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Miss Dunns 6 grade biome Unit

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Table of Contents
Title page1 Table of contents.2 Unit objective3 Content Specific chart4 Big Idea chart..5 Pre-Requisite skills chart..6 Summary of teaching strategies7 Lesson plan: Day 19 Lesson Plan: Day 2.14 Lesson Plan: Day 3..

Unit Objective

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When given a summative assessment, students will be able to identify biomes based on their location, climate, and plants and animals.

CONTENT SPECIFICATION CHART Unit Spring, 2012

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Ecosystems in biomes. When given a specific biome, students will research and correctly describe the location, climate, and plants and animals of their biome by creating an About Biome page on Glogster. When given a world map, students correctly color and create a key for the seven major biomes. Students will compare and contrast two biome climates by using a Venn Diagram. Students will correctly identify and draw the plants and animals of a specific biome by making a biome mobile. Students will identify, describe, and create a biome diorama, based on the material taught, for a biome of there choice.

A biome is a place on Biome earth that has the same climate, plant life, and Tundra animal life over vast area of land Taiga Biomes are classified by Habitat location, climate, and animals and plants. Estuary aquatic, desert, rainforest, grassland, tundra, taiga, and deciduous forest. Aquatic-wet desert-hot and dry rainforest-rainy and humid grassland-tropical tundra-cold and icy taiga-mountainous deciduous forestseasons Aquatic-fish, coral reef desert-cold blooded and nocturnal rainforest- banana trees monkeys grassland-elephants and grassy tundra-polar bears not a lot of plants taiga- beaver deciduous forest- deer Elevation Temperate Tropic of Cancer Tropic of Capricorn Precipitation Humidity Climate Lichen Nocturnal Extinct Semiarid Conserve

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Ecosystems

Where you live affects whats around you.

Location

Climate

Your life is affected by the enviroment around you.

Life/Plants

Human affect
You can affect ecosystems.

Ecosystems affect your location.

Your physical enviroment affects the weather around you.

Pre-Requisite Skills Chart Cognitive


Students need to know that there are seven different continents. Students need to distinguish between north, south, east, and west. Students need to know how to find information on a computer. Students need to know how to read a map.

Social Students need to be able to work in a group setting. Students need to be able to communicate their ideas and thoughts to others.

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Students need to be able to openly make connections to text, each other, and the world to aid in their understanding Students need to apply their knowledge learned in the classroom to a field trip experience. Motor/ Development Students need to be able to express their thoughts in writing by using proper handwriting skills. Students need to be able to appropriately move around the classroom for group work and activities Students need to be able to use fine motor skill in coloring a world map and drawing. Students need to be able to create a diorama of a biome.

Summary of Teaching Strategies I taught the content of my lesson by using a Prezi. I have the material split up by day and topic. For the first day, I am giving an intro about what a biome is and an overview. For the second day, I am talking about location. For the third day, I am teaching on climate. For the fourth day, I am discussing the types of animals and plants that are in the different biomes. To help me teach all this content I have Prezis to go along for each concept. New vocabulary is introduced by using a word wall which they can refer to at any time. I will also state the vocabulary words and review them throughout the week. I asked higher thinking and abstract thinking throughout all my lessons. I provided examples, by connecting it to their prior knowledge. For example,

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when talking about how climate we discussed how the location of Alabama affects the weather and the temperature. I made the comparison of Alabama to Alaska. I often would ask students to raise their thumbs if they understood. I also would have them turn to their partners and share while I listened to the different thoughts going on. I also asked questions that built off of each other. Therefore, I knew if they didnt understand the first question or concept behind it they would understand the second. This would help me judge where they were based on understanding. The students will be actively engaged while I am teaching. They will be coloring a world map alongside me during day two. They will also be filling out their biome characteristics worksheet on the topic being taught that day. They will also be taking notes or listening so they can apply their knowledge later. The students are actively learning throughout the unit by being taught new content material. They will be doing hands on assessments such as a biome mobile. The different strategies I used were graphic organizers turn and talking, higher-level thinking, KWL, and word walls. During the opportunity for practice, students will use the new material they were just taught. They will have to fill out biome worksheets, create Venn Diagrams, or create biome mobiles, which they will use the material that was discussed earlier in class. The unit will be introduced by talking explaining what a biome is and showing them different examples. I will close the unit, by connecting everything we have learned together. I will show how life is affected by a persons physical environment. I have a culminating activity to the Birmingham Zoo. The field trip is a great way to observe the biomes we have been discussing throughout the week. The second culminating activity, is the students will create a diorama of a certain biome and share it with the class. It will include all of the topics discussed throughout the week.

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Design for Learning


Instructor: Megan Dunn Lesson Title: What is a biome? Curriculum Area: Science Standards Connection: Grade Level/Cooperating Teacher: Date: May 29th 2013 Estimated Time: 1 hour

7.) Describe Earth's biomes. Examples: -aquatic biomes -grasslands -deserts -chaparrals -taigas -tundras Identifying geographic factors that cause diversity in flora and fauna, including elevation, location, and climate
Learning Objective(s):

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When given a specific biome, students will research and correctly describe the location, climate, and plants and animals of their biome by creating an About Biome page on Glogster.
Learning Objective(s) stated in kid-friendly language: Today we will be researching what a biome is. We will also discuss location, climate, and plants and animals that are in them. We will be using what we know to create a Glogster about the biome! Evaluation of Learning Objective(s): Students will be paired in groups and each group will be given a specific biome. They must research their biome and fill out a research finding worksheet. Once their research finding worksheet is complete, they will use it to create a Glogster About Biome page. I will walk through the Glogster website to review with the students that everyone remembers our class login information, and remembers how to use Glogster. I will explain to the students that the Glogster must be an about me page for the biome. In order for the groups to receive full credit, they must include the facts they filled out on their research finding sheet. After all the groups are finished, each group will print their finished work and present it to the class using the promethean board. I will display the finished products in the hallway. Engagement: Teacher: Good morning boys and girls, a new topic we will be studying about is biomes. Before we begin, Id like for you to watch a video on biomes and see if you can tell me what you think a biome is at the end. I will use this chart paper to record your ideas of what a biome is and then we will discuss the actual meaning of a biome. Students will watch the video. Teacher: By watching the video, what do you think a biome is? You can list different things you saw or what makes up a biome. Wait for students to respond with different things about a biome and record what they are saying on the chart on the board. Teacher: Great thinking. I like the way you paid attention. While we are learning about what a biome is, remember to look at the chart paper and see if what we talked about lines up with the real definition of biomes. Before we talk about the biomes, I want you to fill out a K-W-L chart. We have been doing these all year so you should know what to do. Under the K you put things you already know about biomes. Under the W, put things you want to learn about biomes, and you dont need to put anything under the L. Learning Design:

Teaching: Teacher: Can someone tell me one thing that describes Alabama? It can be location, the weather, or animals that live here. Wait for students to reply with things about the weather, location, animals, plants Teacher: Great job! Alabama is a part of the United States. What continent is the United States located in? Wait for students to respond with North America. Teacher: Correct! Boys and girls Alabama is actually a part of a biome. Based on what we just talked about and saw in the video does anyone know what a biome is?

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Wait for students to say something about land Teacher: Correct, but there doesnt have to be just land. A biome can be water too. A biome is a place on Earth that has the same climate, plant life and animal life over a vast area. There is a word wall in the back of the classroom that has different words and definitions that match them. The words and definitions are all scattered around the board. Every time we define a new word, I will need one student to go to the back of the classroom and match up the word with the correct definition. Does anyone want to match the correct definition to the word biome on the word wall? Student will go to the word wall and match the word biome with its correct definition. Teacher: Great job. Biomes are determined by the location, climate, and plants and animals of an area. Biomes are made up of similar ecosystems. An ecosystem is a community of plants and animals that live together with nonliving things. Can someone go to the word wall and match the word ecosystem with its correct definition? Student will go to the word wall and match the word ecosystem with the correct definition. Teacher: Can anyone think of an a place that could have an ecosystem? Wait for students to respond with under a rock, Teacher: correct under a rock an entire ecosystem could be there. There could living things and non living things that are in the same place. A puddle could also be have ecosystem because there could be worms and living things in it as well as nonliving things like rocks. Remember that ecosystems are a community of plants and animals that live together. Knowing that information, can anyone determine what a bunch of ecosystems make up? Refer to word wall. Wait for students to say biome. Teacher: Great job! There are seven major biomes in the world. They are: aquatic, desert, rainforest, grassland, tundra, taigs, and deciduous forest. When I am listing the biomes I will show pictures of the biome on the promethean board. Teacher: I will be dividing you into groups and your group will be given a biome to research worksheet. The worksheet has blanks to sections to fill in for biome name, location, weather, plants, animals, example of food chain, and describe the biome. Split the students into six groups and pass out biome worksheet. II.Opportunity for Practice: For practice I will have the students divided into six groups. I will give each group an index card with their biome on it along with a research findings worksheet. I will let my class look at books and internet to fill out their finding sheet. Teacher: Ok boys and girls, now that you are in a group, I am going to give you an index card with your biome on it. You will have to research the biome your group is given. You also have been given a research finding sheet. The worksheet has sections to fill in for biome name, location, weather, plants, animals, example of food chain, and describe the biome. You only need to fill out one sheet per group. You need to fill out the sheet with details because we will be going to the computer lab later and your group will be creating a Glogster. Give me a thumbs up if you understand. Students will raise their thumb

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Teacher: You may begin working as a group on your research finding worksheet. Remember that you can use the internet or the books we have around the classroom. III. Assessment I will assess my students by having them use their research finding worksheet to create an About Biome page of their biome on Glogster. The students will complete their assessment during their regularly scheduled computer time for the computer lab. Teacher: Great job on your research finding sheet! You guys really tried hard to find a lot of facts on your biome. Now that we have all those facts we are going to be creating an About Biome page on Glogster. We have used Glogster before so you should all be familiar with the website but I will refresh your memory. Show the students how to log on and give them a brief tour of Glogster. Teacher: The about me pages needs to include the biome name, your group members name, the weather, three interesting facts, and four images of plants or animals with them labeled. I have an example of the one I made. I want yours to look like this. Show them a picture of the Glogster page. Teacher: The facts that you put on your Glogster page will be taken from your research finding worksheet. You can add pictures, videos, and songs too if you would like. The more creative you get, the better your grade! I will be grading your Glogster off of a rubric. Pass out one rubric to the group. Teacher: I will be available to answer any questions you might have while you are working on your Glogster. I have written out class login information on the board to help you remember it. Does anyone have any questions before we start? Students will ask questions and I will answer them. Teacher: After you are done, we will be presenting the Glogsters to the class. Your group will also print your About Biome page to hang on the hallway. You cannot print until you have my approval. Please do your best work because they will be displayed! The class will have 25 minutes to work on their Glogsters. III.Closure: I will close the lesson by having the students present their Glogsters, Teacher: You guys did awesome with your About Biome page! I will call out a specific biome and if that was your biome your group will come to the front and present on the promethean board. Students come to the board as a group to present. Before the students leave, I will tell them about their final project. They will each create a diorama of a biome of their choice. The will present their biome on the Friday of this week. They will need to be creating the diorama at home because they will not be given class time to work on it. There will be a directions sheet and rubric that they will take home so they know what they should be doing and how I will be grading them. Teacher: Since we are learning about biomes this week for homework you will be creating a biome diorama.

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Pass out directions and grading rubric. Teacher: A biome diorama is a 3-D version of the biome you choose. It cannot be the one you made your Glogsters about. The diorama will need to created in a shoebox. Your shoebox should have examples of 3 or more plants, 3 or more animals, and background terrain that pertains to your biome. You will also be presenting your diorama to class and there are certain things you must talk about for your biome. In the presentation, you must list 3 or more plants, 3 or more animals, describe the climate, and list 2 countries it is located in. The project and presentation is one grade which will be based off of a grading rubric. Does anyone have any questions? Wait for students to ask questions. Teacher: Remember this is a grade and attractiveness and creativity is included so make sure it looks nice and you are creative with decorating it.
Materials and Resources: 1. Study Jams video

http://www.watchknowlearn.org/Video.aspx?VideoID=30972&CategoryID=731 Research website http://www.enchantedlearning.com/biomes/ 3. Research findings worksheet http://www.enchantedlearning.com/graphicorganizers/biomes/chart1/BiomeChar tReport1.pdf 4. Pencils 5. Computers Promethean Board San Diego Zoo website Index cards with biome Chart paper Biome books 11.Diorama directions and rubric 12. K-W-L chart 13. Glogster example 14.Glogster rubric
Differentiation Strategies (including plans for individual learners): HL- The students have the journal question: Biomes are classified by location, climate, and living things. Describe your family/house including those three classifications. LL- visit a the San Diego zoo website and see the different biomes that are represented and observe the surroundings. Data Analysis:

Reflection:

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Samford University Design for Learning

Design for Learning


Instructor: Ms. Dunn Lesson Title: Where Are We? Curriculum Area: Science Grade Level/Cooperating Teacher: 6th Date: 4/30/13 Estimated Time: 1 hour

Standards Connection: AL 7.) Describe Earth's biomes. Examples: -aquatic biomes -grasslands -deserts -chaparrals -taigas -tundras Identifying geographic factors that cause diversity in flora and fauna, including elevation, location, and climate
Learning Objective(s):

When given a world map, students correctly color and create a key for the seven major biomes.

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Learning Objective(s) stated in kid-friendly language: We are learning about biomes this week. Yesterday, we discussed what a biome was but today we are going to be learning about the locations of biomes. Using a map, we will color the different biomes around the world. Evaluation of Learning Objective(s): The students will be given a world map which they will color different sections different colors based on the biome that it is. The students can use any color they want for the biome they just have to write a key so I know what biome. They are coloring. The students will work individually on their maps but they should be a model of mine. It will be graded on participation and correct labeling. The students must label all the biomes correctly with a corresponding key to receive full credit. Engagement: Teacher: Remember how yesterday I told you that we will be watching short videos each day about biomes and the topic we are learning about that day? Wait for students response Teacher: Today, we will be learning about the different locations of biomes and will be coloring in a map to show their locations. To learn about the different biomes we will be watching a video on the locations. You do not need to take notes during the video but you must be quiet and listen so everyone can hear and you can participate in the discussion after. Put on video of location of biomes. Teacher: Today, we will be learning about the different locations of biomes and will be coloring in a map to show their locations.
Learning Design:

Teaching: Teacher: Can someone tell me what location means to them? Wait for student response like Alabama, my house, their street name, etc. Teacher: If location means a street address or a state or where you live, then how does location affect what is around us? Wait for student response Teacher: Correct, location is where you are or where something is. Refer to the word wall Teacher: Where we are or where something is determines whats around them. For example, if I lived in Florida what can I infer thats around me? Students will respond with things like ocean, lakes, alligators, palm trees, beach,etc. Teacher: Correct, we determined that based off its location because we know that it is located near the ocean so there are beaches and water. We also know because its hot there, so palm trees grow. We also know there are lakes and swamps there, so we inferred that alligators live there. Does everyone understand how we location can affect whats around you? Turn to your neighbor and talk about the things that we have in Alabama based on its location. Students will talk to their neighbors.

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Teacher: Can someone please share what they said with their neighbor to the class? Students will share Teacher: Now we are going to talk about the different locations of biomes, but remember that where they are located affects whats around them. Pull up the Prezi and pass out graphic organizer Teacher: Now we are going to learn about the different locations of the biomes While we are discussing the location of biomes you need to be writing power thinking notes. We have been doing power thinking notes for the whole year and it is May, so you should be experts on what to do. I have an example of what I want yours to look like and I will be passing out a sheet where you should write your power thinking notes on. Show the example of power thinking notes and pass out power thinking notes. Teacher: We will be doing power thinking notes everyday during our lessons and these will help you when you are doing your final project. Does anyone have any questions about power thinking notes or what we have talked about so far? Wait for students to ask questions. Teacher: The first biome we are going to be talking about is the Aquatic biome. The Aquatic biome is freshwater or saltwater but the larger Aquatic biome is composed of saltwater. Saltwater biomes are located in oceans and estuaries. An estuary is a place where saltwater and freshwater meet. Can someone go back to the word wall and line up the word estuary with the definition? Student will move estuary to the correct definition. Teacher: Can someone give me an example of an estuary. Remember, an estuary is where freshwater and saltwater meet. Wait for students to respond with an example of an estuary. Teacher: Great job! Freshwater biomes are lakes, ponds, rivers, etc. Can someone tell me an example of an Aquatic biome, it can be fresh or saltwater. Wait for students to give responses like Pacific Ocean, Atlantic Ocean, Indian Show slides of Aquatic biomes pictures Show the Grassland slide Teacher: The next biome is Grasslands. Grasslands are found on every continent except for Antarctica. Grasslands cover of the Earths land. However, there are two types of grassland, temperate and tropical. The Tropical Grassland is located between the Tropic of Cancer and Tropic of Capricorn. The Tropic of Cancer is a latitude line that is located 23 degrees north of the equator. The equator is a latitude line that divides the world into the Northern hemisphere and Southern hemisphere. The Tropic of Capricorn is the latitude line located 23 degrees south of the equator. I need three students to go to the word wall and line up the words equator, Tropic of Cancer, and Tropic of Capricorn with the correct definitions we just discussed. Three students will line up the correct word and definition on the word wall. Teacher: Thank you! So the tropical Grassland is located between the Tropic of Cancer and the Tropic of Capricorn. Can someone please tell me the definitions of both the Tropic of Cancer and Capricorn. Wait for students to say the definition. Teacher: Fantastic! The second Grassland is the temperate. Temperate means free from extremes or mild. Will someone find the word temperate and line it up with the matching definition.

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Student will go to the word wall and match the correct definition to the word temperate Teacher: The temperate Grassland is located north of the Tropic of Cancer and south of the Tropic of Capricorn. Show picture of the map with Tropic of Cancer, Capricorn, and equator Teacher: Give me a thumbs up if you are understanding so far. Students will raise their thumbs Show the desert slide Teacher: The next biome is the desert. There are four types of deserts: hot and dry, semiarid, coastal, and cold. We can tell a lot about the location and what the desert is like. The word semiarid means little rainfall. I need someone go to the word wall and match up the word semiarid with its correct definition. Student will match up the word semiarid with its definition on the word wall. Teacher: Thank you! Lets talk about where some of these four deserts are located. The largest desert is the Sahara, located in North Africa. The largest cold desert is located in Antarctica. North America has four main deserts: The Chihuahua, Sonoran, Mojave, and the Great Basin. These deserts are located all over North America. The Great Basin is the main North American desert which is located in Nevada. Show the pictures of the desert Show Rainforest slide Teacher: There are also two types of Rainforest: temperate and tropical. What other biome that we talked about has a temperate and tropical biome? Turn to you neighbor and discuss? Students will turn and talk. Teacher: Would someone like to share the answer they got with their partner? Wait for student to answer with grasslands. Teacher: Give me a thumbs up if you got that answer as well. Students will raise their thumbs. Teacher: Temperate rainforests are found on the coast of temperate areas. Can someone remind me what the word temperate means? Wait for students to say free from extremes or mild. Teacher: The largest temperate rainforest are on the Pacific coast and runs from the coast of Northern California to Southern Alaska. The Tropical Rainforest can be found all around the world. The most common place is Central and South America. Some other places they are found are Chile, Japan, Norway, New Zealand, and South Australia. Show the slides of Rainforest pictures and location Teacher: The Tundra covers 1/5 of the land on the Earth. It is located in the Arctic Circle which surrounds the North Pole. The main location of the Tundra is Antarctica. Show slides of Tundra pictures Teacher: The Taiga biome stretches across a large portion of North America , Europe, and Asia to the southern border of Arctic Tundra. The Taiga is the largest biome. It is found at high levels or mountainous areas. Show pictures of Taiga biome Teacher: The final biome is the Deciduous Forest which is located in Eastern half of North America and the middle of Europe. They are also located in southeast Asia in

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Russia, Japan, and Eastern China too. There are two big deciduous forests in southern Chili and Paraguay. There are some in New Zealand and Australia. The most exciting thing about the Deciduous Forest is its the biome we live in! Show pictures of Deciduous Forest Teacher: Does anyone have any questions on what we just discussed? Wait for students to ask questions. Teacher: Now we are going to color in a world map as a class based on the different biome locations. You can choose any colors you want for the biomes but remember not to use two of the same colors for biomes. Color neatly because you will be turning this in for a grade. Show blank large scale world map on the promethean board. Teacher: Remembering what we just discussed on the Prezi, can someone tell me where I would color the aquatic biome? Students will reply with the oceans Color in the aquatic biome on promethean board Teacher: Since grasslands are found on all continents other than Antarctica, we are going to draw the Tropic of Cancer, Equator, and Tropic of Capricorn and label the two different kinds of grasslands found in those sections. Refer to the Word wall for the equator, Tropic of Cancer, and Tropic of Capricorn. Teacher: Look at the word wall with me students. The equator is the first thing we are going to draw. This divides the earth into two hemispheres, the Northern and Southern. This goes right in the middle of the picture. Give me a thumbs up if you know where and what the equator is. Students give thumbs up and draw equator. Teacher: Now we are going to draw the Tropic of Cancer. This is located above the equator. It is the line of latitude about 23 degrees North of the equator. Were just going to make an educated guess where 23 degrees north is. Draw the Tropic of Cancer Teacher: The next line we are going to draw is the Tropic of Capricorn. This is a line of latitude about 23 degrees South of the equator. We are also going to guess where 23 degrees south would be. Draw the Tropic of Capricorn. Teacher: Now that we know where the equator, Tropic of Cancer, and Tropic of Capricorn are can someone tell me where the tropical grasslands would be located? Wait until the students respond with in between the Tropic of Cancer and Tropic of Capricorn. Teacher: Correct, where do you think the temperate grasslands would be located? Wait until the students reply with north of the Tropic of Cancer and South of the Tropic of Capricorn. Label temperate and tropical grasslands on my map. Teacher: Where would I find the Desert biome? Wait for students to respond with Antarctica or Northern Africa. Color Antarctica and Northern Africa. Teacher: What about the rainforest? Wait for students to respond with south American or Africa or Polynesian islands Teacher: Great Job!

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Color in the different general locations of rain forests. Teacher: Where would I color for the Tundra? Wait for students to respond with the North, or Alaska, etc. Color in the northern part of map for the Tundra. Teacher: For the last biome, Taiga, what part of the world would I color? Wait for students to say Canada, North Asia, etc. Color Canada, Alaska, and upper Asia for the Taiga biome Teacher: The last biome we are going to color is the Deciduous Forest. Can someone name one place the Deciduous Forest is located? Wait for students to reply to North America, Europe, etc Teacher: Great job, I can tell you were listening. We are going to color in Eastern North America, Europe, Australia, Chili, Russia, and Japan. Color in the areas the Deciduous rainforest is located. Teacher: You must make a key for your map so I know what biomes are which, because you will be turning them into me for a credit. The key will include the color you used and which biome it is for. II. Opportunity for Practice: Students will be given a biome worksheet with the topics of location, climate, animals and plants, and how we affect them. They will keep this for the entire week and fill it out each day as they learn new facts that relate to their sheet. They will use the sheet for their final, create a biome, project at the end of the unit. Teacher: Boys and girls, I need you paying close attention to me right now. I am giving you a sheet that is split up into three categories for each biome. The categories are: location, climate, plants and animals, and human affects. Give me a thumbs up if everybody sees that. Students give thumbs up Teacher: We are going to be filling out these sheets everyday with the topic we talked about. Can someone tell me what category we would fill out for today? Student: Location Teacher: Correct, I want you to turn and talk to your table about some things you learned today that you would put on you sheet. Students will turn and talk Teacher: Will someone share what they said with their friends? Students will share their answers about location of a certain biome with the class Teacher: Great job! Remember you need to keep these in a safe place because we will be filling this sheet out everyday and it will help you on your final biome diorama project. III. Assessment Students were coloring a map of the different biomes along with me during our discussion. These will be handed in for correctness and participation. The students will have to color the correct biome and label it with a key. They must have the key to receive full credit. Teacher: Students, remember how during the discussion today we were coloring a map with the different biomes? Students will respond will a yes

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Teacher: You will be turning those into me today so make sure your coloring is neat, you used different colors for different biomes, and you made a key. The key needs to tell me what color you used for what biome. Show them my world map key Teacher: Are there any questions? Wait for students to ask questions. Teacher: Everyone check your map while I go around and collect them. Make sure your name is on it so you can get credit. IV.Closure: For closure I will have a large World Map on the promethean board. I will play around the world using different biome locations. This will reinforce the locations and tell me what students are starting to understand the material. Teacher: Boys and girls, we are going to play around the world to review the different locations on the board. Remember when we play around the world one person stands behind another and then a question is asked and whoever gets the answer correctly get to move on. Does everyone remember? If so give me a thumbs up. Students will give a thumbs up. Teacher: For this game of around the world, I will be pointing to a spot on the map and you have to tell me what biome it is. Remember what we talked about today. I hope you were paying attention. Everyone must clear their desk then we can begin. When your table is clear, give me a thumbs up. Wait for students to give me a thumbs up. Begin the game.
Materials and Resources:

Biome video http://science.howstuffworks.com/life/biomes-videos-playlist.htm World Map Computer Promethean Board Colored Pencils Word wall Location- where something or someone is Equator- the imaginary line that divides the earth into the northern and southern hemisphere Tropic of Cancer-a line of latitude about 23 degrees North of the equator Tropic of Capricorn-a line of latitude about 23 degrees South of the equator Temperate- free from extremes; mild; or characteristic of such weather or climate; "a temperate region"; "the temperate zones"; "temperate plants" Estuary: The place where fresh and salt-water meet. Elevation: a raised or elevated geological formation Semiarid-little rainfall.
Differentiation Strategies (including plans for individual learners): H-The students will have the journal question: if you could pick any location in the world to go where would you go and why?

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L-The students who were struggling will be given a large world map puzzle with different colors for the biomes. They will have to assemble the puzzle which will help them see a large scale of the biomes and will have them actually putting the pieces together so its hands on. Data Analysis: Reflection:

Samford University Design for Learning

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Design for Learning


Instructor: Ms. Dunn Lesson Title: Hot or Cold? Curriculum Area: Science Grade Level/Cooperating Teacher: Date: May 1st Estimated Time: 1 hour

Standards Connection: AL 7.) Describe Earth's biomes. Examples: -aquatic biomes -grasslands -deserts -chaparrals -taigas -tundras Identifying geographic factors that cause diversity in flora and fauna, including elevation, location, and climate Learning Objective(s): Students will compare and contrast two biome climates by using a Venn Diagram. Learning Objective(s) stated in kid-friendly language: Today, we will be learning about the different climates of a biome. We will be noticing their differences and similarities. You will be filling out a Venn Diagram on the differences and similarities of any two biomes. Evaluation of Learning Objective(s): Students will be given a Venn Diagram, in which they will be asked to compare and contrast two different biome climates. Students will work on these individually and use the information discussed in class. Students must have three differences and similarities for each biome to receive full credit.

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Engagement: Teacher: Today, we will be learning about the different climates of the biomes. Before we start talking about climate we will watch a Bill Nye the Science guy video on Climate. You dont need to take notes during the video but you will need to be quiet and listening because we are going to discuss it after. Put in Bill Nye the Science Guy video

Teacher: What are the different kinds of climates?


Learning Design:

Wait for students to respond with wet, warm, cold, and dry.

Teaching: Teacher: Remember, yesterday we talked about how the location of something affects whats around us? Wait for student to respond yes. Teacher: Well, the location affects the climate of a place. Turn to your table and talk about how location can affect climate or think of an example. Students turn and talk to their table. Teacher: Will someone share what their table thought or an example? Wait for students to share. Teacher: Correct. Pass out the World maps from the day before. Teacher: From looking at your maps, can someone tell me a place they think would be really cold? Wait for students to respond with somewhere north Teacher: Yes, that area is very cold. Can anyone think of a reason why it might be cold there? Wait for students to respond. Teacher: Great. Remember yesterday how we drew the equator on our map? Can everyone please put their finger on the equator? Wait for students to respond and place their finger on the equator. Teacher: Can someone remind me what the definition for the word equator is? Wait for student to reply with the definition. Refer to the word wall. Teacher: The closer you are to the equator, the hotter it is. So the farther you are from the equator, the colder it is. That is why Alabama is a lot hotter than Alaska, because Alabama is closer to the equator. Show a map with the equator and show the difference of distance and the different biomes and their distance to the equator. Teacher: Look at the maps you colored yesterday of your different biomes. Can anyone tell me what they think the temperature of rainforest would be based on what we just learned about the equator? Wait for students to answer. Teacher: Great! Remember to keep your map on your desk when we are going through the Prezi because it will come in handy when we are learning about the climates. Also, remember to be filling out your power thinking notes throughout the lesson.

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Pass out power thinking outline. Show the climate slides of Prezi on the Promethean Board. Show the first slide of the Aquatic biome climate. Teacher: In the Aquatic biome, temperatures vary depending on the depth of the water. The average temperature of all oceans is 39 degrees Fahrenheit. Temperatures can get freezing the deeper you go because its not exposed to the sunlight. Therefore, tropical, clear water that is getting sunlight can be as warm as a bathtub. Show the slide of the Grasslands. Teacher: Can someone remember the two different types of Grasslands we talked about yesterday? Students will answer with tropical and temperate. Teacher: Im so glad you were listening yesterday, because now we are going to talk about the temperatures in those areas. In Tropical Grasslands, the temperature is hot all year round. Temperate Grasslands have both hot summers and harsh winters. Show the Desert climate slide. Teacher: The Desert is extremely dry and hot except for the cold desert. Someone tell me what the word semiarid means. We discussed this yesterday in class. Wait for the student to answer with dry and having little rain. Teacher: Great job! The definition for semiarid is having little annual rain, extremely dry. Turn to you neighbor and predict what the climate is like based on the definition we just discussed. The word climate refers to meteorological conditions, including temperature, precipitation, and wind, that characteristically prevail in a particular region. Someone go to the word wall to match the word climate with the correct definition. Student will go to the word wall and match the word climate with the correct definition then students will turn to their neighbor and talk about the climate. Teacher: Would someone like to share what they predicted the weather would be like in a semiarid desert? Student will answer will very dry, hot, no water. Teacher: I like the way you came up with a prediction based on the information you knew. Great job! The wettest deserts get less than ten inches of precipitation per year. The word precipitation means rain. I need someone to go to the word wall and find the word precipitation and match it with the definition we just discussed. Student will match precipitation to the definition, rain. Teacher: The temperature in the day can exceed 100 degrees Fahrenheit. During the night the temperature can drop to the 40s or 50s. Show the slide of rainforest. Teacher: Since the Rainforest biome is split into two types, Tropical and Temperate, we are going to discuss the different climates of each type. The tropical is lush and warm all year round. The average temperature is 70 to 80 degrees Fahrenheit. It is very wet and has high humidity of 77 to 88% all year round. Humidity is water vapor in the air. Turn to you neighbor and talk about a time when you have experienced humidity. Students will turn and talk about examples of humidity. Teacher: Does anyone want to share their example of humidity with the class? Student will share their example of humidity.

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Teacher: In the tropical rainforest, there are 80-400 inches of precipitation per year. It can rain two inches in an hour! Someone refresh my memory on what the word precipitation means? Students will answer with the word rain Teacher: Fantastic! The next type we will be talking about is the temperate rainforest. They are wet but not as rainy as the tropical. It rains 60-200 inches a year. The temperate rainforest is a lot cooler than tropical but still has mild temperatures. There are two main seasons of temperate rainforests, one wet, long summer and one short, drier summer. Does anyone have any questions so far? Wait for students to ask questions. Teacher: Can anyone remember where the tundra is located? Wait for students to respond with the north, arctic circle, north pole Teacher: Im so impressed with how well you were listening yesterday. Turn to your neighbor and talk about what you think the climate is like in the tundra based on its location. Students will turn to their neighbors and talk. Teacher: Will someone share what they talked about with their partners? Students will share their predictions of the tundras climate. Teacher: You are exactly correct. The winter in tundra is negative 60 degrees Fahrenheit. It is very cold and very icy. The warmest month in the tundra is between 50 and 32 degrees Fahrenheit. The average temperature is 10-20 degrees Fahrenheit. There is very low precipitation. So it rarely ever snows there even though it is icy. Turn to your neighbor and talk about why it is icy yet it doesnt rain. Students will turn to their neighbors and talk about why it is icy yet doesnt rain. Teacher: I like the way you made inferences to predict how a climate would be based on location. Way to think critically! Show slide of Taiga. Teacher: The taiga biome has long, cold winters and short, mild, wet summers. The winter days are short and the summer days are long. The high in the winter is twenty degrees Fahrenheit and the low is negative sixty- five degrees Fahrenheit. In the summer, the high is 70 degrees Fahrenheit and the low is 20 degrees Fahrenheit. Show climate slide of deciduous forest. Teacher: The average temperature in the deciduous forest is 50 degrees Fahrenheit. The average rainfall is thirty inches a year. There are four distinct seasons: autumn, winter, spring, and summer. The climate of deciduous forest is what we are used to because we are in the deciduous forest biome. Does anyone have any questions? Wait for students to ask questions. II. Opportunity for Practice: Students will pick two biomes and compare and contrast their climates. Students list the biomes similarities and differences by filling out a Venn Diagram. They must list three things for each biome. They will turn in their Venn Diagram for a grade. This will be done individually. Teacher: Students, now that we have discussed the biomes and their climates, we are going to be comparing and contrasting two biomes by using a Venn Diagram. You may choose any two biomes you want, but make sure they are different enough that you can

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list differences in their climate. You will be working individually on these and will turn them in, so make sure its your best work. You have to have three different things under each biome and three things that are similar. If you cannot think of three things raise your hand and I will come help you. Does anyone have any questions? Wait for students to ask questions and pass out Venn Diagrams Teacher: Great! You may begin working but make sure to label the circle by what biome you have and dont forget your name! III. Assessment The students will turn in their finished Venn Diagram. They will compare and contrast two different biome climates and list three things for each. They will work individually recalling on the material discussed earlier. Students will be graded on completion and correctness. Teacher: Great job today! I will be coming around and collecting your Venn Diagram so make sure you have written the biomes you are comparing and contrasting and your name. Closure: For closure, I will have my students take out their biome sheet and fill in the category we talked about today, which would be climate. Teacher: Before you leave class today, I want you to take out your biome worksheet I gave you yesterday and fill out the climate category. Recall on the different climates we talked about so you can fill out your sheet correctly. Remember not to lose these because you will need them for your final project.
Materials and Resources:

Bill Nye Climate video Venn Diagram Computer Biome worksheet Promethean Board Pencils
Word wall

Precipitation : Any form of water, such as rain, snow, sleet, or hail, that falls to the earth's surface. The quantity of such water falling in a specific area within a specific period. Humidity : water vapor in the air Climate: The meteorological conditions, including temperature, precipitation, and wind, that characteristically prevail in a particular region.
Differentiation Strategies (including plans for individual learners): H- Journal: Recalling on the climate, what three things would you bring to a biome of your choice if you were staying there for a week, and why? L-Students will be given large print outs of thermometers of the different biome climates. They will have to match the temperature to the biome.

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Data Analysis: Reflection:

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Samford University Design for Learning

Design for Learning


Instructor: Ms. Dunn Lesson Title: Living Things Curriculum Area: Science Grade Level/Cooperating Teacher: 6th Date: May 2nd Estimated Time: 1 hour

Standards Connection:

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Identifying geographic factors that cause diversity in flora and fauna, including elevation, location, and climate Learning Objective(s): Students will correctly identify and draw the plants and animals of a specific biome by making a biome mobile. Learning Objective(s) stated in kid-friendly language: Today, we will be learning about living things in biomes. We will discuss the types of plants and animals you would see in specific biomes. We will also be creating a biome mobile where we will have to draw and label plants and animals in a biome of your choice. Evaluation of Learning Objective(s): Students will create a biome mobile for any biome they choose. Students will have to draw and identify the plants and animals that live in that biome. Students will work individually on this. They must include 5 animals or plants for that biome in order to receive full credit. Engagement: Teacher: Today, we will be learning about living things in biomes. We will discuss the types of plants and animals you would see in specific biomes. We will also be creating a biome mobile where we will have to draw and label plants and animals in a biome of your choice. Before we get started on that, we are going to watch a Bill Nye the Science guy video on Biodiversity. Can someone tell me the rules when watching a movie if you dont have to write notes? Students will respond with being quiet and listening. Put on the Bill Nye the Science guy video on Biodiversity.
Learning Design:

I. Teaching: Teacher: Can someone tell me what we have learned about biomes so far?

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Wait for students to respond about location and climate. Teacher: Correct, We talked about how location affects us and affects the climate. Today, we are going to see how the climate affects what lives there. Can anyone think of a reason why climate might affect what lives somewhere? Turn to your table and talk about it. Students will turn to their table and talk about the different ways climate affects what lives there. Teacher: Can someone share what they talked about? Wait for students to share. Teacher: Great! Can someone tell me if a polar bear could live in Alabama and why or why not? Wait for students to think. Call on a student. Student explains that it is too hot. Teacher: So, based on what you talked about with your tables do you think that people can live in the tundra? Wait for students to reply. Teacher: The reason they cannot is because the climate doesnt make it possible. It is way too cold for a person to live there all the time. Since it is so cold, there is no vegetation. This is because the climate doesnt allow for things to grow there. Does anyone have any questions so far? Wait for students to ask questions. Teacher: Now we are going to make predictions about what types of animals and plants will live in different biomes. Pass out predictions worksheet. Teacher: You will write your predictions on the prediction worksheet I just passed out. Remember, you need to keep their location and climate in mind since that affects what can live there. Students make predictions of the types of animals as I write them on the board. Teacher: Now that we have these predictions, lets see if we were right. Remember to be writing power thinking notes during the lesson. Pass out power thinking notes outline. Show the Prezi on Living Things. Show the first slide on Aquatic. Teacher: In the Aquatic biome, there are over one million plants and animals. Some examples are fish and octopus. Turn to your neighbor and talk about the different living animals in the Aquatic biome. Students will turn and talk about examples of living things in the Aquatic biome. Teacher: Does someone want to share their examples of living things found in the Aquatic biome? Students will share their examples. Show picture slide of Aquatic biome. Teacher: The main plant of grasslands is grass. Many of the animals live in herds. Animals that live in the grasslands include: prairie dog, mule deer, giraffe, zebra, cheetah, rhinoceros, elephants, and lions. There are flowers occasional flowers within the grass. Show slide of grassland animal pictures.

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Teacher: The desert biome is dry therefore there are a lot of Cacti. Animals are nocturnal due to the extreme temperatures during the day. The word nocturnal means that the animals sleep during the day and stay up at night. Can someone go to the word wall and match the word nocturnal to the correct definition? Students will go match the word nocturnal to the definition on the word wall. Teacher: Some animals are also cold blooded such as snakes, lizards, and insects. Some examples of animals that live there are addax, cactus, wren, dingo, and the fat sand rat. Show slide of Desert animals. Teacher: Seventy percent of the plants in the rainforest are trees. They have smooth, thin bark because there is no need to protect itself from water loss of freezing temperatures. Some animals and plants that live in the rainforest are: anteater, jaguar, lemur, toucan, bamboo plants, and banana trees. Show rainforest picture slides. Show tundra slide. Teacher: In the tundra, there is little plant life because it is so cold. There may be little shrubs found in between rocks. For example, lichen is a common plant that grows on the surface of rock. For animals to survive in the tundra they must have thick fur that turns white in the winter. Some animals in the tundra include Arctic fox, Tundra swan, and Snow owl. Show tundra picture slides. Teacher: In the taiga biome, trees tend to be conifers. Conifers are mostly evergreen trees and shrubs having usually needle-shaped leaves. I need someone to go to the word wall and match the word conifer with the definition we just discussed. Student will go to the word wall and match the word conifer to the definition. Teacher: Plants that live in the taiga biome include evergreen, aspen, and birch trees. Animals that live in the taiga are wolverine, snowshoe rabbits, moose, and bald eagle. Show pictures of taiga plants and animals. Show slide of Deciduous Forest. Teacher: There are five different plant zones in the deciduous forest. They start from the top and end at the ground level. The five zones are tree stratum, small tree and sapling, shrub, herb, and ground zone. Since Its cold in the winters, the animals hibernate during those months. The word hibernate is a resting period that animals take during the winter. The animals sleep the entire time they hibernate. Someone go to the word wall and match the word hibernate with the correct definition. Student will go to the word wall and match the word hibernate with its definition. Teacher: Great job! Some examples of animals that live in the deciduous forest are bears, chipmunks, and squirrels. Does anyone have any questions before we move on? Students will ask questions and teacher will answer them. II. Opportunity for Practice: Students will individually create a biome mobile in which they will pick a biome and draw pictures of the plants and animals that live there. The students will present their biome mobiles while the rest of the class will take notes of each others presentations.

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Teacher: Now that we have seen a quite a few of the animals and plants that live in the different biomes, you are going to pick one biome and draw five plants or animals. You will be making a mobile individually. We have made mobiles before but I will review with you what to do. You need to pick a biome and write it on the index card. Then you will grab five index cards. On the index cards you can draw animals or plants but only draw one per card. After you have drawn and labeled your plants and animals you will attach the biome to the hanger. Then you will tie the five strings to the hanger and attach an index card at the end of them. Then you will have your mobile. Remember to label the animals and plants you draw. Does anyone have any questions? Pass out already made mobiles and wait for students to ask questions. Teacher: Please do your best work because I will be collecting these for a grade. You can begin working. III. Assessment Students will create a biome mobile for any biome they choose. Students will have to draw and identify the plants and animals that live in that biome. Students will work individually on this. They must include 5 animals or plants for that biome in order to receive full credit. Teacher: Your biome mobiles look awesome! You guys did such a great job. Remember to make sure all the plants and animals are labeled, what biome you did is on it, and your name is on the mobile. I will be going around to collect them, so double-check for those things while I walk around. IV.Closure: For closure, I will have my students take out their biome sheet and fill in the category we talked about today which would be climate. Teacher: Before you leave class today, I want you to take out your biome worksheet I gave you yesterday and fill out the plants and animals category. Recall on the different climates we talked about so you can fill out your sheet correctly. Remember not to lose these because you will need them for your final project.
Materials and Resources:

Bill Nye Biodiversity video Promethean Board Computer Prezi Biome mobile materials- hangers, index cards, tape, and string Colored pencils/crayons Word wall Conifers: Mostly evergreen trees and shrubs having usually needle-shaped leaves. Lichen: A common plant in the tundra that grows on the surface of rocks. Nocturnal: When an animal is active at night and sleeps throughout the day.

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Differentiation Strategies (including plans for individual learners): H-Journal: What biome would you want to live in and why? L- The students would play a picture matching game that matches animals and plants with the different biomes. Data Analysis:

Reflection:

Samford University Design for Learning

Design for Learning


Instructor: Ms. Dunn 6th Lesson Title: Wrap it Up! Curriculum Area: Science Standards Connection: AL 7.) Describe Earth's biomes. Examples: Grade Level/Cooperating Teacher: Date: May 3rd Estimated Time: 1 hour

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-aquatic biomes -grasslands -deserts -chaparrals -taigas -tundras Identifying geographic factors that cause diversity in flora and fauna, including elevation, location, and climate Learning Objective(s): Students will identify, describe, and create a biome diorama, based on the material taught, for a biome of there choice. Learning Objective(s) stated in kid-friendly language: Today, we will wrap up our unit on biomes. We have been talking about the location, climate, and living things in a biome. We have discussed the affects of location and climate on the living things in a biome but today we are going to talk about the effects living things have on a biome. We will also be presenting our biome dioramas. Evaluation of Learning Objective(s): The students were given the entire week to create a biome diorama of any biome that we discussed in class. The students will work on this project individually. They may use any notes, worksheets, or charts we have done in class to aid with making the biome. In the biome they must include three different plants and animals and tell us two countries where it is located. They will also be presenting the diorama to class. In the presentation, they must list 3 or more plants, 3 or more animals, describe the climate, and list 2 countries it is located in. The project and presentation are one grade. They will be graded off of the Biome Diorama rubric, which includes creativity and neatness as well as the other things discussed. Engagement: The students will be shown an interactive biome map on the Promethean Board. This map allows you to click on the different regions to find out what biome it is. It tells you the location, climate, and animals and plants that live there. Teacher: Today, we will wrap up our unit on biomes. We have been talking about the location, climate, and living things in a biome. We have discussed the effects of location and climate on the living things in a biome, but today we are going to talk about the effects living things have on a biome. We will also be presenting our biome dioramas. Show the interactive map and go through it will the students. This will be for review.

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I. Teaching: We will be discussing the positive and negative effects humans can have on biomes. I will have a T chart with positive and negative effects, while we discuss them in class, I will fill out the chart. Teacher: Can someone tell me what we have been discussing this week? Wait for students to tell you location, climate, plants and animals in different biomes. Teacher: Correct. Today, while we are discussing, you do not need to be taking power thinking notes. We also talked about how location and climate affect the plants and animals in different biomes. We also have an effect on biomes. We can either have a positive or negative effect depending on what we do. Turn to your neighbor and talk about things humans can do that would hurt and have a negative effect on the biomes? Student will turn to their neighbor and talk about the different affects. Teacher: Will someone share what they talked about with their neighbor. Wait for students to answer with things like littering, hunting, etc. Write negative effects on the T chart. Teacher: Fantastic. Some things that would hurt the biomes would be littering, hunting animals that arent in season, cutting down trees, fires, and removing coral from the ocean. All of these things can hurt the biome. One of the major ways humans are destroying the biomes is by creating towns, shopping plazas, and different human things. This is hurting the biome because we are cutting down trees and making animals go extinct because they no longer have a home. The word extinct means to die out or to no longer live. Will someone go to the word wall and match up the word extinct with its correct definition? Students will match extinct with the correct definition. Teacher: Humans can also have positive effects on biomes. Some biomes are meant for us to live in, so they need our relationship. Even though they need us, we need them so we must protect the biome. The main way we can affect biomes is by recycling. Write positive examples on the T chart. Teacher: Recycling lets us use the resources we already have again and again without making new things. This is very beneficial for the biomes with a lot of trees because when we recycle paper, we no longer have to keep on cutting down trees. Recycling conserves the Earth. The word conserve means save or protect. I need one student to go to the word wall and match the word conserve with the correct definition. Call on a student and he will go to the word wall and match the word with the correct definition. Teacher: Fantastic. In order to save the biomes we need to recycle and stop littering and cutting down trees. Does anyone have any questions? Wait for students to ask questions and teacher will respond. III. Opportunity for Practice: The student will fill out their biome worksheet they were given at the beginning on the week. The last category that they must fill out is how we affect the biome.

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Teacher: Boys and girls, I need you to take out the biome worksheet we have been filling out all week. Wait for students to pull out worksheet. Teacher: Can someone tell me what category we would fill out for today? Wait for student to respond with how we affect biomes. Teacher: Correct, I want you to turn and talk to your table about some things you learned today that you would put on your sheet. Students will turn and talk. Teacher: Will someone share what they said with their friends? Students will share their answers about affecting biomes with the class. Teacher: Great job! I will be coming around to collect these worksheets so remember to make sure you have your name on them. III. Assessment The students were given the entire week to create a biome diorama of any biome that we discussed in class. The students will work on this project individually. They may use any notes, worksheets, or charts we have done in class to aid with making the biome. In the biome, they must include three different plants and animals and tell us two countries where it is located. They will also be presenting the diorama to class. In the presentation, they must list 3 or more plants, 3 or more animals, describe the climate, and list 2 countries it is located in. The project and presentation is one grade. They will be graded off of the Biome Diorama rubric, which includes creativity and neatness as well as the other things discussed. Teacher: Now we are going to present our biome dioramas we have been working on all week. Remember to speak loud and clear so everyone can hear you. Class, while we are listening to others talk what do we do? Wait for students to respond with be quiet, listen, dont talk, respect them. Teacher: Correct, we need to do all those things. We need to make sure we are respecting them because when you go you will want your classmates to respect you, right? Wait for students to respond with yes. Teacher: We are ready to begin. Who would like to go first? Students will present their dioramas. IV. Closure: As closure, the students will fill out their L section on their K-W-L that they received the first day of the unit. Teacher: Your biome dioramas looked fantastic! Great job! I could see all the hard work you put into it. To end the unit of biomes we are going to fill out the K-W-L chart that I gave you the first day. Everyone please take them out. Students will take out their chart Teacher: We already filled out what we know and what we want to know, so now we are going to fill out what we learned. You can write what you learned any day, it doesnt just have to be today. Give me a thumbs up if you understand. Students will raise their thumbs.

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Teacher: You may begin working on your K-W-L. Materials and Resources: Biome Interactive Map http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.biomemap/ K-W-L Chart paper Word wall Extinct- no longer living or died out. Conserve- to save or protect. Computer Promethean Board Pencils Diorama rubric Differentiation Strategies (including plans for individual learners): H-Students will answer the journal question, write a motivational speech explaining why we need to save the biomes and what we can do. L- Students will play biome bingo in a small group with the students that are struggling. The teacher will read facts about the biomes and they will have to place their chip on the correct biome. This will not only be informational but fun! Data Analysis: Reflection:

Samford University Design for Learning

Summary of Assessment

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I will assess my student in different ways each day. I will assess them throughout the day by informal assessments. I will ask them to raise their thumbs if they understand an idea. I will also stop and ask questions and let them ask me questions. They will also be assessed by filling out a worksheet or doing a hands of activity every day. I will know they learned the skill by the content and work they put on their assessment. I will use a number of progress monitoring tools. I will mostly grade them based on effort and completion. If the student completes the assessment including the things I required they will receive full credit. I also will use a rubric to grade their Glogsters based on the physical appearance and content knowledge. I will assess my unit as a whole based on a summative assessment. This will be given the week after I teach the unit. It will be cumulative and include all the learning objectives I talked about everyday. I will also have my students create a diorama of a biome of their choice. It will include all of the

topics discussed throughout the week. There will be a grading rubric for that assessment. There will not be written homework given throughout the unit but they will be working on their diorama throughout the week. I will only assess the content I taught since it is the basis and the platform for describing biomes.

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Lesson Objective

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Formative Assessment

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Summative Assessment Matching Vocabulary Word for Biome; #11, #9

When given a Students will create specific biome, an about me page on students will Glogster identifying what a research and biome is. correctly describe the location, climate, and plants and animals of their biome by creating an About Biome page on Glogster. When given a world map, students correctly color and create a key for the seven major biomes.

Student color a map #25-35 to identify the locations of the different biomes around the world. They will also create a key that states the seven major biomes. Students will Students fill out a #4, #2, #5, #3, #36, #37 compare and contrast Venn Diagram for the two biome climates different climates of the by using a Venn biomes. Diagram. Students fill out a characteristics worksheet about the climate of each biome. Students will Students create a #6, #8, #37 correctly identify and mobile that have five draw the plants and different plants or animals for animals of a specific the biomes. biome by making a Students fill out a biome mobile. characteristics worksheet about the animals and plants of each biome. Students will Student will create a #37 identify, describe, biome diorama that includes and create a biome the location, climate, plants diorama, based on and animals. the material taught, for a biome of there choice.

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Directions: Color and fill in the chart for the seven biomes we have discussed all week

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.Dont forget to draw the Tropic of Cancer, Capricorn and the equator.

Biome
#27 #28 #29 #30 #31 #32 #33

Color

#34 Draw a line for the Tropic of Cancer #35 Draw a line for the Equator #36 Draw a line for the Tropic of Capricorn

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I will accommodate for different learners by having different things for the higher level and lower level students to do. For the higher level learners, I had them keep a journal and answer a different writing prompt that had to do with biomes each day. These questions will ensure that they are getting higher level thinking and having to apply writing skills to their critical thinking. I differentiated based on the types of extra activities we did. I also used questions that are applicable to all types of learners yet still challenge them. I will accommodate leaners who need to be re-taught by having different daily extensions. They will be given hands on experience and the concept would be broken down for them so they can see what they arent understanding. They will be retaught away from the class and be in a small group together to enhance learning. There will be groupings within my teaching. I will place high level thinkers with learners will low level. This way the high learners can help the lower level and they can see different approaches to the material. I will motivate my students by engaging them from the beginning. They will watch short videos to start the day that will grab their attention and motivate them. They will also be motivated by the hands on learning that is going on within the classroom. The students will be actively participating as a whole and discussion their ideas. The students will be challenged to make connections to prior knowledge and recall on past information to help them grasp the new material being presented. For students with differing backgrounds will not be treated any different. I will respect their culture and religion and so will the class. If there are some things that I

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have my students doing that is against the culture we will discuss them and find an alternate plan so I can still monitor the childs progress. Musical
There are different songs to help understand the concepts in the videos.

Linguistic Bodily/ Kinesthetic


Moving to group work Logical/ Mathematical daily Creating a diorama Using a map to locate the different biomes. web Using a computer to find information to create a Glosgter. Presentations of Glogster, mobile, and Spatial/ Visual diorama. Sharing ideas in Prezi group discussions and Interactive PBLs. biome Biome videos

Interpersonal
Group work during PBLs, Glogster, and group discussion

Naturalistic
Connecting background knowledge throughout discussion. Students will become more away of the differences of living things in each biomes.

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Differentiation Chart Day 1 Higher learner The students have the journal question: Biomes are classified by location, climate, and living things. Describe your family/house including those three classifications. Lower learner The struggling students will visit a the San Diego zoo website and see the different biomes that are represented and observe the surroundings.

Intrapersonal
In all of the activities the students are able to know their capabilities. Completing journals

Existential
Discussions about location and climate affecting life. Students will be given higher-level thinking questions throughout the lessons.

The students will have the journal question: if you could pick any location in the world to go where would you go and why?

The students who were struggling will be given a large world map puzzle with different colors for the biomes. They will have to assemble the puzzle which will help them see a large scale of the biomes and will have them actually putting the pieces together so its hands on.

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Day 3

Higher learner The students will answer the journal question: recalling on the climate, what three things would you bring to a biome of your choice if you were staying there for a week and why? The student will answer the journal question: What biome would you want to live in and why?

Lower learner The struggling students will be given large print outs of thermometers of the different biome climates. They will have to match the temperature to the biome.

The struggling students would play a picture matching game that matches animals and plants with the different biomes. The struggling students will go on a scavenger hunt to find a certain biome. Must go to location and determine the climate and what animals and plants are there.

The students will have the journal question: pick a biome and write a descriptive paragraph what it would be like using your five senses.

Literacy Devices Turn and Talk

How they were used? Students will be asked higher level thinking questions throughout the lesson and they will think, pair, and share their thoughts with their neighbor or table. Students will fill out a Venn Diagram to compare and contrast the climates of two biomes. Students will take notes using the power thinking strategy while I am teaching new content.

Graphic organizer

Power Thinking Notes

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Literacy Devices Word Map

How they were used? There will be different vocabulary words discussed throughout the lesson which will be located and referred to by the word wall. Students will make predictions on which animals and plants they think are located in the biomes. Then we will learn and discuss if they were correct. The higher level learners will work on a journal question everyday when they are finished with their other work. This will ensure for higher level thinking. Students and teachers will discuss the Prezi and videos showed. They will be asked higher level thinking to get them thinking critically and comprehending. I pre-assessed my students by using a K-W-L to see where they stood before the lessons and after. This will help me see their learning and what they want to learn.

Predictions

Journaling

Reciprocal teaching

K-W-L

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Technology Summary On Day One of instruction the students will be divided into groups to create a Glogster. The students Glogsters will be About Biome on a specific biome given to their group. The students will need to include all the questions addressed on their findings worksheet. They will answer the questions based on the research they did. The technology will be graded using a rubric. After the students are finished with the Glogster, each group will present their work to the class on the promethean board. This piece of technology will enhance instruction because it allows students to revisit the content again and apply it to an appropriate context. Overall, this assignment will expose the students to the content in a different way, which will appeal to a wide range of learners.

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This technology tool will motivate students because it involves creativity and freedom. Since this assignment involves student choice regarding the creation of the Glogster, students will take ownership of the project and will be motivated to complete their work to the best of their ability. The students will also present their work to the class, which will motivate the students to want to show off their hard work to their fellow peers and to the teacher. This technology offers practice using technology and presenting their ideas to the class. These aspects of the project are things that a regular classroom acitivity does not offer. The students will practice using the keyboard, the mouse, selecting options on the program, logging into an account, using the promethean board, and also practicing spatial awareness on the screen through this program. The teacher will ensure access for all students to this technology through scheduling this day of instruction on the day that students go to the computer lab. The students will work in groups in the lab. All students will have seen the teacher use the class log in information prior to the lesson. The students will have used this program before, and will have practiced using the different tools of the program. The students will also have experienced the teacher using this program before so they know how to appropriately use the program with the lesson.

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Glogster Rubric
Category Required Elements 10 The Glog includes all required elements as well as additional information All items of importance are clearly labeled with labels that can be read from at least 3 feet away 8 All required elements are included on the Glog. 6 All but 1 of the required elements are included 4 All but 2-3 elements are included. 2 More than 3 required elements are missing from the Glog.

Labels

Almost all items of importance are clearly labeled and labels can be read from at least 3 feet away.

Some itms of importance are clearly labeled and labels can be read from at least 3 feet away.

Few items of importance are labeled and labels are difficult to read.

Labels are too small to view or no important items were labeled.

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Category GraphicsRelevance

10 All graphics are related to the topic and make the Glog easier to read and understand. The Glog is exceptionally attractive in terms of design, layout, and neatness. There is no grammaticalmechanical mistakes on the Glog

8 Almost all graphics are related to the topic and most make it easier to read and understand. The Glog is attractive in terms of design, layout, and neatness. There is 1 grammaticalmechanical mistake on the Glog.

2 No graphics relate to the topic.

Some Few graphics graphics are relate to the related to the topic. topic and make it easier to understand. The Glog is fairly attractive, but a bit messy. The Glog is poorly designed and very messy.

Attractiveness

The Glog is distractingly messy and unattractive.

Grammar

There are 2-3 grammaticalmechanical mistakes.

There are 4 grammaticalmechanical mistakes.

There are more than 4 grammaticalmechanical mistakes.

Design for Learning


Instructor: Megan Dunn Lesson Title: What is a biome? Curriculum Area: Science Standards Connection: Grade Level/Cooperating Teacher: Date: May 29th 2013 Estimated Time: 1 hour

7.) Describe Earth's biomes. Examples: -aquatic biomes -grasslands -deserts -chaparrals -taigas

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Identifying geographic factors that cause diversity in flora and fauna, including elevation, location, and climate
Learning Objective(s):

When given a specific biome, students will research and correctly describe the location, climate, and plants and animals of their biome by creating an About Biome page on Glogster.
Learning Objective(s) stated in kid-friendly language: Today we will be researching what a biome is. We will also discuss location, climate, and plants and animals that are in them. We will be using what we know to create a Glogster about the biome! Evaluation of Learning Objective(s): Students will be paired in groups and each group will be given a specific biome. They must research their biome and fill out a research finding worksheet. Once their research finding worksheet is complete, they will use it to create a Glogster About Biome page. I will walk through the Glogster website to review with the students that everyone remembers our class login information, and remembers how to use Glogster. I will explain to the students that the Glogster must be an about me page for the biome. In order for the groups to receive full credit, they must include the facts they filled out on their research finding sheet. After all the groups are finished, each group will print their finished work and present it to the class using the promethean board. I will display the finished products in the hallway. Engagement: Teacher: Good morning boys and girls, a new topic we will be studying about is biomes. Before we begin, Id like for you to watch a video on biomes and see if you can tell me what you think a biome is at the end. I will use this chart paper to record your ideas of what a biome is and then we will discuss the actual meaning of a biome. Students will watch the video. Teacher: By watching the video, what do you think a biome is? You can list different things you saw or what makes up a biome. Wait for students to respond with different things about a biome and record what they are saying on the chart on the board. Teacher: Great thinking. I like the way you paid attention. While we are learning about what a biome is, remember to look at the chart paper and see if what we talked about lines up with the real definition of biomes. Before we talk about the biomes, I want you to fill out a K-W-L chart. We have been doing these all year so you should know what to do. Under the K you put things you already know about biomes. Under the W, put things you want to learn about biomes, and you dont need to put anything under the L. Learning Design:

Teaching:

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Teacher: Can someone tell me one thing that describes Alabama? It can be location, the weather, or animals that live here. Wait for students to reply with things about the weather, location, animals, plants Teacher: Great job! Alabama is a part of the United States. What continent is the United States located in? Wait for students to respond with North America. Teacher: Correct! Boys and girls Alabama is actually a part of a biome. Based on what we just talked about and saw in the video does anyone know what a biome is? Wait for students to say something about land Teacher: Correct, but there doesnt have to be just land. A biome can be water too. A biome is a place on Earth that has the same climate, plant life and animal life over a vast area. There is a word wall in the back of the classroom that has different words and definitions that match them. The words and definitions are all scattered around the board. Every time we define a new word, I will need one student to go to the back of the classroom and match up the word with the correct definition. Does anyone want to match the correct definition to the word biome on the word wall? Student will go to the word wall and match the word biome with its correct definition. Teacher: Great job. Biomes are determined by the location, climate, and plants and animals of an area. Biomes are made up of similar ecosystems. An ecosystem is a community of plants and animals that live together with nonliving things. Can someone go to the word wall and match the word ecosystem with its correct definition? Student will go to the word wall and match the word ecosystem with the correct definition. Teacher: Can anyone think of an a place that could have an ecosystem? Wait for students to respond with under a rock, Teacher: correct under a rock an entire ecosystem could be there. There could living things and non living things that are in the same place. A puddle could also be have ecosystem because there could be worms and living things in it as well as nonliving things like rocks. Remember that ecosystems are a community of plants and animals that live together. Knowing that information, can anyone determine what a bunch of ecosystems make up? Refer to word wall. Wait for students to say biome. Teacher: Great job! There are seven major biomes in the world. They are: aquatic, desert, rainforest, grassland, tundra, taigs, and deciduous forest. When I am listing the biomes I will show pictures of the biome on the promethean board. Teacher: I will be dividing you into groups and your group will be given a biome to research worksheet. The worksheet has blanks to sections to fill in for biome name, location, weather, plants, animals, example of food chain, and describe the biome. Split the students into six groups and pass out biome worksheet. II.Opportunity for Practice: For practice I will have the students divided into six groups. I will give each group an index card with their biome on it along with a research findings worksheet. I will let my class look at books and internet to fill out their finding sheet.

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Teacher: Ok boys and girls, now that you are in a group, I am going to give you an index card with your biome on it. You will have to research the biome your group is given. You also have been given a research finding sheet. The worksheet has sections to fill in for biome name, location, weather, plants, animals, example of food chain, and describe the biome. You only need to fill out one sheet per group. You need to fill out the sheet with details because we will be going to the computer lab later and your group will be creating a Glogster. Give me a thumbs up if you understand. Students will raise their thumb Teacher: You may begin working as a group on your research finding worksheet. Remember that you can use the internet or the books we have around the classroom. III. Assessment I will assess my students by having them use their research finding worksheet to create an About Biome page of their biome on Glogster. The students will complete their assessment during their regularly scheduled computer time for the computer lab. Teacher: Great job on your research finding sheet! You guys really tried hard to find a lot of facts on your biome. Now that we have all those facts we are going to be creating an About Biome page on Glogster. We have used Glogster before so you should all be familiar with the website but I will refresh your memory. Show the students how to log on and give them a brief tour of Glogster. Teacher: The about me pages needs to include the biome name, your group members name, the weather, three interesting facts, and four images of plants or animals with them labeled. I have an example of the one I made. I want yours to look like this. Show them a picture of the Glogster page. Teacher: The facts that you put on your Glogster page will be taken from your research finding worksheet. You can add pictures, videos, and songs too if you would like. The more creative you get, the better your grade! I will be grading your Glogster off of a rubric. Pass out one rubric to the group. Teacher: I will be available to answer any questions you might have while you are working on your Glogster. I have written out class login information on the board to help you remember it. Does anyone have any questions before we start? Students will ask questions and I will answer them. Teacher: After you are done, we will be presenting the Glogsters to the class. Your group will also print your About Biome page to hang on the hallway. You cannot print until you have my approval. Please do your best work because they will be displayed! The class will have 25 minutes to work on their Glogsters. III.Closure: I will close the lesson by having the students present their Glogsters, Teacher: You guys did awesome with your About Biome page! I will call out a specific biome and if that was your biome your group will come to the front and present on the promethean board. Students come to the board as a group to present.

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Before the students leave, I will tell them about their final project. They will each create a diorama of a biome of their choice. The will present their biome on the Friday of this week. They will need to be creating the diorama at home because they will not be given class time to work on it. There will be a directions sheet and rubric that they will take home so they know what they should be doing and how I will be grading them. Teacher: Since we are learning about biomes this week for homework you will be creating a biome diorama. Pass out directions and grading rubric. Teacher: A biome diorama is a 3-D version of the biome you choose. It cannot be the one you made your Glogsters about. The diorama will need to created in a shoebox. Your shoebox should have examples of 3 or more plants, 3 or more animals, and background terrain that pertains to your biome. You will also be presenting your diorama to class and there are certain things you must talk about for your biome. In the presentation, you must list 3 or more plants, 3 or more animals, describe the climate, and list 2 countries it is located in. The project and presentation is one grade which will be based off of a grading rubric. Does anyone have any questions? Wait for students to ask questions. Teacher: Remember this is a grade and attractiveness and creativity is included so make sure it looks nice and you are creative with decorating it.
Materials and Resources: 1. Study Jams video

http://www.watchknowlearn.org/Video.aspx?VideoID=30972&CategoryID=731 Research website http://www.enchantedlearning.com/biomes/ 3. Research findings worksheet http://www.enchantedlearning.com/graphicorganizers/biomes/chart1/BiomeChar tReport1.pdf 4. Pencils 5. Computers Promethean Board San Diego Zoo website Index cards with biome Chart paper Biome books 11.Diorama directions and rubric 12. K-W-L chart 13. Glogster example 14.Glogster rubric
Differentiation Strategies (including plans for individual learners): HL- The students have the journal question: Biomes are classified by location, climate, and living things. Describe your family/house including those three classifications.

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LL- visit a the San Diego zoo website and see the different biomes that are represented and observe the surroundings. Data Analysis:

Reflection:

Samford University Design for Learning

Cross Curricular Summary The subjects I choose for cross curricular standards will help enhance the study of biomes. The first subject I choose was Language Arts. The standard that I choose for it was, use organizing and paraphrasing in the research process. I had my students research the location, climate, and animals and plants on a specific biome. Once they found that information online, they would have to paraphrase and organize it. After it was organized they created a About Biome page on Glogster. This included the information found online during the research process. I would grade this based on a graded rubric. This would enhance the study of biomes because the students need to learn and be able to organize and paraphrase information they find while researching.

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This tool will help them in the other activities planned for the unit as well. The next standard I choose was for Math. It says that a student will recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. I had my student use their prior knowledge and what they just learned to create three statistical questions targeted at biomes. This will enhance my students because statistical question urge the student to think in terms as a whole and not just one thing. Since biomes have a lot of factors you have to take into account and a lot of animals and plants you need to use statistical questions to make sure you are getting the answers for all the living things in the biome not just one certain type. Making statistical questions will ensure that you are getting a wide range of data. The last cross curricular standard I choose was social students. I choose a standard about the Westward Expansion. I had my students fill out a weeks journal entry describing the location and climate throughout the westward expansion and how it is affecting the living things, especially themselves. They need to give supporting details based on the location and climate of where they are. This will enhance the study of biomes because it will force the students to think back during the Westward Expansion and determine the biome and the factors that played into life based on the location and climate of their travels.

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Cross Curricular Standard Content Area Standard (6th Grade) 14.) Use organizing and paraphrasing in the research process. Objective Activity Assessment/ Evaluation The teacher will grade the Glogster based on a rubric.

Language Arts

Students will organize and paraphrase information found online to create an about biome page on Glogster.

Students will research the location, climate, and animals and plants on specific biomes. They will then organize and paraphrase the information researched to create a Glogster.

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Content Area

Standard (6th Grade)

Objective

Activity

Assessment/ Evaluation The teacher will grade based on participation and accuracy.

Math

25.) Recognize a Student will statistical question create three as one that statistical anticipates questions having variability in the to do with data related to the biomes. question and accounts for it in the answers. [6SP1] 1. Describe the Students will Westward describe the Expansion and its location, climate, technological, of the land economic, and during the social influence on westward the people of the expansion and United States prior how it would to World War I. affect living things.

Student will use their prior knowledge and what they just learned to create three statistical questions based on biomes.

Social Studies

Students will write a weeks journal entry describing what the westward expansion based the location and climate and how it affected affected life.

The students will grade on participation and accuracy.

Miss Dunns 6th Grade Zoo Trip

Standard: Describe the Earths biomes. Trip objective: The students will observe biomes at the zoo. Location: Birmingham Zoo

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Schedule Monday, May 6th 2013 Schedule


7:45- Students arrive 8:00-8:15- Review of expectations, rules, groups, and schedule 8:15-8:30- Pass out scavenger hunt sheet and review biomes and discuss what biomes we will see and not see there. 8:30- Chaperones arrive and meet us in the classroom 8:30-8:45- Review rules, expectations, groups, and pass out schedules to chaperones 8:45- Head to bus 8:50- Load bus 9:00-9:30- Travel to Birmingham Zoo 9:30-9:40-Park bus and enter zoo 9:40-9:45- Split them into the groups with chaperones and give out maps 9:45-9:50- walk to Bird feeding area as a group 10:00-10:30- Bird feeding 10:30-11:15- Explore the Zoo 11:20- Meet at Wildlife Center 11:30-11:50- Wildlife Program 11:50-12:00- As a class walk to lunch pavilion 12:00-12:45-Lunch 12:45-1:30-Explore the zoo 1:40- Meet at Zoo entrance

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1:45-1:50- Load the bus 1:50- Depart from the Zoo 2:20- Arrive at school 2:20-2:45- Review the day and pack for home

Dear Parents, Our 6th grade class will be visiting the Birmingham Zoo on Monday May 6th, 2013. This trip will reinforce the content that we are learning about during our unit on biomes. We will leave at 9:00 am that morning, and return by 2:20 pm. The cost of the trip will be for zoo tickets, transportation, bird feeding, and educational program. There will be an additional fee if you would prefer for your child to buy lunch at the zoo. The cost for each child will be $14.50. Your child will need to wear their class shirt. I am allowing the students to bring their cellphones in case of emergency and a camera to take pictures with parents permission and at students own risk. No iPods, iPads, or any mp3 players can be brought. During the day we will have a lunch break. You may choose to either pack your childs lunch, or the pre-buy it from the zoo. Please return the attached from with your lunch preference. I have also attached the permission form for this trip and our class schedule for the day.

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Please return the permission form, the cost of your child, and the lunch preference form to me no latter than May 1st, 2013. If you are interested in chaperoning this trip, please contact me at mdunn@samford.edu. We need four chaperones. I am very excited about this special opportunity that we have coming up! Please let me know if you have any questions of concerns. Miss Dunn

Schedule Monday, May 6th 2013


7:45- Students arrive 8:00-8:15- Review of expectations, rules, groups, and schedule 8:15-8:30- Pass out scavenger hunt sheet and review biomes and discuss what biomes we will see and not see there. 8:30- Chaperones arrive and meet us in the classroom 8:30-8:45- Review rules, expectations, groups, and pass out schedules to chaperones 8:45- Head to bus 8:50- Load bus 9:00-9:30- Travel to Birmingham Zoo 9:30-9:40-Park bus and enter zoo 9:40-9:45- Split them into the groups with chaperones and give out maps 9:45-9:50- walk to Bird feeding area as a group 10:00-10:30- Bird feeding 10:30-11:15- Explore the Zoo 11:20- Meet at Wildlife Center 11:30-11:50- Wildlife Program 11:50-12:00- As a class walk to lunch pavilion 12:00-12:45-Lunch 12:45-1:30-Explore the zoo 1:40- Meet at Zoo entrance 1:45-1:50- Load the bus 1:50- Depart from the Zoo 2:20- Arrive at school 2:20-2:45- Review the day and pack for home

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Please return this sheet and money with your child no later than May 1st.

Food Options:
Package A Hot Dog Chips Fruit Drink $4.00 Package B Package C Package D Chicken Nuggets (5pc) Chips Fruit Drink $5.10

Crustless PB&J 1/4 lb Burger Chips Fruit Drink $4.00 Chips Fountain Drink $6.45

Please check the option you will be choosing. ________ I want Package A ________ I want Package B ________ I want Package C ________ I want Package D ________ My child will be bringing their lunch

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Safety Plan Since we will be going to the Birmingham Zoo and it is a big place and students will be allowed to explore there are many things that can go wrong. To ensure safety, I will have an emergency bag that I will carry around with me. This will have any epi pens that are needed, permission slips, emergency contact information, medical sheet along with the medicine, cell phone, and attendance sheet. For administering meds, I will get the list of students with health problems or allergies from the school nurse. I will make sure that I have all of the medicine and appropriate things they need before we depart for the field trip. These will be in my emergency bag. When I split the groups up, I will give the chaperone the medicines for the students they have in their group. This way in case of emergency, they can administer the medicine if I am not with them. Also each chaperone will have a cell phone and a list of the emergency contacts. I will also have a list of the chaperones cell phone numbers. If there was an event of accident, I would tell my chaperones first to call me and based on the severity call 911, if needed. The same would be done with an injury. After I was contacted and 911 if needed, I would use my emergency contact sheet and call the childs contact. I would do the same with an injury.

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The Birmingham Zoo is a large park and students will be exploring the zoo which can lead to lost students or chaperones. On the bus I would go over the safety rules. I would tell the students and chaperones if anyone gets lost they will report to the front entrance and notify a worker. I would give them the emergency cell phone number and tell them that if anyone gets lost to call me. Once the child has called me I will contact the chaperone. I will also allow the chaperones to give their group their number in case of emergency or lost. In the case of a chaperone getting lost, I would tell the chaperone and students to report to the front entrance. Therefore, students will not be walking around without a chaperone. Once a chaperone notices that a child in their group is missing they should report to the front entrance immediately. I will review what to do if someone gets lost right before we go in the zoo and show them the exact place I want them to meet.

Preparation
I will prepare my students for the field trip by discussing where we are going and what we will be seeing. I will pull up the Birmingham Zoo website and show the class the map. We will discuss the specific biomes that are there while using the map. We will talk about the biomes we will not see there and the reasons for it. For example, there will not be a section for tundra since it cannot be that cold. I will lead a discussion with my students about the animals they think will be in the zoo and what biomes they will be in. They will write down there predictions about what animals will be there and what biome they will be located in.

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We will also discuss the rules for the field trip. I will tell them that cell phones are allowed in case of emergency and they are also allowed to bring a camera to take pictures. I will tell them that they must have parents permission and if they are lost, stolen, or broken it is their own fault. They are at their own risk. I will state that even though phones and cameras are allowed, iPods or any mp3 players are not. This will ensure the students will be involved in the field trip and listening when making announcements or discussing content on the bus. I will also tell them that they will be split in groups of 5 with a chaperone in each group. I will have already decided the groups and will tell them who their group members are. We talk about the general rules like students must stay with the group, listen to their chaperone, and respect the zoo workers.

Management Plan
To ensure management and safety, we will wear our class t-shirts. I will inform my students of this before going to the zoo. Students will also be told to wear comfortable shoes like tennis shoes. I will also ask my chaperones to wear a hoover tshirt or a blue shirt. There are twenty students in my class and according to Trace Crossing there has to be 1 chaperone per 10 students. Since we will be going to the zoo and they will exploring, there will need to be more chaperones. I will have four chaperones plus me and the bus driver. They will also be informed that they will be split into four groups of five with a chaperone for each group. One group will have a chaperone and me. They will travel with their group to explore the zoo. To manage

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students on the bus, students will have to sit two per seat. When having a discussion students must participate and be involved with the class. They will also know that on the bus they cannot listen to music or use an mp3.

Communication
I will communicate with my grade level teachers before I leave for the field trip. They will each be given a schedule for the day and will have already agreed to take any late or non participating students for the day. I will have worksheets for them to complete about biomes if they do not come or miss the bus. The bus driver, chaperones, and I will have a list of emergency contact information, schedule of the day, and a cell phone. Everyone on the field trip will be informed in a case of emergency or for any reason to contact a chaperone or me and meet at the front entrance. The bus drivers, chaperones, and I will have a list of Trace Crossings administration and officers numbers.

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Food
Since there are several animals and the zoo doesnt want people feeding the animals the students will not be allowed to bring snacks. However, we will be having lunch as a class at 12:00pm in the zoo. We will meet in the lunch pavilion area. Parents will be given the option to pack their childs lunch or have the zoo provide them lunch. I bring a cooler for the students who bring their lunch and leave it at the front entrance. I would have already asked the zoo if I can leave it there and they gave me permission in one of the offices. This way it would be in air conditioning and wouldnt get stolen. For students that are buying lunch in the zoo I sent home a slip where the parents tell me what lunch they want their students to have. There are four options for lunch with different prices. The parents will be informed of the options and prices and will be asked to bring back the sheet with their money or notifying me what they will be doing. Here are the options:

Package A Hot Dog Chips Fruit Drink $4.00

Package B

Package C

Package D Chicken Nuggets (5pc) Chips Fruit Drink $5.10

Crustless PB&J 1/4 lb Burger Chips Fruit Drink $4.00 Chips Fountain Drink $6.45

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I will have to fill out a lunch form for the Birmingham Zoo notifying them how many lunches we will need. I will receive the lunch slip with money no later than May 1st. This will give me enough time to fill out the form and turn in the money. The form has to be turned in 24 hours before the field trip.

Assessment of Learning
To assess my students before we leave for the field trip I will lead a review discussion about biomes. I will put the Birmingham Zoo map on the promethean board and have my students make predictions about what animals they will see and what biome or region they will be in. They will write their predictions on the sheet and will turn them in to me before we leave. Before we leave, I will give my students a scavenger hunt they will do with their group but each child will turn in their own sheet. They will complete this during the field trip. They will have to find the animal based on the part shown on the sheet, name it, say where it lives, and how that part helps them live. I will also remind the students on the way to the zoo to remember the predictions they made in the beginning because we will be discussing them when we get back to the classroom. We will be seeing if they were correct. I will inform my students to do the best work for their scavenger hunt and not loose it because they will be turning it in. After the field trip I will assess my students by having them turn in their scavenger hunt. This will tell me how much they were paying attention and what they learned. It will also tell me the things they still don't fully get. I will also pass out their prediction sheet they filled out

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before they went on the trip and I will lead them in a discussion in the predictions made. We will discuss the animals we say and the biomes they were located in.

Follow Up
As a follow up for our field trip I will have my students create thank you notes. We will write the bus driver, chaperones, the Birmingham Zoo, and the Wildlife Center educator. Included in the thank you note will be a picture of our class in front of the zoo. Each group will write their chaperone a thank you note. For the Zoo workers and the bus drive we will create a class thank you note. We will write the note as a class and decided what we want it to say for each person and every child will sign it. In the thank you note for the Wildlife Center Educator we will write a list of things we learned for him/her.

Rationale I chose to write this unit for 6th grade science class because of the Alabama state standards as identified by the Alabama State Course of Study is that students be able to describe the Earths biomes. Since this is such an involved standard, I chose to focus on the seven major biomes: aquatic, grassland, desert, rainforest, tundra, taiga, and deciduous forest. I reviewed the related k-5th standards to determine the expected background knowledge student will have regarding biomes. I determined that students will most likely have some knowledge of the world and land features, but not any knowledge of specific details about biomes. Having observed this content, I decided to

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start the teaching of this standard by building the content knowledge of our students first. I felt that our students needed to have a better understanding of what biomes are before we could properly teach on the seven major biomes. My goal at the end of this unit, was that the sixth graders would have a basic understanding of the location, climate, and plants and animals about the seven major biomes. I planned to teach this during the spring of the school year so we could go to the zoo. The spring also allows my students to experience the seasons so they can build off their background knowledge. I incorporated a lot of hands on lessons that require small group activity. I will base my small groups by tables. I would have already experienced my class and would know their behaviors and learning styles. That is how I would base my table arrangements off of. I will start off my lessons each day by watching a short video. This will be informational and engaging for my students since videos are a treat. I will also have a Prezi everyday for them to learn the content material with. While I am teaching content they will be taking power thinking notes. This will help them stay on task and learn the material. I will also use technology and have my students create a biome that they did research on as a small group. My students will fill out a biome worksheet throughout the week to log the material they have been learning. These materials and resources will be used to help connect knowledge and content to my students. I will assess my students formatively throughout the unit. I will use observations, in class discussions, and checking their assessments. I will have them turn in the things they do in class so I can make sure they understand the content. On the last day of teaching, I

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will have them present their biome dioramas they have been working on all week for homework. They will be graded off of a teacher made rubric that I gave them the first day of the unit. I will assess them by having a summative assessment the week after I finish teaching content.

Philosophy of Education I have wanted to be a teacher for as long as I can remember, and not just because I love children. I believe the purpose of education is to not only teach children but to open doors for their future and give them a chance at something they cant have if it wasnt for education. Teachers are meant to challenge, encourage, and treat their students like young individuals so they will be prepared to enter the real world. Teachers have the gift to change a child's future. They are the ones that encourage and equip them to be something great. By being a teacher I feel like you can change their outcome and give them hope for their future. I also believe by being a very invested teacher you can not only change their outcome but help them develop the person they are going to become. I believe children learn differently but strive best in a respected, safe, and encouraged environment. Knowing that, I will be disciplined with my students but give them the respect and encouragement they need to excel. I will also be very open minded with the things they would like to do. For example, for reading time they will be able to choose any book that interests them. However, if a student reads better in complete silence I would allow them to sit in the hall to read. I would change the way I do things for the different learning styles. I would also use videos, touch and feel activities, and lecture based lectures to cover visual, kinesthetic, and auditory learners. Also, once I establish rules and discipline, my students will be allowed to move freely around the classroom. This shows that it is a safe environment and that I trust them. I will assess them by

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worksheets, tests, and daily participation but I will constantly be monitoring their progress to show the students that I truly do care about if they are grasping the knowledge. By creating a safe environment, my students would know that tolerance and respect is very important. I will make sure that different cultures and ethnicities are not only tolerated but learned about and explored. I want my students to have a global perspective and realize there are other types of people than just the ones they are sitting next to. I would do this by each week studying a different part of the world and culture. I would also talk about similarities and differences within culture. I would also use items from other parts of the world to demonstrate lessons. For example, if I was teaching a lesson on sizes, I would incorporate culture into the game by collecting international coins and telling the students to organize them by size into various buckets. I could also use cross-cultural dolls, so when my students have questions about why they are different it opens a new subject matter to that culture. I believe the relationships you build within the school are extremely important. I will try my best to form amazing relationships with the other teachers within my grade level so I can collaborate with them on ideas, lesson plans, and activities. Also, I will seek an older teachers advice and mentorship since she has been around and can give me helpful ideas or advice. I will establish an open relationship with the parents within my classroom. I believe parent involvement is a huge reason for the success of students. Therefore I will be in constant communication with them by reports, emails, and conferences. I let them know that they are always welcome to give their input and help out within the classroom when needed. My goal for my students are to learn the information and know that they can be something successful and great in the world!

Materials and Resources There are several materials and resources I used to enhance my instruction. Everyday, I will be using a promethean board. This will function as a projector and an interactive white board. I will use it to display the Prezi and videos to the class. I will also use it as interactive by pulling up world maps and coloring them using the board. This will be enhance my instruction because it makes my lessons hands on and easily viewable. I will also will use worksheets, mobiles, graphic organizers, colored pencils, etc, to assist the student into practicing their new skill. They will use these different materials to recall on the information taught and apply it to the worksheets or activities given. Technology will be incorporated everyday by the use of promethean boards and

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computers. Students will do research on computers to find out more about biomes. Music will be incorporated by the use of Bill Nye the Science guy videos and all the catchy songs they use to help remember and describe certain concepts. Art will be incorporated by the coloring and labeling of the world map. All the materials I will use each day in my lesson are stated in them as well as written materials. I will also rely on different resources such as: Bill Nye videos and Prezi.

Materials and resources

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Day 1

Materials 1. Study Jams video http://www.watchknowlearn.org/Video.as px?VideoID=30972&CategoryID=731 Research website http://www.enchantedlearning.com/bio mes/ 3. Research findings worksheet http://www.enchantedlearning.com/graphi corganizers/biomes/chart1/BiomeChartRe port1.pdf 4. Pencils 5. Computers Promethean Board San Diego Zoo website Index cards with biome Biome books 10. Glogster rubric

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Day 2

Materials Biome video http://computerkiddoswiki.pbworks.co m/w/page/16304630/6th%20%20Grade %20Biome%20Project World Map Prezi Computer Promethean Board Colored Pencils Word wall Location- where something or someone is Equator- the imaginary line that divides the earth into the northern and southern hemisphere Tropic of Cancer-a line of latitude about 23 degrees North of the equator Tropic of Capricorn-a line of latitude about 23 degrees South of the equator Temperate- free from extremes; mild; or characteristic of such weather or climate; "a temperate region"; "the temperate zones"; "temperate plants" Estuary: The place where fresh and salt-water meet. Elevation: a raised or elevated geological formation

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Day 3

Materials Bill Nye Climate video Venn Diagram Computer Prezi Promethean Board Pencils Word wall Precipitation : Any form of water, such as rain, snow, sleet, or hail, that falls to the earth's surface. The quantity of such water falling in a specific area within a specific period. Humidity : water vapor in the air Climate: The meteorological conditions, including temperature, precipitation, and wind that characteristically prevail in a particular region.

Bill Nye Biodiversity video Promethean Board Computer Prezi Biome mobile materials- hangers, paper, tape Colored pencils/crayons Word wall Conifers: any of an order of mostly evergreen trees and shrubs having usually needle-shaped leaves Lichen: A common plant in the tundra that grows on the surface of rocks. Nocturnal: when an animal is active at night and sleeps throughout the day.

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Day 5

Materials 1. Biome Interactive Map 2. Predictions Biome worksheet 3. Computer 4. Promethean Board 5.Pencils 6.Word wall a. Extinct- no longer existing, died out. b. conserve- to save or protect.

Works Cited

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Benders-Hyde, E. (n.d.). Retrieved from http://www.blueplanetbiomes.org/world_biomes.htm Jeananda, C. (n.d.). Retrieved from http://www.enchantedlearning.com/biomes/ KDE Santa Barbara. (n.d.). Kids Do Ecology. Retrieved May 6, 2013, from http://kids.nceas.ucsb.edu/biomes/ Ramroop, T., & teng, S. (n.d.). Retrieved from http://education.nationalgeographic.com/education/encyclopedia/bi ome/?ar_a=1

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