|Lesson Plan ID:
In this lesson, students research 12 terrestrial and aquatic biomes. A blank biomes chart and website address is provided for the research. For each biome, students should find types of plants, types of animals, and climate. In addition to completing the biomes chart, students are assigned 20 questions pertaining to the biomes. They should find the answers while browsing the website.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project, funded by the Malone Family Foundation.
|SC(9-12) Biology||15. Identify biomes based on environmental factors and native organisms. |
|SC(9-12) Aquascience Elective||1. Differentiate among freshwater, brackish water, and saltwater ecosystems. |
|SC(9-12) Aquascience Elective||6. Describe adaptations that allow organisms to exist in specific aquatic environments. |
|SC(9-12) Environmental Elective||7. Identify reasons coastal waters serve as an important resource. |
|SC(9-12) Marine Biology Elective||2. Differentiate among freshwater, brackish water, and saltwater. |
|TC2(9-12) Computer Applications||9. Practice ethical and legal use of technology systems and digital content. |
|TC2(9-12) Computer Applications||11. Critique digital content for validity, accuracy, bias, currency, and relevance. |
Source: National Academy of Science NS.9-12.3 Life Science
|Primary Learning Objective(s):
Students will list the plants, animals, and climate that characterize each biome.
|Additional Learning Objective(s):
Students will associate the organisms' adaptations to the conditions of the biome in which they live.
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Biomes Chart paper, colored pencils, markers, or crayons
|Technology Resources Needed:
Students should have some general knowledge about ecosystems and biomes from previous class discussions. Students should have prior knowledge and experience in navigating the internet.
1.)Introduce biomes to students-Students need to define the term biome and list the terrestrial and aquatic biomes of the world. Use textbook.
2.)Complete Biome Map Coloring Activity (attached). The worksheet gives directions. Ask students to identify which biome they live in.
3.)Individually, students will browse each biome. Complete the chart on the Biomes Internet Lesson worksheet (attached).
(What's It Like Where You Live-Biomes of the World
)The MBGnet website gives information about terrestrial and aquatic ecosystems.
4.)Students will create travel brochures (with a partner) or postcards (individually) on the biome of their choice using the information they have learned from their research of the biomes.
Travel Brochures- Students will create a travel brochure on the biome of their choice. The travel guide should include the following information for prospective travelers: a picture depicting the biome; information about the biome-plants, animals, climate; clothing needed; attractions; maps; lodging; food, etc. Students may choose their partners.
Postcards- Students will create a postcard on the biome of their choice. On the front, the postcard should have a picture depicting the biome. On the back, students should write a message to a friend or family member describing their vacation in the biome.
Students should be creative, but all information should be based on the facts pertaining to the the biome.
Students may turn in hand-made projects. Those who wish may use Microsoft Publisher or Microsoft Word.
5.)Students will present their postcards and travel brochures in class. Use an Elmo projector if available. In their presentations, students will tell why they chose the biome.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
North American Map.doc
biome map (coloring).doc
Land Biomes Information Chart.rtf
Biomes Brochure Postcard Rubric.pdf
The biomes chart will be graded based on its completion and correctness. Students will use this chart as a reference for making travel brochures and postcards. Students will also use this chart as a study tool in preparation for a unit test. Use the attached rubric to assess the postcards and travel brochures for completion and correctness.
Do a report on one biome and provide information about the resources that biome provides to humans everywhere. Discuss in your report the impact humans have had on the biome and what factors are contributing to the destruction (if any) of that particular biome and its inhabitants.
Students should review the Biomes Chart and make any necessary corrections. Students should use the Biomes Chart to review the biomes. Students should also read the Biomes section or chapter in their textbook.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: