Curricular Unit Plan

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Curricular Unit Plan

Student Information:
Megan McGinnis
Orange Regional/Azusa Pacific (online)
Course: EDUC 526 Capstone Experience in Digital Teaching and Learning
Professor: Jennifer Courduff
Title of Portfolio: Biomes Unit plan
May 13, 2014
Type of Project:
Throughout this unit, 4
th
grade students will know, understand and be able to distinguish between
the six major biomes found on Planet Earth (Aquatic, Desert, Forest, Grassland and Tundra).
Students will explore each biome using a variety of different sources and using technology to
help build on their understanding. Students will be challenged to use different forms of resources
and technology that they may not be familiar with. Students will learn to be open to different
learning styles and perspectives, while working collaborative with other students. Students will
be working in small groups, whole groups, as well as individually. Students will be creating
many different projects that include: making a video, creating a scale model of a biome, writing a
research paper, creating a zoo diagram, and much more. By the end of this unit, students will
have gained factual knowledge about our Planet Earth and hopefully be able to walk away
learning about new ways to present information.
Goal(s) of the Portfolio:
This portfolio project will provide students with a better understanding into biomes that are
found on Planet Earth. Students will learn to utilize different resources (iPads, apps, online
websites, etc.), all while working on an individual basis or collaborating in a group. Instead of
learning about biomes just from reading a book, I will help students learn new ways to research
information, by incorporating their particular learning style (musical, interpersonal,
intrapersonal, naturalist, logical/mathematical, visual, and kinesthetic).
Student Learning Outcomes of the Portfolio:
Students will learn about six different biomes over a course of 3 weeks. Students will
research and understand the six major biomes that are found on Planet Earth.
Students will be researching different biomes of their choosing and they must find: biome
location, biome climate, plants and animals that live in their biome, as well as causes to
their extinctions. This will be done through video watching, researching each biome,
online, creating a brainstorming web, creating their own zoo biome design, as well as
collaborating with other classmates,
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Students will discuss, present, create, assemble, debate and compose different works of
art that is relevant to their understanding of biomes. Students will be creating a
brainstorming web, creating an informational, presenting their research paper to the class,
discussing information with other classmates and assembling a scale model of one biome.
Students will be working on an individual basis as well as collaborating as a whole group.
Students will be utilizing technology resources such as: the computer, iPad, SmartBoard,
and Internet to show their full understanding of biomes.

Digital Courses:
Through my journey in my Masters courses, I have taken several classes that have helped
influence me in my decision making with this unit. In EDUC 511, I learned how to comply
information into a website, which was helpful in learning how to put information into one place.
EDUC 512, I was able to learn how to create effective writing pieces for students, including a
Webquest. In my ECUC 515 class, I learned of different apps that would be helpful for students
when they are working on research or working on different writing components. However, my
last master course (EDUC 522), really provided me with the most influence when deciding how
to make my unit. This class taught me how to create a unit incorporating all students learning
styles, as well as knowing what technology resources would be suitable for all types of learners.

Outline:

Week 1
Day 1:
Activities: Kids know it network, note taking, video watching
Technologies: iPads, Evernote app

Day 2:
Activities: group work, brainstorming web creation using Mind Mesiter
Technologies: iPads, Evernote app, SmartBoard, Mind Mesiter

Day 3:
Activities: blogging on Kid blog
Technologies: iPads, Kidblog app

Day 4:
Activities: collaboration with a group to create a 90 second infomercial
Technologies: iPad, Showme app

Day 5:
Activities: infomercial presentation
Technologies: iPad

Week 2
Day 1:
Activities: research online the extinction of one biome
Technologies: computer, Excel spreadsheet, iPad, Internet
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Day 2:
Activities: finish researching biome extinction
Technologies: computer, iPad, Internet

Day 3:
Activities: take research and create a persuasive essay
Technologies: Microsoft Word, computer, iPad

Day 4:
Activities: finish writing persuasive essay
Technologies: Microsoft Word, computer, iPad

Day 5:
Activities: present persuasive essay to class
Technologies: SmartBoard

Week 3
Day 1:
Activites: watch a youtube video on biomes and take notes
Technologies: http://youtu.be/v7cZ3b6PH2s, SmartBoard, iPad, Evernote app

Day 2:
Activities: locate each biome on Earth using Google Earth, collaborate with students,
draw the plants and animals using iPaint
Technologies: Google Earth, computer, internet, iPad, iPaint app, Evernote app

Day 3:
Activities: finish research in computer lab and finish notes
Technologies: Google Earth, computer, internet, iPad, Evernote app

Day 4:
Activities: construct biome drawings using Sheppards Software, research zoo maps
online to get a better idea for zoo drawing
Technologies: computer, internet, Sheppards Software, iPad

Day 5:
Activities: work with students and create a zoo biome diagram
Technologies: iPad for zoo drawing reference

See attachment of my EDUC 522 unit plan

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Resources:

Name Website General Description How I will Use?
iPads Resource that allows
students to access the
internet and use apps.
Students will be using
the iPad in every
lesson to access apps,
take notes and access
the internet
Kids Know it
Network
http://www.kidsknowit.com/int
eractive-educational-
movies/free-online-
movies.php?movie=biomes
Online resource that
allows students to watch
videos, play games and
learn all at the same time.
Students will watch a
video about biomes
and answer questions
during the film.
Evernote app App that allows students
to take notes.
Students will use the
app to take notes
during videos, class
discussions and online
research.
Houghton
Mifflin
http://www.eduplace.com/kids/
hmsc/4/
Online version of
students hardback
Science textbook.
Students will be
accessing the online
Science book to gather
information about
biomes, instead of
using their hardback
Science textbook.
Mind Meister http://www.mindmeister.com/ Online resource that
allows students to create
a brainstorming web; add
text, pictures and
expandable bubbles.
Students will use this
website to create their
own biome
brainstorming web.
Students must
document all the
important information
from their biome and
place it into this web.
Computer Place to access
information online.
computer to access
research online, watch
videos in class and
present research.
SmartBoard Interactive whiteboard
that allows you to draw,
display information from
the internet and play
videos.
The SmartBoard will
be used to display
students projects
during their
presentations and
display videos from
the computer so all
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students will be able to
see.
Kidblog app App that allows students
to blog and comment on
other students blog
posts.
Students will blog
about their reaction to
a biome that they are
most passionate about.
Showme app Personal interactive
whiteboard that allows
you to draw and record
your voice, as well as
share with others.
Students will be
creating an
infomercial using the
Showme app. Students
will need to include
video, pictures and
voices.
Internet Resource to gather online
information.
internet to gather
information about
biomes.
Excel
Spreadsheet
Spreadsheet application
that allows you to create
tables, add calculations,
document information
and so much more.
Students will create an
Excel Spreadsheet to
document important
information about
each biome. Students
will find information
on each biome:
climate, animals,
plants, location and
extinction.
Microsoft Word Word processor that
allows you to type
information, instead of
write.
Students will use
Microsoft Word to
type up their research
paper.
YouTube http://youtu.be/v7cZ3b6PH2s Web sharing website that
allows people to upload
and view videos.
Students will use
YouTube to watch
videos about biomes.
Google Earth http://www.google.com/earth/ Virtual globe map online
that gives you a 3D
glimpse into any
geographic location.
this website to locate
each biome online by
looking up the name
and finding the
location.
iPaint app Application that allows
students to paint a canvas
and save it digitally.
this app to draw what
their version of one
biome looks like. They
will take their
knowledge from
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online research and
draw the geographic
features of one biome.
Sheppards
Software
http://www.sheppardsoftware.c
om/content/animals/kidscorner
/kidscorner3.htm
Website that allows kids
to explore all academic
areas in a fun way.
Students learn by playing
games, painting, taking
quizzes and reading
articles.
the website to create a
biome painting.
Students will also be
exploring the website
by playing games.

Multiple Intelligences
Unit Plan Template
Unit Title: Biomes Teacher: Miss
McGinnis

Grade Level: 4th
Subject: Science Time Frame: 3
weeks
Objectives:
Students will learn about six different biomes over a course of 3 weeks. Students
will research and understand the six major biomes that are found on Planet Earth.
Students will be researching different biomes of their choosing and they must find:
biome location, biome climate, plants and animals that live in their biome, as well
as causes to their extinctions.
Students will discuss, present, create, assemble, debate and compose different
works of art that is relevant to their understanding of biomes.
Students will be working on an individual basis as well as collaborating as a whole
group.
Students will be utilizing technology resources such as: the computer, iPad,
SmartBoard, and Internet to show their full understanding of biomes.

Intelligences:
Verbal/Linguistic
Interpersonal
Bodily/Kinesthetic
Interpersonal
Naturalist
Visual-Spatial
Musical/Rhythmic
Logical/Mathematical

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Technologies in the unit:
iPads
http://www.kidsknowit.com/interactive-educational-movies/free-online-
Evernote app
http://www.eduplace.com/kids/hmsc/4/
http://www.mindmeister.com/
Computer
SmartBoard
Kidblog app
Showme app
Mouse
Internet
Excel Spreadsheet
Microsoft Word
http://youtu.be/v7cZ3b6PH2s
http://www.google.com/earth/
iPaint app
http://www.sheppardsoftware.com/content/animals/kidscorner/kidscorner3.htm
Speakers

Content standards: History-Social Science
4.1 Students demonstrate an understanding of the physical and human geographic features
that define places and regions in California
4.1. 5. Use maps, charts, and pictures to describe how communities in California vary in
land use, vegetation, wildlife, climate, population density, architecture, services, and
transportation.
Common Core Standards: Science
Life Science
3. Living organisms depend on one another and on their environment for survival. As a
basis
for understanding this concept:
3.a. Students know ecosystems can be characterized by their living and nonliving
components.
3.b. Students know that in any particular environment, some kinds of plants and animals
survive

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well, some survive less well, and some cannot survive at all.
Common Core Standards: Language Arts
Reading Standards for Informational Text
Key Ideas and Details
1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
2. Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical
text, including what happened and why, based on specific information in the text.
Craft and Structure
6. Compare and contrast a firsthand and secondhand account of the same event or topic;
describe the differences in focus and the information provided.
Integration of Knowledge and Ideas
7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.
9. Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably.
Writing Standards
Text Types and Purposes -Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure
in which related ideas are grouped to support the writers purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in
addition).
d. Provide a concluding statement or section related to the opinion presented
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Production and Distribution of Writing
6. With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of one page in a single
sitting.
Research to Build and Present Knowledge
7. Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
8. Recall relevant information from experiences or gather relevant information from print
and digital sources; take notes, paraphrase, and categorize information, and provide a list
of sources.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Common Core Standards: Visual & Performing Arts
Music
1.0 Artistic Perception- Students read, notate, listen to, analyze, and describe music and
other aural information, using the terminology of music.
1.4 Describe music according to its elements, using the terminology of music
Visual Arts
5.0 Connections, Relationships, Applications-Students apply what they learn in the visual
arts across subject areas. They develop competencies and creative skills in problem
solving, communication, and management of time and resources that contribute to lifelong
learning and career skills, They also learn about careers in and related to the visual arts.
5.3 Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or
tell a story about a historical event.
Technology standards:
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology.

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a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others.
a. interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
b. communicate information and ideas effectively to multiple audiences using a variety of
media and formats
d. contribute to project teams to produce original works or solve problems
3.Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media
c. evaluate and select information sources and digital tools based on the appropriateness to
specific tasks
d. process data and report results
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions
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5. Digital citizenship
Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior.
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity
6. Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations.
a. understand and use technology systems
b. select and use applications effectively and productively

Materials: (digital and non-digital)
iPads

Kids Know it Network

Evernote app

Intelligences:
Kinesthetic
Visual
Logical
Intrapersonal

Intrapersonal
Visual
Kinesthetic

Verbal
Visual
Intrapersonal

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Houton Mifflin Science Textbook

Mind Meister

Computer

SmartBoard

Kidblog app

Showme app

Visual
Naturalist

Visual
Naturalist
Kinesthetic

Kinesthic
Verbal
Logical
Visual

Visual

Intrapersonal
Visual
Logical

Interpersonal
Musical
Visual
Verbal

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Mouse

Internet

Excel Spreadsheet

Microsoft Word

Youtube video: Biomes of our Earth

Google Earth
Kinesthetic

Visual
Logical
Naturalist
Intapersonal
Kinesthetic

Visual
Naturalist
Logical

Visual
Intrapersonal
Logical
Naturalist

Visual
Interpersonal
Intrapersonal
Kinesthetic

Visual
Interpersonal
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iPaint app

Sheppards Software

Speakers

Non-Digital Materials:
Construction paper
Pencils
Crayons
Paper
Intrapersonal

Kinesthetic
Logical
Visual
Intrapersonal
Kinesthetic

Logical
Visual
Intrapersonal
Kinesthetic

Musical
Procedures:
Week 1:
Day1- Students will watch a video about biomes on their iPads. Students will watch Kids
Know it Network by accessing the QR code provided and answer questions throughout, to
ensure they report what they have watched. Students will then need to pull up their Evernote
app on their iPad and write down any notes they had from watching the biome video. Once
students have completed their notes they may talk with a tablemate to collaborate their
Intrapersonal

Visual
Kinesthetic
Interpersonal
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ideas. Once finished they will need to submit their notes to my work/district email for
grading.

Day 2- Students will work in a small group and using their Houghton Mifflin Science
textbook online (QR code provided) locate important information about each biome that
they have learned about from the previous day. Each table group will be assigned one biome
to research and locate more information. (Draw numbers to determine which group gets
which biome). Students will need to write down the information into their Evernote app,
using their iPad. Students will then use the resource Mind Mesiter (can access through QR
code) to create a brainstorming web of all the important information they have just read
about. Students may also use their Evernote notes from the previous day as a reference for
adding information to their brainstorming web. Once students have completed their
brainstorming web, one at a time, each table group, will walk up to the SmartBoard, project
their iPad onto the SmartBoard, using the reflector app and share their brainstorming web
with the whole class. During this time, the other students may use their iPads to write down
notes from each biome presentation. Students should present for about two to four minutes.

Day 3- Taking the information that they have learned from yesterday, students will identify
one biome that they associate with most and blog their reactions, using their iPads and the
Kidblog app. Students must include how they feel about the biome and their attitude towards
the other biomes. Once students have completed their blog, they must find three other
people who share the same reactions as they do and compare similarities and differences.
Students must submit their URL link from their blog my work/district email.

Day 4- Students will be working in a small group of three to four people per group. Students
will need to pick the same group of students that they have chosen from the previous days
lesson. Students in the group will pick the one biome that they are most passionate about
and create a 90 second infomercial to get other students interested in their biome. Students
will be using one iPad per group and the app, Showme to create their infomercial. Students
may move around the classroom or go outside the classroom to prepare for their infomercial.
Students will need to email their video link to me when complete.

Day 5- Groups will come up one at a time to the front of the class and present their
infomercial to the class. Students will first talk about why they chose that particular biome
Verbal

Interpersonal
Visual
Naturalist
Verbal
Kinesthetic

Intrapersonal
Visual
Verbal
Logical
Kinesthetic

Interpersonal
Visual
Verbal
Kinesthetic
Musical

Interpersonal
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and why they are so passionate about their biome. Once finished, the group will play their
video. While the group is presenting, the other students in the class are using their iPad to
write down important information. Once finished viewing the infomercial, the other students
will raise their hands and provide feedback. This will be the same procedure for all of the
groups.

Week 2:
Day 1- Since students have already learned about biomes, the plants and animals that live in
each biome and their location, students will now be responsible to research about the
extinction (if any) of their biome that they are most passionate about (students picked last
week). Students will be working in the computer lab (as an individual assignment) to
conduct the necessary research online. As a class, students will walk over to the computer
lab together but must work alone. Students will be creating an Excel Spreadsheet noting the
causes of extinction towards each biome, on their iPads.

Day 2- Students will be working in the computer lab again today; to finish researching the
necessary information they need in order to write a persuasive essay. Students will finish
gathering as much information as they can, using the computer, Internet and their iPads.
Students should be examining online articles, newspapers and professional journals that will
help them build relevant information that can be used in their essay.

Day 3- Students will take the information they have learned and create a persuasive essay,
urging others to help protect the biomes. Students must create the essay using Microsoft
Word on the computer in the computer lab. Students will go to the computer lab as a class
but work on their essay on an individual basis. Students will be using their iPads to gather
the notes that they wrote from the first day and create a two to three page persuasive essay
on the extinction of one biome they have been researching. In the essay students must urge
people to help save the biomes and list solutions that humans can do to help protect and
preserve their particular biome.

Visual
Verbal
Kinesthetic
Musical

Visual
Logical
Kinesthetic
Intrapersonal
Naturalist

Visual
Logical
Kinesthetic
Intrapersonal
Naturalist

Visual
Logical
Kinesthetic
Intrapersonal
Naturalist

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Day 4- Students will go to the computer lab as a class and finish writing their persuasive
essay. Students should be finished with their rough draft and be working on editing and
correcting any grammar, punctuation and misspellings that they come across. Once students
have completed their essay they may print their paper and put it into their Science binder as
well as emailing a copy to me.

Day 5- Today students will be using their persuasive essay that they have written from the
previous day and read it to the class. Students will come up one at a time and present the
main points from their essay (causes of extinction, how humans can help and what needs to
be done to preserve the biome). As a class we will write the points from each essay on the
SmartBoard and create a table of each biome and determine which biome is in more danger
of extinction and address the question, why? Once all essays have been read, we will
examine the table and determine any similarities between each biome.

Week 3:
Day 1- Students will watch a twenty-five minute video clip on biomes of our Earth, to help
them become more familiar with each biome. Students will be watching the videos through
http://youtu.be/v7cZ3b6PH2s on the SmartBoard as a whole class. Students must take notes
using their iPad and the app Evernote. Once the video is complete, students may get up and
walk around and ask their peers for notes they may have missed. Students will be comparing
notes and writing down any information that they have missed. Once complete, students
must send me their notes via email.

Day 2- Students will research online the six different biomes mentioned in the film using the
website Google Earth (access provided by QR code). Students will be working in the
computer lab, and walking over together as a class. Students must document the location of
each biome and the different plants and animals they see, using their iPad and the app
Evernote. Students will also research what each animal and plant looks like for each biome.
Students must draw each animal and plant onto their iPad using the app iPaint, so they do
not forget what it looks like.
Visual
Logical
Kinesthetic
Intrapersonal
Naturalist

Visual
Verbal
Logical
Naturalist
Kinesthetic

Visual
Interpersonal
Intrapersonal
Kinesthetic
Verbal

Logical
Visual
Intrapersonal
Kinesthetic
Verbal
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Day 3- Students will be finishing up their research in the computer lab. As a class, all
students will walk over to the computer lab and finish their research online. Students must
continue using the website Google Earth (access provided by QR code) and finish up any
and all notes that they did not finish from the previous day. Students will continue to write
down notes using their iPad and the app Evernote.

Day 4- Using their notes from the previous days lessons, students will construct different
biome drawings using the online resource Sheppards Software (link provided by QR code),
as well as their iPads. Here students can start to practice thinking about how to draw their
very own zoo, using this online website as a reference. Students will be working in the
computer lab on an individual basis. While constructing their zoo, students will go online
and look at different zoo maps. Here students can verify that their zoo drawing has the
correct animals, plants and setting as real life zoos. This will be used for their final product
of a zoo drawing on paper.

Day 5- Students will be working with their tablemates and constructing a zoo diagram.
Using their notes from the previous days as a reference piece, students will create a zoo
diagram, using one biome as a reference. Each group will be assigned one biome randomly
by the teacher. The students must use construction paper, pencils, crayons, and markers to
construct one portion of the zoo. The zoo drawing must include the correct biome
background, animals and plants. The students must create their zoo piece to represent what
they think the real life biome would look like. Each group may use their iPads as references
when creating their zoo diagram. Each group must only work with their table group and they
must stay at their table during the whole lesson. Once students are finished, each group may
come up one at a time and share their zoo diagram with the whole class.

Logical
Visual
Intrapersonal
Kinesthetic
Verbal

Logical
Visual
Intrapersonal
Kinesthetic

Logical
Visual
Intrapersonal
Kinesthetic
Verbal

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Product:
Week 1:
Day 2: Brainstorming web (along with individual notes)

Day 3: Blog URL link

Day 5: group 90 second infomercial

Week 2:
Day 4: Persuasive essay

Day 5: Persuasive essay presentation

Week 3
Day 4: Sheppards Software biome drawings/Notes

Intelligences:

Interpersonal
Visual
Naturalist
Verbal

Intrapersonal
Visual
Logical

Musical
Verbal
Interpersonal

Logical
Naturalist

Verbal

Visual
Logical
Kinesthetic
Verbal
Visual
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Assessment (quantitative rubric):
Rubric: Brainstorming Web Total Points: 35
CATEGORY Excellent 5 Satisfactory 4 Average 3 Unsatisfactory 1
Notes-15 points Notes are complete
and have all the
information from
the video
presented.
Notes are partial
and not fully
complete. Student
left out important
information.
Student wrote
only one page of
notes and did not
include all of the
information.
Student did not take
notes.
Content/Accuracy-
10 points
Student addressed
all of the important
information into
the brainstorming
web. Web is
complete with all
biomes being
addressed.
Brainstorming web
includes 4-5
biomes. The web is
not completed.
Brainstorming
web is partially
complete.
Student only
addressed 2-3 of
the six biomes.
Brainstorming web
is not complete.
Student only
included one biomes
information.
Information is too
vague and does not
support all important
details.
Speaks Clearly Speaks clearly
(100-95%)
the time, and
mispronounces
no words. Student
addressed all the
necessary
information.
Speaks clearly
(100-95%)
the time, but
mispronounces
one word. Student
did not present all
of the information.
Speaks clearly
(94-85%) of the
time.
Mispronounces
no more two-four
words and does
not address all
the information.
Student mumbles or
cannot be
understood And
does not address any
of the important
information.
Work Division Group members
divided speaking
time equitably.
Group members
divided speaking
time but not
equitably.
One group
member
dominated the
speech, but other
member(s)
participated
Only one member of
the group spoke
during the
presentation.

Rubric: Blog URL Link
Category Complete Incomplete
Blog Student blogged online sent the
URL link to me and corresponded
with another student. Student was
Student did not blog. Student did
not complete the assignment.
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able to compare their feelings
with other students and stay on
topic.

Rubric: 90 Second Infomercial Presentation Total Points: 20
Category Excellent 5 Satisfactory 4 Average 3 Unsatisfactory 1-2
Speaks Clearly-10
points
Speaks clearly
(100-95%)
the time, and
mispronounces
no words. Student
addressed all the
necessary
information.
Speaks clearly
(100-95%)
the time, but
mispronounces
one word. Student
did not present all
of the information.
Speaks clearly
(94-85%)
of the time.
Mispronounces
no more two-four
words and does not
address all the
information.
Student
mumbles or
can not be
understood
and does not
address any of the
important
information.
Stays on topic-10
points
Video stays on
topic 100% of the
time.
Video stays on top
95-90% of the
time.
Video stays on
topic 85-80% of
the time. Video
drifted away at
times to another
irrelevant topic.
It was hard to tell
what the topic was
about.

Rubric: Persuasive Essay Total Points: 40
Focus-10 points Essay has a focus
throughout.
Essay mostly has a
focus throughout.
Essay sometimes
loses focus on the
topic.
Essay does not
have a focus.
Organization-15
points
Essay has a clear
introduction, body
and conclusion.
Essay has a clear
introduction, body
and conclusion,
though not always
clear.
Essay is missing an
introduction, body
or conclusion.
Essay is missing
two of the
following: an
introduction, body
or conclusion.
Grammar Essay has not
grammatical
mistakes.
Essay has 1-2
grammatical
mistakes.
Essay has 3-4
grammatical
mistakes.
Essay has more
than 4 grammatical
mistakes.
Complete
Assignment
Requirements-10
points
Essay has more
than two reasons to
support its
position.
Essay has two
reasons to support
its position.
Essay has one
reason to support
its position.
Essay has no
reason to support
its position.
22

Rubric: Persuasive Essay Presentation Total Points: 30
Preparedness-10
points
Student is
completely
prepared and has
obviously
rehearsed. The
student does not
completely rely on
their essay to
present
information.
Student is prepared
and has obviously
rehearsed.
However, the
student relies
heavily on the
essay during their
presentation.
Student is
somewhat prepared
and it is obvious
they have not
rehearsed. The
student is almost
completely
dependent on the
essay for guidance.
Student does not
seem at all
prepared for the
presentation.
Student reads word
for word from their
essay.
Sufficient
Information
Speech provided a
wealth of
information about
the subject. Speech
went well beyond
that of the essay.
Speech provided a
good amount of
information. There
were about 1-2
pieces of
information
missing from the
speech that were in
the essay.
Speech provided
adequate
information. There
were about 3-4
pieces of important
information
missing from the
speech that were in
the essay.
Speech provided to
little information.
Organization-10
points
Speech was highly
and effectively
organized.
Contained a strong
introduction, body
and conclusion.
Speech was well
organized.
However, either
the introduction,
body or conclusion
were less effective
than the others.
Speech was
somewhat
organized. It
contained either a
basic introduction,
body or
conclusion.
Speech was poorly
organized. It
lacked either an
introduction, body
or conclusion.
Speaking Skills
(Volume, eye
contact, fluency,
posture, etc.)
Student excelled in
all areas of
speaking skills.
Student
demonstrated
strong speaking
skills but was weak
in one of the areas.
Student
demonstrated
adequate speaking
skills but was weak
in 2-3 areas.
Student
demonstrated poor
speaking skills.

Rubric: Sheppards Software Biome Drawings Total Points: 10
Drawings Student completed
a rough draft
drawing.
Student did not
complete a
drawing.
23

Rubric: Zoo Design Total Points: 40
Creativity of zoo
design-15 points
The overall
appearance of the
biome zoo design
is colorful, easy to
see, each biome is
represented with
the correct animals
and plants in each
biome.
Zoo design was
colorful, but not
easy to see or
understand. More
then 90% of the
plants and animals
were correctly
labeled and put in
the correct biome.
Zoo design was
colorful but the
student only
provided 80% of
the correct plants
and animals for
each biome.
Zoo design
provided no color
and was not
complete. Student
provided less then
70% of the plants
and animals.
Notes/Facts-10
points
Student provided
clear and concise
notes, detailing all
of the six biomes.
Student provided
notes that were
clear but not
concise and only
addressed five of
the six biomes.
Student provided
notes that were not
clear and only
addressed three to
four of the six
biomes.
Student provided
details to only one
or two of the
biomes. Notes
were not clear, not
concise and did not
address all the
information.
Use of Time Classroom time
was used
effectively to work
on their project.
Classroom time
was used to work
on project about
90% of the time.
Classroom time
was used to work
on project about
80% of the time.
Student was
distracted and
talking with other
students.
Student did not use
classroom time
effectively.
Worked about 70%
of the time on their
project. Was very
distracted and
talked with other
students a majority
of the class time.
Presentation-10
points
Student was able to
present with clear,
concise details.
Presented with a
loud voice and
with easy to
understand and
follow details.
Student presented
with clear, concise
details. Presented
with a low voice
and made it
difficult to follow
and understand
details.
Student presented
project but rushed
through the
presentation.
Details were not
clear or concise.
Student presented
but did not share
any details.

Youtube URL Link: http://youtu.be/qNYmuMQjF9w

24

Week one: Lesson One
Lesson: Introduction to biomes, through Kids Know it Network
Objective: Students will be able to know and understand the six different biomes found on
Planet Earth. Students will be able to demonstrate their understanding of biomes through note
taking and using the app Evernote.
Common Core Standards/Content Standards:
4.1 Students demonstrate an understanding of the physical and human geographic features that
define places and regions in California
Life Science
3. Living organisms depend on one another and on their environment for survival. As a basis
3.a. Students know ecosystems can be characterized by their living and nonliving components.
3.b. Students know that in any particular environment, some kinds of plants and animals survive
Technology Standards
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Materials:
iPad
Evernote app
Overhead Projector

25

Lesson Preparation: Please turn on the SmartBoard and Overhead Projector. Please go online
and have the following website up and running before the start of the lesson.
movies.php?movie=biomes. Please also be sure that all iPads are turned on and display the
Evernote app (iPads can be found in the crate in the back of the classroom). Place an iPad on
each students desk, once they are up and running (according to the number on the back and the
students number found on their name tag).
Anticipatory Set: Introduce the new unit by asking students: Does anyone know what a biome
is? (Allow students to think for a few moments and then ask students to volunteer answers). Yes,
that is correct, Biomes are climatically and geographically defined as contiguous areas with
similar climatic conditions on the Earth, such as communities of plants, animals, and soil
organisms, and are often referred to as ecosystems. Today, we will first watch a short video
which will go into more depth about biomes and give you a sense into different biomes that can
be found on Planet Earth.
Guided Instruction: During the video, students will need to have their iPads out and be taking
notes using the Evernote app. Throughout the video there will be questions that students will
need to answer. During this time, pause the video, allow students to answer the questions on their
iPad and then ask students to raise their hands and volunteer responses. Students must take at
least ten notes from the video. Please walk around during the video and be sure all students stay
on the Evernote app during the whole video presentation.
Independent Activity: Once the video has stopped and students have completed their notes they
may talk with a table mate to collaborate their ideas. Allow students to talk with their table mates
for about five minutes. They may not get up and walk around; they may only talk with students
who are at their table. Once finished they will need to submit their notes to my work/district
email for grading (students know my email). Once students are done please pass out a post it
note to each student and ask students the following questions: (1) Please name the six biomes
from the video (2) Please name one fun fact that you learned from the video. Students will need
to answer the questions on the post it note, write their name on the back and give to you before
they can leave for the day. This will show which students have paid attention and which have not
during the video.
Student Work/Outcome: I will assess student learning by reviewing students notes from
todays lesson, as well as having students complete a simple question and answer exit ticket at
the end of the day. I will ask students to answer two questions and write them on a post it note,
before they leave class, to be sure that they fully understand biomes. (1) Please name the six
biomes from the video (2) Please name one fun fact that you learned from the video.

26

Week one: Lesson Two
Lesson: Create a brainstorming web, using the information found online from the students
Houghton Mifflin Science textbook.
Objective: Students will be able to take the information that they have acquired by online
research and create a brainstorming web with a group of students. Students will be able to
present their findings with their group, to the whole class in an oral presentation.
Life Science
Integration of Knowledge and Ideas
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
Writing Standards
sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
27

Common Core Standards: Visual Arts
5.3 Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or tell a
story about a historical event.
including at a distance, to support individual learning and contribute to the learning of others.
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
b. communicate information and ideas effectively to multiple audiences using a variety of media
and formats
Students understand human, cultural, and societal issues related to technology and practice legal
and ethical behavior.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
Materials:
Houghton Mifflin Science textbook online http://www.eduplace.com/kids/hmsc/4/
iPad
http://www.mindmeister.com/
SmartBoard
28

Overhead Projector
Reflector app
I-nigma app (QR code)
Lesson Preparation: Be sure that the SmartBoard and over head projector are on. Please go to
the website http://www.mindmeister.com/ and login to my account (username: my name,
password: school name). Click on the link that says Biomes (spend a few minutes explore
yourself, so that you will be familiar with the website before you have to share with students).
Please also make sure all iPads are turned on and have the app i-nigma displayed so students can
access the QR code (iPads can be found in the crate in the back of the classroom). Place an iPad
on each students desk, once they are up and running (according to the number on the back and
the students number found on their name tag).
Please also go to Microsoft Word and pull up the document entitled (Houghton Mifflin QR
code). Display on the board for after your demonstration so students can access the QR code.
The Mind Meister website address, username and password will also be displayed in this
document.
Anticipatory Set: Display the example of the biomes brainstorming web on to the SmartBoard
so that all students will be able to see. Ask students: can anyone tell me what this? (Students
should answer and say either a graphic organizer or a brainstorming web); Very good, this is a
graphic organizer. Today you, along with your table mates, will create one of these
brainstorming webs. (Show students how to create a brainstorming web, by selecting a main
point and at least six different sub-points to be used for their web, using information from their
notes). Take about ten minutes and go through the website and add boxes, text, color, and
pictures. Ask questions to be sure that students fully understand how to navigate the website
before having them work in their groups.
Guided Instruction: Before you can create your own brainstorming web, you must first work in
a small group (your table group) and using your Houghton Mifflin Science textbook online (QR
code provided-show students the code online) locate important information about each biome.
Show students first how to access the online website, before sending them to work in their
groups. Please be sure to display the QR code up on the SmartBoard so that students
can access the code. Each table group will be assigned one biome to research and
locate more information. (Draw numbers to determine which group gets which
biome). Students will need to write down the information into their Evernote app,
using their iPad. Pick one student from each group to come up and access the QR
code (only one iPad per group will need to be used for the assignment).

29

Independent Activity: Once students have finished gathering all the information, students will
then use the resource Mind Mesiter (display website online so students can access it and display
the username and password) to create a brainstorming web of all the important information they
have just read about (allow students about 30 minutes to create their web). Students may also use
their Evernote notes from the previous day as a reference for adding information to their
brainstorming web. Once students have completed their brainstorming web, one at a time, each
table group (please pick groups at random), will walk up to the SmartBoard, project their iPad
onto the SmartBoard, using the reflector app (students know how to access this from their iPads)
and share their brainstorming web with the whole class. During this time, the other students may
use their iPads to write down notes from each biome presentation. Students should present for
about two to four minutes. Students may answer three questions or comments from the other
students, once their presentation is complete. Once complete students will need to email their
brainstorming web to my work/district email for grading.
Rubric: Brainstorming Web Total Points: 35
CATEGORY Excellent 5 Satisfactory 4 Average 3 Unsatisfactory 1
Notes-15 points Notes are
complete and
have all the
information
from the video
presented.
Notes are partial
and not fully
complete.
Student left out
important
information.
Student wrote
only one page
of notes and did
not include all
of the
information.
Student did not
take notes.
Content/Accuracy-
10 points
Student
addressed all of
the important
information into
the
brainstorming
web. Web is
complete with
all biomes being
addressed.
Brainstorming
web includes 4-
5 biomes. The
web is not
completed.
Brainstorming
web is partially
complete.
Student only
addressed 2-3
of the six
biomes.
Brainstorming
web is not
complete.
Student only
included one
biomes
information.
Information is to
vague and does
not support all
important details.
Speaks Clearly Speaks clearly
(100-95%)
the time, and
mispronounces
no words.
Student
addressed all the
necessary
information.
Speaks clearly
(100-95%)
the time, but
mispronounces
one word.
Student did not
present all of the
information.
Speaks clearly
(94-85%)
of the time.
Mispronounces
no more two-
four words and
does not
address all the
information.
Student
mumbles or
cannot be
understood
and does not
address any of
the important
information.
30

Work Division Group members
divided
speaking time
equitably.
Group members
divided
speaking time
but not
equitably.
One group
member
dominated the
speech, but
other
member(s)
participated
Only one
member of the
group spoke
during the
presentation.

Student Work/Outcome: Students biome brainstorming web should look a little something like
this. Students will of course, have more text, pictures, color and display more information from
one biome. At the end of this lesson, students will know how to create an online graphic
organizer, learn to collaborate with classmates, as well as learn to access information online. I
will assess student learning of biomes and the above information by grading their brainstorming
webs as a group and asking students on an individual basis to provide information verbally about
what they have learned. Students will also be graded on an individual level when they are
presenting their biome to the class (rubric is provided above).

Biomes
(Desert)

Plants
Climate
Animals
Locations
31

Week one: Lesson Three
Lesson: Using the app Kidblog, students will blog about their reactions on one biome
Objective: Students will be able to take their prior background knowledge about biomes and
create a blog, writing about their reaction to one biome.
Life Science
Reading Standards for Informational Text: Craft and Structure
6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe
the differences in focus and the information provided.
Writing Standards: Production and Distribution of Writing
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
32

productivity
Materials:
iPad
Kidblog app
http://kidblog.org/MissMcGinnis-2/
SmartBoard
Overhead Projector

Lesson Preparation: Please be sure that the SmartBoard and overhead projector are turned on.
Please go to the website http://kidblog.org/MissMcGinnis-2/ and have this displayed so all
students can see (take a few minutes to explore the website so that you can answer any question
students may have-how to login, make a new post and respond to a post). Please also be sure that
all iPads are turned on and display the Kidblog app (iPads can be found in the crate in the back
of the classroom). Place an iPad on each students desk (according to the number on the back and
the students number found on their name tag), and place an index card which displays each
33

individual students username and password for the website on their desk too (these are in
alphabetical order).
Anticipatory Set: Ask students to close their eyes and think of all the biomes that we have
discussed (allow students about two minutes of thinking time). Now pick one biome that you are
most interested in. Now, open your eyes and tell someone next to you: the biome you picked,
why you picked it and one interesting fact about that biome that you have learned (allow students
about five minutes of sharing time within their group). Now please bring your attention back to
the front of the class so you can see the SmartBoard.
Guided Instruction: This website (Kidblog) is also an app, which allows you to blog about your
feelings, reaction to something or just share important information that you maybe too shy to
share in class. Blogging allows you to express how you feel, but in a different way. For today
though, you will be blogging about your reaction to one biome. You will also write how you feel
about the biome and your attitude towards that biome. Your blog must be 8-10 sentences long
and must include specific information about your research on that particular biome (you may use
your notes from the previous days to include information into your blog). Before sending
students off to work, go through the app, and show students on the SmartBoard, how the app
works and what they should be doing. This should be a step by step process where you show
students first how to login (just show them where to go and how they can login using the index
card), how to create a new post and then how to respond to other students. Answer any questions
now before students start working, so that when they are blogging there will be no distractions.
Independent Activity: Students will have about 20-30 minutes to write one blog. Once students
have completed their blog, they must find three other people online, (after a post has been posted
to the class blog) who share the same reactions as they do and compare similarities and
differences between their blogs. Students must respond to at least three other posts and write a
few sentences back. Students must submit their URL link from their blog to my work/district
email when they are finished.
Rubric: Blog URL Link
Category Complete Incomplete
Blog Student blogged online sent
the URL link to me and
corresponded with another
student. Student was able to
compare their feelings with
other students and stay on
topic.
Student did not blog. Student
did not complete the
assignment.

34

Student Work/Outcome: Students will create a blog that is similar to the one below and post it
the class blog site. I will assess student learning by reading each students blog and see if each
student was able to provide correct background information, provide details for other readers and
be able to successfully post to the blog site. This is the first time students are using this website
so this is also a trial run for students, to see if they can correctly learn to blog, post and comment
on other students postings. Students will only be graded this time on whether or not they were
able to successfully blog and reply to one other student. I will be marking down which students
struggled with this activity and who needed more guidance and practice.
Biomes
Categories: BlogApril 30, 2014 @ 3:16 PM 0 COMMENTS Edit this Post
In class we are discussing a new unit in Science about biomes. Now I was not really sure what a
biome was or why they were so important to our society but after a few days of learning about
biomes, I have come to realize how important biomes are. In class we discussed the six major
biomes that can be found on Planet Earth: Tundra, Desert, Tropical Rain Forest, Taiga,
Grassland and Temperate forest. Now after we learned about each biome, I grew really attached
to the Tropical Rain Forest. The Tropical Rain Forest is located (Students will continue to
provide background information, as well as why they like this biome so much).

35

Week one: Lesson Four
Lesson: Create 90 second infomercial
Objective: Students will be able to create a 90 second infomercial, demonstrating their
knowledge of biomes. Students learn to collaborate and work with other students when creating a
project.
Life Science
Visual & Performing Arts
Music
1.0 Artistic Perception- Students read, notate, listen to, analyze, and describe music and other
aural information, using the terminology of music.
36

and formats
productivity
Materials:
iPad
Showme app
Reflector app
SmartBoard
Computer
Overhead Projector
Lesson Preparation: Please be sure to turn on the SmartBoard, Overhead Projector and
computer. Please locate several infomercial videos online (student appropriate) and save them, to
show students later. Please also be sure that all iPads are turned on and display the Showme app
(you may want to explore the app yourself for a while so that you can answer any questions
students may have). iPads can be found in the crate in the back of the classroom. Place an iPad
on each students desk (according to the number on the back and the students number found on
their name tag).

37

Anticipatory Set: Show students a short infomercial clip online (any product will do). After the
clip has been seen ask students if they know what the clip was trying to sell them? Allow
students some time to think and to collaborate with other students (students may only talk with
their table group). Once students have come up with answers, talk to students about how
commercials or infomercials try to sell people their product or get them interested in something
so that people like you and I will buy their product. Today, you and a few classmates will be
making your very own infomercial. You will need to pick the same group of students that you
have chosen from the previous days lesson (students know which groups they are in). Please
take your iPads out and open up the Showme app.
Guided Instruction: At this time, please get up, take your iPad, and move to one table so that
your whole group is sitting at the same table (please assign each table a section first-ex. this table
is for the tundra biome). The biomes are as follows: Tundra, Desert, Tropical Rain Forest, Taiga,
Grassland and Temperate Forest. Using your iPads and the app Showme, you and your group
will create an infomercial about one biome that you and your group are most passionate about.
The infomercial needs to include: pictures or video from your biome, each group member talking
and a short slogan that will entice people to come visit your biome. A slogan is a saying that is
catchy and people will remember (ex. Nike-Just Do it). Together as a class, lets take our iPads
out and explore the Showme app before you begin working in groups (students have already
used this app before but answer any questions students may have). Display your iPad onto the
SmartBoard so that all students may see what it is you are doing (you can use the reflector app or
Apple TV to do this). Once you have gone through all of the icons and answered all questions,
allow students to begin working on their infomercial.
Independent Activity: Students will be using one iPad per group and the app, Showme to create
their infomercial. Students may use their notes from previous lessons to use toward making their
infomercial. Students may move around the classroom or go outside the classroom to prepare for
their infomercial. Students will have 30-40 minutes today to start working on their infomercial.
Students will need to email their video link to me when they have completely finished. It is okay
if students do not finish today, they will have time tomorrow to finish.
Student Work/Outcome: Today I will be assessing students progress on their infomercial. I
will assess student learning through, monitoring of students working with their group, as well as
asking students individual questions while they are working to see if they are fully
understanding. At the end of the day, students will have a better understanding of what an
infomercial is, how to create a catchy slogan, learn to collaborate with a group, as well as a better
understanding into creating an infomercial.

38

Week one: Lesson Five
Lesson: Infomercial presentation
Objective: Students will demonstrate their understanding of biomes through an infomercial
presentation. Students will learn to collaborate with other students while making a presentation.
Life Science
Reading Standards for Informational Text: Integration of Knowledge and Ideas

39

and formats
productivity
Materials:
iPad
Showme app
Reflector app
Evernote app
SmartBoard
Overhead projector
Lesson Preparation: Please be sure to turn on the SmartBoard and Overhead Projector. Please
also be sure that all iPads are turned on and display the Showme app (iPads can be found in the
40

crate in the back of the classroom). Place an iPad on each students desk (according to the
number on the back and the students number found on their name tag).
Anticipatory Set: For the next 20 minutes, you and your group will get together, finish up your
infomercial and prepare for your presentations. If you are not finished, I suggest you do your best
and finish up with any information that you currently have.
Guided Instruction: Once all students have finished working on their infomercial, students
must email me the URL link to my work/school district email for grading. You will need to draw
numbers and pick groups at random to come up and share their infomercial to the whole class.
Students will use the Reflector app to display their iPad and their infomercial on to the
SmartBoard for all to see. The whole group, must come up, introduce themselves, and share their
infomercial. Once complete, students may answer three questions or comments regarding their
infomercial.
Independent Activity: Once a group has presented, students need to write down three important
points that were shared during the infomercial. Notes should be written in their Evernote app on
their iPad, so that they may share their notes with me at the end of the day. Students should
include: what they liked about the presentation, if they would visit the biome based off of this
presentation and if they would change anything and why? These notes will be submitted to me at
the end of all the presentations via email. The notes will go toward students overall grade for this
whole project, to determine participation.
Rubric: 90 Second Infomercial Presentation Total Points: 25
Category Excellent 5 Satisfactory 4 Average 3 Unsatisfactory
1-2
Speaks Clearly-
10 points
Speaks clearly
(100-95%)
the time, and
mispronounces
no words.
Student
addressed all the
necessary
information.
Speaks clearly
(100-95%)
the time, but
mispronounces
one word.
Student did not
present all of the
information.
Speaks clearly
(94-85%)
of the time.
Mispronounces
no more two-four
words and does
not address all
the information.
Student
mumbles or
cannot be
understood
and does not
address any of
the important
information.
Stays on topic-
10 points
Video stays on
topic 100% of
the time.
Video stays on
top 95-90% of
the time.
Video stays on
topic 85-80% of
the time. Video
drifted away at
times to another
irrelevant topic.
It was hard to tell
what the topic
was about.
Participation Student
completed notes
Student
completed notes
Student
completed notes
Student only
completed notes
41

after each
presentation and
wrote three notes
effectively after
each
presentation.
for all
presentations, but
did not include
three notes per
presentation.
for only 2-3
presentations.
for 1-2
presentations.

Student Work/Outcome: I will be assessing students learning through: infomercial completion,
presentation, as well as notes from each presentation. Students will be graded on the above
mentioned items and will receive a possible score of 25 points for successful completion of the
infomercial. Student work will be the infomercial itself, and notes from each individual student.
At the end of this lesson, students should know and understand how to work with a group of
students, collaborate, create an infomercial, as well as learn how to come up with their own
slogan. This assignment is a combination of group work and individual work (note taking).

42

Week Two: Lesson One
Lesson: Research one biome, create Excel Spreadsheet
Objective: Students will know how to properly research a topic in the computer lab. Students
will be able to compile their research into an Excel Spreadsheet.
Life Science

43

productivity
Materials:
Computer
iPad
Excel Spreadsheet
Overhead Projector
SmartBoard
http://www.kidsclick.org/
Lesson Preparation: Please be sure and have the SmartBoard, Overhead Projector and
computer on. Please have Microsoft Excel up on the screen and open the document entitled
Biomes research. This is what you will be showing students before they go to the computer
lab. Only a few tabs have been created so that during the explanation you can add columns and
show students how to create an Excel Spreadsheet and add information. Please also be sure to
grab all iPads from the back of the classroom in the crate. Please turn on all iPads and have the
app Excel open; Place one iPad on every students desk (according to the number on the back
and the students number found on their name tag).
Anticipatory Set: Last week you created an infomercial, watched videos about biomes and even
read about biomes. Raise your hand if you think you are a biome expert now? (All students
should raise their hand). Well, this week you will be taking all of that knowledge and expertise
and create a persuasive essay regarding one biome (one that you picked last week for the
infomercial). You will need to write about the extinction of the biome and urge people to help
preserve your biome. Please raise your hand and tell me what extinction means? (Students
should respond with: the end of an organism or group of organisms in one specific place). Talk
for about five minutes about extinction, explaining to students how humans are causing damages
to the biomes due to pollution, over population, and habitat destruction. This is when students
44

will be acquiring background information before conducting their research. Today, you will
begin your research in the computer lab and gather as much data as you can that will be used
toward your essay.
Guided Instruction: Before we go to the computer lab, please direct your attention up to the
SmartBoard as I show you how to create a document using Excel (spend about five minutes
showing how to add, move, and delete columns and rows). Make sure to answer any and all
questions from students. Now, as a class, all students will grab their iPads and walk over in
groups to the computer lab (you must dismiss students by table groups). Once in the computer
lab, students will direct their attention up front to the computer teacher as he/she directs them
through a short tutorial on how to research important information online. Students know that the
safest websites for them to use can be found on Kids Click web search
(http://www.kidsclick.org/). The computer teacher will show students how to type in
information; key words that will help them locate information, as well as directing them to the
search bar, so they know where to type in the information. Please walk around and help any
students, as well as monitor students progress.
Independent Activity: Once students know and understand how to navigate around the website,
explain to the students that they must create an Excel Spreadsheet on their iPad. The Excel
Spreadsheet must include: biome name, where the biome is located, climate, animals and plants
that live in the biome, as well as any known extinctions to the biome. Students will also need to
include a reference page to document which websites they located the information on. Allow
students to work for 30-40 minutes.
Student Work/Outcome: At the end of this lesson, students will be able to know and
understand how to gather information online and record the data into an Excel spreadsheet. I will
assess student learning by monitoring students throughout their research, as well as looking over
their progress on their Excel Spreadsheet (they will be graded at a later time on their Excel
Spreadsheet). Below is an example of what students will be completing:

Biome
Name
Climate Animals Plants Extinctions Location Website
Location

45

Week Two: Lesson Two
Lesson: Finish research in computer lab
Objective: Students will be able to research information online by utilizing resources such as:
online newspapers, articles, and professional journals.
Life Science
Key Ideas and Details
1. Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
2. Determine the main idea of a text and explain how it is supported by key details; summarize
the text.
3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
aspects of a topic.
46

8. Recall relevant information from experiences or gather relevant information from print and
digital sources; take notes, paraphrase, and categorize information, and provide a list of sources.
research.
3. Research and information fluency
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
specific tasks
productivity
47

Materials:
Computer
iPad
Excel Spreadsheet
Google Scholar http://scholar.google.com/
SmartBoard
Overhead Projector
Lesson Preparation: Please be sure and have the SmartBoard, Overhead Projector and
computer on. Please have this website up http://scholar.google.com/. This is what you will be
showing students before they go to the computer lab. Please explore the website first so that you
are familiar with it, before showing students. Please also be sure to grab all iPads from the back
of the classroom in the crate. Please turn on all iPads and have the app Excel open; Place one
iPad on every students desk (according to the number on the back and the students number
found on their name tag).
Anticipatory Set: Can anyone tell me what this website is? (Displayed on the SmartBoard
should be the website http://scholar.google.com/). Students will not have prior background
knowledge of this website so it is important that you explain to students that this website is a
place that allows people to read articles, journals or newspapers that have been published and
provide accurate information. This is a good time to explain to students that just because it is on
the internet, does not mean that the information is a reliable source to gather research from. By
searching through Google Scholar, students are able to find reliable pieces of work that have
been published in print but are now transferred to online print. Explore the website with students
for about five minutes and answer any and all questions.
Guided Instruction: Today, you will go back to the computer lab and continue gathering
information on your biomes extinction, using your iPad and Excel Spreadsheet from yesterday.
However, today you will be required to find information from an online newspaper, online article
and online professional journal, using the website Google Scholar. It is important that you start
to gather research from other sources, besides a website. As a class we will walk over to the
computer lab (dismiss tables one at a time) and finish researching. Please bring your iPad so you
can complete your Excel Spreadsheet.
Independent Activity: Students will be working in the computer lab on their research on an
individual basis. Allow students about 40-50 minutes in the computer lab to gather the remainder
of their information. Once students are complete with their Excel Spreadsheet they must submit
it to my work/district email. If students have not completed or need to gather more information,
they may finish up the research up at home and email me a copy once they have finished.
Students may not begin their persuasive essay until I have received and reviewed their notes.
48

Student Work/Outcome: I will assess student learning through their Excel Spreadsheet
research. I will not be grading students on their Excel Spreadsheet because these are their notes
and they will only be graded on how they take those notes and create a persuasive essay. I will
however be checking to make sure students followed the directions and listed information under
each tab, as well as providing several references. If a student did not gather certain information, I
will ask them to finish the list up at home and email me a new copy. It is important that students
learn how to gather research and how to present data into an Excel Spreadsheet. This is a
learning experience and students will struggle but with more practice they will get the hang of it
(this is why I am not grading students notes). Below is a short example of what students should
be creating. Students will of course need to gather more information and document information
from several other resources.

References:
http://www.blueplanetbiomes.org/desert_climate_page.htm
http://www.powayusd.com/teachers/blees/desert_locations.htm
http://www.ucmp.berkeley.edu/exhibits/biomes/deserts.php#semi

Biome Name Climate Animals Plants Extinctions Location
Desert
-four types
1) Cold desert
2) Hot desert
3) Semiarid
desert
4) Coastal desert
Hot and dry
-1 in. rain on
average
-Cold desert
(Antarctic-
rain and
snow year
round)
-Armadillo
Lizard
-Banded Gila
Monster
-Bobcat
-Coyote
-Desert
Tortoise
-Desert Toad
-Camel
-Barrel
Cactus
-Joshua
Tree
-Yucca
-Habitat
destruction
from
underground
piping

-Australlia
-S.W. Africa
-North
America
-South
America
-Middle East
-USA

49

Week Two: Lesson Three
Lesson: First draft of persuasive essay
Objective: Students will be able to write a persuasive essay using information from the previous
days research. Students will know how write an effective research paper.
Life Science
Writing Standards
Text Types and Purposes - Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

50

aspects of a topic.
research.
sources and media
specific tasks
51

productivity
Materials:
Pencil
Paper
Computer
iPad
Persuasive map handout (see below)
Overhead Projector
Persuasive essay guidelines handout (see below)
ELMO
Lesson Preparation: Please turn on the SmartBoard, Overhead Projector and ELMO. Please
look over the handouts and place them under the EMLO to discuss with students. Please also
grab all iPads from the back crate and place one iPad on each students desk (according to the
number on the back and the students name tag number).
Anticipatory Set: Can anyone tell me what a persuasive essay is? Students should answer by
saying: an essay that convinces the reader that their opinion is correct with regard to an issue.
Today, you will be taking your research from the last couple of days and turn that into a
persuasive essay. It is your job to create a persuasive essay, urging others to help protect your
particular biome. Before you can start writing you must know what you are going to write about.
Here are the guidelines to follow when writing your essay (please handout one paper to each
student). Go over each heading and answer any questions students may have. Next, show
52

students the persuasive graphic organizer handout (give each student a copy). You must fill it out
before you can start writing so you know what you will be writing about.
Guided Instruction: As a class you will go over each heading and give examples to students on:
what should be in each heading (students are writing an essay to persuade people to save their
biome and to do their part). Once all questions have been answered, allow students time to
complete their graphic organizer outline and start their rough draft. Once students are complete,
they must show you that they have filled in every box (please star the top of the paper). Once
their outline has been approved, students will start writing a rough draft of their essay today,
using their research from the previous days. Dont forget to mention to students that their essay
will need to include: a topic sentence, three main points, and a conclusion.
Independent Activity: Students will stay in class and work on their essay on an individual basis
(students should be seated in their assigned seats the whole class time). Students will be using
their iPads to gather the notes that they wrote from the first day and create a two to three page
persuasive essay on the extinction of one biome they have been researching. Students will be
using paper and a pencil to write their rough draft. In the essay students must urge people to help
save the biomes and list solutions that humans can do to help protect and preserve their particular
biome. Please allow students to write their essay for 35-50 minutes, depending on the time.
Student Work/Outcome: After this lesson, students will know how to begin writing a
persuasive essay, know how to fill out a graphic organizer map, and learn how to follow
guidelines. I will assess student learning by checking each students graphic organizer outline
before they begin writing. This will help show me which students are on track and know how to
begin an essay or show me which students are struggling and need more one-on-one guidance.
The outline will not be collected; it will instead be turned in at the end with the final draft.
Persuasive Essay Guidelines:
You have just traveled to one of the distinct biomes that can be found here on Planet Earth. You
notice on your journey that there are fewer animals, less plants and it is not what you had
envisioned. You come to realize that your biome has been subject to extinction.
You will be writing a 2-3 paper (5 paragraphs) essay expressing your concern for your biome,
being sure to cite specific animals and plants that are in your biome, as well as writing specific
reasons as to why you think the biome is becoming extinct and how people can help preserve the
biome.
Paragraph one: Introduction
*Contains at least 8-9 sentences
* Grab the readers attention
53

*Introduce your biome: location, name, climate, and what you thought when you visited the
biome
*Mention three topics you are going to discuss (examples: animals and plants found in the
biome, examples of biome extinction, and examples as to how people can preserve the biome)
Paragraph two-four: Body
* One paragraph for each of the three topics mentioned above (citing examples from your notes)
* Each paragraph must be 8-9 sentences in length
Paragraph five: Conclusion
* End with summarizing your whole experience at the biome (referring back to your body
paragraphs)
* Should be 8-9 sentences in length
-Works cited will also need to be added at the end of the essay
Rough draft is due on: _____________
Final draft is due on: ______________ (this is worth 40 points)

54

55

Week Two: Lesson Four
Lesson: Finish writing of persuasive essay
Objective: Students will be able to write a persuasive essay using information from the previous
days research. Students will know how write an effective research paper.
Common Core standards: History-Social Science
Content Standards: Science
Life Science
Writing Standards
Text Types and Purposes -Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

56

aspects of a topic.
research.
sources and media
specific tasks
57

productivity
Materials:
Microsoft Word
Computer
iPad
Proofreaders mark handout

Lesson Preparation: Please be sure and turn all iPads on (can be found at the back of class in
the crate), and place them on to each students desk (according to the number on the back and the
students name tag number). Please also review the proofreaders mark paper because you will be
going over this handout with students before they can start typing up their paper.

Anticipatory Set: Today you will finish writing your persuasive essay rough draft. You will
finish your rough draft and begin working on editing and correcting all grammar, punctuation
and misspellings. Here is a paper that will help you when going through your paper and trying to
find the correct markings for each type of correction (please hand out one paper to each student).
Please go over each type of marking with the students so that they will know how to edit and
make corrections.

Guided Instruction: Before students can start typing their paper up, they must first finish their
rough draft and get it approved by you. Check and make sure students have made corrections in
red (you do not need to read through the whole thing, just glance over it and be sure students
have included five paragraphs and 8-9 sentences). Check and make sure students essays include:
a topic sentence, three main points, and a conclusion. Students will start typing their essay either
on their iPad, the two computers in class or in the computer lab (please allow students to chose
what they are most comfortable using). For the two computers in class, please draw numbers and
pick students at random and ask them first if they would like to use the computers in class or
something else (this way there is no fighting), continuing drawing numbers until the two
computers have been occupied.
58

Independent Activity: Students will either go to the computer lab to write their essay or stay in
class and use their iPad or one of two computers (if a student would like to go to the computer
lab, have them walk over with another student, not alone). Please allow students to write their
essay for 35-50 minutes, depending on the time. Once students have finished writing their paper,
they need to print their paper out and attach it to the top of their rough draft and graphic
organizer. If students do not finish typing or have not even started typing, they will need to finish
typing their paper up at home). Final drafts are due tomorrow along with a copy of the rough
draft and persuasive graphic organizer outline.

Student Work/Outcome: Students will be assessed on how well they can create a persuasive
essay. I am looking for signs that students know how to correctly cite resources, include research
information and write using all correct grammar and punctuation. Students will be graded on:
essay focus (stay on topic), organization, grammar, and complete assignment requirements
(include introduction, three body paragraphs and a conclusion). Students will also be graded on
whether or not they have completed their graphic organizer and a rough draft. At the end of this
lesson students will know how to effectively write a persuasive essay and how to go through a
paper and make grammar corrections.

Rubric: Persuasive Essay Total Points: 40
Category Excellent 5 Satisfactory 4 Average 3 Unsatisfactory
1-2
Focus-10 points Essay has a
focus
throughout.
Essay mostly has
a focus
throughout.
Essay sometimes
loses focus on
the topic.
Essay does not
have a focus.
Organization-15
points
Essay has a clear
introduction,
body and
conclusion.
Essay has a clear
introduction,
body and
conclusion,
though not
always clear.
Essay is missing
an introduction,
body or
conclusion.
Essay is missing
two of the
following: an
introduction,
body or
conclusion.
Grammar Essay has not
grammatical
mistakes.
Essay has 1-2
grammatical
mistakes.
Essay has 3-4
grammatical
mistakes.
Essay has more
than 4
grammatical
mistakes.
Complete
Assignment
Requirements-10
points
Essay has more
than two reasons
to support its
position.
Essay has two
reasons to
support its
position.
Essay has one
reason to support
its position.
Essay has no
reason to support
its position.

59

Persuasive Essay Guidelines:
You have just traveled to one of the distinct biomes that can be found here on Planet Earth. You
notice on your journey that there are fewer animals, less plants and it is not what you had
envisioned. You come to realize that your biome has been subject to extinction.
You will be writing a 2-3 paper (5 paragraphs) essay expressing your concern for your biome,
being sure to cite specific animals and plants that are in your biome, as well as writing specific
reasons as to why you think the biome is becoming extinct and how people can help preserve the
biome.
Paragraph one: Introduction
*Contains at least 8-9 sentences
* Grab the readers attention
*Introduce your biome: location, name, climate, and what you thought when you visited the
biome
*Mention three topics you are going to discuss (examples: animals and plants found in the
biome, examples of biome extinction, and examples as to how people can preserve the biome)

Paragraph two-four: Body
* One paragraph for each of the three topics mentioned above (citing examples from your notes)
* Each paragraph must be 8-9 sentences in length

Paragraph five: Conclusion
* End with summarizing your whole experience at the biome (referring back to your body
paragraphs)
* Should be 8-9 sentences in length

-Works cited will also need to be added at the end of the essay

Rough draft is due on: _____________
Final draft is due on: ______________ (this is worth 40 points)

60

61

Week Two: Lesson Five
Lesson: Persuasive essay presentation
Objective: Students will take their biome understanding and present a persuasive essay to the
class. Students will be able to know and understand the proper etiquette of project presentations.
Common Core standards: History-Social Science
Content Standards: Science
Life Science
62

productivity
Materials:
Hard copy of essay
Computer
SmartBoard
Overhead Projector
Microphone
Lesson Preparation: Please turn on the SmartBoard, computer and the Overhead Projector.
Once they are up and running please have Microsoft Word up (this is where you will create a
table and make notes after each presentation).
Anticipatory Set: Today, you will come up one at a time and come share your persuasive essay
with the class. When presenting any project, you must first come up front, say your name, your
topic, and then you may present your paper. You do not need to read us your whole essay, main
points are perfectly acceptable, as long as you get the point across (biome name, location,
animals and plants that live in the biome, causes of extinction, how humans can help and what
needs to be done to preserve the biome).

Independent Activity: Students will come up one at a time and present their essay to the class
(students will need to use the microphone so everyone can hear them). Students presentations
must be 2-3 minutes long (please draw numbers, to randomly select students to present).
Students may answer three questions or comments after their presentation.

Guided Instruction: As a class we will write the main points from each essay on the
SmartBoard and create a table of each biome and determine which biome is in more danger of
extinction and address the question, why? Once all essays have been read, we will examine the
table and determine any similarities between each biome. This will also help determine which
students are paying attention during the presentations and which students are not. Please ask
several students to provide examples after each presentation.
Student Work/Outcome: Students will be assessed on their overall presentation: how prepared
they were, if they provided all information from the guidelines, organization, as well as overall
speaking skills (fluency, volume, posture). After each presentation, students will turn in a hard
copy of their essay along with their rough draft and graphic organizer. Students will be given an
overall score out of 70 points for their work and presentation. At the end of the presentation,
students shall have a better understanding into biome extinction, how to preserve a biome, how
to effectively create a persuasive essay and how to present an essay using proper etiquette.

63

Rubric: Persuasive Essay Presentation Total Points: 30
Preparedness-10
points
Student is
completely
prepared and has
obviously
rehearsed. The
student does not
completely rely
on their essay to
present
information.
Student is
prepared and has
obviously
rehearsed.
However, the
student relies
heavily on the
essay during
their
presentation.
Student is
somewhat
prepared and it is
obvious they
have not
rehearsed. The
student is almost
completely
dependent on the
essay for
guidance.
Student does not
seem at all
prepared for the
presentation.
Student reads word
for word from their
essay.
Sufficient
Information
Speech provided
a wealth of
information
about the
subject. Speech
went well
beyond that of
the essay.
Speech provided
a good amount
of information.
There were
about 1-2 pieces
of information
missing from the
speech that were
in the essay.
Speech provided
adequate
information.
There were
about 3-4 pieces
of important
information
missing from the
speech that were
in the essay.
Speech provided to
little information.
Organization-10
points
Speech was
highly and
effectively
organized.
Contained a
strong
introduction,
body and
conclusion.
Speech was well
organized.
However, either
the introduction,
body or
conclusion were
less effective
than the others.
Speech was
somewhat
organized. It
contained either
a basic
introduction,
body or
conclusion.
Speech was poorly
organized. It lacked
either an
introduction, body
or conclusion.
Speaking Skills
(Volume, eye
contact, fluency,
posture, etc.)
Student excelled
in all areas of
speaking skills.
Student
demonstrated
strong speaking
skills but was
weak in one of
the areas.
Student
demonstrated
adequate
speaking skills
but was weak in
2-3 areas.
Student
demonstrated poor
speaking skills.

64

Week Three: Lesson One
Lesson: Biome video and note taking
Objective: Students will be able to expand on their prior background knowledge about biomes.
Be able to demonstrate knowledge through note taking, using the app Evernote.
Life Science
productivity
65

Materials:
Computer
SmartBoard
http://youtu.be/v7cZ3b6PH2s
iPad
Evernote app
Overhead Projector

Lesson Preparation: Please turn on the SmartBoard, computer and Overhead Projector. Once
everything is up and running, please open up the following video http://youtu.be/v7cZ3b6PH2s
(students will be watching this video as a class and taking notes). Please grab all iPads from the
back crate, turn them on, open up the app Evernote and place them on each students desk. The
number on the back will correspond with the number on each students name tag.
Anticipatory Set: Now I know you are all biome experts by now, but this week we will be
adding to your prior background knowledge of biomes. This week we will expand on your
understanding of the specific plants and animals that are found in each biome. Today, we will be
watching a twenty-five minute video clip on biomes and discover the specific plants and animals
that are found in each biome. Before we start the video, can I please have six volunteers who can
name the six major biomes that we discussed last week (students should respond by saying:
Tundra, Desert, Taiga, Tropical Rain Forest, Grassland, and Temperate Deciduous Forest). This
will help activate students prior background knowledge from last week and prepare them before
the video starts.

Guided Instruction: Please grab your iPads and be prepared to take notes from the video. You
will need to make a chart labeling each biome that is mentioned in the video and label the
distinct plant and animal life that is unique to that biome. Please be sure to add at least ten bullet
points for each biome. I want you to pay special attention to plants and animals that can be found
in multiple biomes and make note of that as well. This will be an individual activity and students
must stay seated in their assigned seats during the whole video.
Independent Activity: Once the video is complete, students may get up and walk around and
ask their peers for notes they may have missed. Students will be comparing notes and writing
down any information that they have missed. Once complete, students must send me their notes
via email. Allow students at least ten minutes to gather missing notes from fellow classmates.
Once all students have sent me their notes to my work/school email, you may start a discussion
with the class regarding the video. This is an open discussion, so please randomly call on
students (draw numbers) and ask students to share one important fact from the video.
Student Work/Outcome: Students will be assessed on the oral discussion after the video, as
well as their notes from the video. Students scores will be marked down as participation in their
66

Science grade. Students will be able to expand on their prior background knowledge of biomes
and become more familiar of the different animals and plants that are unique to each biome.

67

Week Three: Lesson Two
Lesson: Google Earth research
Objective: Students will be able to expand on their prior background knowledge about biomes
by researching online, using Google Earth. Students will be able to demonstrate knowledge
through note taking, using the app Evernote and drawing using the app iPaint.
Content Standards: History-Social Science
Life Science
Writing Standards: Research to Build and Present Knowledge
aspects of a topic.
68

sources and media
specific tasks
productivity
Materials:
Computer
SmartBoard
iPad
Evernote app
iPaint app
Overhead Projector

Lesson Preparation: Please turn on the SmartBoard, computer and Overhead Projector. Once
everything is up and running please open up the following website http://www.google.com/earth/
(students will be using this website and taking notes). I would explore the website first so you know what
to show students and demonstrate how to navigate around the website. Please grab all iPads from the
69

back crate, turn them on, open up the app Evernote and place them on each students desk. The number
on the back will correspond with the number on each students name tag.
Anticipatory Set: Has anyone ever been to the Amazon? (No student will raise their hand). How
about the Sahara desert? Well if you have never been to these places, how do you know what
they look like? How do you know what animals and plants live there? (Students should answer
by saying research online, by typing in a name we are able to see pictures that other people have
posted). Well today, you will be able to explore all the biomes, from just the click of your mouse.
We will be using this website today (display on the board Google Earth).

Guided Instruction: For about five or so minutes, explore the website and show students how
they can use their notes and type in any location and be able to get a up front view of the biome
(it will be as if you are right there, with never having to leave the classroom). Today you will
explore each biome and take notes using the Evernote app and you will draw what each biome
looks using the iPaint app (no need to go over this app, students are familiar with the app). Pay
special attention to the colors, surroundings and geographic images (trees, rocks, mountains,
etc.). Now if there are no questions, please grab your iPads and get ready to walk over to the
computer lab (please dismiss students according to table groups).
Independent Activity: While in the computer lab, students will be using the Evernote app to
gather notes about each biome and draw a small picture of what each biome looks like in real
life, using their iPaint app. Students should focus on the details and focus on distinct features for
each biome. Allow students to work for 35-50 minutes (depending on timing). Once complete,
please have students save their Evernote notes and iPaint drawings and walk back to class (walk
back as a group please).
Student Work/Outcome: Students will be assessed on their individual work in the computer
lab. Students will be monitored throughout their research and I will be asking students questions
while they are working to check for understanding. At the end of this lesson, students will know
how to navigate the website Google Earth, learn how to draw each biome and know how to
research information online. Students notes will not be graded at this time; they will graded at a
later time.

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Week Three: Lesson Three
Lesson: Google Earth research (day two)
Objective: Students will be able to expand on their prior background knowledge about biomes
by researching online, using Google Earth. Students will be able to demonstrate knowledge
through note taking, using the app Evernote.
Life Science
Writing Standards: Research to Build and Present Knowledge
aspects of a topic.
71

sources and media
specific tasks
productivity
Materials:
Computer
iPad
Evernote app
iPaint app

Lesson Preparation: Please grab all iPads from the back crate, turn them on, open up the app Evernote
and place them on each students desk. The number on the back will correspond with the number on each
students name tag.
Anticipatory Set: Today you will be going back to the computer lab and finishing up your notes
that you have started from the previous day. Before we go to the computer are there any
questions? Please dismiss students to the computer lab by group.

72

Guided Instruction: Students will need to gather their Evernote notes from the previous day and
finish gathering notes on each biome, as well as finish their iPaint drawings. Students need to
have a few notes from each biome, a drawing of at least one plant and one animal, as well as a
picture of what the biome looks like.
Independent Activity: While in the computer lab, students will be using the Evernote and iPaint
apps to gather notes about each biome and draw a small picture of what each biome looks like in
real life. Students should focus on the details and focus on distinct features for each biome.
Allow students to work for 35-50 minutes (depending on timing). Once complete, please have
students email me their Evernote notes and iPaint drawings to my work/district email and walk
back to class (walk back as a group please).
Student Work/Outcome: Students will be assessed on the completion of their Evernote notes
and iPaint drawings. I will be grading students on whether or not they successfully completed
their notes and were able to provide information from each biome. This will go towards students
participation grade in Science. I will also be reviewing each students iPaint drawing to see if
they were able to correctly draw each biome (I am only looking for distinct features that are in
each biome and being sure students understand the difference between each biome). Examples: I
should not see water in the desert biome and I should not see and for the Tropical Rain Forest
biome. After this lesson, students will have a better idea into exactly what each biome looks like
and the specific plants and animals that are native to each biome. Below is an example of what a
biome drawing would look like by a student:

73

Week Three: Lesson Four
Lesson: Zoo design using Sheppards Software
Objective: Students will take their prior background knowledge about biomes and create a zoo
diagram online, using Sheppards Software. Students will know what a zoo looks like, how to
construct their own zoo and learn to collaborate with a group of students.
Life Science
74

and formats
sources and media
specific tasks
productivity
Materials:
SmartBoard
http://www.sheppardsoftware.com/content/animals/kidscorner/kidscorner3.htm
75

Computer
iPad
Overhead Projector
i-nigma QR code app
Microsoft Word

Lesson Preparation: Please be sure and turn on the SmartBoard, computer and Overhead
Projector. Please have the following website up
http://www.sheppardsoftware.com/content/animals/kidscorner/kidscorner3.htm. Click on the link
that says Paint and make, this is what students will be doing today in the computer lab on their
own. Please open up Microsoft Word and locate the file that is entitled Sheppards Software.
Display the QR code up for students to gain access to the website (they will be doing this later).
Please also get all iPads out from the back crate, turn them on and have the app i-nigma QR code
up. Please place one iPad on each students desk according to the number on the back and the
number on each students name tag.
Anticipatory Set: Who likes to draw? (Every student should raise their hand). Well lucky for
you, today you get to draw and create your own biome drawing. Since you are now all biome
experts and familiar with each biome, you will be broken up into random groups and will be able
to create you very own zoo biome drawing on one biome. Before we can start working though,
you need to know what you will be doing today (display the website Sheppards Software onto
the SmartBoard and go over the website with the students, discussing how they will need to
explore the website and than create their own zoo creation).

Guided Instruction: Now that you are familiar with the website, you will be broken up into
random groups (please draw five-six names from the Popsicle sticks and assign students to one
of the biomes: Tundra, Desert, Tropical Rain Forest, Taiga, Grassland and Temperate Forest).
There should be an even number of boys and girls in each group. Once students have been
assigned a group, allow students to meet at one table and discuss how they want their zoo biome
to look (please assign each biome a table to work quietly at). Today will be a rough draft for
what students will be creating tomorrow. Allow students to discuss with their group for about ten
to fifteen minutes before going to the computer lab. Students should be discussing which animals
live in their biome, what plants live in their biome and looking up what their biome looks like
from their iPad notes. Once students have discussed with their group, you may dismiss students
one group at a time to come up front, get the QR code onto their iPad and then line up to go to
the computer lab.

Independent Activity: Once in the computer lab, students will be working on an individual
basis using their iPads and the Sheppards Software website. Students will be using the
computers to explore actual zoos and look up different zoo maps (this will be the students
project for the following day). Once students have explored online, they should use the website
Sheppards Software to construct what they think their zoo will look like. Once students have
finished they need to show you first (check and make sure they picked the right biome
background, placed animals, plants and color into the picture), save it onto their iPad and then
76

they may have fun and explore the website. Allow students the remainder of the class period to
explore the website.

Student Work/Outcome: At the end of this lesson, students will be able to draw their own zoo
design using the Sheppards Software website. Students will also be able to get a better idea of
how a zoo map looks, what animals and plants are used for their specific biome and be able
collaborate with a group of students. Students will be graded on the completion of their
Sheppards Software design out of ten points. Below is an example of the work that students will
be creating:

Rubric: Sheppards Software Biome Drawings Total Points: 10
Category Excellent 5 Satisfactory 4 Average 3 Unsatisfactory 1-
2
Drawings Student
completed a
rough draft
drawing.
Student
completed the
drawing but did
not provide either
plants or animals.
Student did not
provide any
color but did
complete the
drawing.
Student did not
complete a
drawing.

77

Week Three: Lesson Five
Lesson: Zoo design
Objective: Students will be able to construct their very own biome zoo design using their prior
background knowledge on biomes. Students will be able to learn to collaborate with other
students and create a biome zoo design.
Life Science
78

and formats
sources and media
Materials:
SmartBoard
ELMO
iPad
Overhead Projector
Construction paper
Biome zoo examples drawings
Crayons
Pencils
Markers

Lesson Preparation: Please be sure and turn on the SmartBoard, Overhead Projector and
ELMO. Please place the Biome zoo example under the ELMO (you will be showing students this
79

later in the assignment explanation). Please also get all iPads out from the back crate, turn them.
Please place one iPad on each students desk according to the number on the back and the number on
each students name tag.

Anticipatory Set: Close your eyes and think about a time that you have gone to a zoo. What is
the first thing you do when before you go inside? Students should respond by saying, look at the
map. Well when you look at a zoo map, what do you notice? Animals are broken up into groups.
The animals are broken up into different groups based on their habitats. We have learned over
the past three weeks that animals and plants have different habitats that they live in, according to
their needs. With your group (from the previous day), you will be able to take all of your prior
background knowledge on biomes and create a biome zoo design, just like this example.
This is an example of what you will be doing today (have displayed on the SmartBoard the
biome zoo design).
Guided Instruction: In your group, you will need to draw your biome (include all physical
features-trees, water, sand, etc.), and include all plants and animals that belong in your biome.
Make sure you label the name of all plants and animals that are in your biome, so that others will
be able to identify them. Once every group have finished, you will present to the class and then
we will display them up on the board and it will be like our very own zoo is in class. Your biome
shall not look like anyone elses in the classroom. Each biome must present a minimum of five
different plants and animals into the drawing. Please assign each table a biome so that students
can work with their group. Once you have done this, please dismiss students to work with their
group. Once groups are settled, pass out one white construction paper to each group, one package
of markers and one package of colored pencils.

Independent Activity: Students will be working at their table with their group members the
whole class period. Students will need to draw their very own zoo design and incorporate the
correct plants and animals that can only be found in their biome. Students will need to make it
colorful and label the name of each animal and plant in the drawing. Allow students to work for
45-60 minutes on their zoo design depending on the timing. Students will present their zoo
design to the whole class the following day.

Student Work/Outcome: At the end of this lesson, students will get a better understanding into
what a zoo biome looks like and how to work with other students. Students will be able to
correctly construct their own biome zoo design but drawing the correct plants, animals and
background features for each biome. Students will need to use all their prior background
knowledge from the past three weeks, as well as collaboration with other students to create their
very own zoo. Students will be graded on: their creativity, notes from the week, classroom
management time, as well as their overall presentation. Below is an example of what students
will need to be creating with their table group.

80

Rubric: Zoo Design Total Points: 40
Category Excellent 5 Satisfactory 4 Average 3 Unsatisfactory 1-
2
Creativity of zoo
design-15 points
The overall
appearance of
the biome zoo
design is
colorful, easy to
see, each biome
is represented
with the correct
animals and
plants in each
biome.
Zoo design was
colorful, but not
easy to see or
understand.
More then 90%
of the plants and
animals were
correctly labeled
and put in the
correct biome.
Zoo design was
colorful but the
student only
provided 80% of
the correct plants
and animals for
each biome.
Zoo design
provided no color
and was not
complete. Student
provided less then
70% of the plants
and animals.
Notes/Facts-10
points
Student
provided clear
and concise
notes, detailing
all of the six
biomes.
Student provided
notes that were
clear but not
concise and only
addressed five of
the six biomes.
Student provided
notes that were
not clear and
only addressed
three to four of
the six biomes.
Student provided
details to only
one or two of the
biomes. Notes
were not clear,
not concise and
did not address all
the information.
Use of Time Classroom time
was used
effectively to
work on their
project.
Classroom time
was used to work
on project about
90% of the time.
Classroom time
was used to work
on project about
80% of the time.
Student was
distracted and
talking with
other students.
Student did not
use classroom
time effectively.
Worked about
70% of the time
on their project.
Was very
distracted and
talked with other
students a
majority of the
class time.
Presentation-10
points
Student was able
to present with
clear, concise
details.
Presented with a
loud voice and
with easy to
understand and
follow details.
Student
presented with
clear, concise
details. Presented
with a low voice
and made it
difficult to
follow and
understand
details.
Student
presented project
but rushed
through the
presentation.
Details were not
clear or concise.
Student presented
but did not share
any details.

81

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