Unit Theme: Biomes/Climate

Lesson Title: Environmental Investigator

Grade: 6

Lesson Objectives:
o Students will be able to identify the various types of biomes by climate, flora, and fauna.
o Students will use deductive reasoning to make a claim based on physical evidence.
o Students will independently research current climate related topics.
o Students will demonstrate knowledge of tier three science vocabulary in a writing assignment,

NYS Common Core Standards:

CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and

technical texts.
CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate
summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence
logically.
CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform
about or explain the topic.

Pre-Learning Activities:
Prior to introducing this lesson, students should be familiar with biomes and their properties. Students will have
read all six books in the Explore the Biomes series.
Activate prior knowledge: Begin the lesson with a chalk talk having students write ideas and words related to
biomes on the board (ex. sand, humid, arid, moist, grass, fish, pine trees).
Modeling/Guided Practice: Modeling for this lesson leads into guided practice. Using the array of words the
students wrote on the board during chalk talk, categorize the words by biome. Demonstrate by categorizing a
few of the words, and call on students to finish the classifications.

Learning Activities:
See Student Worksheet (Appendix 2)
Students will work in groups of 4, with assigned group roles (listed below) to identify a biome based on
evidence collected by a fictional scientist. The scientist went missing, and the students will be tasked with
identifying where he last was seen based on the evidence he left behind.
Each team will be given a ziploc bag or container with various items that can be found in a specific
biome (pine cones, grass, flowers, leaves, sand, etc.) Inside the bag will also be a page of field notes including
a weather report, sketches of animals, and observations. Students will be provided with a field manual
(example pages in Appendix 1) identifying certain animals and plants that they may not be familiar with.
Students will have access to the internet, encyclopedias, and books about biomes.

Group Roles:
o Field guide: Will guide group to stay on task, ask relevant questions, and gather materials.
o Primary Researcher: Will use the Field Manual and other resources to identify objects
Recorder: Will record findings and questions.
o Reporter: Will report findings to the class.

Post Learning Activities:

Students will complete a current events related assignment, choosing from the options below. This
assignment will demonstrate real life applications of studying climate/biomes.
Select a controversial topic in the news today related to the environment. Choose a side of the argument,
and identify the main points of that side. Write a persuasive paper supporting the side you selected. Be
sure to include sources.
o Topic suggestions: global warming, fracking, poaching, nuclear energy, recycling
Select a biome and make a visitors guide, encouraging tourists to visit that biome. Include countries in
the biome, animals, plants, climate, culture, etc.
Select a biome and a species within that biome. Write a creative story or report about what the biome
would be like if that species went extinct. Highlight the symbiotic relationships between organisms in the
biome.

Assessment:
Formative assessment will be conducted in the form of observation of group activity. Understanding will be
checked by the group reporting their findings to the class.
Summative assessment will be conducted based on the post learning and vocabulary activities.

Vocabulary Activity:
Write a missing persons report on your scientist using the words from the vocabulary list (Appendix 3).

Materials Needed:
Biome Books: Click here for link to book set

FactFinders Explore the Biomes 6 Book Set

Computer with internet access
Ziploc Bags/containers
Materials found in various biomes (sand, lichen, moss, leaves, grass, seashells.) Worksheets
Reflection on Lesson Design:
Through differentiation, I believe all student needs can be met with this lesson. The group work component
allows for the highlighting of student strengths and for active group communication. The lesson itself is
engaging and interesting, and encourages abstract critical thinking. Students relate what is covered in class to
their immediate surroundings, and expand on ideas and concepts through post learning activities. The lesson
applies across the curriculumcontaining a writing assignment, vocabulary activity, social studies applications,
and science. The lesson is structured so that each activity builds on the previous, solidifying prior knowledge.

Differentiation:
Readiness/Process/Product: For more advanced students, do not provide the Field Manual. Part of the
task will then be to identify the items given on their own, before classifying the biome. Have students
create their own field manual for the biome.

Readiness/Content: Students may also be given the common name but asked to determine the genus
and species of each plant/animal.

Readiness/Product: Ask students to determine the symbiotic, parasitic, or mutualistic relations between
the given items.
Readiness/Process: For less advance students, label the items given with their common name or genus
and species. This will allow for the task to consist of simply classifying the biome.
Readiness: For students with language concerns, provide a bilingual field manual or labels.
Readiness/Process: For students with learning disabilities, provide a more scaffolded alternative
assignment. For example, provide a picture of an oak tree and a maple tree and give the student the bag
of items containing an oak leaf. As Which one is a leaf? Which tree does this leaf belong to?
 Appendix 1

EXPLORER
FIELD
MANUAL
 Flora:
Genus: Athyrium
Species: filix-femina
Common name: lady fern

Genus: Querces
Common Name: Oak
 Fauna:
Genus: Odocoileus
Species: virginianus
Common Name: Whitetail Deer
Female Male

Genus: Ursus
Species: americanus
Common Name: Black Bear
Appendix 2

Directions: An investigation is underway to help locate a missing person, Dr. Nelson Peabody. Dr. Peabody
disappeared while on a scientific mission to study uncharted territory. Investigators managed to find the data
and samples Dr. Peabody was collecting, and need your help to figure out where he was. Using the evidence
provided, figure out which biome Dr. Peabody was studying. This will help to track him down.

In the evidence kit, you will find samples of flora and fauna from Dr. Peabodys research, as well as field notes
that he took. Label the evidence using the Explored Field Manual provided for you and any other resources you
may have. Determine what biome Dr. Peabody was studying when he gathered this evidence.

Evidence Kit #: __________

Flora:

Fauna:

Climate Description:

Biome:

EXTRA: Can you figure out a specific region or country that Dr. Peabody may have been in?
Appendix 3

Missing Person Report

Directions: Help the investigators on the Peabody case by creating a missing person poster to distribute.
Provide any information that you think may help locate the doctor, including a detailed description of his
environment. Include a sketch of Dr. Peabody based on the information below.

Use your vocabulary list from this unit. Include at least ten vocabulary words.

INVESTIGATIVE REPORT
CLASSIFIED

Name: Dr. Edwin J. Peabody

Gender: Male
Height: 65 Weight:
240 lbs.

Hair Color: Brown

Eye Color: Brown

Last seen with a full beard, mustache, and curly hair.

Last seen wearing tan cargo shorts, hiking boots, and a large backpack.