Science from Murf .LLC
%2C%20lab%20activities%2C%20projects%2C%20discussion%20questions%2C%20and%20review%20games%20are%20meaningful%2C%20the%20built-in%20quizzes%20and%20constant%20questions%20involve%20the%20class%20and%20challenge%20them.%20%2020%20Full%20Units%20of%20Study%2C%2050%2C000%20Slides%2C%20Grades%205-10)
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A four part 3,000 slide interactive approach to
PowerPoint explores the connections that living
things have with the non-living world. The unit
begins by exploring abiotic factors such as light,
temperature, water, and wind. The second half
the unit explores the earth's biogeochemical
cycles. A bundled homework package, lesson
notes, built-in hands-on activities, video links,
worksheets and much more chronologically
follows the PowerPoint slideshow. The lab
investigation with Isopods in Part 2 is always a
student favorite. This is a fantastic unit for any
life science class. Teaching Duration = 7+
Weeks.
Download Link Below.
PowerPoint explores the connections that living
things have with the non-living world. The unit
begins by exploring abiotic factors such as light,
temperature, water, and wind. The second half
the unit explores the earth's biogeochemical
cycles. A bundled homework package, lesson
notes, built-in hands-on activities, video links,
worksheets and much more chronologically
follows the PowerPoint slideshow. The lab
investigation with Isopods in Part 2 is always a
student favorite. This is a fantastic unit for any
life science class. Teaching Duration = 7+
Weeks.
Download Link Below.
Areas of Focus within The Ecology: Abiotic Factors Unit -Abiotic Factors, Biotic Factors, The Big 7 Abiotic
Factors, Organisms Range of Tolerance, Light, How light affects Organisms, Photosynthesis, Factors in the
Environment that Affect the Amount of Light, How Organisms Movements are affected by light,
Bioluminescence, How temperature affects organisms, Thermoregulation, Physiological Regulation, Behavioral
Regulation, Adaptation, Hypothermia, Hyperthermia, Warm-Bloodedness (endothermy), Cold-Bloodedness,
Hibernation / Torpor, Advantages of Warm-Bloodedness, Disadvantages of Warm-Bloodedness, Advantages of
Cold-Bloodedness, Disadvantages of Cold-Bloodedness, Water, Water Requirements and Plants, Adaptations
of Plants and Water, Adaptations of Animals and Water, Wind, Positives and Negatives of Wind to Organisms,
How animals use Wind, How Plants use Wind, Wind Dispersal, Water Dispersal, McArthur-Wilson Island
Biogeography Theory, Animal Seed Dispersal, Fire Ecology, Fire Dependence, Biogeochemical Cycles, Water
Cycle, Carbon Cycle, Photosynthesis, Cellular Respiration, Oxygen-Carbon Dioxide Balance, Nitrogen Cycle,
Phosphorus Cycle, Importance of Phosphorus, Nutrients, Nutrient Pollution and Aquatic Systems,
Eutrophification. Teaching Duration = 7 Weeks. Difficulty rating of 6.5 (Ten is most difficult).
Factors, Organisms Range of Tolerance, Light, How light affects Organisms, Photosynthesis, Factors in the
Environment that Affect the Amount of Light, How Organisms Movements are affected by light,
Bioluminescence, How temperature affects organisms, Thermoregulation, Physiological Regulation, Behavioral
Regulation, Adaptation, Hypothermia, Hyperthermia, Warm-Bloodedness (endothermy), Cold-Bloodedness,
Hibernation / Torpor, Advantages of Warm-Bloodedness, Disadvantages of Warm-Bloodedness, Advantages of
Cold-Bloodedness, Disadvantages of Cold-Bloodedness, Water, Water Requirements and Plants, Adaptations
of Plants and Water, Adaptations of Animals and Water, Wind, Positives and Negatives of Wind to Organisms,
How animals use Wind, How Plants use Wind, Wind Dispersal, Water Dispersal, McArthur-Wilson Island
Biogeography Theory, Animal Seed Dispersal, Fire Ecology, Fire Dependence, Biogeochemical Cycles, Water
Cycle, Carbon Cycle, Photosynthesis, Cellular Respiration, Oxygen-Carbon Dioxide Balance, Nitrogen Cycle,
Phosphorus Cycle, Importance of Phosphorus, Nutrients, Nutrient Pollution and Aquatic Systems,
Eutrophification. Teaching Duration = 7 Weeks. Difficulty rating of 6.5 (Ten is most difficult).
The Ecology: Abiotic Factors Unit covers seven abiotic factors - Light, Temperature, Water, Wind, and Fire. This
unit also covers biogeochemical cycles. This unit includes an interactive and engaging PowerPoint Presentation
of 2,400+ slides with built-in class notes (Red Slides), lab activities, project ideas, discussion questions,
assessments, challenge questions with answers, videos, and much more. Text for class notes is in large print (32
font) and is placed at the top of each slide so it can be read from all angles of a classroom. A shade technique,
and color coded text are used to help maintain student focus and allow teacher to control the pace of the lesson.
Also included is a 14 page (.doc.) assessment / bundled homework that chronologically follows the slideshow, as
well as a 8 page modified assessment. 16 pages of class notes (.doc) with images are also included for students
who require assistance, as well as answer keys to both of the assessments for support professionals, teachers,
and homeschool parents. 11+ video and academic links are provided and a slide within the slideshow cues
teacher / parent when the videos are most relevant to play. Video shorts usually range from 2-7 minutes. Two
PowerPoint review games are included. Answers to the PowerPoint review games are provided in PowerPoint
form so students can self-assess. Lastly, crossword puzzles, games such as guess the hidden picture beneath
the boxes, find the hidden owl, and answer with your feet are provided. Bonus folders that includes climate
change and ecological succession are provided.
unit also covers biogeochemical cycles. This unit includes an interactive and engaging PowerPoint Presentation
of 2,400+ slides with built-in class notes (Red Slides), lab activities, project ideas, discussion questions,
assessments, challenge questions with answers, videos, and much more. Text for class notes is in large print (32
font) and is placed at the top of each slide so it can be read from all angles of a classroom. A shade technique,
and color coded text are used to help maintain student focus and allow teacher to control the pace of the lesson.
Also included is a 14 page (.doc.) assessment / bundled homework that chronologically follows the slideshow, as
well as a 8 page modified assessment. 16 pages of class notes (.doc) with images are also included for students
who require assistance, as well as answer keys to both of the assessments for support professionals, teachers,
and homeschool parents. 11+ video and academic links are provided and a slide within the slideshow cues
teacher / parent when the videos are most relevant to play. Video shorts usually range from 2-7 minutes. Two
PowerPoint review games are included. Answers to the PowerPoint review games are provided in PowerPoint
form so students can self-assess. Lastly, crossword puzzles, games such as guess the hidden picture beneath
the boxes, find the hidden owl, and answer with your feet are provided. Bonus folders that includes climate
change and ecological succession are provided.
Next Generation Science Standards (NGSS)
3-5.ETS1.1. (Make observation and measurements to identify materials based on their
properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included
specified criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on how
well each is to meet criteria and constraints of the problem)
5.PS1.1. (Develop a model that matter is made of particles too small be seen). Particles
are addressed when biogeochemical cycles are covered.
5.ESS2.1 (Develop an example to describe ways the geosphere, biosphere, hydrosphere,
and atmosphere interact).
• Slides provide several examples and also describe what each sphere is how they
are connected. Student then learn the biogeochemical cycles in detail and how they
interact with the living and nonliving world.
3-5.ETS1.1. (Make observation and measurements to identify materials based on their
properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included
specified criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on how
well each is to meet criteria and constraints of the problem)
5.PS1.1. (Develop a model that matter is made of particles too small be seen). Particles
are addressed when biogeochemical cycles are covered.
5.ESS2.1 (Develop an example to describe ways the geosphere, biosphere, hydrosphere,
and atmosphere interact).
• Slides provide several examples and also describe what each sphere is how they
are connected. Student then learn the biogeochemical cycles in detail and how they
interact with the living and nonliving world.
MS.LS1.4 (Provide evidence / use argument to explain animal behaviors and plants structures to increase successful reproduction)
• This is covered in seed dispersal mechanisms, how animal use wind and water, fire ecology, and also Island Biogeography.
MS.LS1.5 (Discuss explanation for how ends. factors influence the growth of an organism)
• This is covered throughout the unit as the big abiotic factors are described (Light, Temp, Water, Air), also as part of Photosynthesis, Respiration, Biogeochemical
Cycles, and more.
MS.PS1.3 (Gather and interpret info that synthetic materials come from natural resources and impact society)
• Students learn about acid rain and air pollution as well as climate change and nutrient pollution.
MS.LS1.5 (Create an explanation from evidence for how environmental and genetic factors influence growth of organism).
• Environmental factors that such as light, temperature, and moisture are addressed throughout. Photosynthesis and cellular respiration are described in detail.
Fertilizers and nutrients are addressed in the nitrogen and phosphorus cycles with class notes, video links, step by step drawings, questions, homework, and more.
MS.LS1.6 (Create an explanation from evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms).
• This standard is addressed heavily as students visit many interactive slides about photosynthesis. Students learn about how the energy flow of life comes from the
sun and that plants create sugars. What goes into and out of plants is addressed. Students learn the biochemical processes of photosynthesis (beyond and boundary).
Video and academic links, review opportunities and more are provided.
MS.LS1.7 (Create model to describe how food is rearranged through chemical reactions forming new molecules that support growth and / or release energy).
• Cellular respiration is described in this unit. Student’s record notes, answer questions, see video and academic links. The biochemical process is described and
reviewed in a step by step process (beyond the boundary). The remainder of this standard is covered in the digestive system portion of the human body unit.
MS.LS2.3 (Develop a model to describe cycling of matter and flow of energy among living and nonliving parts of an ecosystem).
• This standard is addressed throughout the entire unit with a focus on the nonliving parts of an ecosystem. Biogeochemical are addressed in detail with an emphasis
on how matter moves from the living to the non-living. Notes, review games, step by step drawings, questions, homework and more address this standard. Energy flow is
addressed heavily in the feeding levels unit.
HS.LS1.3 (Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis).
• Students learn about behavioral and physiological adaptations to the cold and heat. The Isopod lab report also deals with maintaining balance in the environment.
HS.LS1.3 (Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy).
• Students create a detailed sketch of what goes into and out plants. The lesson also addresses the photosynthetic equation. Exciting video links, text, visuals, and
constant review help to reinforce. This unit does not address the Calvin Cycle in detail except by providing a detailed video link of the biochemical processes.
HS.LS1.7 (Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in
new compounds are formed and result in a transfer of energy).
• The inputs of and outputs of cellular respiration are addressed. This unit does not go in the biochemical processes of the citric acid cycle in detail but does provide
visuals, and video / academic links.
• This is covered in seed dispersal mechanisms, how animal use wind and water, fire ecology, and also Island Biogeography.
MS.LS1.5 (Discuss explanation for how ends. factors influence the growth of an organism)
• This is covered throughout the unit as the big abiotic factors are described (Light, Temp, Water, Air), also as part of Photosynthesis, Respiration, Biogeochemical
Cycles, and more.
MS.PS1.3 (Gather and interpret info that synthetic materials come from natural resources and impact society)
• Students learn about acid rain and air pollution as well as climate change and nutrient pollution.
MS.LS1.5 (Create an explanation from evidence for how environmental and genetic factors influence growth of organism).
• Environmental factors that such as light, temperature, and moisture are addressed throughout. Photosynthesis and cellular respiration are described in detail.
Fertilizers and nutrients are addressed in the nitrogen and phosphorus cycles with class notes, video links, step by step drawings, questions, homework, and more.
MS.LS1.6 (Create an explanation from evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms).
• This standard is addressed heavily as students visit many interactive slides about photosynthesis. Students learn about how the energy flow of life comes from the
sun and that plants create sugars. What goes into and out of plants is addressed. Students learn the biochemical processes of photosynthesis (beyond and boundary).
Video and academic links, review opportunities and more are provided.
MS.LS1.7 (Create model to describe how food is rearranged through chemical reactions forming new molecules that support growth and / or release energy).
• Cellular respiration is described in this unit. Student’s record notes, answer questions, see video and academic links. The biochemical process is described and
reviewed in a step by step process (beyond the boundary). The remainder of this standard is covered in the digestive system portion of the human body unit.
MS.LS2.3 (Develop a model to describe cycling of matter and flow of energy among living and nonliving parts of an ecosystem).
• This standard is addressed throughout the entire unit with a focus on the nonliving parts of an ecosystem. Biogeochemical are addressed in detail with an emphasis
on how matter moves from the living to the non-living. Notes, review games, step by step drawings, questions, homework and more address this standard. Energy flow is
addressed heavily in the feeding levels unit.
HS.LS1.3 (Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis).
• Students learn about behavioral and physiological adaptations to the cold and heat. The Isopod lab report also deals with maintaining balance in the environment.
HS.LS1.3 (Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy).
• Students create a detailed sketch of what goes into and out plants. The lesson also addresses the photosynthetic equation. Exciting video links, text, visuals, and
constant review help to reinforce. This unit does not address the Calvin Cycle in detail except by providing a detailed video link of the biochemical processes.
HS.LS1.7 (Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in
new compounds are formed and result in a transfer of energy).
• The inputs of and outputs of cellular respiration are addressed. This unit does not go in the biochemical processes of the citric acid cycle in detail but does provide
visuals, and video / academic links.
Traditional standards addressed in the Ecology Abiotic Factors Unit
●Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations.
●Identify and describe the factors that affect the number and types of organisms an ecosystem can support, including the resources that are available, the range of
temperatures, the composition of the soil, disease, the threat of predators, and competition from other organisms.
●Explain that most microorganisms do not cause disease and that many are beneficial to the environment.
●Describe the process of photosynthesis and explain that plants can use the food they make immediately or store it for later use.
●Provide examples of how all organisms, including humans, impact their environment and explain how some changes can be detrimental to other organisms.
●Explain how changes in environmental conditions can affect the survival of individual organisms and the entire species.
Given a scenario, trace the flow of energy through an ecosystem, beginning with the sun, through organisms in the food web, and into the environment (includes
photosynthesis and respiration)
●Demonstrate the appropriate use of tools, such as thermometers, probes, microscopes and computers to gather, analyze and interpret data in the life sciences.
●Explain how water exists in the atmosphere in different forms and describes how it changes from one form to another through various processes such as freezing,
condensation, precipitation and evaporation.
●Recognize that water can be a liquid or a solid; and explain that it can be made to change from one state to the other, but the amount (mass) of water always remains
the same in either state.
●Explain the processes that cause cycling of water into and out of the atmosphere and their connections to our planet’s weather patterns.
●Recognize that elements exist in fixed amounts and describe how they move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles,
such as the water, carbon and nitrogen cycles.
●Describe the interaction of living organisms with nonliving things.
●Provide examples of how environmental changes can cause different effects on different organisms.
Using information (data or scenario), explain how changes in the environment can cause organisms to respond (e.g., survive there and reproduce, move away, die).
●Recognize that for any particular environment, some kinds of animals and plants survive well, some less well, and some cannot survive at all.
●Recognize that humans need food, water, air, waste removal and a particular range of temperatures in their environment, just as other animals do.
●Explain why it is beneficial for an organism to be able to regulate its internal environment while living in a constantly changing external environment.
●Explain how the processes of photosynthesis and cellular respiration are interrelated and contribute to biogeochemical cycles.
●Plan a step-by-step process to solve a practical problem or to carry out a “fair test” of a simple scientific question.
●Use a variety of tools and formats (oral presentations, journals, and multimedia presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
●Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations.
●Identify and describe the factors that affect the number and types of organisms an ecosystem can support, including the resources that are available, the range of
temperatures, the composition of the soil, disease, the threat of predators, and competition from other organisms.
●Explain that most microorganisms do not cause disease and that many are beneficial to the environment.
●Describe the process of photosynthesis and explain that plants can use the food they make immediately or store it for later use.
●Provide examples of how all organisms, including humans, impact their environment and explain how some changes can be detrimental to other organisms.
●Explain how changes in environmental conditions can affect the survival of individual organisms and the entire species.
Given a scenario, trace the flow of energy through an ecosystem, beginning with the sun, through organisms in the food web, and into the environment (includes
photosynthesis and respiration)
●Demonstrate the appropriate use of tools, such as thermometers, probes, microscopes and computers to gather, analyze and interpret data in the life sciences.
●Explain how water exists in the atmosphere in different forms and describes how it changes from one form to another through various processes such as freezing,
condensation, precipitation and evaporation.
●Recognize that water can be a liquid or a solid; and explain that it can be made to change from one state to the other, but the amount (mass) of water always remains
the same in either state.
●Explain the processes that cause cycling of water into and out of the atmosphere and their connections to our planet’s weather patterns.
●Recognize that elements exist in fixed amounts and describe how they move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles,
such as the water, carbon and nitrogen cycles.
●Describe the interaction of living organisms with nonliving things.
●Provide examples of how environmental changes can cause different effects on different organisms.
Using information (data or scenario), explain how changes in the environment can cause organisms to respond (e.g., survive there and reproduce, move away, die).
●Recognize that for any particular environment, some kinds of animals and plants survive well, some less well, and some cannot survive at all.
●Recognize that humans need food, water, air, waste removal and a particular range of temperatures in their environment, just as other animals do.
●Explain why it is beneficial for an organism to be able to regulate its internal environment while living in a constantly changing external environment.
●Explain how the processes of photosynthesis and cellular respiration are interrelated and contribute to biogeochemical cycles.
●Plan a step-by-step process to solve a practical problem or to carry out a “fair test” of a simple scientific question.
●Use a variety of tools and formats (oral presentations, journals, and multimedia presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
Dear Valued Educator,
Shortly after purchase a download link will automatically be sent to your email address from PayLoadz.com. This is a safe and secure
company that specializes in delivering large digital files. If you have any questions please feel free to contact me. Thank you for visiting this
website.
Sincerely,
Science from Murf .LLC
www.sciencepowerpoint@gmail.com
Shortly after purchase a download link will automatically be sent to your email address from PayLoadz.com. This is a safe and secure
company that specializes in delivering large digital files. If you have any questions please feel free to contact me. Thank you for visiting this
website.
Sincerely,
Science from Murf .LLC
www.sciencepowerpoint@gmail.com
Ecology Abiotic Factors Unit (Instant Download) $29.99
Life Science Curriculum (10 Units of Study Instant Download) $124.99
Entire Science Curriculum (20 Units of Study) Instant Download $199.99
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