Museum of Biomes

Enduring Understanding

Allison MeyerBlair ThallmayerDaphne Francois

Kasey NievesJessica Pell

Kelly RuddickMelissa Schmitt

Cohort 2

November 6, 2007

OVERVIEW

1. List Subject Area Topics & Key Vocabulary for the Integrated Unita. Subject Area Topics

i. Scienceii. Social Studiesiii. Readingiv. Art

b. Key Vocabulary

2. List Pennsylvania State Standards that are related to the Learning Goals for each Topic Areaa. Science

i. 3.1.4 A, B,C. ii. 3.4.4 Aiii. 3.5.4 A, B

b. Social Studiesi. People, Places, Environment C, H, Jii. Science, Technology & Society B,C,D

c. Reading & Writingi. 1.1.3 Gii. 1.2.3 A, Biii. 1.3.3 Aiv. 1.4.3 B,Cv. 1.5.3 Gvi. 1.8.3 B, C

d. Visual Arts i. 9.1.3 A

Adapt, Climate, Drought, Ecology, Elevation, Evolve, Fauna, Fertile, Flood, Flora, Forest, Groundwater, Habitat, Mountain, Nutrient, Organism, Pollution, Precipitation, Soil, Structure, Temperate, Vegetation, Water table, Wetland

3. Describe the Learners and possible Modifications that will need to be consideredThis unit was developed for a regular fourth grade classroom setting. These are a list of modifications that should be considered during each lesson in the unit. The student will write a paragraph for the written report instead of a full page. The student will have a picture aid to help them create the diorama. Instead of having to search for the websites for the web quest, the student will be given websites to help them find information. Have a picture aid of what the student is mapping and an example of a map for the student to refer to.

4. Provide a brief Summary of the Integrated UnitThis integrated unit is designed to teach a third grade class about three biomes, Wetlands, Temperate Forest, and Mountains. It is filled with diverse learning activities that will offer students hands-on experiences as they explore these biomes. The students will have an opportunity to express what they learned in writing, using technology, and creating works of art. They will also be using many different resources such as a field trip, the Internet and books. The unit is designed across the curriculum so the students will have a rich learning experience and walk away with a vast knowledge of the biomes. The final project, our ‘museum’ allows students to showcase their work, while teaching other students about what they’ve learned.

STAGE 1- IDENTIFYING DESIRED RESULTS

Cohort #2: Wetlands, Temperate Forests, Mountains

Big Idea: Structure Grade level: Third

Essential Questions: How do humans positively and negatively impact a biome, art, language and society?How does the biome influence living things?How do life forms differ in each biome based on their structure? Are there common characteristics among structures (e.g. biome, art, society, language)? How does change modify structures in nature, art, language and society?

Enduring Understanding: A biome is a natural interactive structure that influences and is influenced by living thing just like language, society and visual arts.

Science Social Studies Reading & Writing Visual Arts

Students will 1. Recognize and identify the

system of parts that a biome consists of which influence the variety of living things they contain. (3.1.4 A)

2. Identify the parts of a wetland, temperate forest, and mountains (3.1.4 A).

3. Identify and apply models as tools for prediction and insight (3.1.4 B).

4. Illustrate patterns that regularly occur and reoccur in nature within each biome (3.1.4 C).

5. Compare & contrast similarities and differences of living things in each area (3.3.4 A).

6. Describe the different characteristics of a wetland, temperate forest, and mountain (3.5.4 A).

7. identify the compositions of soil as weathered rock and decomposed organic remains in a wetland, temperate forest and mountain (3.5.4 A).

8. identify and sort earth materials according to a classification key (3.5.4 B).

9. Assess the impact of human actions on each biome

The learner will:1. Construct the appropriate

resources including maps, charts, graphs and geographic tools to interpret information (PPE – c).

2. Investigate the positive and negative interactions of human beings and their physical environment (PPE – h).

3. Identify crisis resulting from phenomena such as floods, storms, and droughts

1. (PPE – j).4. Evaluate examples of

science and technology that have led to changes in the physical environment (STS – b).

5. Connect the effects of harmful chemicals to life and the environment (STS – c).

6. Inspire change to protect the environment such as conservation of resources. (STS – d).

National Standards: III People, Places, and Environments c. Use appropriate resources, data sources, and geographic tools such as atlases, data

Students will1. Describe the characteristics of each biome by creating a brochure. (1.1.3 G, 1.5.3.G - Knowledge)2. Compare and contrast each biome using a Venn Diagram (1.1.3 G – Analysis)3. Read books that feature characteristics of each biome (ex: “Little Red Riding Hood” going through a temperate forest). (1.3.3. A., 1.2.3.A)

Draw conclusions from the texts selected. (Analysis)

Make responsible assertions about the text by citing evidence from the text. (Analysis)

4. Examine which type of biome they live in by writing and sharing an informative report. (1.4.3 B – Application)5. use the Internet to research each biome. (1,2,3 B, 1.8.3.B, 1.8.3.C) organize and summarize

the main ideas from their research in writing. (Synthesis)

6. Select a biome in which they would like to live, (1.4.3.C) form an opinion

Students will (9.1.3A):1. Identify the effects

of changing positive and negative space in a composition

2. Discover how different color schemes affect the composition of a work of art.

3. Develop an understanding of the importance of balance in a visual composition

4. Explore the use of different types of balance in a composition

5. Compare the use of and effect of line in compositions

PA Academic Standards for Science & Technology

I. 3.1 Unifying Themes

a. 3.1.4 A- Know that natural and human-made objects are made up of parts i. Identify and describe what parts make up a systemb. 3.1.4 B- Know models as useful simplifications of objects or processes i. Identify different types of models.iii Identify and apply models as tools for prediction and insight.c. 3.1.4 C- Illustrate patterns that regularly occur and reoccur in nature.

II. 3.3 Biological Sciencesa.3.3.4 A- Know the similarities and differences of living things.

III. 3.4 Physical Science, Chemistry & Physicsa.3.4.4 A- Recognize basic concepts about the structure and properties of matter.i. Know different material characteristics (e.g., texture, state of matter, solubility)

IV. 3.5 Earth Sciencea. 3.5.4 A- Know basic

bases, grid systems, charts, graphs, and maps to generate, manipulate, and interpret information.

h. Examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locales and regions. j. Observe and speculate about social and economic effects of environmental changes and crises resulting from phenomena such as floods, storms, and drought. VIII Science, Technology, and Society b. Identify and describe examples in which science and technology have led to changes in the physical environment, such as building of damns, levees, offshore oil drilling, medicine from rain forests, and loss of rain forests due to extraction of resources or alternative uses. c. Describe instances in which changes in values, beliefs, and attitudes have resulted from

support their reasons in a persuasive paragraph.(Synthesis)

landforms and earth history.i. Identify the composition of soil as weathered rock and decomposed organic remains.b. 3.5.4 B- Know types and uses of earth materialsi. Identify and sort earth materials according to a classification key (e.g., soil/rock type).

new scientific and technological knowledge, such as conservation of resources and awareness of chemicals harmful to life and the environment. d. Identify examples of law and policies that govern scientific and technological applications, such as the Endangered Species Act and environmental protection policies.

STAGE 2- DETERMINE ACCEPTABLE EVIDENCE

1. Summative Assessment

Name: ________________________ Date: __________________ Summative Assessment: Museum

5 Points 3 Points 1 PointGrammar & Spelling Great work without any

mistakes.A few mistakes or errors.

Too many mistakes.

Explanations Clear, detailed, organized explanations.

Good, clear explanations with a few details/organization missing.

Explanations do not match the picture.

Projects Completed and on time, reflect the knowledge of research.

Completed projects but handed in late, reflections could have shown more.

Projects were turned in, not completed and reflections were missing.

Working as Curators Enthusiastic, knowledgeable and helpful to all

Positive attitude and knowledgeable but were not helpful to all.

Lack of knowledge and negative attitudes. Did not help visitors.

Room Design Content knowledge of museums and applied it.

A few good aspects but things would have been better elsewhere.

There was no order or this design, it was confusing for many.

Collaboration with Team

Excellent demonstration of teamwork.

Good demonstration of teamwork with a few minor conflicts.

Students did not work well together.

Research Content Research reflected and displayed.

Research needed more insight to display corrections.

Lack of research content.

Total Points Earned: ____ 35

2. Diagnostic AssessmentsKWL Chart of Students/ Group

Name of Students: ___________________________________________________________________________

Group #:______________ Date: __________________ Diagnostic Assessment: Museum

K W L

What do we know?

What is a biome?A biome is a major regional or global biotic community, such as a grassland or desert, characterized by the forms of plant life and the prevailing climate.

How many known biomes are there? There are eight

What do you know about Museums and how they are constructed? Museum are constructed to give information about history and research material and art

What do you want to know? What have you learned?

3. Formative Assessments Science Learning Goal Assessments

Students will recognize and identify the system of parts that a biome consists of which influence the variety of living things they contain. Method: WebQuest Tool: Checklist

Students will identify the parts of a wetland, temperate forest and mountains. Method: Diorama. Tool: Rubric

Student will identify & apply models as tools for prediction and insight. Method: Brief Report Tool: Rubric

Students will illustrate patterns that regularly and reoccur in nature. Method: Map Tool: Rubric

Students will compare and contrast similarities and differences of living things in each area. Students will describe the different characteristics of a wetland, temperate forest and mountain Method: Diorama Tool: Rubric

Students will identify the compositions of soil as wetland rock and decomposed organic remains in a wetland, temperate forest and mountain. Method: Field Trip Tool: Checklist

Students will identify and sort earth materials according to a classification key. Method: Field Trip Tool: Checklist

Students will assess impact that humans have on each biome. Method: PowerPoint Presentations Tool: Rubric

Social Studies Learning Goal Assessments Students will…

o Construct the appropriate resources including maps, charts, graphs and geographic tools to interpret information. Method: Construction topographical map Tool: Checklist

o Investigate the positive/negative interactions of human beings and their physical environment. Method: Venn Diagram Tool: Answer Key

o Identify crises of biomes under various extreme conditions. Method: Talking Book Tool: Rubric

o Evaluate examples of science & technology that have led to changes in physical environment. Method: KWL Chart Tool: Checklist

o Inspire change to protect the environment such as conservation resources. Method: Persuasive Poster

o Analyze the Endangered Species Act and other environmental protection policies. Method: PowerPoint Presentation Tool: Rubric

Language Arts Learning Goal Assessments Students will…

o Describe the characteristics of each biome by creating a brochure. Method: Brochure Tool: Rubric

o Compare &contrast each biome using a Venn diagram. Method: Venn diagram Tool: Checklist

o Research the feature characteristics of each biome draw conclusions from the texts selected and make responsible assertions about the text by citing evidence. Method: APA Style Paper Tool: Checklist

o Examine what type of biome they live in by writing and sharing an informative report. Method: Informative Report using Multimedia Tool: Rubric

o Use the internet to research each biome. Method: APA Style Paper Tool: Checklist

o Select a biome in which they would like to live in, form an opinion, and support their reasons in a persuasive essay. Method: Persuasive Essay Tool: Rubric

Art Learning Goal Assessments Students will…

o Identify the effects of changing positive/negative space in a composition. Method: Diorama Tool: Rubric

o Discover how different color scheme affect the composition of a visual art. Method: Landscape Painting Tool: Rubric

o Develop an understanding of the importance of balance in visual art composition. Method: Written response Tool: Rubric

o Explore the use of different types of balance in various compositions. Method: PowerPoint Presentation of Reflections Tool: Rubric

o Compare the use of and effects of lines in various compositions. Method: Venn Diagram Tool: Checklist

o Compare the use of and effects of shapes in various compositions. Method: Venn Diagram Tool: Checklist

STAGE 3- PLAN LEARNING EXPERIENCES & INSTRUCTION

SS/Science Topic Reading/Writing Topic Visual Arts Topic

AwarenessField Trip to the Monroe County Conservation Center to get a first hand look at the biomes.

ExplorationCreate dioramas of each biome identifying its parts, characteristics, and its earth materials, making sure to show similarities and differences of each biome.

Read books that feature characteristics of each biome (ex: “Little Red Riding Hood” going through a temperate forest). • Create a Venn diagram comparing and contrasting the biomes. • From the Venn diagram, write an informative report on the biomes.

Critically observe different artists’ works on biomes for their use of balance, line and color.

Elaboration Create of map of Pennsylvania, noting where each biome is located and its possible environmental effects from people, crisis phenomena, and technology that have affected it. Include a brief report offering ways to change in order to protect it.

Research each biome on the Internet. Describe the characteristics of each biome by creating an informative brochure.

Illustrate and identify negative and positive space of biomes by organizing the biomes as per the effects of human intervention vs. non human intervention.

Utilization Create an interactive web quest illustrating Select a biome in which they would like to Create artwork of each biome

patterns that regularly occur and reoccur in nature within each biome and how that influences the variety of living things they contain, making predictions about the future of the biome.

live.• form an opinion• support their reasons in a persuasive paragraph comparing and contrasting each biome.

using materials in that biome.

STAGE 4- PREPARE THE LEARNING ENVIRONMENT1. Draw the Classroom Environment with the evidence of your Unit in operation.

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2. Describe/Draw the Research Center and the Art Center.Because our enduring understanding states that a biome is a natural interactive structure we wanted to

transform our classroom into an interactive museum. We wanted to do this by sustaining the evidence that we have gathered during our unit study of wetlands, temperate forests and mountain biomes and arrange our classroom to fit this need. The children will be performing many observations and experiments during an intense field trip to Monroe County Conservation Center to experience biomes first hand. They will also be investigating, predicting, measuring, classifying and learning how to communicate their findings in many ways. Along with this process, the children will be constructing and developing many projects which will become the foundation of our museum.

Our classroom will be arranged in a way so that the patrons will be guided through one way only so that it can run smoothly. As the guests enter the “museum” they will be given a brochure describing the process that they went through to get the classroom to this point. Also at the door is an interactive map that the students have designed to display the three types of biomes that they have learned about. Here, our guests can test their knowledge on Pennsylvania biomes by choosing the three biomes that are in Pennsylvania and picking facts that relate to each biome. As the guests move forward they will be enlightened by our many displays of works of art all done by the students. The students will be researching what happens to a biome during exposure to extreme weather and then documenting this through paintings. The guests will be able to re-arrange these paintings from before, during and after the extreme weather hit the biome. They will also be able to choose the correct explanation of how this has an impact on the society. The students will be stationed around the room in certain areas helping our guests and telling them if they were correct. Also along with the art-work displays, there will be art designed by the students using materials only found in a certain biome. The patrons will be able to label each piece of art with the correct biome name.

As the guests keep walking through our museum the next station they come to will be the area of dioramas. In order to make this interactive, the students will write up rationalizations of the dioramas and the guests will be matching the rationalizations to the correct dioramas. Also in this section will be a giant sized venn-diagram with nothing on it. On each side of the diagram will be words that compare and contrast two of the three biomes. The patrons will be able to place the corresponding words in their places on the venn-diagram.

DOORDOOR CLOSET Sink and Counter Top

Art CenterArt Center

Along the next wall will be our computers. The children and teachers will be designing web-quests for two different age-groups on the biomes. This will also serve as part of our research center. The students will have opportunities to do a web-quest designed by the classroom teacher and then they will be designing two of their own to be done by the museum goers. As another assignment, the children will be picking a biome in which they would like to live and writing a persuasive essay on why this biome is a great place to live. The patrons will be asked to read the persuasive essays and vote on which biome they were most persuaded to live in.

On display, which will be the only non-interactive section, will be all the books that we have read throughout this unit which we used to learn about the biomes. We will be portraying art works done by famous artists to show how we critically observed and critiqued the artworks. Also included in this section will be literature that the students have created explaining ways to protect the biomes and reasons why it is important to protect them and the impact this can have on human kind.

RESOURCES

1. Supplies: All Materials, and Artifactsa. Sculpt Clayb. Waterc. Glue Scissorsd. Tape e. Cardboardf. Tri-fold boardg. Mapsh. Journalsi. Brochure samplesj. Paper k. Pencilsl. Sandm. Dirt/ Soiln. Art Work from artisto. Books on Biomesp. Computerq. Data Sheetr. Data samples from field trip

2. Children’s Books

Allaby, Michael. (2006). Deserts- Biomes of the Earth. New York: Chelsea House Publications.Allaby, Michael (2006). Grasslands- Biomes of the Earth. New York: Chelsea House Publications.Allaby, Michael. (2006). Tropical Rain Forests- Biomes of the Earth. New York: Chelsea House

Publications.Brimmer, Larry. (2000). Mountains. CT: Children’s Press.Davis, Barbara J. (2007). Biomes and Ecosystems. Ohio: Gareth Stevens Publishing. Day, Trevor. (2006). Oceans- Biomes of the Earth. New York: Chelsea House Publications.Day, Trevor. (2006). Lakes and Rivers- Biomes of the Earth. New York: Chelsea House Publications.Day, Trevor. (2006.) Taiga- Biomes of the Earth. New York: Chelsea House Publications.Johnson, Rebecca. (2000). A Walk in the Boreal Forest- Biomes of North American. Minnesota:

Carolrhoda.Johnson, Rebecca. (2000). A Walk in the Deciduous Forest- Biomes of North American. Minnesota:

Carolrhoda.Johnson, Rebecca. (2000). A Walk in the Prairie- Biomes of North American. Minnesota: Carolrhoda.Johnson, Rebecca. (2000). A Walk in the Rain Forest- Biomes of North American. Minnesota: Carolrhoda.Johnson, Rebecca. (2000). A Walk in the Tundra- Biomes of North American. Minnesota: Carolrhoda.Kalman, Boobie. (2005). Que Son Los Biomas?/ What is a biome? New York: Crabtree Publishing

Company. Kaplan, Elizabeth. (1996 ). Taiga-Biomes of the World. New York: Benchmark Books. Kaplan, Elizabeth. (1996). Temperate Forest- Biomes of the World. New York: Benchmark Books.Kirchner, Renne. (2006). The KidHaven Science Library- Biomes. IL: KidHaven Press.Moore, Peter. (2006). Wetlands- Biomes of the Earth. New York: Chelsea House Publications.Ricciuit, Edward. (1996). Rainforest- Biomes of the World. New York: Benchmarks Books.Stille, Darlene. (2000). Deserts. CT: Children’s Press.Stille, Darlene (2000). Grasslands. CT: Children’s Press.Stille, Darlene (2000). Wetlands. CT: Children’s Press.Tagliaferro, Linda. (2006). Explore the Deciduous Forest. MN: Capstone Press.Tagliaferro, Linda. (2006). Explore the Desert. MN: Capstone Press.Tagliaferro, Linda. (2006). Explore the Grasslands. MN: Capstone Press.Tagliaferro, Linda. (2006). Explore the Ocean. MN: Capstone Press.

Tagliaferro, Linda. (2006). Explore the Rain Forest. MN: Capstone Press.Tagliaferro, Linda. (2006). Explore the Tundra. MN: Capstone Press. VanCleave, Janice. (2004). Janice VanCleave’s Science Around the World: Activities on Biomes from Pole

to Pole. New Jersey: John Wiley &Sons, Inc. Watts, Franklin. (2001). The Dictionary of the Environment and Its Biomes. London: Franklin Watts.

3. Internet Resources

(2004).World biomes. Retrieved October 31, 2007, from Kids Do Ecology Web site: http://www.nceas.ucsb.edu/nceas-web/kids/

(2005). Biomes of the world. Retrieved October 31, 2007, from Missouri Botanical Garden Web site: http://www.mbgnet.net/

Belzer, J. (2007). Biomes. Retrieved October 31, 2007, from Kids Konnect Web site: http://www.kidskonnect.com/content/view/62/27/

Radar, A. (2007). 360-degree panoramas. Retrieved October 31, 2007, from Geography 4 Kids Web site: http://www.geography4kids.com/ extras/panoramas/yosemite_mariposa.html

Stohr-Hunt, Dr. P. (2002). Biome basics. Retrieved October 31, 2007, from University of Richmond Web site:

http://oncampus.richmond.edu/academics/education/projects/ webunits/ biomes/biomes.htmlWetland, forest, other biomes. Retrieved October 31, 2007, from Educational Images Ltd. Web site:

http://www.educationalimages.com/cg040001.htm

4. Other Resources: (Teacher Books)

a. BooksCarnagie, Julie L. (1999). Encyclopedia of Biomes. Gale Group.Jennett, Pamela. Power Practice-Life Science (grades 5-8). Johansson, Philip. (2004). The Temperate Forest: A Web of Life .Enslow Publishers, Inc.Macmillan McGraw-Hill. (2008). Science – A Closer Look (Teacher’s Edition, Grade 4). New York. Author.Moore, Peter D. Wetlands (Biomes of the Earth).VanCleave, Janice. (2004). Science Around the World: Activities on Biomes from Pole to Pole. New

Jersey: John Wiley & Sons, Inc. Woodward, Susan L. (2003). Biomes of Earth: Terrestrial, Aquatic, and Human-Dominated. Greenwood

Publishing Group, Inc.

b. PostersCreative Teaching Press. (2000). (set of 6 posters for each biome). Fischman, Shelly. (2004). Life at the Top - Rocky Mountain Ecosystems. Department of the Interior,

Bureau of Land Management. United States Environmental Protection Agency (EPA). (1988). Wetlands – Freshwater Marsh. Author.