A Real-World Ecology Lesson with Research, Impact Analysis & Environmental Policy Writing.
This student-driven ecology lesson engages learners in authentic research on how human activity alters ecosystems through changes in abiotic and biotic factors. Students investigate real compromised ecosystems in the United States and connect ecological science to civic decision-making.
Rather than completing a worksheet about ecosystems, students act as researchers, analysts, and policy advisors.
Students begin by reviewing core ecology concepts, then choose one of five U.S. ecosystems affected by human actions such as:
• climate change
• overharvesting
• pollution
• land development
They research their selected ecosystem using curated videos, articles, and instructional slides. Students identify:
• key abiotic and biotic factors
• how those factors have changed
• which human actions caused those changes
Next, students transition from analysis to application by developing a policy proposal aimed at addressing the ecological problem they studied. They research the appropriate state-level governing body and write a proposal grounded in scientific evidence.
Students also evaluate possible objections to their proposal, strengthening argumentation and systems thinking.
• Abiotic vs. biotic factors
• Human impacts on ecosystems
• Ecological cause-and-effect
• Scientific research skills
• Evidence-based reasoning
• Civic engagement through science
• Argumentation and critical thinking
• Integrates ecology with real-world relevance
• Promotes student choice and ownership
• Supports inquiry-based learning
• Builds research and reasoning skills
• Works well for project-based instruction
• Encourages interdisciplinary connections
• Suitable for independent or guided work
This is a digital lesson designed for Google Slides or similar platforms. Students navigate the lesson independently or with teacher facilitation.
Teacher key and instructional guidance are included.
• Middle school and early high school biology
• Ecology or environmental science units
• Project-based learning
• NGSS-aligned ecology instruction
• Classes exploring human impact and sustainability
Click here for a preview of this lesson
Grade & Course Recommendation:
Middle School: Ideal for Grades 8 in life science or ecology units covering ecosystem interactions.
High School: Grade 9-11 Biology, especially before energy flow or population dynamics.
Cross-Curricular Connections (if applicable):
ELA Integration: Students interpret visuals and use claim-evidence reasoning to describe ecological interactions.
Social Studies Integration: Can connect to human ecology and environmental impact discussions.
Extension Idea: Students research how abiotic factors like climate influence a real local ecosystem.
Daily slide + literacy - based exit ticket included with purchase
CCSS.ELA-LITERACY.RST.6-8.4 / RST.9-10.4: Determine the meaning of domain-specific words and phrases (e.g., biotic, abiotic, symbiosis, ecosystem).
CCSS.ELA-LITERACY.RST.6-8.7 / RST.9-10.7: Integrate quantitative or technical information expressed in words with a version of that information expressed visually (connection: charts, graphs, or ecosystem diagrams).
CCSS.ELA-LITERACY.WHST.6-8.2 / WHST.9-10.2: Write informative/explanatory texts, including descriptions of ecological relationships and data-based conclusions.
A Real-World Ecology Lesson with Research, Impact Analysis & Environmental Policy Writing.
This student-driven ecology lesson engages learners in authentic research on how human activity alters ecosystems through changes in abiotic and biotic factors. Students investigate real compromised ecosystems in the United States and connect ecological science to civic decision-making.
Rather than completing a worksheet about ecosystems, students act as researchers, analysts, and policy advisors.
Students begin by reviewing core ecology concepts, then choose one of five U.S. ecosystems affected by human actions such as:
• climate change
• overharvesting
• pollution
• land development
They research their selected ecosystem using curated videos, articles, and instructional slides. Students identify:
• key abiotic and biotic factors
• how those factors have changed
• which human actions caused those changes
Next, students transition from analysis to application by developing a policy proposal aimed at addressing the ecological problem they studied. They research the appropriate state-level governing body and write a proposal grounded in scientific evidence.
Students also evaluate possible objections to their proposal, strengthening argumentation and systems thinking.
• Abiotic vs. biotic factors
• Human impacts on ecosystems
• Ecological cause-and-effect
• Scientific research skills
• Evidence-based reasoning
• Civic engagement through science
• Argumentation and critical thinking
• Integrates ecology with real-world relevance
• Promotes student choice and ownership
• Supports inquiry-based learning
• Builds research and reasoning skills
• Works well for project-based instruction
• Encourages interdisciplinary connections
• Suitable for independent or guided work
This is a digital lesson designed for Google Slides or similar platforms. Students navigate the lesson independently or with teacher facilitation.
Teacher key and instructional guidance are included.
• Middle school and early high school biology
• Ecology or environmental science units
• Project-based learning
• NGSS-aligned ecology instruction
• Classes exploring human impact and sustainability
Click here for a preview of this lesson
Grade & Course Recommendation:
Middle School: Ideal for Grades 8 in life science or ecology units covering ecosystem interactions.
High School: Grade 9-11 Biology, especially before energy flow or population dynamics.
Cross-Curricular Connections (if applicable):
ELA Integration: Students interpret visuals and use claim-evidence reasoning to describe ecological interactions.
Social Studies Integration: Can connect to human ecology and environmental impact discussions.
Extension Idea: Students research how abiotic factors like climate influence a real local ecosystem.
Daily slide + literacy - based exit ticket included with purchase
CCSS.ELA-LITERACY.RST.6-8.4 / RST.9-10.4: Determine the meaning of domain-specific words and phrases (e.g., biotic, abiotic, symbiosis, ecosystem).
CCSS.ELA-LITERACY.RST.6-8.7 / RST.9-10.7: Integrate quantitative or technical information expressed in words with a version of that information expressed visually (connection: charts, graphs, or ecosystem diagrams).
CCSS.ELA-LITERACY.WHST.6-8.2 / WHST.9-10.2: Write informative/explanatory texts, including descriptions of ecological relationships and data-based conclusions.
