Differentiating Biotic and Abiotic Component

SCIENCE 7
BIOTIC & ABIOTIC
DIFFERENTIATING
COMPONENT
2nd CLASSROOM OBSERVATION

ATTENDANCE
CHECKING
Presented by: Classroom
Secretary

rules
3
4
1
2
5
Raise your
hand
Work quietly
and
Listen when others
objects to yourself.
Show respect for
school
before you
speak.
do not disturb others.
are speaking.
Keep hands, feet,
and
and personal property.

Direction:
Identify whether the given
examples are fact or bluff

All cell organelles
are located in the
cytoplasm

All cell organelles
are located in the
cytoplasm
FACT

Both plant and animal
cell are eukaryotes

Both plant and animal
cell are eukaryotes
FACT

Adenosine
triphosphate is
produce in the
ribosomes

Adenosine
triphosphate is
produce in the
ribosomes
BLUFF

Centriole is found in
both plant and animal
cell

Centriole is found in
both plant and animal
cell
BLUFF

cell membrane is also
known as plasma
membrane

cell membrane is also
known as plasma
membrane
FACT

“ M Y A D V E N - T O U R ”

LEARNING OBJECTIVES
Knowledge
Differentiate
BIOTIC from
ABIOTIC
components of
an ecosystem
SKILLS ATTITUDE
Give
examples of
biotic and
abiotic
components
of an
ecosystem
Recognize the
importance of
biotic and
abiotic
components of
an ecosystem

Group 1 – “BREAK it DOWN”
Group 2 – “TRIP TO YOUR GARDEN”
Group 3 – “KNOW ME”

Direction: Enter the items
from the word bank into the
Venn Diagram. At the left
side pin/paste the biotic
factor only, at the right side
pin/paste the abiotic factor
only. And at the enter place
the picture containing both
biotic and abiotic factors.
Group 1

Direction: Visit your garden
and list down 5 examples
of biotic and 5 abiotic
components of a garden
ecosystem.
Group 2

Direction: From the given
words determine which are
biotic and abiotic
components. Put √ if it is
biotic and X if it is abiotic
components.
Group 3

Rubric
15 – conveys understanding of the topic, use of
language is precise and engaging, all words are spelled correctly
10 – conveys understanding of the topic, use basic
but appropriate of language, 1or 2 words are spelled incorrectly
5 – conveys a limited understanding of the topic, use
language that is vague or imprecise, 3 to 4 words are misspelled
0 - No output
Rubric
language is precise and engaging, all words are
spelled correctly
but appropriate of language, 1or 2 words are
spelled incorrectly
language that is vague or imprecise, 3 to 4 words
are misspelled
0 - No output

Rubric
0 - No output
 For behavior:
 5 – consistently follows class rules and uses
appropriate behaviors without being asked
 4 – follows class rules and uses appropriate
behaviors when asked
 3 – most members of the group follow class rules and
uses appropriate behaviors only when required to do
so
 2 – few members of the group follow class rules and
uses appropriate behaviors only when required to do
so
 1 – all members of the group refuse to follow class
rules and uses appropriate behaviors

Rubric
0 - No output
 For cooperation:
 5 – all members of the group cooperate well with
each other
 4 – only 80% of the members of the group
cooperate with each other

Rubric
0 - No output
 For timeliness:
 5 – finish the output ahead of time with
complete data
 4 – finish the output on time with incomplete
data
 3 – finish the output late with complete data
 2 – finish the output late with few incomplete
data
 1 – finish the output late with many
incomplete data

Rubric
0 - No output
 For presentation:
 5 – executes the work competently; well
prepared
 4 – executes the work adequately; prepared
 3 – executes the work fairly; somewhat
prepared
 2 – executes the work incompetently;
unprepared
1 – executes the work poorly; unprepared

Rubric
0 - No output

-the amount of water vapor in the air.
Humidity
Water vapor is the gas phase of water.

1. What are
the things we
need to
survive?
Guide
Questions:

2. What is the
main soure of
energy on
earth?

3. What would
happen to all
biotic factor
without abiotic
factor?

4. Do biotic
and abiotic
factors affect
each other?

Manobo tribe is
culturally rich in
traditional practices,
medicinal uses,
diversity, and
traditional knowledge
based on their
community plant
resources

Pie charts can be
used to show
percentage of a whole

Group Activity:
“GRAPH MO,
BALITA MO”
Read, interpret,
illustrate

Direction
You are given 5 minutes to read
and understand the information
sheet. After reading, they will
interpret the data given by
illustrating using pie graph. After
the given time, output presentation.

1. It is the component of the ecosystem that
includes non-living organism.
a. Abiotic b. biotic c. environment d. biosphere
ASSESSMENT

1. It is the component of the ecosystem that
includes non-living organism.
a. Abiotic
ASSESSMENT

2. Which of the following is a biotic component of
an ecosystem?
A. worm b. soil c. sun d. water

2. Which of the following is a biotic component of
an ecosystem?
A. worm

3. Which of the following best describes the kind of
things that make up an ecosystem?
a. Humans and animals
b. Living things only
c. All living things and non-living things
d. Non-living things only

3. Which of the following best describes the kind of
things that make up an ecosystem?
c. All living things and non-living things

4. Which are examples of abiotic components?
a. Hair, desk, window, dog
b. God, tree, wood, water
c. Water, sunlight, temperature, rock
d. Grass, worm, sunlight, temperature

4. Which are examples of abiotic components?
c. Water, sunlight, temperature, rock

Which of the following statement show the
importance of biotic and abiotic components of an
ecosystem?
a. It decreases the biodiversity
b. It damages our environment
c. It does not support life on earth
d. It helps organism grow in number

Which of the following statement show the
importance of biotic and abiotic components of an
ecosystem?
d. It helps organism grow in number

Activity notebook
“Read and Find “
Directions: Identify and write the living things
mentioned in the fable. Write your answer in your
science activity notebook.
THE ANT AND THE GRASSHOPPER
In the field one summer’s day a Grasshopper was hopping about, chirping
and singing to its heart’s content. An ant passed by, bearing along with great
toil a grain of rice he was taking to the nest.
‘Why not come and play with me,’ said the Grasshopper, ‘instead of doing
hard labour lifting that grain of rice?’
‘I am helping to lay up food for the drought,’ said the Ant, ‘and recommend
you to do the same.’
‘Why bother about drought?’ said the Grasshopper; we have got plenty of
food at present.’ But the ant went on his way and continued his hard labour.
When the drought came the Grasshopper had no food and found himself
dying of hunger, while he saw the ants distributing everyday grain of rice
from the food that they collected before the drought. Then the Grasshopper
knew: It is best to prepare for the days of necessity.

Differentiating Biotic and Abiotic Component

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