This PowerPoint was one very small part of my Ecology Interactions Unit from the website http://sciencepowerpoint.com/index.html .This unit includes a 3 part 2000+ Slide PowerPoint loaded with activities, project ideas, critical class notes (red slides), review opportunities, challenge questions with answers, 3 PowerPoint review games (125 slides each) and much more. A bundled homework package and detailed unit notes chronologically follow the PowerPoint slideshow.
Areas of Focus within The Ecology Interactions Unit: Levels of Biological Organization (Ecology), Parts of the Biosphere, Habitat, Ecological Niche, Types of Competition, Competitive Exclusion Theory, Animal Interactions, Food Webs, Predator Prey Relationships, Camouflage, Population Sampling, Abundance, Relative Abundance, Diversity, Mimicry, Batesian Mimicry, Mullerian Mimicry, Symbiosis, Parasitism, Mutualism, Commensalism, Plant and Animal Interactions, Coevolution, Animal Strategies to Eat Plants, Plant Defense Mechanisms, Exotic Species, Impacts of Invasive Exotic Species. If you have any questions please feel free to contact me. Thank you again and best wishes.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com
3. • This will be the big concept in ecology that
will be addressed in this portion of the unit.
– or artificial.
4. • This will be the big concept in ecology that
will be addressed in this portion of the unit.
– or artificial.
5. • This will be the big concept in ecology that
will be addressed in this portion of the unit.
– Note: The cycles that we will learn move between
the living and non-living world. r artificial.
6. • This will be the big concept in ecology that
will be addressed in this portion of the unit.
– Note: The cycles that we will learn move between
the living and non-living world. r artificial.
7. • This will be the big concept in ecology that
will be addressed in this portion of the unit.
– Note: The cycles that we will learn move between
the living and non-living world. r artificial.
27. Hydrosphere
interacts with
atmosphere
(Water cycle)
The atmosphere interacts
with the ecosphere.
(Plants and animals breath
-Carbon Cycle and
nitrogen cycle
Living things change the
lithosphere, become rock, erode
the land. (Phosphorus Cycle)
28. Hydrosphere
interacts with
atmosphere
(Water cycle)
The atmosphere interacts
with the ecosphere.
(Plants and animals breath
-Carbon Cycle and
nitrogen cycle
Living things change the
lithosphere, become rock, erode
the land. (Phosphorus Cycle)
The Hydrosphere, Atmosphere, Ecosphere and
Lithosphere all interact within the biosphere.
45. • Compare the importance of water
commonly existing in all three states of
matter.
46. • Compare the importance of water
commonly existing in all three states of
matter.
Water commonly
exists in all
three states of
matter
47. • Compare the importance of water
commonly existing in all three states of
matter.
Water commonly
exists in all
three states of
matter
Water exists
commonly in
its solid state
48. • Compare the importance of water
commonly existing in all three states of
matter.
Water commonly
exists in all
three states of
matter
Water exists
commonly in
its solid state
49. • Compare the importance of water
commonly existing in all three states of
matter.
Water exists
commonly in
its solid state
50. • Compare the importance of water
commonly existing in all three states of
matter.
Water exists
commonly in
its solid state
51. • Compare the importance of water
commonly existing in all three states of
matter.
52. • On Mars, we can see that water is most
abundant in its solid form of ice.
79. • Activity! State your Matter
– Teacher to give each group of students a
solid block (Maybe ice), glass of water, and
balloon filled with gas.
80. • Activity! State your Matter
– Teacher to give each group of students a
solid block (Maybe ice), glass of water, and
balloon filled with gas.
81. • Activity! State your Matter
– Teacher to give each group of students a
solid block (Maybe ice), glass of water, and
balloon filled with gas.
82. • Activity! State your Matter
– Teacher to give each group of students a
solid block (Maybe ice), glass of water, and
balloon filled with gas.
83. • Activity! State your Matter
– Teacher to give each group of students a
solid block (Maybe ice), glass of water, and
balloon filled with gas.
84. • Activity! State your Matter
– Teacher to give each group of students a
solid block (Maybe ice), glass of water, and
balloon filled with gas.
85. • Activity! State your Matter
– Teacher to give each group of students a
solid block (Maybe ice), glass of water, and
balloon filled with gas.
86. • Activity! State your Matter
– Teacher to give each group of students a
solid block (Maybe ice), glass of water, and
balloon filled with gas.
87. • Activity! State your Matter
– Teacher to give each group of students a
solid block (Maybe ice), glass of water, and
balloon filled with gas.
88. • Activity! State your Matter
– Teacher to give each group of students a
solid block (Maybe ice), glass of water, and
balloon filled with gas.
89. • Activity! State your Matter
– Teacher to give each group of students a
solid block (Maybe ice), glass of water, and
balloon filled with gas.
90. • Activity / video link (Extremely Optional)
– http://www.youtube.com/watch?v=p440QWpHui8
– Assign three students to each hold a poster with
the three states of matter. (Solid, Liquid, Gas)
• When Zebra is dancing and singing fast person with
gas poster must wave it around quickly.
• When zebra is dancing normal wave the liquid poster at
a normal speed.
• When zebra is dancing slowly wave the solid poster
extremely slow.
91. • Activity / video link (Extremely Optional)
– http://www.youtube.com/watch?v=p440QWpHui8
– Assign three students to each hold a poster with
the three states of matter. (Solid, Liquid, Gas)
• When Zebra is dancing at a fast pace the person with
gas poster must wave it around quickly / dance.
• When zebra is dancing normal wave the liquid poster at
a normal speed / slower dance.
• When zebra is dancing slowly wave the solid poster
extremely slow / slow dance.
92. • Based on the video, which is a solid,
liquid, and gas.
93. • Based on the video, which is a solid,
liquid, and gas.
94. • Based on the video, which is a solid,
liquid, and gas.
95. • Based on the video, which is a solid,
liquid, and gas.
96. • Based on the video, which is a solid,
liquid, and gas.
97. • Based on the video, which is a solid,
liquid, and gas.
98. • Based on the video, which is a solid,
liquid, and gas.
99. • Based on the video, which is a solid,
liquid, and gas.
100. • Based on the video, which is a solid,
liquid, and gas.
101. • Based on the video, which is a solid,
liquid, and gas.
102. • Based on the video, which is a solid,
liquid, and gas.
103. • Activity / video link (Extremely Optional)
– http://www.youtube.com/watch?v=p440QWpHui8
– Assign three students to each hold a poster with
the three states of matter. (Solid, Liquid, Gas)
• When Zebra is dancing and singing fast person with
gas poster must wave it around quickly.
• When zebra is dancing normal wave the liquid poster at
a normal speed.
• When zebra is dancing slowly wave the solid poster
extremely slow.
104. • Activity / video link (Extremely Optional)
– http://www.youtube.com/watch?v=p440QWpHui8
– Assign three students to each hold a poster with
the three states of matter. (Solid, Liquid, Gas)
• When Zebra is dancing and singing fast person with
gas poster must wave it around quickly.
• When zebra is dancing normal wave the liquid poster at
a normal speed.
• When zebra is dancing slowly wave the solid poster
extremely slow.
105. • Activity / video link (Extremely Optional)
– http://www.youtube.com/watch?v=p440QWpHui8
– Assign three students to each hold a poster with
the three states of matter. (Solid, Liquid, Gas)
• When Zebra is dancing and singing fast person with
gas poster must wave it around quickly.
• When zebra is dancing normal wave the liquid poster at
a normal speed.
• When zebra is dancing slowly wave the solid poster
extremely slow.
106. • Activity / video link (Extremely Optional)
– http://www.youtube.com/watch?v=p440QWpHui8
– Assign three students to each hold a poster with
the three states of matter. (Solid, Liquid, Gas)
• When Zebra is dancing and singing fast person with
gas poster must wave it around quickly.
• When zebra is dancing normal wave the liquid poster at
a normal speed.
• When zebra is dancing slowly wave the solid poster
extremely slow.
107. • Activity / video link (Extremely Optional)
– http://www.youtube.com/watch?v=p440QWpHui8
– Assign three students to each hold a poster with
the three states of matter. (Solid, Liquid, Gas)
• When Zebra is dancing and singing fast person with
gas poster must wave it around quickly.
• When zebra is dancing normal wave the liquid poster at
a normal speed.
• When zebra is dancing slowly wave the solid poster
extremely slow.
108. • Activity / video link (Extremely Optional)
– http://www.youtube.com/watch?v=p440QWpHui8
– Assign three students to each hold a poster with
the three states of matter. (Solid, Liquid, Gas)
• When Zebra is dancing and singing fast person with
gas poster must wave it around quickly.
• When zebra is dancing normal wave the liquid poster at
a normal speed.
• When zebra is dancing slowly wave the solid poster
extremely slow.
109. • Activity / video link (Extremely Optional)
– http://www.youtube.com/watch?v=p440QWpHui8
– Assign three students to each hold a poster with
the three states of matter. (Solid, Liquid, Gas)
• When Zebra is dancing and singing fast person with
gas poster must wave it around quickly.
• When zebra is dancing normal wave the liquid poster at
a normal speed.
• When zebra is dancing slowly wave the solid poster
extremely slow.
110. • Video Link! (Optional) TMBG States of Matter
– http://www.youtube.com/watch?v=btGu9FWSPtc
111.
112.
113.
114.
115.
116.
117.
118.
119. Water is being continually created
by many biophysicochemical
processes. As such, water can be
viewed as being constantly
“refreshed” or “rejuvenated.”
120. Water is being continually created
by many biophysicochemical
processes. As such, water can be
viewed as being constantly
“refreshed” or “rejuvenated.”
The water in dinosaur pee is not
the same water that we drink.
The H’s and O’s that make up
H2O are the same ones present
when the dinosaurs
roamed the Earth.
208. • Activity! Condensation
– Teacher provides ice cold can of soda to table
groups and students record temperature.
– Students should observe each can for
evidence of condensation.
209. • Activity! Condensation Questions.
– Why did condensation droplets form on the cold
soda can?
• Where did the water come from?
210. • Activity! Condensation Questions.
– Why did condensation droplets form on the cold
soda can?
• Where did the water come from?
– Condensation formed on the cold soda can
because water vapor near the soda can turned
from a gas to a liquid.
216. • Link! Water Cycle Flash Animation Tour
– http://www.epa.gov/safewater/kids/flash/flash_
watercycle.html
217. • Activity! Water Cycle in a Bottle.
– Each group needs a standard 2 liter clear soda bottle cut in
half about 10 cm from the top.
• (Have teacher cut in advance)
– Fill bottle with very warm water about 10 cm.
• Add food coloring if you wish.
– Slide cup into the bottle to just above the warm water with
cap on.
– Fill top bottle (cup) with ice cubes.
• Do not overfill.
– Watch for evaporation, condensation, and the droplets
falling back down to the warm water (precipitation)
– Visual on next slide.
218. • Activity! Water Cycle in a Bottle.
– Each group needs a standard 2 liter clear soda
bottle cut in half about 4 inches from the top.
• (Have teacher cut in advance)
– Fill bottle with very warm water.
– Invert top of bottle with cap and fill with ice cubes.
– Slide cup with ice into the bottle to just above the
warm water.
– Watch for evaporation, condensation, and the
droplets falling back down to the warm water
(precipitation)
219. • Activity! Water Cycle in a Bottle.
– Each group needs a standard 2 liter clear soda
bottle cut in half about 4 inches from the top.
• (Have teacher cut in advance)
– Fill bottle with very warm water.
– Invert top of bottle with cap and fill with ice cubes.
– Slide cup with ice into the bottle to just above the
warm water.
– Watch for evaporation, condensation, and the
droplets falling back down to the warm water
(precipitation)
Soda bottle cut by
teacher,
220. • Activity! Water Cycle in a Bottle.
– Each group needs a standard 2 liter clear soda
bottle cut in half about 4 inches from the top.
• (Have teacher cut in advance)
– Fill bottle with very warm water.
– Invert top of bottle with cap and fill with ice cubes.
– Slide cup with ice into the bottle to just above the
warm water.
– Watch for evaporation, condensation, and the
droplets falling back down to the warm water
(precipitation)
Soda bottle cut by
teacher,
221. • Activity! Water Cycle in a Bottle.
– Each group needs a standard 2 liter clear soda
bottle cut in half about 4 inches from the top.
• (Have teacher cut in advance)
– Fill bottle with very warm water.
– Invert top of bottle with cap and fill with ice cubes.
– Slide cup with ice into the bottle to just above the
warm water.
– Watch for evaporation, condensation, and the
droplets falling back down to the warm water
(precipitation)
Soda bottle cut by
teacher,
Next fill bottle with
very warm water and
food coloring.
222. • Activity! Water Cycle in a Bottle.
– Each group needs a standard 2 liter clear soda
bottle cut in half about 4 inches from the top.
• (Have teacher cut in advance)
– Fill bottle with very warm water.
– Invert top of bottle with cap and fill with ice cubes.
– Slide cup with ice into the bottle to just above the
warm water.
– Watch for evaporation, condensation, and the
droplets falling back down to the warm water
(precipitation)
Soda bottle cut by
teacher,
Next fill bottle with
very warm water and
food coloring.
223. • Activity! Water Cycle in a Bottle.
– Each group needs a standard 2 liter clear soda
bottle cut in half about 4 inches from the top.
• (Have teacher cut in advance)
– Fill bottle with very warm water.
– Invert top of bottle with cap and fill with ice cubes.
– Slide cup with ice into the bottle to just above the
warm water.
– Watch for evaporation, condensation, and the
droplets falling back down to the warm water
(precipitation)
Soda bottle cut by
teacher, then flipped,
Next fill bottle with
very warm water and
food coloring.
224. • Activity! Water Cycle in a Bottle.
– Each group needs a standard 2 liter clear soda
bottle cut in half about 4 inches from the top.
• (Have teacher cut in advance)
– Fill bottle with very warm water.
– Invert top of bottle with cap and fill with ice cubes.
– Slide cup with ice into the bottle to just above the
warm water.
– Watch for evaporation, condensation, and the
droplets falling back down to the warm water
(precipitation)
Soda bottle cut by
teacher, then flipped, and
filled with ice cubes by
students.
Next fill bottle with
very warm water and
food coloring.
225. • Activity! Water Cycle in a Bottle.
– Each group needs a standard 2 liter clear soda
bottle cut in half about 4 inches from the top.
• (Have teacher cut in advance)
– Fill bottle with very warm water.
– Invert top of bottle with cap and fill with ice cubes.
– Slide cup with ice into the bottle to just above the
warm water.
– Watch for evaporation, condensation, and the
droplets falling back down to the warm water
(precipitation)
Soda bottle cut by
teacher, then flipped, and
filled with ice cubes by
students.
Next fill bottle with
very warm water and
food coloring.
226. • Activity! Water Cycle in a Bottle.
– Each group needs a standard 2 liter clear soda
bottle cut in half about 4 inches from the top.
• (Have teacher cut in advance)
– Fill bottle with very warm water.
– Invert top of bottle with cap and fill with ice cubes.
– Slide cup with ice into the bottle to just above the
warm water.
– Watch for evaporation, condensation, and the
droplets falling back down to the warm water
(precipitation)
Soda bottle cut by
teacher, then flipped, and
filled with ice cubes by
students.
Next fill bottle with
very warm water and
food coloring.
Strange kind of creepy video of water molecules in the
hydrologic cycle as we wait (Optional 2 min)
https://www.youtube.com/watch?v=StPobH5ODTw
228. • Activity! Stranded on a Desert Island.
– You and your group must use the materials
provided (and the water cycle) to turn salt water
into freshwater over the next several days in order
to survive. Use the sun as the energy source.
– Each group gets a clear plastic box, glass cup,
plastic wrap, marbles / pebbles, salt water mixed
with sand, and a bungee cord / large elastic.
– Visual of materials on next slide.
– Video Link of set-up.
– https://www.youtube.com/watch?v=4sqRvUzqDCE
229. • Materials for the set-up.
Saltwater and Sand
Cup
Marbles Elastic
Plastic wrap
230. • Materials for the set-up.
Saltwater and Sand
Cup
Marbles Elastic
Plastic wrap
231. • Below is the correct set-up to use the
water cycle to turn salt water into
freshwater.
232. • Below is the correct set-up to use the
water cycle to turn salt water into
freshwater.
233. • Below is the correct set-up to use the
water cycle to turn salt water into
freshwater.
Saltwater
evaporates from sun
energy into vapor.
234. • Below is the correct set-up to use the
water cycle to turn salt water into
freshwater.
Saltwater
evaporates from sun
energy into vapor.
235. • Below is the correct set-up to use the
water cycle to turn salt water into
freshwater.
Saltwater
evaporates from sun
energy into vapor.
236. • Below is the correct set-up to use the
water cycle to turn salt water into
freshwater.
Saltwater
evaporates from sun
energy into vapor
Leaves salt behind.
237. • Below is the correct set-up to use the
water cycle to turn salt water into
freshwater.
Colder temperatures
on edge of container
cause…
238. • Below is the correct set-up to use the
water cycle to turn salt water into
freshwater.
Colder temperatures
on edge of container
cause…
Condensation
239. • Below is the correct set-up to use the
water cycle to turn salt water into
freshwater.
Water adheres to
the plastic wrap,
travels down and
falls into the cup as
freshwater…
240. • Below is the correct set-up to use the
water cycle to turn salt water into
freshwater.
Water adheres to
the plastic wrap,
travels down and
falls into the cup as
freshwater…
Precipitation
241. • Below is the correct set-up to use the
water cycle to turn salt water into
freshwater.
Water adheres to
the plastic wrap,
travels down and
falls into the cup as
freshwater…
Precipitation
255. • Activity! Transpiration.
– Place a clear plastic bag over a section of
plant.
– Secure bag at base of stem so it is relatively
tight.
– Water plant and set in the sun.
– Observe water droplets / evidence of
transpiration the next day.
256. • Activity! Transpiration.
– Place a clear plastic bag over a section of
plant.
– Secure bag at base of stem so it is relatively
tight.
– Water plant and set in the sun.
– Observe water droplets / evidence of
transpiration the next day.
257. • Activity! Transpiration.
– Place a clear plastic bag over a section of
plant.
– Secure bag at base of stem so it’s relatively
tight.
– Water plant and set in the sun.
– Observe water droplets / evidence of
transpiration the next day.
258. • Activity! Transpiration.
– Place a clear plastic bag over a section of
plant.
– Secure bag at base of stem so it’s relatively
tight.
– Water plant and set in the sun.
– Observe water droplets / evidence of
transpiration the next day.
259. • Activity! Transpiration.
– Place a clear plastic bag over a section of
plant.
– Secure bag at base of stem so it’s relatively
tight.
– Water plant and set in the sun.
– Observe water droplets / evidence of
transpiration the next day.
260.
261. Alternative method / extension at…
http://gcuonline.georgian.edu/wootton/transpiration.htm
272. Soda bottle cut by
teacher or parent,
Filtering Water Activity / Infiltration
273. Soda bottle cut by
teacher or parent, invert
the top like so.
Filtering Water Activity / Infiltration
274. Soda bottle cut by
teacher or parent, invert
the top like so. Add cap
Filtering Water Activity / Infiltration
275. Soda bottle cut by
teacher or parent, invert
the top like so. Add cap
Filtering Water Activity / Infiltration
Teacher is going to
create nasty water
with coffee grounds,
garlic powder, and
vegetable oil, and
salt.
276. Soda bottle cut by
teacher or parent, invert
the top like so. Add cap
Your group must
brainstorm methods to
filter water, bring in the
materials as a group and
assemble tomorrow.
Filtering Water Activity / Infiltration
Teacher is going to
create nasty water
with coffee grounds,
garlic powder, and
vegetable oil, and
salt.
277. Soda bottle cut by
teacher or parent, invert
the top like so. Add cap
Your group must
brainstorm methods to
filter water, bring in the
materials as a group and
assemble tomorrow.
Filtering Water Activity / Infiltration
Teacher is going to
create nasty water
with coffee grounds,
garlic powder, and
vegetable oil, and
salt.
Teacher will add dirty
water to the top.
278. Soda bottle cut by
teacher or parent, invert
the top like so. Add cap
Your group must
brainstorm methods to
filter water, bring in the
materials as a group and
assemble tomorrow.
Filtering Water Activity / Infiltration
Teacher is going to
create nasty water
with coffee grounds,
garlic powder, and
vegetable oil, and
salt.
Teacher will add dirty
water to the top.
Filtering
Materials
279. Soda bottle cut by
teacher or parent, invert
the top like so. Add cap
Your group must
brainstorm methods to
filter water, bring in the
materials as a group and
assemble tomorrow.
Filtering Water Activity / Infiltration
Teacher is going to
create nasty water
with coffee grounds,
garlic powder, and
vegetable oil, and
salt.
Teacher will add dirty
water to the top.
Filtering
Materials
How clear can your group get the water?
280. • Answer: Percolation trapped the larger
particles as the water moves through the soil.
281. • Answer: Percolation trapped the larger
particles as the water moves through the soil.
293. • Activity! Not Smart Board.
– Teacher on next slide to minimize out of
slideshow.
– Students should drag the terms to the correct
position on the picture.
– Answer revealed after.
417. • Video Link! Water and Carbon Cycle Crash
Course.
– Advanced and Optional
– http://www.youtube.com/watch?v=2D7hZpIYlCA&l
ist=PL8dPuuaLjXtNdTKZkV_GiIYXpV9w4WxbX
420. • “AYE” Advance Your Exploration ELA and
Literacy Opportunity Worksheet
– Visit some of the many provided links or..
– Articles can be found at (w/ membership to
NABT and NSTA)
• http://www.nabt.org/websites/institution/index.php?p=
1
• http://learningcenter.nsta.org/browse_journals.aspx?j
ournal=tst
Please visit at least one of the
“learn more” educational links
provided in this unit and
complete this worksheet
421. • “AYE” Advance Your Exploration ELA and
Literacy Opportunity Worksheet
– Visit some of the many provided links or..
– Articles can be found at (w/ membership to NABT
and NSTA)
• http://www.nabt.org/websites/institution/index.php?p=1
• http://learningcenter.nsta.org/browse_journals.aspx?jo
urnal=tst
422. • This PowerPoint is one small part of my Ecology
Abiotic Factors Unit. This unit includes…
• A 4 Part 2,400+ Slide PowerPoint
• 14 page bundled homework packaged that
chronologically follows PowerPoint, + modified
version
• 16 pages of unit notes with visuals
• 2 PowerPoint review games
• Rubrics, Answer Keys, games, and much more.
• http://sciencepowerpoint.com/Ecology_Abiotic_F
actors_Unit.html
423.
424. 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.
Full Unit can be found at…
http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html
431. • Please visit the links below to learn more
about each of the units in this curriculum
– These units take me about four years to complete
with my students in grades 5-10.
Earth Science Units Extended Tour Link and Curriculum Guide
Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html
Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html
Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html
Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html
Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html
Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html
= Easier = More Difficult = Most Difficult
5th – 7th grade 6th – 8th grade 8th – 10th grade
432. Physical Science Units Extended Tour Link and Curriculum Guide
Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.
html
Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html
Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html
Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html
Life Science Units Extended Tour Link and Curriculum Guide
Human Body / Health Topics
http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html
DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html
Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html
Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html
Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html
Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html
Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html
Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm
Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html
Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html
433. • The entire four year curriculum can be found at...
http://sciencepowerpoint.com/ Please feel free to
contact me with any questions you may have.
Thank you for your interest in this curriculum.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com
434. • Thank you for your time and interest in this
curriculum tour. Please visit the welcome / guide on
how a unit works and link to the many unit previews
to see the PowerPoint slideshows, bundled
homework, review games, unit notes, and much
more. Thank you for your interest and please feel
free to contact me with any questions you may have.
Best wishes.
• Sincerely,
• Ryan Murphy M.Ed
• ryemurf@gmail.com