Reflection: Connection to Prior Knowledge Abiotic & Biotic Factors in the Yellowstone Ecosystem - Section 4: Reflect & Apply


When constructing lessons for this unit, I wanted to build student understanding of ecosystems by using models to begin with. Then I wanted to provide students with opportunities to use their understanding of simple ecosystem models as background knowledge to understand larger ecosystems, such as Yellowstone National Park. 

At the end of today's lesson, I loved listening to students use what they learned about the ecosystem models to make sense of the Yellowstone ecosystem: 

In this student's notes, Student Notes on Yellowstone, you can see that he/she wrote: 

"The rock provides a place for the algae."

This student is beginning to see how nonliving factors are an important part of an ecosystem. Also, yesterday, we discussed how rocks provide a home for bacteria. This is a similar idea, only it's algae that needs a place to reside.

"The fish gets oxygen from filtering the water through their gills."

During yesterday's lesson, students learned how goldfish obtain oxygen and applied this understanding to the cutthroat trout in this larger ecosystem. 

What a great reminder to always start of simple and build up to more and more complex concepts and applications.

  Connection to Prior Knowledge: Making Connections
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Abiotic & Biotic Factors in the Yellowstone Ecosystem

Unit 2: Ecosystems
Lesson 4 of 28

Objective: SWBAT identify how the abiotic and biotic factors interact in the Yellowstone National Park ecosystem.

Big Idea: In this lesson, students will now apply their understanding of abiotic and biotic factors to a larger and naturally occurring ecosystem, Yellowstone National Park.

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26 teachers like this lesson
Science, abiotic factors, ecosystem, biotic, global warming, model, real world applications, interaction, decomposition, biotic
  80 minutes
yellowstone ecosystem labeled
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