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Agricultural Job Prep.

Agriscience Education
High School

Biome Web Quest

Unit Number 7
Title of Unit: Environment
State Standard Alignment:
Vocational Education for Students with Disabilities student performance standards; Job
4.1 Locate and identify the correct supplies, equipment, and tools to complete specific assignments;
4.14 Use the various capabilities of computer technology to complete work-related tasks.

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Lesson Objectives & Student Expectations

Rigor/Relevance Framework: A
Length of lesson: 2-3, 55 minute class periods
Objective:
1. By utilizing computer and internet research skills, students will compare and contrast biomes, correctly identifying at least 5 out of 7 different
biomes and their characteristics.
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Relevance Matrix Relationships To Core Subjects

Math
Interpreting
measurement and
averages

Language Arts
Reading and vocabulary

Science
Environmental
concerns; biomes

Social Studies
World population
adaptations

Key Vocabulary Terms

Tundra

Desert

Ocean

Freshwater/Wetlands

Temperate/Deciduous
Forest
Temperature

Grassland

Tropical Rain Forest

Climate

Precipitation

Biome

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Materials & Supplies Needed For This Activity

Computers with internet access; Student biome chart worksheets (1/student, included at the end of this lesson); Graphic organizers (1/student, if
needed)

Accommodations
Provide alternative assessments that include reading questions aloud, speaking instead of writing answers, etc.; Check for understanding periodically
throughout the lesson.
Label any tools or equipment in English, when applicable
Provide Native Language or picture dictionaries.
Provide both written and oral directions
Utilize cooperative learning strategies when applicable
Reduce non-essential wording

Teacher Sequence To Present Lesson

Day 1 of 3

Est. Time (min)

Description of Teacher Action
5
Ask students what their ideal place to live is. Why is it
ideal? Temperature? Landscape?
Ask where a bear might like to live. Why?
Tell student they are going to go on a quest to find
information on the different biomes of the world, using
the internet to research temperature, precipitation, plants,
animals, pros and cons, and interesting facts.
5-10

Review with students the terminology they are unfamiliar

with. Remind students of internet safety and expectations
for behavior. Hand out student biome chart worksheets.
Direct students to visit the first website, and illustrate
how to fill out the chart.

Notes
Suggested questions to ask:
What does the word temperature mean?
What is an example of precipitation? Is there more than 1
kind?
What is an advantage or pro? What is a disadvantage or
con?
If terminology is new to students, have students complete a
vocabulary graphic organizer.

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40-45

Allow students 40-45 minutes to conduct research.While

students are conducting their research, circulate and
ensure that students are on task. Assist students if they
seem to be struggling.

Inform students when they have 5 minutes left. Ask them

to exit out of their computers and to return to their seats.
Discuss with students the progress they made on their
research.

Student Procedures To Do This Lesson

Suggested websites:
http://www.ucmp.berkeley.edu/exhibits/biomes/
http://www.thewildclassroom.com/biomes/
http://www.worldbiomes.com/
http://www.marietta.edu/~biol/biomes/biome_main.htm
http://www.blueplanetbiomes.org/
http://environment.nationalgeographic.com/environment/habitats
Suggested.questions to ask:
When you were conducting your research, how did you
recognize the information you were looking for? Was
everything labeled or did you have to read through
information?
Which biomes were you able to complete? How would
you compare/contrast those biomes?
If you could create your own habitat or biome, what
temperature would it be? Which biome is it most like?

Day 1 of 3

1. Arrive to class on time and prepared.

2. Participate in discussion on living places.
3. Listen to directions on how to conduct activity.
4. Using the internet, you will research biomes and fill in the biome chart worksheet.
5. Participate in wrap-up discussion.

Evidence of Student Achievement

1. Student biome chart worksheet with at least 2 of the 7 biomes information filled out.
2. Observation by teacher of student participation and understanding.

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Teacher Sequence To Present Lesson

Day 2 of 3

Est. Time (min)

Description of Teacher Action
5
Remind students of the lesson objective. Review
terminology with students. Remind students of internet
safety and expectations for behavior. Instruct them to
return to their computers with their charts and to spend
the rest of the period continuing their research.
40-45

Allow students 40-45 minutes to continue their research.

While students are conducting their research, circulate
and ensure that students are on task. Assist students if
they seem to be struggling.

Inform students when they have 5 minutes left. Ask them

to exit out of their computers and to return to their seats.
Discuss with students the progress they made on their
research. Ask for examples of what they learned.

Student Procedures To Do This Lesson

Notes

Suggested websites:
http://www.ucmp.berkeley.edu/exhibits/biomes/
http://www.thewildclassroom.com/biomes/
http://www.worldbiomes.com/
http://www.marietta.edu/~biol/biomes/biome_main.htm
http://www.blueplanetbiomes.org/
http://environment.nationalgeographic.com/environment/habitats
.

Day 2 of 3

1. Arrive to class on time and prepared.

2. Listen to reminders on how to conduct activity.
3. Using the internet, you will continue to research biomes and fill in the biome chart worksheet.
4. Participate in wrap-up discussion.

Evidence of Student Achievement

1. Student biome chart worksheet with at least 5 of the 7 biomes information filled out.

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Teacher Sequence To Present Lesson

Day 3 of 3

Est. Time (min)

Description of Teacher Action
5
Remind students of the lesson objective. Review
terminology with students. Remind students of internet
safety and expectations for behavior. Instruct them to
return to their computers with their charts and to spend
the rest of the period continuing their research.
35-40

Allow students 30-35 minutes to continue their research.

While students are conducting their research, circulate
and ensure that students are on task. Assist students if
they seem to be struggling.

5-10

Inform students when they have 5 minutes left. Ask them

to exit out of their computers and to return to their seats.

Notes

Suggested websites:
http://www.ucmp.berkeley.edu/exhibits/biomes/
http://www.thewildclassroom.com/biomes/
http://www.worldbiomes.com/
http://www.marietta.edu/~biol/biomes/biome_main.htm
http://www.blueplanetbiomes.org/
http://environment.nationalgeographic.com/environment/habitats
.

Provide examples of animals and their ideal living

conditions. Ask students to determine which biome each
animal should live in based upon their research. Have
students turn in their answers as an exit slip.

Student Procedures To Do This Lesson

Day 3 of 3

1. Arrive to class on time and prepared.

2. Listen to reminders on how to conduct activity.
3. Using the internet, you will continue to research biomes and fill in the biome chart worksheet.
4. Participate in wrap-up discussion. Complete an exit ticket.

Evidence of Student Achievement

1. Student biome chart worksheet with 7 of the 7 biomes information filled out.
2. Completed exit ticket.

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Name:____________________________________________________ Per.: ____________

Temperate/
Deciduous/
Boreal
Forest
Temperature Range

Precipitation

Examples of
Animals

Tundra

Freshwater/
Wetlands

Marine/Ocean

Grassland/
Savannah

Desert

Tropical Rain
Forest

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Examples of Plants

Divisions or Layers

Disadvantages/Cons

Advantages/Pros

Interesting Facts