2011

Biome Learning Segment

Brittany Balash Alverno College 5/4/2011

Rationale: When it comes to studying the world around us and understanding how as humans we fit into the makeup of the planet earth, I feel as a teacher that it is very important for students to understand the different climates, species and plant life that we have in different regions of the world. By learning the different biomes students are able to understand the one they live in even better and are also able to relate the knowledge they are learning to more than just themselves, but to their state, country and world community as well. Even thought this learning segment is primarily designed for seventh grade students I feel that it can be easily used in other grade levels. Throughout this lesson segment students will be able to understand the primary different biomes around the world. They will do this through many experiments, activities and one research project. Along with learning about the biomes students will also learn where the biomes are located and which one they currently live in. As a Social Studies minor, I feel that students should always have science and social studies present in their daily routine. This being said, I feel that this lesson segment is a perfect activity for both science and social studies to be taught together. This learning segment will take about two weeks depending on how much time the students need to complete each activity. Students will begin witnessing a video montage of different biome images. They will be asked to watch the movie carefully and come up with any questions they might have about biomes. Once the students watch the video we will take a

mini field trip outside. I will ask them to remember things they notice about our climate, which animals they notice that are present and have them speculate about what a biome is. In addition to the first lesson, every lesson follow will have some form of either teach led inquiry or student led inquiry. My primary focus is that students begin to question what makes up a biome, what lives in a biome, and how is each biome important to the way the earth is made up. While learning about biomes in this lesson segment, other content areas will be present in the variety of lessons as well. Students will use a combination of art, technology, and social studies to understand the makeup of each biome. They will also take on the task of developing their own information about one particular biome and presenting it to their classmates. This learning segment will also consist of only performance assessments. The students will have the opportunity to show the knowledge they have gained through hands on assessments in which they are able to use medium that they prefer and construct projects that portray their understanding of biomes. The primary structure of this lesson segment is scaffolding. Each lesson builds upon one another and then in turn helps the students when they go to complete their final project. While teaching this lesson segment I will focus on the theory of constructivism, allowing the student in my classroom to have as much freedom as possible when learning about the different biomes present on our earth. By using constructivism in this learning segment, my students will come to learning situations with already formulated knowledge, ideas, and understandings of the world around them. Students will integrate the new experiences done through

experimentation on biomes and construct their own personal meaning with their previous knowledge. The constructivist classroom relies heavily on collaboration among students because students learn about learning not only from themselves, but also from their peers. When students together review and reflect on their learning processes, they can pick up strategies and methods from one another. The main activity in a constructivist classroom is solving problems. Students use inquiry methods to ask questions, investigate a topic, and use a variety of resources to find solutions and answers. As the teacher I will guide knowledge; however I will allow the students to experiment, manipulate objects, ask questions and try things that don't work. I will create opportunities for students to question and reflect on their own learning processes, either privately or in group discussions. I will also create activities that lead the student to reflect on his or her prior knowledge and experiences. The success of this unit plan will be based on the final project that they students will be asked to complete. After learning about different biomes they will be asked to pick one biome and do their own personal research in the computer lab. Their research will then be compiled into one for of media. They can either create a travel brochure, travel movie or travel website. If a group of students chooses to create a movie then they will have the option of working as a group since in the real world it takes more than one person to create a travel movie. The students will be assessed on their creativity, information present and their presentation in front of the class. There will be criteria and a rubric handed out when this assessment is assigned. If

my students are successful at creating their final projects then I will know that this learning segment was effective for student learning.

Standards Present Throughout This Lesson Segment: Content Standard A: Students in Wisconsin will understand that there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution, equilibrium, and energy; form and function among scientific disciplines. A.8.1 Develop their understanding of the science themes by using the themes to frame questions about science-related issues and problems A.8.2 Describe limitations of science systems and give reasons why specific science themes are included in or excluded from those systems A.8.3 Defend explanations and models by collecting and organizing evidence that supports them and critique explanations and models by collecting and organizing evidence that conflicts with them Content Standard B: Students in Wisconsin will understand that science is ongoing and inventive, and that scientific understandings have changed over time as new evidence is found. B.8.1 Describe how scientific knowledge and concepts have changed over time in the earth and space, life and environmental, and physical sciences Content Standard F: Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment. F.8.2 Show how organisms have adapted structures to match their functions, providing means of encouraging individual and group survival within specific environments F.8.6 Understand that an organism is regulated both internally and externally F.8.7 Understand that an organism's behavior evolves through adaptation to its environment F.8.9 Explain how some of the changes on the earth are contributing to changes in the balance of life and affecting the survival or population growth of certain species

Unit Objectives: 1. Students will identify the characteristics of a biome and teach the other members of their group. 2. Students will demonstrate their knowledge of biomes in their travel brochure. 3. Students will demonstrate their knowledge of the affect of biome characteristics by presenting a group project describing the adaptations needed for a specific animal to survive in a specific biome. 4. Students will be able to describe plants, animals, and geography of their assigned biome. a. This will be extended when students make travel brochures about their assigned biome. 5. Students will be able to compile acquired information about their biome and organize it in an attractive manner as a travel brochure. a. Students will meet this objective after they research their biome and then make their travel brochure.

Lesson Segment Layout: Day 1 Lesson Title: Objective: Biomes of the World The students will be able to visualize different biomes around the world. They will also be able to understand what makes up the biome in which we live. Students will begin to compare and contrast their biome to the visuals of other biomes provided. They will begin to develop questions in regards to the different biomes around the world. Biome Video Montage Area for students to walk through, outside of campus Homework Worksheet Before the video that teacher will mention that around the world creatures, plants, and climate can be extremely different from one another. As a class, lets look at what these different areas of the world look like. But before we play the video I want you to understand the word, Biome, does anyone know what biome means? (Wait for students to guess and suggest ideas) Well lets watch this video and see if you are able to determine what a biome is based on the images we see. (The teacher doesnt give the definition of Biome until the very end of class. This allows for students to constantly question what a biome is.) After the video is played the teacher will lead a class discussion, What did you notice? And What questions do you have about what you saw? After the students cumulate their questions on the board the teacher will take them for a mini nature walk about. I want you to think of questions that you have as we walk through our biome. What do you notice that you think is important? After they go on the nature walk that teacher will then close with the definition of what a biome is and how there are many different biomes in our world. During the next couple weeks we will look closer at these biomes. We will also focus on what biomes are present in our country and where we would need to travel in order to experience them. Students will be assessed by completing a worksheet in which the answer questions about the biome in their backyards. The worksheet will hopefully engage students to come up with more questions about the environment around them.

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Day 2: Lesson Title: Objective: What are the Biomes? Are they around us? The students will begin to learn about the different biomes around the world. They will be able to compare and contrast the different biomes of our world. Students will begin to analyze the different regions of the United States to determine which biome they belong to. Biome PowerPoint Presentation with information about the different regions and what can be found in them. Blank Map of the US Biome Compare and Contrast Worksheet Markers Description of the US regions, climate, vegetation, animals and plants. (This can be found in their Social Studies book.) Teacher will begin with a PowerPoint containing visuals, information and facts about the biomes around the world. They will focus on climate, vegetation, animals and plants and location on the earth. Students will follow along by taking notes on the information. They will then be asked to compare and contrast the information given to them. Students will be asked to look at their Social Studies book and determine the biomes that can be found in different regions of the United States. They will then be asked to complete a blank map of the United States. Color coating the different biomes that can be found and where they are found in the U.S. Students will be assessed on their completion of the comparison worksheet and the U.S. map worksheet.

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Day 3 (May possibly take two class periods depending on time needed to make the assigned Biome.)

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What makes up each Biome? The students will take the information they learned in the previous lesson and create their own biome based on one that we learned about. Student will analyze the different options of materials and choose the ones that best fit their assigned biome. 2 liter plastic bottles Misc. Materials to Make Biomes: Soil, clay, water Play dough: to form animals that would be found in that biome Plastic Plants Markers and Various Art Supplies Teacher will begin by giving out the instructions for the class period. o First each of you will pick a biome o You will be given on plastic bottle o Within this bottle you are to construct a habitat that best resembles the biome you have chosen. o Be creative! o You may use play dough to construct animals and creatures present in your biome however there are no limitations for your creativity. Before the teacher sets the students free they might want to have a quick discussion. Asking the students the following question: What do we have to consider when creating out biome? Once the students have completed their biome they will be asked to write a two paragraph paper describing what they used to make their biome and why they used it. Students will be assessed on their final biome result. However the teacher will also be focusing on the questions students are asking as they are choosing materials to create their assigned biome.

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Day 4 (May take longer depending on the technology available in the school setting.)

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Whats in our Biome? Students will focus more in depth on their own biome around the school. They will use digital cameras to take pictures of elements that make our biome what it is. They will then focusing on identifying what they see in our biome. Primarily focusing on the plants, animals, bugs and vegetation they witness. Digital Cameras Computer Lab Use Printer (If the computers are not available) Markers (If the computers are not available) Blank Posters (If the computers are not available) Teacher will begin by telling the students that today they will be active scientists. We will be creating biome posters based on the biome that we live in. Questions that the teacher might ask? o What biome do we live in? o What US region do we live in? Each student will be assigned a digital camera Students will take a field trip outside and have 15 minutes to take as many pictures of the environment as possible. Remember to focus on animals, nature, climate and anything else you think is important for our biome. Once the students have finished taking their pictures one of two things can happen. o If computers are available students will be able to turn their images into a digital collage using PowerPoint and PicNik. Their collages will then be printed into large posters that will remain in the classroom for the rest of the school year. o If computers are not available the teacher will have the pictures printed and then the following class period students will have the opportunity to create a collage using white poster board and any art materials they would like. Students will be assessed on their creativity and the ability to focus on the necessary aspects that make up a biome. It will be expected that they have visuals that target the importance of the different elements in our biome.

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Day 5-7

Lesson Title: Objective:

Travel Time!

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Students will focus on a specific Biome and research it in depth. They will then be asked to create either a travel brochure, travel movie or travel website that they will present in front of the class to display their knowledge of that specific region. Students will also effectively learn from one another during the presentations and ask questions of their classmates. Computer Lab Teacher will begin by having students randomly pick one specific biome. The students will then be given a rubric that lays out the criteria needed to be successful in this assessment. Once the students receive the rubric they will have this class period to begin researching their climate. After the first class period the students will tell their teacher which form the have decided to make. If a group of students decide to make a movie they will then be grouped together since it takes more than one student to successfully make a movie. The teacher will then allow for them to have two more additional class periods to work on their assignment. This will allow students who do not have internet access to have enough time to gather their information. Students will be assessed on their ability to work on an assignment without distraction. This will be informally done. The teacher will be aware of who is actually working in the time given and who is not.

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Day 8

Lesson Title: Standards Met: Objective:

Presenting our Biome

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Students will present their Biome that they have been focusing on to the rest of their classmates. They will be demonstrating their knowledge of that particular biome and teaching their peers what they have learned. Projector DVD/VHS Player ELMO Projector Computer with Internet Access The teacher will call on students to present to their peers. After each student/group goes their classmates will have a chance to give them an OREO. (Two positive things and one thing they might want to improve on.) The teacher will assess the students while they are presenting and after wards by looking at their work more closely. They will be focusing on the criteria given to the students and whether or not the student has met this through their project. If the student does not meet criteria the teacher will then work with them to revise so that they can have a better understanding of their biome and what a biome really is.

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Day 9 (If time permits)

Lesson Title: Standards Met: Objective:

Witness Other Biomes

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Students will use the information they have learned through this unit and identify visually what other biomes look like around us. This wrap up activity will allow the students to see how animals in other biomes interact with one another and how biomes are different than one another. Disney Earth DVD Player and Projector The teacher will bring in popcorn and treats for the students to enjoy after completing this unit. They will then be able to witness the Disney Earth movie which focuses on life all over our planet. Students will write down notes that they observe while watching this movie. There really is no assessment. This activity is a reward for the students since they have worked hard on this unit plan. This activity will only be used if the class as a whole has demonstrated their understanding of Biomes.

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