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# 2.3: Activities and Answer Keys

Difficulty Level: At Grade Created by: CK-12

## Activity 1-1: Map Your Environment

### PLAN

Summary Students learn how they depend on various biotic and abiotic factors for survival and comfort by drawing themselves and the factors on a sheet of paper. Then students connect these components with lines to delineate relationships between themselves and the biotic and abiotic factors.

Objectives

Students:

\begin{align*}\checkmark\end{align*} identify and explain the major biotic and abiotic resources in their environment.

\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 large piece of paper
• Colored marking pens, pencils, or crayons

Teacher Materials

Prepare copies of the Activity Report.

Estimated Time 10-30 minutes, depending on discussion time

Interdisciplinary Connections

Social Studies As the students map their environment they are also identifying interactions of people, places, jobs, etc., that relate to the social as well as the ecological environments around them.

Prerequisites and Background Information

None

### IMPLEMENT

Introduce Activity 1-1 by reviewing with students the difference between biotic and abiotic using Section 1 of the text for guidance. Debates may develop when students are asked to decide whether petrified wood or fossil fuels are biotic or abiotic. You may wish to develop a class definition of these two words. You may also wish to delve into the differences between organic and inorganic.

For an example of a map of an organism's environment show the students the map dog's environment in Figure 1.1 in the student book.

Steps 1-4 Have students follow the instructions for Activity 1-1 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.

Steps 5-6 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.

Extend Activity 1-1 by having students create a group or class map to illustrate their intersecting environments. The map should show how they could consider themselves part of a biological community. For example, many students probably put food, school, and each other on the maps of their environment. Consequently, these items would have lines drawn to more than one student on a group map. This would begin to demonstrate the concept of a web, which leads into the next section on energy flow and food webs.

### ASSESS

Use the product, student's map of the environment, to assess if students can

\begin{align*}\checkmark\end{align*} explain the difference between biotic and abiotic factors.

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

This activity can be considered a pre-test for the unit. The activity will demonstrate the students' previous knowledge about the relationships between themselves and the environment. Misconceptions or inaccurate information will be evident and should provide a starting point for exploring the ecology unit.

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

What Do You Think?

Consider the factors you found to be important in your environment. How do you think these factors differ from those of a student who lives in a village in the Brazilian rain forest, in a Japanese city, and near the Sahara Desert?

• Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.
2. What is the difference between a biotic and an abiotic factor? Give three examples of each that are not mentioned in this book.
3. What are ecologists and what do they do?

## Activity 1-1 Report: Map Your Environment

1. Which of these factors is the most important to you?

2. Which factors, if any, could you live without?

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

4. How are your environmental factors similar to those of your classmates? How are they different?

6 , 7 , 8

## Date Created:

Feb 23, 2012

Apr 29, 2014
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