Unit: The World s

Biomes
CCSS or State
Standards:

Lesson Title: Exploring the

Aquatic Biome and Forest
Biome (2nd Lesson of Unit
Plan)

Grade/Period: 3rd
Grade

3-LS4-3. Construct an argument with

evidence that in a particular habitat
some organisms can survive well, some
survive less well, and some cannot
survive at all. [Clarification Statement:
Examples of evidence could include
needs and characteristics of the
organisms and habitats involved. The
organisms and their habitat make up a
system in which the parts depend on
each other
3-ESS2-2. Obtain and combine
information to describe climates in
different regions of the world.

Resources and
Materials:

(can be attached)

Objective:

Essential Question(s):
Over-arching questions of the lesson
that will indicate student
understanding of concepts/skills
What is it you want the students to
learn/know? Why?

Inclusion Activity:

1. The Worlds Biomes Website

http://www.ucmp.berkeley.edu/glossary/
gloss5/biome/
2.National Geographic (2007).College
Atlas of The World-(second edition).
3. World Biomes Map
4. I See a Kookaburra!: Discovering
Animal Habitats Around the World
[Book] (Jenkins&Page, 2005)

5.World Biomes- The

Forest- retrieved from
http://www.worldbiomes.
com/biomes_forest.htm
6. Location of Biome
Map
http://teacher.sanjuan.edu
/webpages/esims/files/Bi
ome%20Coloring
%20Map.jpg

I can: compare and contrast characteristics

(such as climate) of the aquatic and forest
biomes.
I can locate the Biomes regional area on a world
map.
I can provide researched evidence on why
animals live in the Aquatic and Forest Biomes.
Why do animals that live in the Aquatic Biome survive in the waters
when some animals cannot survive in the Aquatic Biome?
How can cutting down boreal and rainforest biomes at an alarming
rate, with hundreds of species of plants and animals disappearing
from the planet on a daily basis effect the planet Earth?
Students will discuss the differences between fresh water and marine

Sequence of Activities:

Instructional Strategies:

waters as a class.
Pass out the National Geographic (2007).College Atlas of
The World-(second edition).( there is one copy). The students
will use this material for extra research resources for their
Biome Journals.
1.Teacher and students will read -I See a Kookaburra!: Discovering
Animal Habitats Around the World-I See a Kookaburra!:
Discovering Animal Habitats Around the World [Book]
(Jenkins&Page, 2005) .-10 minutes
2. Students will take out their Biome JournalStudents review The Worlds Biomes Website and discuss the
information from the Aquatic and Forest sections that should be
included in their Biome Journal and take notes from the discussion.
Teacher will call on different students to navigate the website to find
the necessary research information for their Biome Journals.
- 20 Minutes
3. Students will label their Biome World Map with the areas on
the map the Aquatic Biome and the Forest Biome can be found - 2
minutes.
Teacher will use this link -. Location of Biome Map
http://teacher.sanjuan.edu/webpages/esims/files/Biome%20Coloring
%20Map.jpg
The students and teacher will complete the map together as a class.
4. Students will discuss the differences between fresh water and
marine waters as a class.
Teacher: We have learned that there are different types of waters for
the Aquatic Biome, which are Freshwater and Aquatic, what is the
difference between the two? Why is this important?
Students: Freshwater refers to lakes and ponds while the marine
waters are oceans. The ocean life and pond life are different because
some animals and plants cannot live in salt water, and some animals
and plants cannot survive without salt water.
10 minutes
5. Students will visit www.world Biomes The Forest- from
http://www.worldbiomes.com/biomes_forest.htm
Teacher and students will discuss the video after the video.
Example of dialogue;
Teacher- How can cutting down boreal and rainforest biomes at an
alarming rate, with hundreds of species of plants and animals
disappearing from the planet on a daily basis effect the planet Earth?
Students: Answers will vary. An example of an answer isForests provide homes for plants and animals. Trees help reduce
global warming because trees store carbon.
6. Wrap Up- The students will record the appropriate responses in
their Biome Journal under Forest and reflect on what was not
understood in a class discussion.- 10 minutes
Homework: Students will research an animal that lives in the forest
or aquatic biomes and add this information to their Biome Journals.
1.The teacher will lead the activities as little as possible. The

Research-based strategies to help

students think critically about the
concept/skill

students will navigate the information and decide what information

to put into their Biome Journals.
2.The lesson will be 80 percent student leadership and 20 percent
teacher leadership.
3.The discussion will promote leadership skills and help with social
emotional skills. Students will get practice in vocalizing and
communication objectives.
4.Writing.
5.Questioning: Are designed for students to think about critically.

Assessment:

Formative: The Biome Journals will be assessed

to see if class information was added.
The teacher will assess class participation for
the day by adding a check to the students
Biome Journals.

List both formative and summative

assessments that you will use to
assess student understanding.
Formative assessments are given
during instruction (check for
understanding), summative are after
completion of instruction (how will
you grade quiz, test, project,
paper, presentation, demonstration,
etc.).

Differentiation:
Describe who will need additional or
different support during this lesson,
and how you will support them.
Differentiated instruction could
include testing accommodations,
preferential seating, segmented
assignments, a copy of the teachers
notes, assignment notebook, peer
tutors, etc.

Summary, Integration
and Reflection:
List the way that you will bring
students together to integrate and
reflect on their learning from this
lesson

Students who are having a difficult time with the lesson will benefit
from the class discussion. Students who excel at science will have
the opportunity to express themselves during the class discussion.
The students will have examples of the teachers Biome Journal and
Biome Map to use as a reference.
Teacher will walk around while the students are filling out their
Biome Journals to make sure students are on task.
The teacher will walk around during the class discussion to assess
students Biome Journals.
The students will discussion the lessons information for the Biome
Journal and Biome Map as a class.