate relationships between themselves and these factors.

Objectives

Students:

\begin{align*}\checkmark\end{align*} identify and explain the major biotic and abiotic resources in their environment, based on what they know after studying ecology.

\begin{align*}\checkmark\end{align*} demonstrate their connection to other factors in the environment.

Student Materials

Per student

• Activity Report
• 1 piece of butcher paper or other drawing paper
• Colored marking pens, pencils, or crayons

Teacher Materials

None

Estimated Time 10-30 minutes, depending on discussion time

Interdisciplinary Connections

Social Studies Students discuss many issues that have been raised throughout this unit.

Visual Arts Students create a mural that maps their environment.

Prerequisites and Background Information

None

### IMPLEMENT

Introduce Activity 13-1 by asking students to brainstorm topics you've discussed in the unit.

Steps 1-7 Have students follow the instructions for Activity 13-1 in the text. Supply them with paper and colored pens or pencils. During the activity, make sure students label each factor and its importance to them.

After students complete the activity, you may wish to assign the questions from Steps 5 and 6 of the Procedure as written class work or homework.

Conclude Activity 13-1 by asking for volunteers to describe how they think their views of ecology and the environment have changed since the class began this unit together.

### ASSESS

Use the map of the environment to assess if students can

\begin{align*}\checkmark\end{align*} distinguish between biotic and abiotic factors.

\begin{align*}\checkmark\end{align*} explain the connections between various resources within their environment.

\begin{align*}\checkmark\end{align*} describe the integration of the concepts presented in the unit.

\begin{align*}\checkmark\end{align*} explain the importance of considering all possibilities when analyzing environmental issues.

For an example of a map of an organism's environment, review with students the map of a dog's environment in Figure 1.1 of the student text.

## Activity 13-1: Map Your Environment, Revisited – Activity Report Answer Key

• Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.
1. List all the biotic factors in your environment.
2. List all the abiotic factors in your environment.
3. Which of the factors listed in 1 and 2 is the most important to you?
4. Which of the factors listed in 1 could you live without?
5. What factors in your environment do you have in common with your classmates?
6. How are your environmental factors similar to your classmates'? How are they different?

• Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.
1. What is your environment and how do you affect it?
2. What are ecologists and what do they do? Do you think that you can devise and answer questions about your environment now that you are a student ecologist?
3. How has studying this unit changed your views of how you fit into the workings of the world?

## Activity 13-1: Report Map Your Environment, Revisited (Student Reproducible)

1. List all the biotic factors in your environment.

2. List all the abiotic factors in your environment.

3. Which of the factors listed in 1 and 2 is the most important to you?

4. Which of the factors listed in 1 could you live without?

5. What factors in your environment do you have in common with your classmates?

6. How are your environmental factors similar to your classmates'? How are they different?

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