The evaluation is the first part of two, which has 20 multiple choice question that covers a wide range of topics in population ecology, including:

Overall, the evaluation is a comprehensive assessment of students' understanding of the key concepts in population ecology.

The second part is also found in my published materials.

Bring Genetics Vocabulary to Life in Your Classroom! These vocabulary cards are perfect for building an interactive word wall, helping students master key terms while exploring complex concepts in a visual and accessible way. An essential resource for facilitating learning in science!

 

This resource includes 50 flashcards with the most relevant vocabulary for the topic of genetics!

 

Each word comes with a definition and an illustration to help explain the term.

 

The cards are letter-sized, and I’ve included a small video to show you how to print them smaller.

 

If you feel like there’s a word missing, feel free to leave me a comment, and I’ll happily add it.

 

 

 

 

1. Active Word Wall: Use the cards to create a word wall in your classroom, adding new words each week. Students can refer to the wall during lessons or activities related to genetics.

2. Word Scavenger Hunt: Organize a classroom scavenger hunt where students must find the vocabulary cards that match definitions or examples given to them.

 

If you liked this resource and it was useful for your class and students, follow my store for more products.

 

Don’t forget to leave a REVIEW on this product to earn TpT credits that you can use to buy more resources!

 

Looking for this resource in Spanish? Here’s the link:

Take vocabulary learning to a whole new level with these vocabulary flashcards designed for 10 different games! Make your classes dynamic and fun while your students reinforce key terms through playful activities. This resource is perfect for keeping students engaged and actively learning.

 

You will find two sets of flashcards:

 

It has 156 cards that include the word, the definition, and some pictures. When your students play this with set, they will realice that some flashcards may have different answers: for example, for the tiger image your students could choose the word consumer, tertiary consumer and carnivore. So the game can take different directions.

 

 

That's why in the second link you will find 100 flashcards with only words and definitions in case you or your students find it easier this way.

 

 

 

 

In addition to the vocabulary cards, you'll find guides for each game.

 

 

If you enjoyed this resource and found it useful for your class and students, follow my store for more products.

 

Don't forget to leave a REVIEW for this product to earn TpT credits that you can use to purchase more resources!

 

Get your students excited to learn with the interactive "I Have... Who Has...?" game! This fast-paced, engaging activity is perfect for reinforcing key vocabulary and concepts while keeping everyone actively involved. Whether you're reviewing content or introducing new terms, this game will get your students thinking, collaborating, and having fun—all while mastering essential material!

 

You will find two sets of flashcards:

 

It has 80 cards that include the word, the definition, and some pictures. When your students play this with set, they will realice that some flashcards may have different answers: for example, for the tiger image your students could choose the word consumer, tertiary consumer and carnivore. So the game can take different directions.

 

 

That's why in the second link you will find 51 flashcards with only words and definitions in case you or your students find it easier this way.

 

 

In addition to the vocabulary cards, you'll find guides for the game.

 

 

If you enjoyed this resource and found it useful for your class and students, follow my store for more products.

 

Don't forget to leave a REVIEW for this product!

 

This is the second part of the Ecology evaluation. The open answer questions in this evaluation assess students' understanding of ecological interactions and the impact of introduced species on native populations.

Students are asked to identify four ecological interactions present in the Cerros Isla ecosystem and describe each interaction, mentioning the species participating in each case. This question assesses students' ability to identify and describe the different types of ecological interactions that can occur between species.

Students are then asked to explain one of the ecological interactions present in the text, indicating whether the interaction is positive, neutral, or negative for each participant. This question assesses students' ability to apply their knowledge of ecological interactions to real-world examples.

Next, students are asked to explain two ways in which introduced species alter native populations, including their knowledge of ecological interactions in their answer. This question assesses students' ability to understand the complex ways in which introduced species can interact with native species and impact native populations.

Finally, students are asked to give one example of an introduced invasive species and explain its impact on native flora and/or fauna. This question assesses students' ability to identify and describe the impact of introduced invasive species on native ecosystems.

Overall, the open answer questions in this evaluation provide a comprehensive assessment of students' understanding of ecological interactions and the impact of introduced species on native populations.