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Biome Unit - Lesson on Land Biomes

*Make sure you take a look at the pictures at the bottom of this page

Unit: Ecosystems         
Lesson 2: Land Biomes
Katie Wrobbel
10.13.11

Lesson: Land Biomes (Section 1, Chapter 3 Biomes)

Lesson will be completed in two 45 minute class periods.

      I.          Standard: CCS.RS.IT.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCS.RS.IT.5.3: Explain the relationships or interactions between two or more individuals, events, ideas or concepts in historical, scientific, or technical text based on specific information in the text.
L.EC.M.3 Biotic and Abiotic Factors- The number of organisms and populations an ecosystem can support depends on the biotic (living) resources available and abiotic (nonliving) factors, such as quality of light and water, range of temperature, and soil composition.
L.EC.6.31 Identify the living (biotic) and nonliving (abiotic) components of an ecosystem.
L.EC.6.32 Identify the factors in an ecosystem that influence changes in population size.

 

    II.          Objective: TWL distinguish between abiotic factors and biotic factors within the land biomes including animals, plants, temperature, and rainfall.
TWL identify the seven land biomes on Earth.

  III.          Anticipatory: Review reflection sheet from the pole to pole.  Access students prior knowledge about biomes, ecosystems, abiotic and biotic factors. 

  IV.          Input:

a.     Task Analysis

                                                    i.     Anticipatory set: review reflection sheet from introduction lesson.  Briefly review various elements from previous chapters. 

                                                   ii.     Read page 50 from science book

                                                 iii.     Discuss with the students the idea of a biome – emphasis of the whole unit.

·      Hand out graphic organizer to the students

·       Fill out the definition for Biome

                                                 iv.     Introduce group work to students, explain how to use the Frayer Model: What biome do we live in here in Michigan?

·       Show students example poster about biome

·       Go through each section of the poster and state the expectations and requirements

·       Have students follow along on their practice sheet in there science packet as I fill in the information on the Smartboard.

                                                  v.     Guided Practice: First, we will break students into groups according to Biome (3 to a group). Then they will take their assigned biome and write out all the features using the Frayer Model on a large piece of construction paper.

·       The students will have time to read through Science textbook and other informational texts about their assigned biome

·       Students fill out biome poster- using the Frayer Model

·       Biomes
  -Temperate Deciduous forests
  -Coniferous Forests
  -Tropical Rain Forest
  -Temperate Grasslands
  -Savannahs
  -Polar Tundra
  -Alpine Tundra

                                                 vi.     PART 2: Students finish creating biome posters

·       Group shares with the class their biome poster, by standing up front – holding poster and talking through the information

·       As each group shares, students take notes on their graphic organizer worksheet that was distributed in part 1 (Individual practice)

                                               vii.     Closure: short class discussion about the biomes, specifically look at the land biome we live in

·       Compare and contrast with other biomes

·       State the biotic and abiotic features

·       Connect to our lives, what do we see on a daily basis

·       Refer back to the Frayer model worksheet and write the name of the biome we live in

b.     Thinking Levels: Blooms Taxonomy

                                                    i.     Knowledge: TLW identify the 7 land biomes, acquire necessary facts about biomes from various texts including textbook, and describe the abiotic and biotic components of each biome. 

                                                   ii.     Comprehension:  TWL explain the various components of their assigned biome to the rest of the class. 

c.     Learning Styles, Accommodations, and Multiple Intelligence

                                                    i.     Learning Styles:

·       Visual: text book, graphic organizer, poster and smartboard

·       Auditory: classroom discussion, teacher stating directions

·       Kinesthetic: taking notes on graphic organizer and creating their biome poster 

                                                   ii.     Accommodations: One student who has a visual impairment will have an enlarged text science packet. 

d.     Differentiated instruction and strategies

                                                    i.     I will work more closely with the students who need extra support during the activity

e.     Method and Materials

                                                    i.     Way(s) of presenting:

·       Demonstration

·       Group work

·       Whole class discussion

·       presentations

                                                   ii.     Materials needed

·       Pencil

·       Markers

·       Poster Paper

·       Science text book

·       Various library books about biomes

·       Smartboard

·       Graphic Organizer sheet

    V.          Modeling:

a.     Show students how to find information to put onto biome poster

b.     Show students how to use the Frayer model to make poster about their assigned biome

  VI.          Checking for Understanding: Teacher will circle around the room, touching base with all the groups while they are working on creating their biome poster
I will also look through the students science packets to be sure they are taking actuate notes. 

 VII.          Guided Practice:
Work as a whole class and in groups when creating biome poster
Graphic organizer will be filled out at an individual level but teacher will display definitions on the smartboard

VIII.          Independent Practice: Students will be held accountable to fill out information about each biome on their graphic organizer sheet
 

  IX.          Closure: Short discussion about personal connections to the biome we in Michigan live in and comparing/contrasting the biome we will in with the other biomes around the world.

    X.          Assessment: Students will turn in their graphic organizer not for a letter grade but the teacher will look for completeness.









 

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