Biology: Ecology Worksheets and Laboratories!
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Description
This is a worksheet series that includes 20 worksheets/practical assessments and 5 laboratories! Students will be reviewing the cycles of matter, populations, population growth, biomes, ecological succession, ecosystems, and much more. Scroll down for additional details about this product and the worksheets included in this bundle.
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Worksheets included in this bundle:
1. Interactions in an Ecosystem
This is an activity where students will choose an organism that lives in their region. They will use that organism as the 'individual'. They will need to notate their organism chosen. They will then be required to list the ecological levels of individual, population, community, and ecosystem. Students will give examples of organisms found at each level.
2. Biomes - Concept Map
This is an activity where students are tasked to create an image (concept) map on a particular biome. The concept map should include terms and concepts related to the biome. Students will be broken down into groups and each group will have a different biome and must present the information to the class. Image can be created using concept mapping software or hand drawn. Images must be included, either digital or cut from magazines (or printed). Students will be required to identify the animals, plants, abiotic factors, geographic distribution, and any interesting facts about the biome.
3. Energy Pyramid
In this activity, students will draw an energy pyramid for a five step food chain. They will also identify organisms that each level has as carnivores, herbivores, producers, consumers, or decomposers and give examples of organisms at each level. Students are provided space to draw and label the pyramid and then must answer questions about energy pyramids once completed.
4. Introduction to Ecology Review
This is a worksheet that will review basic concepts of ecology. Students will have to define the words ecology, biosphere, species, population, communicty, ecosystem, and biome. Once completed, students will have to answer three open ended questions referring back to information the students have learned about ecology.
5. Energy Flow Review
This is a worksheet that will review concepts of energy flow in an ecosystem. Students will have to define the words autotroph, producer, heterotroph, consumer, herbivore, carnivore, omnivore, detritivore, and decomposer. Once completed, students will have to answer three fill in the blank questions referring back to the information students have learned about energy flow in an ecosystem.
6. Cycles of Matter Review
This is a worksheet that will review concepts of the cycles of matter. Students will have to define the words evaporation, transpiration, nutrient, nitrogen fixation, denitrification, biogeochemical cycle, and limiting nutrient. Once completed, students will have to answer three open ended questions referring back to the information the students have learned about the cycles of matter.
7. Identifying Elements within a Food Web
In this activity, students are shown a food web. They will then have to identify the basic components of the food web and take the information learned in class and apply it to a new food web. They will need to be able to identify the producers, primary consumers, secondary consumers, tertiary consumers, herbivores, carnivores, and omnivores.
8. Creating Your Food Web
In this activity, students are tasked with creating a food web involving 10 organisms. Each organism chosen has to make sense, but is completely up to the students to choose. They must be sure all arrows and relationships are clearly indicated and then identify the elements of the food web. They will need to be able to identify the producers, primary consumers, secondary consumers, tertiary consumers, carnivores, herbivores, and omnivores.
9. Ecological Classification of Organisms
In this activity, students will be sorting and organizing information to complete a chart. This makes an excellent study guide as well once completed for future assessments or tests regarding this subject. Students will have to define, identify 'producer or consumer', and give examples over the following terms: herbivore, carnivore, autotroph, omnivore, detritivore, heterotroph, and decomposer.
10. The Water Cycle
In this activity, students are presented with an image of the water cycle. There are blanks within the diagram. At the bottom, there are 10 questions/steps that must be completed. For example, students are given a fill in the blank question: "_____________ is the process where water is evaporated from plants." First, students will fill in the blank. The next question is "Label the answer to the previous question on the image above." It is almost like a stepping stone to a completely empty diagram where students will need to fill it in. They are given clues to fill in the water cycle and must know the definitions of the terms.
11. The Water Cycle Handout
This is simply a handout with a notes section with a diagram of the water cycle. Students have plenty of room to include notes that will assist them with studying.
12. The Water Cycle Assessment
This is the assessment for the previous handout. The same image, but with blanks for the terms to be filled in.
13. Designing an Experiment - Limiting Nutrients
In this activity, students will first select a nutrient to test. They will then design an experiment to determine whether it is a limiting nutrient for the growth of algae. To assist students to complete this, reinforce the concept of the scientific method and earlier terms, and verify the experiment is created successfully, students are given blanks that need to be filled in. These blank boxes include: Hypothesis, Materials needed for the experiment, control variables, independent variables, dependent variables, and procedure.
14. Compare and Contrast Land and Aquatic Ecosystems
In this activity, students are given a Venn Diagram. They will use the Venn Diagram to notate the differences and similarities between aquatic and land ecosystems. At the end, they will need to notate if these ecosystems are more alike or different.
15. Community Interactions
This is a worksheet where students will be reviewing concepts learned about community interactions. First, they will have to define the terms commensalism, mutualism, parasitism, predation, and symbiosis. Next, they are given five scenarios and will have to determine if the statement is true or false regarding those scenarios. Next, they will have a small chart where they will need to create 2 examples of commensalism, mutualism, parasitism, and predation.
16. Biome Chart
This is an activity where students are given a chart that must be completed. They will need to determine the abiotic factors, dominant plants, dominant wildlife, and geographic distribution of the major biomes. These biomes include a tropical rain forest, tropical dry forest, tropical savanna, desert, temperate grasslands, temperate woodland and shrublands, temperate forest, northwestern coniferous forest, boreal forest, and tundra. This would make an excellent study aide for assessments or tests that may occur in the future.
17. Aquatic Biome Chart
This is an activity where students are given a chart that must be completed. They will need to be able to determine if these major aquatic biomes are freshwater or saltwater, provide a description, and provide examples. These biomes include a flowing water ecosystem (lotic), a standing water system (lentic), wetlands, estuaries, intertidal zones, coastal oceans, coral reefs, open ocean, and benthic zones. This would make an excellent study aide for assessments or tests that may occur in the future.
18. Compare and Contrast Photic and Aphotic Zones
In this activity, students are given a Venn Diagram. They will use the Venn Diagram to notate the differences and similarities between the photic and aphotic zones in a marine ecosystem. At the end, they will need to notate if these zones are more alike or more different.
19. Population Limiting Factors Concept Map
In this activity, students are given a concept map that they will need to complete about the limiting factors that affect a population. They will need to include details about these limiting factors and if they are density dependent or density independent.
20. Population Growth Review
This is a worksheet that will review concepts of population growth. Students will have to define the words population density, immigration, emigration, exponential growth, logistic growth, carrying capacity, and limiting factor. Once completed, students will have to answer three fill in the blank questions referring back to the information the students have learned about population growth.
21. Food Chain Organisation Laboratory
In this laboratory, students will be using two potted bean seedlings to demonstrate a food chain. They will add aphids to one jar and aphids and ladybird beetles to the other. Students will then need to make predictions as to what they think will happen. As a week passes, they will document their findings and answer questions regarding the outcome.
22. Identifying a Limiting Nutrient Laboratory
In this laboratory, students will be demonstrating trisodium phosphate (phosphate) and its affect on algae. They will add algae culture to two test tubes with pond water and add trisodium phosphate to one of the test tubes. Students will then need to make predictions as to what they think will happen. As a week passes, they will document their findings and answer questions regarding the outcome.
23. Abiotic Factors and Plant Species Laboratory
In this laboratory, students will be demonstrating the effect of abiotic factors on plant life. They will be using rice and rye seeds each in a sandy and wet environment. As a two weeks pass, they will document their findings and answer questions regarding the outcome.
24. Observing Succession Laboratory
In this laboratory, students will be demonstrating succession. They will first create their environment in a beaker using grass, dried leaves, and water. Over the course of two weeks, students will document any signs of life, identify microorganisms, and document any changes. They will then answer questions regarding the outcome and process.
25. Investigation of the Growth of a Population of Bacteria Laboratory
In this laboratory, students will be investigating bacterial growth in relation to exponential or logistical growth. They will first start a bacterial culture and then observe its growth. They will also learn how to stain bacteria and use a light microscope if they haven't already. They will learn the process of how to handle and not contaminate their culture. Over the course of five days, students will document any bacteria, bacterial growth, and document any changes. They will then answer questions regarding the outcome and process.
