Claire Guzinski Biomes Unit Plan

I. Rationale

(See section VI)

II. Lesson Plan Outline LS.10 The student will investigate and understand how organisms adapt to biotic and abiotic factors in

an ecosystem. Key concepts include a) differences between ecosystems and biomes; b) characteristics of land, marine, and freshwater ecosystems; and c) adaptations that enable organisms to survive within a specific ecosystem.

Day Day 1 Day 2 Day 3 Date March 14, 2012 March 15, 2012 March 16, 2012 NSTA Standards 1a, 1b, 2c, 3b, 6a, 6b,

7b, 8a 1b, 3b, 6a, 6b, 8a 1b, 3b, 6a, 6b, 8a

VA SOL L.S. 10, a, b L.S. 10, b, c L.S. 10, a -Oral review of

Biome vocabulary from homework. -Packet fact-finder activity using library books. 3 members for group, each group member will research 2 biomes and will come back together with group to fill in packet.

-Continue group work on "Fact Finder" Packet.

-Continue group work on "Fact Finder" packet

Assessment Vocabulary Homework

Students graded on whether or not they are on task

Students graded on whether or not they are on task

Day Day 4 Day 5 Day 6 Day 7 Day 8 Date March 19, 2012 March 20,

2012 March 21, 2012

March 22, 2012

March 23, 2012

NSTA Standards

1a, 1b, 1c, 2c, 3b, 4b, 6a, 6b, 7b, 8a

1b, 6a, 6b, 8a

1a, 1b, 1c, 2c, 3b, 4b, 6a, 6b, 7b, 8a

1a, 1b, 1c, 2c, 3b, 4b, 6a, 6b, 7b, 8a

1a, 1b, 1c, 6a, 6b, 7b, 8a

VA SOLS L.S. 10, a, b L.S. 10, a, b, c

L.S. 10, a, b, c

L.S 10, a, b, c L.S. 10, a, b, c

Lessons - About 10-15 minutes to finish up

-Explanation of

-Biome identification

-We will go over the trivia

(Continue work on

fact finder activity with group. Each group will be in charge of presenting 1 biome from the packet to the class and I will pull out plants to present as visuals for each Biome during the class discussion. -As a class we will list animals/plants from each biome on the board and discuss what they have in common/what adaptations they have to help them survive in that biome.

requirements for at-home Biome Box project.

PowerPoint and game. I will run through a 14 slide powerpoint and students will work in pairs to identify the Biome represented in the images on each slide.

game as a class and discuss what factors in each picture help students identify the Biome. - Introduction to project: Around the World in 35 Days! Students will work in groups of 3-6 depending on the class and will either sort pre-written descriptions or write journal entries for each of the 7 biomes as though they have visited them.

biome project) Once students complete the 7 journal entries they will cut them out and place them on a large piece of paper in the area of the world that they pertain to. They will then draw a picture of what that biome might look like around the journal entry, including animals, plants, landscape and weather. Requirements for each Biome are listed on the handout in section III.

Assessments "Fact Finder" packet will be collected and graded for completion/checked for comprehension

Nothing collected but students will get a grade for how well they are participating and on task

Answers to Biome identification powerpoint

Progress on Journal entries/Biome description identification will be checked for a classwork grade

Nothing will be turned in but students will be graded on how well they are on task

Day Day 9 Day 10 Day 11 Day 12 Day 13

Date March 26, 2012

March 27, 2012

March 28, 2012

March 29, 2012

March 30, 2012

NSTA Standards

1a, 1b, 1c, 6a, 6b, 8a

1a, 1b, 1c, 2c, 3b, 6a, 6b, 8a

1c, 2c, 3b, 6a, 6b, 8a

1a, 1c, 2c, 4b, 6a, 6b, 7b, 8a

1a, 2c, 6a, 6b, 7b, 8a

VA SOLS L.S. 10, a, b, c

L.S. 10, a, b, c L.S. 10, a, b, c L.S. 10, a, b, c

L.S. 10 a, b, c

Lessons -Students will continue work on their Biome Poster with their group.

-Students may take 20-30 minutes to finish their poster if needed. -Once their group is done and their project is turned in students will have the rest of the bell to use the books in the classroom to do research for their at-home Biome Box,

Students will spend today in the computer lab doing research for their at-home Biome Box project.

Review game day (Fly swatter game using students review questions and some of our own)

Test on Biomes

Assessments Nothing will be turned in but students will be graded on how well they are on task

Biome poster for group grade

Participation and focus in computer lab research.

Participation in review games

Test on Biomes

Day Day 14 Day 15 Day 16 Day 17 Day 18 Date April 2,

2012 April 3,

2012 April 4,

2012 April 5, 2012 April 6, 2012

NSTA Standards

1a, 1b, 1c, 2c, 3b, 6a,

6b, 8a

1a, 1b, 1c, 2c, 3b, 6a,

6b, 8a

1a, 1b, 1c, 2c, 3b, 6a,

6b, 8a

1a, 1b, 1c, 2c, 3b, 6a, 6b, 8a

1a, 1b, 1c, 2c, 3b, 6a, 6b, 8a

VA SOLS L.S. 10, a, b, c

L.S. 10, a, b, c

L.S. 10, a, b, c

L.S. 10, a, b, c L.S. 10, a, b, c

Lesson -30 minute period. Students

-30 minute period. Students

-30 minute period. Students

-At home Biome Projects due. -Students will

-Students will spend the bell presenting their

will spend the day in the computer lab researching their at-home Biome Box projects.

will spend the day in the computer lab researching their at-home Biome Box projects.

will spend the day in the computer lab researching their at-home Biome Box projects.

spend the bell presenting their projects.

projects.

Assessment Biome Box project/presentation

Biome Box project/presentation

III. Daily Lesson Plans

Lesson Plan 1

(Unit Plan: Fifteen 50 Minute class periods) Purpose: -Students will use the distinguishing characteristics of each of the 7 Biomes to differentiate one from another. -Students will compare and contrast Biomes to ecosystems and describe a relationship between the 2. - Students will recognize the different plants and animals found in each Biome and will apply this knowledge in defining the term Biomes. Safety/Classroom Management: -Hold plants and walk them around room. Do not let students touch the cactus. -In the advanced class there will be 3 students in a group, preferably one of whom is well traveled and can provide experiences with other Biomes. -In the core classes there will be 4 students in a group. I will assign who is in charge of which Biomes and explain how I want students to go about sharing notes. Groups will be a mix of cultural capital. Students who have spent their whole lives in the area will be paired with students who grew up elsewhere or who travel often. -In the inclusion class students will be grouped as they are in the core classes but I will make sure to have at least 2 strong readers and 1 strong speaker in each group. If possible I will delegate a strong student as group leader and put them in charge of the sharing process. -In all classes I will work hard to create groups that work well together and will be careful of contracts/conflicts between students. Materials: -Bromiliad -Branch from a Rubber Tree -2 Conifer branches -2 Deciduous branches (one with leaves, one without) -Water plants, algae -Wildflowers, grasses -Moss -Discussion guides -World map -Pencils Resources: -Textbook -World Map Standards: LS.10 The student will investigate and understand how organisms adapt to biotic

and abiotic factors in an ecosystem. Key concepts include d) differences between ecosystems and biomes;

e) characteristics of land, marine, and freshwater ecosystems; and f) adaptations that enable organisms to survive within a specific ecosystem.

1) Engage (5 Minutes): (on the tail end of ecosystems) Do all ecosystems have the same plants and animals? What about the same temperature and rainfall? 2) Explore (20 Minutes): Using 7 different plants. Hold up a cactus. In what sort of ecosystem would you find this plant? Is this ecosystem hot or cold? Does this ecosystem get lots of rain or only a little? (Repeat this questioning with 6 other plants. Some will be obvious, like water plants, some will need more probing questions, like deciduous trees). 3) Explore Part 2 (75-100 Minutes): (see handout below) Students will work in groups of 3-4 to complete the fact-finder packet below. Each student will be in charge of 1-2 Biomes and once they have finished, they will share with their group. In the end each person will have all 7 Biomes completed. If students finish before their peers, they will work to complete the map on their own. 4) Explain (100 Minutes): As a class we will go over the packet on Biomes. Each group in the class will be responsible for one Biome and I will be calling on inattentive students to give answers. Because they shared their information I will expect each student to be able to answer when I ask. As we go over the packet I will reintroduce the 7 plants that I used in the Explore Part 1 section of the lesson and will use them as visuals to correlate to the different Biomes. Once we finish the discussion, I will ask students to name me some things that they noticed that changed from one Biome to the next (animals, plants, rainfall, climate....) 5) Elaborate (20 Minutes): After the discussion we will pull down the Map of the World in the classroom. I will ask students who had time to work on the map to come up and point out the areas of the world where the different Biomes exist. We will then discuss the different characteristics that exist in different layers of the Earth. (Rainforests are around the equator and are hot and humid year round, Tundras are at the poles and are cold and dry with very short summers, grasslands seem to exist between deserts and forests and their temperature and rainfall fall between their two surrounding Biomes, Pine trees need colder weather and Boreal Forests exist farther North than Deciduous forests...) 6) Evaluate : Formative-At the end of class I will collect the discussion guides to ensure that students were following along and that I don't need to recover any of the material. They will be graded for completion. Formative (5 Minutes)-If there is time at the end of class I will assign an exit slip where I ask students to list 3 characteristics that differ from one Biome to another. These will be to check comprehension and will be graded for completion and accuracy.

Biomes (P. 734-745)

Rain Forest Biomes (p. 735-736)- Do temperatures stay the same or change a lot throughout the year? -Temperatures stay the same throughout the year. The rainforest is always hot and humid. Rainfall: -Over 300cm Are there many species or few species of plants and animals: -Yes! Over 50% of the species on Earth live in the rainforest The canopy is: -The tall trees that make up the "leafy roof" in the rainforest What types of plants are found in the canopy? -Tall Trees The understory is: -The second layer of plants under the canopy What types of plants are found in the understory? -Shorter trees, vines, shrubs, flowers What are 3 types of plants that live here? Cedars, Redwoods, Douglas Firs What are 3 types of animals that live here? Beetles, tarantulas, tucans, parrots, panthers 2 Types of Rainforest Biomes-Tropical Rainforests, Temperate Rainforests Desert Biomes (p. 736-737)- Describe the temperature in a desert biome: Hot and Dry. Hot during the day and cold at night. Rainfall:

Less than 25cm per year There is More evaporation than precipitation in a desert. What is one type of plant that can be found in the desert biome? Saguaro Cactus What are 2 types of animals that can be found in a desert biome? Gila Monster, tarantulas, roadrunners, vulture, camels What is one adaptation that plants have that helps them survive in the desert? Some plants, like the saguaro cactus, can expand to hold more water when it rains. What is one adaptation that animals have that helps them survive in the desert? Some animals live underground (where it's cooler) and are only active at night when it isn't so hot. Types-Hot and Cold Grassland Biomes (p. 737-738)- Rainfall: 25-120cm Describe the temperature of a grassland biome: Moderate. It is warmer than the deciduous forest, but cooler than the desert Most of the plants in the grassland are Grasses . There are also a few scattered Shrubs and small Trees . The grasslands are home to some of the largest animals on Earth. Name 6 types of animals that can be found in the grassland biome: Bison, elephants, zebra, giraffes, antelopes, rhinocerous, kangeroos Describe the diet of these large animals that inhabit the grasslands: These are all herbivores

How is this an adaptation to the grassland environment? These animals live in an area where there is a lot of grass and plants, so they eat plants. This means that they always have food so they are healthier. How do these animals help to maintain the grasslands? These herbivores are walking lawnmowers and fertilizers. They eat the grass to keep it from growing too tall, then they digest and release the grass. Their waste acts as fertilizer to help more grass grow. Types-Prairies, Savannahs Deciduous Forests (738-739)- Rainfall: At least 50cm per year What type of tree will you always find in a deciduous forest? Deciduous Trees What makes these types of trees unique? Deciduous trees lose their leaves in the fall and grow new leaves in the spring What are two examples of these trees? Oak and Maple What are 4 types of animals that you can find here? Squirels, Chipmunks, garder snakes, black bears, deer, owls, skunks, possums What are 2 adaptations that animals in the deciduous forest have to the cold winters of the biome? If they don't like the weather, they leave or they sleep until they do. They migrate or they hibernate. Boreal Forest Biomes (739-740)- Rainfall: 25-27cm per year Describe the average temperature in this biome: Cold!

The Boreal Forest is also known as the Coniferous Forest, and the Taiga . What type of tree will you always find in a Boreal Forest? Coniferous Trees What makes these trees unique? Coniferous trees do not shed their leaves. They have needles for leaves and their seeds are in cones. What are 3 types of trees that you will find in a coniferous forest? Fir, Spruce, Hemlock Water is frozen for most of the year in this biome, how are these trees adapted to the lack of available water? The waxy coating on their needles helps keep water from evaporating, so they conserve water as long as possible. What are 3 types of animals that you might see in this biome? Moose, wolves, lynx, deer, reindeer, elk, beavers Tundra (740-741)- Rainfall: Less than 8cm per year Describe the climate of this biome: VERY COLD and very dry. Extremely windy What is the Permafrost? Because the tundra is so cold the ground and the soil is frozen solid all year long. This is called the permafrost (permafrost=permanently frozen) Other than temperature, what is the difference between summer and winter in the Tundra biome? In the summer, the top 6 inches of soil will defrost enough to let plants grow

What are 3 types of plants you might find in the tundra? Mosses, Grasses, shrubs, lichens and dwarf trees Some animals migrate to a warmer area during the cold, tundra winters. What adaptations do the animals who live in the tundra all year round have to survive the long, harsh winter? Mammals grow thick fur coats and some retain blubber to insulate themselves from the cold. Caribou eat fungi and algae, wolves eat weak members of the pack. Name 3 animals that you might find in the tundra? Wolves, caribou, foxes, hares Water Biomes (742-745)- What are the two main types of water biomes? Freshwater and Marine (salt water) What is the most common type of producer in the water Biome? Algae Where can an Estuary environment be found? In the space where a freshwater river meets a salt water ocean What 3 things make the Intertidal zone such a difficult habitat to live in? Crashing waves, changing temperatures, and creatures are covered in water 1 half of the day, and exposed to air the next. What makes the Neritic zone so rich in living things? The neritic zone is shallow enough that sunlight can get through. Because sunlight can get through, plants can live there and perform photosynthesis. Because plants live there, animals that eat plants can live their too.

In the page numbers for each biome in the book there is a map that looks just like the one below. In each map the areas of the world where that biome exists are shaded in. Shade in the areas on the Earth where each biome exists on the map below. Use a different color for each of the 7 biomes (your map should have 7 colors). At the bottom, make a key to show which color represents which biome.

Lesson Plan 2 (Each part will take place when convenient during the unit during any spare time)

Purpose: -Students will demonstrate in-depth knowledge about a specific Biome through completion of the Biome Box and associated questions. -Students will define the Biotic and Abiotic factors present in a specific Biome by displaying these factors in their Biome Box. -Students will construct a model of a specific Biome using a box and hand-made components. Safety/Classroom Management: -Space and seat students with caution in the computer lab. Do not seat students next to one another who will be easily distracted and space students as much as possible. -Make sure that computers have firewalls against inappropriate websites. - Ensure that students are staying on task, move them into individual desks if necessary. - Have alternative work for students who choose not to use their time to research for the project. Materials: -Computers -Computer lab -Sample project Resources: -Library books on specific Biomes -Websites on specific Biomes -Textbook -Biome Project Explanation Sheet Standards: LS.10 The student will investigate and understand how organisms adapt to biotic

and abiotic factors in an ecosystem. Key concepts include g) differences between ecosystems and biomes; h) characteristics of land, marine, and freshwater ecosystems; and i) adaptations that enable organisms to survive within a specific ecosystem.

Part 1: (50 Minutes) Using the Biome Project Explanation sheet I will explain the guidelines of the project to the class and we will go through the sample project as a group to ensure that students understand what they can and can't do. I will make sure to emphasize that NO prefabricated animals/items may be included in the project. I do not want the kids to spend any money and all materials should be available around the home. I will give examples of materials and methods that they can use by referencing the sample project. Part 2: (20-120 Minutes) Using the Biome books from the library students will spend any free time over the unit plan researching and answering the questions pertaining to their Biome.

Students may use books, textbooks and magazines provided by the library for this part of their research and this research will be conducted in any down-time at the end of a lesson. There could potentially be a full lesson devoted to book research as well depending on time. Part 3: (50 Minutes) Students will take 1 period in the computer lab to use the internet to research and answer the questions associated with their Biome project. This period may be taken at any time that is convenient during the unit when the computer lab is available for use. Part 4: (At Home) Students will work on their own at home using materials from around the hose to actually construct their Biome Box. The construction will be done according to the guidelines laid out in the Biome Project Explanation sheet that we reviewed in class during Part 1 of this lesson. Part 5: (100-140 Minutes, to take place on the final days of the unit after the unit test) Students will present their final Biome Project to the class. They will hold their Box up for the class to see their handy work and I will ask them the 5 required questions 1 by 1 for them to answer out-loud. Depending on time the questions may not all be asked or may be asked in abbreviated form.

Take Home Biome Project (Core)

Assigned: March 16, 2012 Due: April 5, 2012 Objective: To create a project that demonstrates an understanding of the BIOTIC factors, ABIOTIC factors, land formation and weather conditions for one of the 7 major Biomes. Procedure: Develop a Biome Box that includes all of the major characteristics of your Biome. Guidelines For Your Box: -The project must be your own work and is to be placed in a box that is no larger than 45 centimeters by 30 centimeters. -The project must show 7 animals from your Biome, 4 plants from your Biome and the seasons that are present in your Biome. -The geographical features must match the ones in your Biome (that means the land should look like the land in your Biome; sand for the desert, flat and grassy for the grasslands...). -Finally, the average temperature in your Biome should be displayed on your box. Biotic Factors: You are required to show 7 animals and 4 plants found in your Biome. You may show up to 5 extra animals and 5 extra plants for 2 BONUS POINTS a piece. (Up to 20 Bonus Points!) The animals and plants must be standing in the Biome, DO NOT GLUE THEM FLAT TO THE BOTTOM OR SIDES! NO pre-made plants or animals will be accepted. DO NOT PURCHASE ANYTHING FOR THIS PROJECT! You may use printed animals, cut out drawings, folded paper, clay or any other material as long as you can find it around the house and none of the animals are ready-made. Abiotic Factors: Abiotic factors that you can see without a microscope must be included. Example-Rocks should be included but Oxygen would not since we cannot see it.

Questions that must be answered in COMPLETE SENTENCES on a SEPERATE SHEET OF PAPER (not here!) 1) Where is your Biome located? What continent or continents is it located in? Name at least 3 countries that have your Biome. 2) Name the animals that you have placed in your Biome. Tell if each one is an Herbivore, Omnivore or Carnivore. 3) Name the plants in your Biome and tell how many of them are producers. 4) How many seasons does your Biome have? What are they and what is the average temperature for your Biome. 5) Give 3 interesting facts about your Biome; there are the things that make your Biome different from other Biomes.

Lesson Plan 3 Purpose: - Students will identify the flora and fauna that are unique to each Biome and will define the adaptations that they have to survive in the conditions of that Biome. - Students will recognize the distinguishing characteristics associated with each Biome. - Students will demonstrate their understanding of the comprehensive characteristics of each Biome by illustrating the Biomes of the world. Safety/Classroom Management: -Use caution when compiling PowerPoint. Do not use any inappropriate pictures and use Movies that will be recognized by the broadest audience possible. Do not use any photos that are too grotesque or that contain any inappropriate images. -In the advanced class there will be 3 students in a group, preferably one of whom is well traveled and can provide experiences with other Biomes. -In the core classes there will be 4 students in a group. I will assign who is in charge of which Biomes and explain how I want students to go about sharing notes. Groups will be a mix of cultural capital. Students who have spent their whole lives in the area will be paired with students who grew up elsewhere or who travel often. -In the inclusion class students will be grouped as they are in the core classes but I will make sure to have at least 2 strong readers and 1 strong speaker in each group. If possible I will delegate a strong student as group leader and put them in charge of the sharing process. -In all classes I will work hard to create groups that work well together and will be careful of contracts/conflicts between students. Materials: -PowerPoint of images/movies - Mural assignment - Pencils -Paper Resources: - Textbook - Discussion Guide - PowerPoint Standards: LS.10 The student will investigate and understand how organisms adapt to biotic

and abiotic factors in an ecosystem. Key concepts include j) differences between ecosystems and biomes; k) characteristics of land, marine, and freshwater ecosystems; and l) adaptations that enable organisms to survive within a specific ecosystem.

1) Engage: (10-15 Minutes) We will play a round of Disney Movie Biome Trivia! I will show a PowerPoint of 7 different slides, each with a picture from a different well-known Disney film. We will go through the slides and students will work in pairs to identify the Biome of the setting of each movie. 2) Explore: (15 Minutes) Students will work in the same pairs as I run through another 7 slides on the PowerPoint. Each slide will correspond to one of the 7 Biomes and has 4 pictures representing the variety of conditions/animals in that Biome. Students will work to A) Identify each Biome B) Answer specific questions about the characteristics in each Biome C) Give me a distinguishing characteristic of each Biome (we discussed some of these in lesson plan 1during the Explain portion but it could also be something else such as an animal that lives there or a strange plant). 3) Explain: (20 Minutes) We will go through student answers to the Engage and Explore. Students will share their distinguishing characteristics and I will ask probing questions to draw their attention to different parts of each Biome (notice the types of trees here, the many colorful birds that live here, notice how this Biome is covered in snow but only gets 8cm of precipitation/year, why?) 4) Elaborate: (150 Minutes) I will introduce the assignment below. There are 2 versions, one for the advanced class and one for the core. Students will work in groups of 3-4 to illustrate the Biomes around the world and label their distinguishing characteristics on Butcher paper. Once finished, each group will have a mural to turn in. 5) Evaluate: Formative-I will collect the answers to the Engage/Explore section and grade them for completion. I will use the answers to check student comprehension and progress. Formative- After 2.5 class periods I will collect and grade the murals from each group. Since students are allowed to use notes for this assignment the grade will basically be for the inclusion of each necessary component.

Around the World in 3 Days! (Advanced) 1) In your group of 4, everyone select 2 Biomes that they would like to focus on, 1 person in the group will only get 1 Biome. 2) Write a journal entry for each of your 2 Biomes pretending like you were writing during a visit to that Biome. Each journal entry must be at least 4 sentences long and must include (but is not limited to) the following information about that Biome: -The name of the Biome -What was the climate like during your visit? (make up and include a temperature for your visit) -Whether it was raining/snowing during your visit -Two interesting animals that you've seen -One fun fact about the Biome. 3) Come get your large piece of paper and set it up like this: The labels show where on Earth your Biome exists. (Rainforest: Near the Equator, Tundra: Near the poles...) 4) Cut and paste your descriptions right above or below the label for your Biomes. 5) Read the instructions on how to illustrate each of your 2 (or 1) Biomes. If you are drawing a Forest Biome you must draw enough trees to make it look like a forest. Grasslands Draw the landscape of your Biome. Include at least 3 types of plants that are found there. Draw at least 3 animals, 2 of which should be herbivores. Label the Herbivores. Somewhere in your drawing write the average yearly rainfall. Deciduous Forest Draw the landscape of your Biome. Include at least 3 types of plants that are found there. Include at least 4 animals that live there. Somewhere in your drawing write the average annual rainfall. Label the deciduous trees in the picture. Desert Draw the landscape of your Biome. Include at least 2 types of plants and at least 3 animals that live there. When you draw your animals think about where they would be (underground keeping cool or running around in the sun). Somewhere in your drawing write the average annual rainfall. Water Biomes This Biome should be drawn in the spaces in between all of the other Biomes. First, Draw at least 4 animals that live here. Draw at least 2 producers (one of them should be the main producer in this Biome, algae). Once you are finished drawing the animals and producers, begin

coloring the water Biome blue. Remember, the water Biome should cover all of the space between other Biomes. Boreal Forest Draw the landscape of this Biome. Draw 3 animals that live here and draw at least 3 types of plants that you would find here. Label the Coniferous Trees. Most of the water that this Biome gets is from snow, so in your picture draw it snowing. Somewhere label the average yearly rainfall. Under where you have written Boreal Forest write the other 2 names for this Biome. Rainforest Draw the landscape of your Biome. Draw 3 types of animals that live here and draw at least 4 types of plants. Label the Canopy and the Understory of the forest. Because the rainforest is so hot and wet all year round, in your picture draw it raining. Somewhere in your drawing label the average yearly rainfall. Tundra Draw the landscape of your Biome. Draw at least 2 types of plants and 4 types of animals that live here. Draw and label the Permafrost. Somewhere in your drawing label the average yearly rainfall. If you finish your Biomes early help your group members! You will be getting a group grade for this assignment. If one person is drawing their Biome DO NOT JUST SIT and wait for them to finish. Move to another side of the table and work at the same time.

Around the World in 3 Days! (Core and Inclusion) 1) In your group of 4, cut out each of the Biome descriptions. Once they are cut, randomly give each person 2 descriptions. One person in the group will need to take 1 descriptions. 2) Read your 2 (or 1) descriptions and write down which Biomes they describe. Confirm with your group that each of the 7 Biomes has been matched with a description. Discuss any descriptions that you are unsure of with your group members. 3) Come get your large piece of paper and set it up like this: The labels show where on Earth your Biome exists. (Rainforest: Near the Equator, Tundra: Near the poles...) 4) Paste your descriptions right above or below the label for your Biomes. 5) Read the instructions on how to illustrate each of your 2 (or 1) Biomes. If you are drawing a Forest Biome you must draw enough trees to make it look like a forest.

Grasslands Draw the landscape of your Biome. Include at least 3 types of plants that are found there. Draw at least 3 animals, 2 of which should be herbivores. Label the Herbivores. Somewhere in your drawing write the average yearly rainfall. Deciduous Forest Draw the landscape of your Biome. Include at least 3 types of plants that are found there. Include at least 4 animals that live there. Somewhere in your drawing write the average annual rainfall. Label the deciduous trees in the picture. Desert Draw the landscape of your Biome. Include at least 2 types of plants and at least 3 animals that live there. When you draw your animals think about where they would be (underground keeping cool or running around in the sun). Somewhere in your drawing write the average annual rainfall. Water Biomes This Biome should be drawn in the spaces in between all of the other Biomes. First, Draw at least 4 animals that live here. Draw at least 2 producers (one of them should be the main producer in this Biome, algae). Once you are finished drawing the animals and producers, begin coloring the water Biome blue. Remember, the water Biome should cover all of the space between other Biomes. Boreal Forest Draw the landscape of this Biome. Draw 3 animals that live here and draw at least 3 types of plants that you would find here. Label the Coniferous Trees. Most of the water that this Biome gets is from snow, so in your picture draw it snowing. Somewhere label the average yearly rainfall. Under where you have written Boreal Forest write the other 2 names for this Biome. Rainforest Draw the landscape of your Biome. Draw 3 types of animals that live here and draw at least 4 types of plants. Label the Canopy and the Understory of the forest. Because the rainforest is so hot and wet all year round, in your picture draw it raining. Somewhere in your drawing label the average yearly rainfall. Tundra Draw the landscape of your Biome. Draw at least 2 types of plants and 4 types of animals that live here. Draw and label the Permafrost. Somewhere in your drawing label the average yearly rainfall. If you finish your Biomes early help your group members! You will be getting a group grade for this assignment.

If one person is drawing their Biome DO NOT JUST SIT and wait for them to finish. Move to another side of the table and work at the same time. 1) You step out of your Jeep and into a puddle of mud. It's hot and humid all around you

and your shirt is already sticking to your back. As you look around you see a lot of animals that

you have never seen before, including large beetles and colorful birds. You look up but you

notice the sky is blocked by a leafy-roof. You must be in the Biome.

2) You step out of your car and zip up your coat. The wind is so hard that it hurts your

cheeks and rain starts to fall. As you walk into the forest you hear the sound of pine needles and

pine cones crunching under your feet. You look up and see an owl flying away from you. You

must be in the Biome.

3) You strap on your snorkel and jump off the side of your boat into the ocean. As you look

through your goggles you see coral reefs being invaded by lots of little fish. You feel something

brush against your ankle and you freak out! As you turn around, you see that it was just a piece

of seaweed. You are in the Biome.

4) You look around and see leaves turning orange, red and brown. As you breathe in the

crisp, fall air, you hear the crunch of fallen leaves under your feet. It isn't too hot or too cold, but

it looks like it might rain in the next few hours. About 10ft away squirrels are collecting acorns.

You must be in the

Biome.

5) You step outside of your heated hotel and it is FREEZING outside! The wind almost

knocks you down. It's cold and dry all around you and there is very little plant-life. As you walk

you look down and although you are walking on soil it is hard as ice, it must be frozen. You

must be in the

Biome.

6) You step out of your Jeep onto a bed of soft grass. The Earth around you is very flat and

you can see for miles around. There are about 3 small trees in the distance and a few small

shrubs, but really there is just grass as far as the eye can see. How can all of this grass in the

middle of no where keep from growing too tall? You must be in the

Biome.

7) You step out of your car onto the sandy, rocky Earth. The Earth is very flat but all you

can see in the distance is more rocks and sand. It is early morning but it is already extremely hot

and the air is dry. There is no water anywhere in sight. You must be in the

Biome.

Lesson Plan 4 Purpose: - Students will use the distinguishing characteristics of each of the 7 Biomes to differentiate one from another during the Biome identification review game. - Students will define the term Biome and describe the characteristics of a Biome in the jeopardy review game. - Students will demonstrate their knowledge of Biomes by taking a summative assessment. Safety/Classroom Management: -In all classes I will work hard to create groups that work well together and will be careful of contracts/conflicts between students. -During the exam I will sit each student at a different table to avoid disruptions and cheating. -During the exam I will be attentive and will send any student who is making noise out of the room to provide a productive environment for the other students. Materials: -Jeopardy game -Fact list for Biomes -Fly swatters -Exam Resources: -None during the review or exam. Standards: LS.10 The student will investigate and understand how organisms adapt to biotic

and abiotic factors in an ecosystem. Key concepts include m) differences between ecosystems and biomes; n) characteristics of land, marine, and freshwater ecosystems; and o) adaptations that enable organisms to survive within a specific ecosystem.

1) Engage: (7 Minutes) Which Biome do we live in? Which Biome would you like to live in and why? 2) Explore: (20 Minutes) The class will be divided into 4 groups. Groups 1 and 2 will remain with me and play a Biome identification game. In this game each team will send a player up to the board and each of those individuals will be given a fly swatter. I will read out a fact about a Biome and the students will use their fly swatters to smack the name of the corresponding Biome on the board. If the students both smack the same Biome, the first to smack wins. If the students smack 2 different Biomes, they must defend their answers and the correct answer wins. The incorrect player will have a redemption question about that Biome and if they get the correct answer they will receive half of a point. If neither student knows the answer the question will default back to their teams. Any team to heckle or be inattentive will lose points or be subject to a surprise question to keep them on their toes.

3) Explain: (Interspersed with the Explore and Elaborate) If students are unable to identify a fact, justify an answer or have a hard time with a question during jeopardy I will take a short minute to recover the material and ask probing questions to lead students to the correct answer. 4) Elaborate: (20 Minutes) Groups 3 and 4 will be in the back of the room playing a jeopardy game with Mrs. Roache. The categories will be Plant Life, Animal Life and General Biome Questions. The basic rules of Jeopardy apply. If there is a difference of opinion students will be asked to justify their answers. The team who can correctly justify will get the points. Students will write down their answers and students with the correct answer will get the points. Speed will not be a factor. Double Jeopardy will vary by class and will be tailored to students' ability and expectations. The advanced classes will be expected to provide an extended answer while core and inclusion classes will be expected to write less and will be provided with probing questions if they get stuck during the game. 5) Evaluate: (50 Minutes) Formative-Participation in review games. Summative-Students will take an exam to demonstrate their knowledge of the Earth's different Biomes. (See Below)

Biomes Exam 1) Which Biome has over 50% of the species on Earth? A) Deciduous Forest B) Desert C) Rainforest D) Tundra 2) Which Biome do we live in here in Roanoke, VA? A) Desert B) Rainforest C) Grasslands D) Deciduous Forest 3) What is the scientific name for trees with leaves shaped like needles? A) Canopy Trees B) Deciduous Trees C) Flowers D) Coniferous Trees 4) What is the main producer in a Water Biome? A) Algae B) Seaweed C) Jelly-Fish D) Sharks 5) What is the name of the "leafy-roof" or the top layer of trees over the rainforest? A) Understory B) Coniferous Trees C) Deciduous Trees D) Canopy 6) What do we call the area of plants that exists between the "leafy-roof" and the forest floor in the rainforest? A) Understory B) Coniferous Trees C) Deciduous Trees D) Canopy 7) Some of the worlds largest herbivores like elephants, zebra and rhinocerous live in which Biome? A) Desert B) Grasslands C) Deciduous Forests D) Water Biomes 8) What are the names of the 2 types of Water Biomes? A) Freshwater and Marine B) Marine and Oceans C) Freshwater and Rivers D) Rivers and Oceans 9) Which Biome gets the most rain in a year? A) Desert B) Tundra C) Deciduous Forest D) Rainforest

10) Which 2 Biomes get the least amount of rain each year? A) Desert and Grasslands B) Desert and Tundra C) Desert and Rainforest D) Tundra and Coniferous Forest 11) What are the other 2 names for the Boreal Forest Biome? A) Tundra and Taiga B) Taiga and Deciduous Forest C) Coniferous Forest and Rainforest D) Taiga and Coniferous Forest 12) Where on Earth are most Rainforests located? A) Near the Equator B) Near the North and South Pole C) New York City D) Canada 13) There is Evaporation than Precipitation in a Desert. A) More B) Less For questions 14-20 match each Biome to a description below. A) Deciduous Forest E) Coniferous Forest B) Tundra F) Rainforest C) Grassland G) Desert D) Water 14) Extremely cold, dry biome with very little plant life. Home to penguins and polar bears. 15) Very flat biome, covered in grass and a few small shrubs. Many large herbivores such as rhinos, giraffes and zebras live here. 16) Extremely hot, dry biome. Very few plants other than cacti. 17) Cold, windy biome with lots of coniferous trees. Home to the grey wolf and moose. 18) Hot, humid biome with lots of different types of plants. Home to many different organisms such as parrots, panthers, anacondas and very big beetles. 19) We live in this biome. It has 4 seasons and the trees loose their leaves in the fall. Home to skunks, blackbears, possums and deer. 20) This biome includes all of the oceans and rivers on Earth.

Short Answer: Name 3 things that change from one Biome to another. What are 2 ways that large herbivores help to maintain the grasslands? In which biome would you find Permafrost? What is Permafrost? Is all of the soil in this biome Permafrost? Why or why not. Describe the difference between the Deciduous Forest and the Boreal Forest. (Bold Type indicates questions for Advanced Classes only)

IV. Assessments

Lesson Plan 1: Formative-At the end of class I will collect the discussion guides to ensure that students were following along and that I don't need to recover any of the material. They will be graded for completion. Formative (5 Minutes)-If there is time at the end of class I will assign an exit slip where I ask students to list 3 characteristics that differ from one Biome to another. These will be to check comprehension and will be graded for completion and accuracy. Criteria Point Value Total possible points Student includes 3 characteristics that change from one Biome to another

-33.3 points for each missing or inappropriate response

100

Lesson Plan 2: Summative- Students will present their final Biome Project to the class. They will hold their Box up for the class to see their handy work and I will ask them the 5 required questions 1 by 1 for them to answer out-loud. Depending on time the questions may not all be asked or may be asked in abbreviated form. Lesson Plan 3: Formative-I will collect the answers to the Engage/Explore section and grade them for completion. I will use the answers to check student comprehension and progress. Formative- After 2.5 class periods I will collect and grade the murals from each group. Since students are allowed to use notes for this assignment the grade will basically be for the inclusion of each necessary component. Criteria Point Value Total Possible Points Total Earned Points Student includes correct description for each Biome

-2 points for each incorrect description -5 points for each missing description

35

Student includes all required animals for each Biome

-1 point for each incorrect, missing or ambiguous animal

24

Student includes all required plants or producers for each Biome

-1 point for each incorrect or missing plant or producer

19

Student includes appropriate landscape for each Biome

-1 points for each missing or inappropriate landscape

7

Student includes -1 point for each 6

average yearly rainfall for each Biome except for the water Biome

missing or inappropriate label

Student includes and labels 2 Herbivores in the grasslands

-1 point for each missing or inappropriate Herbivore or label

2

Student labels deciduous and coniferous trees in their respective Biomes

-1 point for each label 2

Student includes algae as one producer in the water Biome

-1 point for lack of algae

1

Student labels the canopy and the understory in the rainforest

-1 point for each missing label

2

Student labels the permafrost in the tundra

-1 point each for missing permafrost/label

2

Lesson Plan 4: Formative-Participation in review games. Summative-Students will take an exam to demonstrate their knowledge of the Earth's different Biomes. Criteria Point Value Possible Points Points Earned Correct responses to multiple choice questions

-4 points for each incorrect answer

52

Correct responses to Biome Identification questions

-4 points for each incorrect answer

28

Short answer question 1

-1 point for each incorrect factor

5

Short answer question 2

-2 points for each missing or incorrect type of maitenance

5

Short answer question 3

-2 points for an incorrect Biome, -2 points for the definition

5

V. Unit Plan Outline Sharing (completed Feb 17)