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Questions that encompasses the objective:. What are some things that a penguin needs to survive that a desert cannot provide? Prepare the Learner: Activating Prior Knowledge. How will students prior knowledge be activated?
Warm up by asking students:. Common Core State Standards:. Aquatic Biome: word search. Desert Biome: word scramble. Paper cardstock, construction paper, etc. Input: What is the most important content in this lesson? How will the learning of this content be facilitated?
As the teacher explains each page, the students will underline the key words on their worksheet. In the worksheet packet, there is a worksheet for each of the five biomes. Brief facts about the biome are provided on the worksheet, as well as a picture. It is important that the teacher tell the students that they will be learning more about the biomes in future lessons and that this is just an introduction.
Biome: a large naturally occurring community of flora and fauna occupying a major habitat, e. Dictionary definition.
The division of the biomes is based on climate, soil type, animals fauna , and plants flora. Provide instruction about each of the biomes and display visual narrative of the information, as well in order to meet the different learning styles of students. Chunking a lesson allows students to take in smaller segments of a broad topic. Teach a biome, then show minutes of a related video clip for the biome. Rainforest Beneath the Canopy Part 1 is a good clip to help students understand what a canopy is and how it restricts the sun's rays from penetrating to the floor of the rain forest.
The clip also shows students how organisms have adapted in this environment. Provide guided notes for students to complete or instruct them to take notes using a note-taking strategy that you have taught. For this particular lesson, a graphic organizer is well suited for note-taking because its structure allows students to summarize the facts in a brief and concise fashion.
Integrate a review of previously taught concepts into the instruction, using an inquiry-based approach for the review by asking students to respond to questions.
For example:. Also, build in checks for understanding after each biome is introduced. Ask questions like:. Engage students in discussion and listen to their responses. Another review option is to distribute whiteboards and dry erase markers to students. Display one question at a time on a LCD projector. Instruct students to write the answer on the board and show it to you after they identify the answer choice they select.
Oftentimes students, especially students with reading deficits, struggle to clearly identify what a question is asking. Showing students how to think through the reasoning needed to identify the correct answer is a needed skill that students can develop over time. This assignment allows students to build their literacy skills by writing in a different style with a targeted purpose of passing on information.
Instruct students to use the computer to create a travel brochure that describes a biome of their choosing.
Take a few minutes to talk about brochures and share:. Inform students that the task is to create a brochure that will promote or convince others to want to visit the biome about which they choose to write.
The brochure should include information concerning:. Provide students a rubric that allows them to know what is expected in the completed work product. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. A: Structure and Function LS1. A: Inheritance of Traits LS3.
B: Natural Selection LS4. C: Adaptation LS4. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. Cause and effect: Mechanism and explanation.
Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts. Scale, proportion, and quantity. Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.
Energy and matter: Flows, cycles, and conservation. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study Back to top How to Navigate this Site for Beginners Click on pictures of biomes or plants to get to the information pages.
Click on underlined phrases to find further information or to go on to next step. Use the back button to return to previously seen information. Otherwise, use the links provided in the pages to continue. Back to top General Tips When accessing information on the biomes, first you will come to a fact sheet, which is a quick reference about that biome and includes temperature and precipitation graphs for a city located in that biome.
The Web sites that are listed under the biome information pages are written mostly on a middle or high school level. You may want to tell your students to avoid frustration. Since the graphs are an important piece, you may want to go over them with your students prior to the missions. You may want to print out graphs and make transparencies, then put them on an overhead to compare them.
For example, you can compare desert to tundra. Look for patterns between temperature and precipitation. There are temperature and precipitation graphs for cities located in each biome. One set is embedded within the information pages.
A different set is used in the Great Graph Match. Some ideas for your discussion might be: Why are the scales different? Look for patterns or curves in the graphs. What is the significance of the information on the graph? What are the high and low values? Why are they high or low? Encourage students to refer back to the biome information pages as they are working on the missions. The necessary links are on most pages for easy reference.
This can also help a lost student! Teaching options: As you teach each biome, you may want to reference just the specific pages for that biome. Once you have studied all the biomes covered in Mission: Biomes you can complete the missions.
After you have completed a comprehensive study of all the biomes covered in Mission: Biomes , you can complete the missions. Prerequisite Knowledge Students should be able to read and interpret simple graphs and have some knowledge of biomes. Mission Tips Graph sets were chosen for cities that represent each biome. The sets in the matching game are different from the ones in the biome information pages so that the Great Graph Match can be used as an assessment tool.
At the end of this comprehensive biomes lesson plan, students will be able to observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms.
Each lesson is designed using the 5E method of instruction to ensure maximum comprehension by the students. The following post will walk you through each of the steps and activities from the biomes lesson plan. At the beginning of the lesson, the class will do a Think-Pair-Share to discuss the objective. Students will then be asked to describe the characteristics of the area in which they live in.
The teacher will lead the class in a discussion on climate, animals, and plants. Students will then observe leaves that represent 3 different biomes and list reasons why the leaves might be different.
Teacher and students will then cover relevant vocabulary. The teacher will help to clear any misconceptions about biomes. Estimated Class Time for the Engagement: minutes. This student-centered station lab is set up so students can begin to explore biomes. Four of the stations are considered input stations where students are learning new information about biomes, and four of the stations are output stations where students will be demonstrating their mastery of the input stations.
Each of the stations is differentiated to challenge students using a different learning style. You can read more about how I set up the station labs here.
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