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Abiotic and biotic factors causing adaptation

Lifeliqe

Subject Science — Biology, Chemistry, Crosscutting Concepts, Science and Engineering Practices

Grade Level Grades 9-12

Resource Type Activity

Attributes

Good for Parents

Standards Alignment

Common Core State Standards, Next Generation Science Standards

License

Attribution Non-commercial ShareAlike

CC (BY-NC-SA)

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Resources

Standards

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This lesson contains 3D models. Some of them are available after a free registration to the Lifeliqe app.

NGSS and CCSS aligned.

The lesson is dedicated to the description of abiotic and biotic factors which influence in the process of species adaptation.

Methodology:

• Discussion

• Reading

• Lecture

• Experiment

• Work with audiovisual materials

• Information search

The principal learning objectives are:

• Understand the differences between biotic and abiotic factors.

• Understand the principle of adaptation caused by biotic and abiotic factors.

Science Experiments At Home

Resources

Files

79. Abiotic and biotic factors causing adaptation ShareMyLesson.pdf

Activity

February 13, 2020

0.1 MB

Links

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Standards

CCSS.ELA-Literacy.WHST.11-12.9

Draw evidence from informational texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.WHST.9-10.9

Draw evidence from informational texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.WHST.9-10.2.f

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

CCSS.ELA-Literacy.WHST.9-10.2.e

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.WHST.9-10.2.d

Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

CCSS.ELA-Literacy.WHST.9-10.2.c

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

CCSS.ELA-Literacy.WHST.9-10.2.b

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

CCSS.ELA-Literacy.WHST.9-10.2.a

Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.WHST.11-12.2.a

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.WHST.11-12.2.e

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

CCSS.ELA-Literacy.WHST.11-12.2.d

Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.