Exploring Ecosystems and Biomes: Understanding Life's Interconnections

Biology Grades High School 7:32 Video
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Lesson Description

This lesson delves into the organization of natural systems, focusing on ecosystems and biomes. Students will learn about the biotic and abiotic factors that define these systems, their classification, and the flow of energy and matter within them.

Video Resource

Ecosystems and biomes | Ecology and natural systems | High school biology | Khan Academy

Khan Academy

Duration: 7:32
Watch on YouTube

Key Concepts

  • Ecosystems: Biotic and Abiotic Factors
  • Biomes: Terrestrial and Aquatic Classifications
  • Energy Flow and Matter Cycling in Ecosystems

Learning Objectives

  • Define and differentiate between population, community, and ecosystem.
  • Classify ecosystems as terrestrial or aquatic, and further categorize aquatic ecosystems as marine or freshwater.
  • Identify and describe the major biomes of the world, relating them to climate and vegetation.
  • Explain how energy flows and matter cycles within an ecosystem.

Educator Instructions

  • Introduction (5 mins)
    Begin by reviewing the definitions of population and community as presented in the video. Briefly discuss the difference between biotic (living) and abiotic (non-living) factors. Preview the concept of ecosystems as a combination of both.
  • Video Viewing (10 mins)
    Play the Khan Academy video 'Ecosystems and biomes | Ecology and natural systems | High school biology' (https://www.youtube.com/watch?v=A495e31cDdE). Encourage students to take notes on key definitions and examples.
  • Ecosystem Breakdown (15 mins)
    Discuss the different types of ecosystems, as explained in the video. Emphasize the classification of ecosystems into terrestrial and aquatic (marine and freshwater). Provide examples of each, encouraging students to brainstorm additional examples. Expand upon different Biomes of the world. Have students compare and contrast the biomes in the video.
  • Activity: Design an Ecosystem (15 mins)
    Divide students into small groups. Each group will select a biome and design a hypothetical ecosystem within that biome. They should identify the key biotic and abiotic factors present, and describe the flow of energy and cycling of matter in their designed ecosystem. Have each group share their ecosystem.
  • Conclusion (5 mins)
    Summarize the key concepts learned in the lesson, emphasizing the interconnectedness of living and non-living components within ecosystems. Preview the concept of food webs and trophic levels as a continuation of energy flow.

Interactive Exercises

  • Biome Matching Game
    Provide students with descriptions of different biomes and have them match the description with the correct biome name. Use visuals to aid in matching.
  • Ecosystem Food Web Creation
    Have students create a food web for a specific ecosystem, illustrating the flow of energy from producers to consumers. This can be done individually or in small groups.

Discussion Questions

  • How does the size or scale of an ecosystem affect its complexity?
  • What are some examples of how abiotic factors can influence the biotic components of an ecosystem?
  • Why is it important to understand the flow of energy and cycling of matter in ecosystems?
  • How are the biomes of the world changing over time?

Skills Developed

  • Critical Thinking
  • Data Analysis
  • Collaboration
  • Scientific Communication

Multiple Choice Questions

Question 1:

Which of the following best describes an ecosystem?

Correct Answer: All the living and non-living things in a given area

Question 2:

The non-living components of an ecosystem are referred to as:

Correct Answer: Abiotic factors

Question 3:

Which of the following is an example of a marine ecosystem?

Correct Answer: An ocean

Question 4:

Which of the following factors primarily determine the type of biome in a terrestrial ecosystem?

Correct Answer: Temperature and moisture

Question 5:

In an ecosystem, energy typically enters in the form of:

Correct Answer: Light

Question 6:

What is the term for a large area characterized by specific climate and plant communities?

Correct Answer: Biome

Question 7:

Which biome is characterized by low temperatures and limited tree growth?

Correct Answer: Tundra

Question 8:

Which of the following is NOT an example of an abiotic factor?

Correct Answer: Bacteria

Question 9:

Which type of ecosystem has a salt water or partially salty water?

Correct Answer: Marine

Question 10:

A group of different species in a certain area is considered to be what?

Correct Answer: Community

Fill in the Blank Questions

Question 1:

A group of organisms of the same species living in the same area is called a ________.

Correct Answer: population

Question 2:

The living components of an ecosystem are referred to as ________ factors.

Correct Answer: biotic

Question 3:

Ecosystems primarily found in oceans are classified as ________ ecosystems.

Correct Answer: marine

Question 4:

Terrestrial ecosystems are often categorized into ________ based on climate and vegetation.

Correct Answer: biomes

Question 5:

Energy enters most ecosystems in the form of ________.

Correct Answer: light

Question 6:

A treeless area with low temperatures is considered to be the ________ biome.

Correct Answer: tundra

Question 7:

Freshwater ecosystems are a very ________ subset of the overall ecosystems.

Correct Answer: small

Question 8:

The Amazon rain forest would be considered a ________.

Correct Answer: biome

Question 9:

A ________ consists of all of the populations in a given area.

Correct Answer: community

Question 10:

________ refers to the non-living things in a certain area.

Correct Answer: abiotic

Educational Standards

B.LS2.1:Use mathematical and/or computational representations to support explanations of factors that affect carrying capacities of ecosystems at different scales. B.LS2.3:Construct and revise an explanation based on evidence for the cycling of matter and the flow of energy in aerobic and anaerobic conditions. B.LS2.6:Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Teaching Materials

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