This document appears to be notes from a science lesson about habitats and ecosystems. It includes definitions of key terms like habitat, microhabitat, and the needs of organisms. It describes an activity where students model predator-prey relationships by tossing shapes into areas with varying levels of habitat cover. The activity findings suggest that habitats with higher cover make it more difficult for predators to catch prey. The document encourages students to learn more through provided links and complete related worksheets and assignments.

1. • Which tree has more value in a forest
ecosystem?
Copyright © 2010 Ryan P. Murphy

4. • RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
Copyright © 2010 Ryan P. Murphy

5. -Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn. Please label.
Individual
Population
Community
Ecosystem
Biome
Biosphere

6. • RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy

7.  Habitat: The type of environment in which
an organism lives.
Copyright © 2010 Ryan P. Murphy

8. • Which tree has more value in a forest
ecosystem?
Copyright © 2010 Ryan P. Murphy

9. • Answer!
Copyright © 2010 Ryan P. Murphy

10. • Answer! Both have value,
Copyright © 2010 Ryan P. Murphy

11. • Answer! Both have value, but dead trees are
extremely valuable to a forest ecosystem
because they provide habitat such as den
sites, a steady food source of insects, and
ultimately fertilize the soil after decay.
Copyright © 2010 Ryan P. Murphy

12. • Answer! Both have value, but dead trees are
extremely valuable to a forest ecosystem
because they provide habitat such as den
sites, a steady food source of insects, and
ultimately fertilize the soil after decay.
Copyright © 2010 Ryan P. Murphy

13. • Answer! Both have value, but dead trees are
extremely valuable to a forest ecosystem
because they provide habitat such as den
sites, a steady food source of insects, and
ultimately fertilize the soil after decay.
Copyright © 2010 Ryan P. Murphy

14. • Note: Habitats can be both large and small.
Copyright © 2010 Ryan P. Murphy

15. • Note: Habitats can be both large and small.
– Picture of a tide pool. A nice little habitat for
many sea creatures.
Copyright © 2010 Ryan P. Murphy

16. • Microhabitat: The very small, specialized
habitat that an organism lives.
Copyright © 2010 Ryan P. Murphy

17. • Microhabitat: The very small, specialized
habitat that an organism lives.
– Ex. a clump of grass or a space between rocks.
Copyright © 2010 Ryan P. Murphy

18. • Microhabitat: The very small, specialized
habitat that an organism lives.
– Ex. a clump of grass or a space between rocks.
Copyright © 2010 Ryan P. Murphy

19. • Microhabitat: The very small, specialized
habitat that an organism lives.
– Ex. a clump of grass or a space between rocks.
Copyright © 2010 Ryan P. Murphy

20. • Microhabitat: The very small, specialized
habitat that an organism lives.
– Ex. a clump of grass or a space between rocks.
Copyright © 2010 Ryan P. Murphy

21. • Microhabitat: The very small, specialized
habitat that an organism lives.
– Ex. a clump of grass or a space between rocks.
Copyright © 2010 Ryan P. Murphy

22. • Microhabitat: The very small, specialized
habitat that an organism lives.
– Ex. a clump of grass or a space between rocks.
Copyright © 2010 Ryan P. Murphy

23. • Microhabitat: The very small, specialized
habitat that an organism lives.
– Ex. a clump of grass or a space between rocks.
Copyright © 2010 Ryan P. Murphy

24. • Microhabitat: The very small, specialized
habitat that an organism lives.
– Ex. a clump of grass or a space between rocks.
Copyright © 2010 Ryan P. Murphy
Learn more about microhabitats and lichen at…
http://www.anbg.gov.au/lichen/ecology-habitats-micro.html

25. • Habitat Activity Available Sheet

26. • Habitat Activity Available Sheet

30. Important Note: We are talking about dragonflies and
mites and things. Obviously don’t die, and you might
want to hold off on the baby making thing for a
considerable amount of time. Thank you.

31. • Habitat Activity. Mice and Foxes
– Sheets provided in activities folder.

32. • Habitat Activity. Mice and Foxes
– Sheets provided in activities folder.

33. • Habitat Activity. Mice and Foxes

34. • Students (FOXES) toss in small circle.

35. • Students (FOXES) toss in small circle.

36. • Students (FOXES) toss in small circle.

37. • Habitat Activity. Mice and Foxes
This would count as 3 mice caught

38. • Habitat Activity. Mice and Foxes
This would count as 2 mice caught

39. • Habitat Activity. Mice and Foxes
This would count as 2 mice caught

40. • No habitat

41. • How many total mice were caught?

42. • How many total mice were caught?
Your group must
decide close calls
?

43. • How many total mice were caught?
Your group must
decide close calls
?

44. • How many total mice were caught?

45. • How many total mice were caught? 19

46. • This is low cover habitat.

47. • This is low cover habitat.

48. • This is medium cover habitat.

49. • This is medium cover habitat.

50. • This is high cover habitat.

51. • This is high cover habitat.

52. • Habitat Activity Available Sheet

53. • Please record the following spreadsheet into
your science journal. (3 trials each round)
Number
of Mice
No cover
Habitat
Low
Cover
Medium
Cover
High
Cover
# caught
by you
Group
Total
Final
Total
All trials

54. • Procedure: Work in table groups 3-5.
– Each student must toss a transparency circle
into the feeding zone with no cover habitat
and record the number of mice you caught on
your spreadsheet.
– Find the sum of everyone in your group to get
group total.
2
11

55. • Procedure: Work in table groups 3-5.
– Each student must toss a transparency circle
into the feeding zone with no cover habitat
and record the number of mice you caught on
your spreadsheet.
– Find the sum of everyone in your group to get
group total.
2
11

56. • Procedure: Work in table groups 3-5.
– Each student must toss a transparency circle
into the feeding zone with no cover habitat
and record the number of mice you caught on
your spreadsheet.
– Find the sum of everyone in your group to get
group total.
2
11
4 3
14 15

57. • Procedure: Work in table groups 3-5.
– Each student must toss a transparency circle
into the feeding zone with no cover habitat
and record the number of mice you caught on
your spreadsheet.
– Find the sum of everyone in your group to get
group total.
2
11
4 3
14 15

58. • Procedure: Work in table groups 3-5.
– Each student must toss a transparency circle
into the feeding zone with low cover habitat
and record the number of mice you caught on
your spreadsheet.
– Find the sum of everyone in your group to get
group total.
2
11
4 3
14 15

59. • Procedure: Work in table groups 3-5.
– Each student must toss a transparency circle
into the feeding zone with medium cover
habitat and record the number of mice you
caught on your spreadsheet.
– Find the sum of everyone in your group to get
group total.
2
11
4 3
14 15

60. • Procedure: Work in table groups 3-5.
– Each student must toss a transparency circle
into the feeding zone with high cover habitat
and record the number of mice you caught on
your spreadsheet.
– Find the sum of everyone in your group to get
group total.
2
11
4 3
14 15

61. • Simulated data if not completing.
Number
of Mice
No cover
Habitat
Low
Cover
Medium
Cover
High
Cover
# caught
by you
Group
Total
Final
Total
All trials
3 4 3 3 2 2 1 0 3 1 1 0
10 12 12 9 8 8 7 6 6 4 5 4

62. • Habitat Activity Available Sheet

63. • Habitat Activity Available Sheet

64. • Habitat Activity Available Sheet
30
25
20
15
10
5

65. • Habitat Activity Available Sheet
30
25
20
15
10
5

66. • Habitat Activity Available Sheet
30
25
20
15
10
5

67. • Habitat Activity Available Sheet
30
25
20
15
10
5

68. • Habitat Activity Available Sheet
30
25
20
15
10
5

69. • Habitat Activity Available Sheet
30
25
20
15
10
5

70. • Questions to answer in journal.
– Please make a column graph showing the totals of
mice caught in no cover habitat, low cover habitat,
medium cover habitat, and high cover habitat.

72. • How did an increase in cover habitat change
the amount of mice captured by the foxes?

73. • How did an increase in cover habitat change
the amount of mice captured by the foxes?
• The data suggests that the high cover
habitat was the most difficult to catch mice.
Only 13 mice were captured in the high
covered compared to 34 in no cover.

75. “What are the five
things in a habitat
that I need to
survive?”

76. • You can now complete this question on
your bundled homework.

77. • You can now complete this question on
your bundled homework.

79. • Activity! The important of space.
– Please stand in a tight group in the middle of the
room inside of the box and record some notes.
– Please answer the multiple choice questions
neatly in your science journal at the end.

80. • Activity! The important of space.
– Please stand in a tight group in the middle of the
room inside of the box and record some notes.
– Please answer the multiple choice questions
neatly in your science journal at the end.

81. • Activity! The important of space.
– Please stand in a tight group in the middle of the
room inside of the box and record some notes.
– Please answer the multiple choice questions
neatly in your science journal at the end.

82.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

83.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

84.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

85.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

86.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

87.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

88.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

89.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

90.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

91.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

92.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

93.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

94.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

95.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

96.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

97.  The needs of an organism are…
 Air.
 Water.
 Food.
 Shelter.
 Space.
Copyright © 2010 Ryan P. Murphy

98. • How important is space to your happiness?
Copyright © 2010 Ryan P. Murphy

100. • “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

101. • “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

102. • This PowerPoint is one small part of my Ecology
Interactions Unit. This unit includes
• 3 Part 2000+ Slide PowerPoint
• 12 page bundled homework packaged that
chronologically follows PowerPoint, + modified
version and answer keys.
• 7 pages of unit notes with visuals
• 3 PowerPoint review games with answer keys.
• Rubrics, games, flash cards and much more.
• http://sciencepowerpoint.com/Ecology_Interactio
ns_Unit.html

104. 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. An entire mini unit of
ecological succession is also included with homework, notes, field study
project and PowerPoint review game
Full Unit can be found at…
http://sciencepowerpoint.com/Ecology_Interactions_Unit.html

109. • 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

110. 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

111. • 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

112. • 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