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Here students develop a digital ecosystem PowerPoint photo album


Computers & Internet, Science  


6, 7, 8, 9  

Title – Ecosystem Photo Album
By – Amy Malowitz
Primary Subject – Science
Secondary Subjects – Computers / Internet
Grade Level – 6-9 Content:

    Students will evaluate factors involved in ecosystems including biotic and abiotic factors. They will provide evidence of individuals, populations, habitat, competition, and a symbiotic relationship.


    Students will develop a digital photo album providing evidence of ecological factors and relationships. Students will use the wooded park behind the school as their ecosystem. The photo album will include:

    • 3 biotic factors in the ecosystem
    • 3 abiotic factors
    • 2 producers
    • 2 consumers
    • 1 decomposer
    • Evidence of an individual
    • Evidence of a population
    • Evidence of a feeding relationship
    • Evidence of competition (extra credit)
    • Evidence of a symbiotic relationship (extra credit)

Learning Resources and Materials

      Students will create a digital photo album using digital cameras and PowerPoint.


    Students will take pictures using digital cameras, download their photos, and insert them into a PowerPoint to display and explain their images.

Development of Lesson



        Students will view PowerPoint of ecology definitions to introduce concepts.


        Students will interact during PowerPoint to discuss prior knowledge and examples of ecology terms (For examples, most students are familiar with the terms producer and consumer).


        Examples of ecology terms will be discussed throughout the presentation.




        Essential Question: How is our own “backyard” an ecosystem?
    1. Students will be given instructions on how to properly use digital cameras. Students will sign (if they haven’t already done so) acceptable use/responsibility forms for using school cameras.
    2. Students will work in pairs/trios to brainstorm what they think will find to provide evidence for each task criteria.
    3. Students will work in pairs/trios to take photographs for each task criteria. They should aim to find their brainstorms first before taking pictures of alternate organisms/factors.
    4. Students will evaluate the photos they took, justifying rationale for taking photos of organisms/factors other than ones on their original brainstorm.
    5. Students will take their photos and insert them into a PowerPoint that discusses how each photo fits into the assigned criteria of the assignment.


  1. Instructions will be read orally and in a handout. There will also be an overhead.
  2. Examples of each factor will be discussed with students before beginning to take photos.
  3. PowerPoint may be adjusted into a poster as needed to decrease time spent on task if needed.


      Students will have a greater understanding of how their own “backyard” is an ecosystem. They will know components of an ecosystem, reinforce examples of these components, and learn interactions between these components.
      We will reflect by discussing what they think may be occurring that we didn’t see. If time permitting, students could write a paragraph/paper identifying “What might they have seen if rather than using a still camera they had used a video camera?” or “What if it was left in the same location recording for 24 hours?”
    Presentations will be evaluated for student understanding of ecology terms relationships.

E-Mail Amy Malowitz !

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