UNLV Student: Georgette Sheldon PSMT Name: Mrs.

Gina West

Grade Level: 5th grade Lesson Topic: Biomes-Reading/Science

Date: 6/16/2017 Estimated Time: 45-50 minutes
Unit Plan: This lesson would take 2-3 class periods, as the students will need sufficient time to
complete the research, brochure, and bibliography.
1.State Standard(s):

5-ESS2- Earths Major Systems

RI.5.7- Draw on information fro multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
W.5.8- Recall relevant information from experiences or gather relevant information from
print and digital sources; summarize or paraphrase information in notes and finished
work, and provide a list of sources.

2.Teaching Model(s):

Direct Instruction
Modeling
Cooperative Learning
Inquiry-based Learning (Research)
Project-based Learning (Report)

3. Objective(s):

4.Materials and Resources:

Whiteboard
Smart Board/Projector
Computers/iPads
Biomes Vocab List (Biosphere, Geosphere, biome, biotic factors, abiotic factors)
Biomes Text Set + National Geographic Magazines
36 Science Textbooks
1 Completed Biome Tri-Fold Folder (Teacher Copy)
36 Tri-Fold Folders
1 Completed Biome Brochure (Teacher Copy)
36 Brochure Templates
Research Plan Template

5.Instructional Procedures:

a. Introduction: (5-7 minutes)

 TW show the students a short video clip from the movie Zootopia, and ask the students to
pay close attention to the different areas and those areas characteristics
(climates/ecosystems) that are shown in the video.
TW ask the students to share what kind of areas they noticed were depicted in the video.
Students who have seen the movie may recognize the names of the areas such as Tundra
Town, Rainforest District, Sahara Square, Meadowland, Savannah Central, etc.
TW then explain that the students will be learning about Biomes and Ecosystems in this
science unit, and explain how the areas in the video are examples of different Biomes!
TW open the lesson by reviewing the standards and objectives with the class.

b. Activities or Learning Experiences: (40 minutes)

TW begin the lesson by reviewing the Biome Vocabulary that the students completed
prior to beginning the lesson.
TW review what the students know about biomes and ecosystems.
TW explain that in this unit, the students will be choosing a biome to research. The
students will have a Biome Text Set available to use, as well as will use the Internet to
research the biome of their choice.
TW model what the expectations of the project are. TW show the students her completed
Biome Research, completed Biome Brochure/Biome Tri-Fold as an example of what the
students projects should look like by the end of the unit (What to Do).
SW see what the project should look like, as well as see each of the components that are
required.
Ex: What is there biome & Where is it? What does their biome look like (include
pictures/drawings? What is the climate of their biome? What lives in their biome (people,
animals, and plants), What are some interesting facts about their biome? How can they
make their brochure bold and intriguing so others would want to visit their biome?
TW explain that once the students have completed their research, they will complete their
brochures, and then engage in a gallery walk to share with their peers about their biome
and why the biome would be a great place to visit. So, they should be giving their best
effort to making their brochure interesting and accurate.
The classroom will be broken up into sections based on the biomes (Tundra, Taiga,
Desert, Rainforest, Grasslands, Marine, etc.) so that the students researching the same
biome can share the provided resources.
TW write the research plan/ rubric on the board so the students know explicitly what the
expectations are.
Before breaking up the class into their biome groups, TW copy the students Research
Plan on the board and review with the students.
Ex: What is the topic of research? What is the purpose of this research? Who is the
audience? SW also Provide a list of sources (2 online resources, and 2 text/magazine
resources). (What to Do)
TW then break the students into groups based on their biome of choice, and SW begin
research.
SW work independently on their research, using the provided text set, science textbooks,
and iPads/Computers.
 TW monitor student progress, and remind students to stay on track when necessary.
SW first complete a draft (Own and Track), then final with an attached bibliography.
On the final day of the unit, students will engage in a small group presentation/gallery
walk where they each share about their biome and why their peers should visit it!
SW complete a Glow and Grow for their peers where they share what their peers did well
(where they glowed), and what suggestions they might have for the next project (where
they can grow).
SW ask/answer any questions their peers have, and then the lesson will end with the
closure.

c. Closure: (3-5 minutes)

TW review lesson standards and objectives to check if they were met during the lesson
activities.
TW have the students complete and exit ticket that includes a question about biomes.
Ex: Name one fact related to the research plan that you learned about your biome.
Ex: What is one animal and its adaptation that you
TW review the lesson objectives and standards to check if they were met.

d. Extension and Contingency Plans:

When students have finished their drafts of their biome brochures, they may work on
their final brochures.
When students have finished their final brochures, they may begin working on their
bibliographies.

6.Accommodations and Modifications:

ELLs/IEP students will receive extra support from the teacher during the activities.
ELLs/IEP students will be seated near teacher, and teacher will give clear printed and
verbal instruction, and will implement visual aids/manipulatives when available.
ELLs/IEP students can have extra time to finish their tasks if necessary.

Modifications:
Students who need extra support to understand can be paired with a student who has a
strong grasp of the concept.

Differentiation:
The use of visual aids
Modeling
Cooperative Learning
Clear verbal and written instruction

7.Assessment and Evaluation of Learning:

Formative:

SW be assessed on their participation during discussions.

SW be assessed on their completion of their on-going research/bibliographies/references.
SW be assessed on their completion of the daily exit-tickets.

Summative:

SW be assessed on their completion of their individual projects.

SW be assessed on their completion of their project bibliographies/references.

8. Homework Assignment:

Students will take home their drafts, and finals to be completed at home. *Students will
complete bibliographies in class.

9. Lemov/Kagan Strategies:

What to Do: Use specific, concrete, sequential, and observable directions to tell students
what to do, as opposed to what not to do.
Own and Track: Have students correct or revise their own work, fostering an
environment of accountability for the correct answer.

10. Reflection:

Strengths: I believe the strength of my lesson was that the students had the chance to be more
independent. I did scaffold my lesson to ensure that there was whole-group, collaborative, and
independent work, however the project itself was completed independently. The students got the
chance to choose their own topics of research which allowed them a little more creative freedom,
which they enjoyed and helped them engage more. I feel that that freedom helped the students to
be more genuinely interested in the concepts. Also, I felt that a strength was that I provided a
variety of resources for the students to use, such as computers/iPads and magazines, text books,
and a diverse set of library books on the topic as well. This allowed the students to have a variety
of resources to pull information from.

Concerns: My main concern for this lesson was the bibliographies the students would need to
complete at the end of the unit. The students had had previous practice with bibliographies
during their Symbiosis projects, but a few students still struggled with it. So, during this lesson, I
pulled a small group of students to conduct a brief reteach about how to effectively and
efficiently create a bibliography. They did very well after the reteach, and were successful in
creating their bibliographies. This is a more advanced skill, but one that I felt was important for
the students to know especially, when gathering research and using direct quotes (which we
reviewed the previous week).
 Insights: The insight I gained from this lesson was that when students complete projects
individually, they each work at a different pace, and those students who have trouble focusing
may get off task more easily. I was aware of this before initiating the lesson, but felt that the
benefits far outweighed the possible challenges. Overall, the students did well, and they learned
that they need to be responsible for their own learning when they are working independently.
Obviously, I monitored their progress, and kept them on track, but it was important to me that the
students learned that with independent projects, they must be proactive to stay on task and do
their best to complete the project to the best of their abilities. I felt that the students rose to the
challenge, and performed very well, and I was very proud with their final projects!

Biomes Project Rubric

Requirements Expectations
Name/Titles/Headings Includes proper & eye-catching titles and headings.
Specific Location (Map Includes either a detailed description of the specific location of the biome, or
with Key) includes a detailed map illustration with a map key.
Climate Includes a summary of the climate and weather of the biome (i.e. temperature,
humidity, etc.)
Animals, & Plants Includes the important animal species in the biome, as well as explanations of
(Include the animals adaptations to that biomes environment.
explanations/illustratio
ns of adaptations) Also includes the important plant species in the biome, as well as explanations
of the plants adaptations to that biome.

Students must include eye-catching illustrations of both plants and animals in

their biome.

Topic of Choice Student must choose one topic of their choice, and include at least TWO fun
facts about that topic. (ex: One specific animal in the biome, and why that
animal stands out/ Name the area/continent that contains the largest of their
chosen biome/ etc.)
Standard English Must include proper spelling, capitalization, punctuation, etc.
Conventions

Bibliography Students must complete a basic (grade-level) bibliography to attach to their final
project.
Effort & Participation Students must show appropriate, grade-level participation and effort.