Biomes
Fifth Grade Research Study
TEKS Covered:
(Technology Applications for Grades 3-5) 126.3.b.1.A, E; 2.A, B; 4.A, B; 7.A
(Language Arts) 3.7.B-C; 3.8.B-C; 3.9.A-B; 3.10.B; 3.12.A-J; 4.8.B-C; 4.10.A, B, K; 4.13.C;
5.8.B-C; 5.13.B-C
(Science) 5.9.A-C; 3.8; 2.9.A-B
Teacher’s Responsibilities
 Introduce unit to class
 Assign groups and biomes each will research
 Plan workstation time spent in library with librarian
Librarian’s Responsibilities
 Gather books and other research materials
 Bookmark Biome websites
 Download videostreaming segments
 Set up workstations in library
Students will use the Big6 Research Model to research a biome of the world, using information
books, encyclopedias, videostreaming and websites. They will choose from a group of thinking
map projects to guide their research and report their findings. Each group will create a travel
brochure using Microsoft Publisher to show what they’ve learned and make a presentation to
their classmates.
Day 1
Classes will come to library where teacher and librarian will review the Big6 steps and explain
the project. Location of research materials and websites will also be reviewed.
Research projects will include information, including, but not limited to:
 Locations in the world where this biome if found
 Description of the climate in this biome
 Animals of this biome and the adaptation needed to survive there
 Plants of this biome and the adaptations needed to survive there
 Glossary of words unique to this biome
 Environmental and man-made changes affecting this biome (if any)
Day 2 – 10
Classes will rotate between library and classroom to conduct their research. Librarian will be
available in the library to assist students, and teacher will help in the classroom.
Day 11-13
Students will work in their classrooms to create their biome’s travel brochure.
Day 14 – 15
Students will present their completed brochure to the class.
Biome: _______________________________________________
Group Members: ______________________________________
Big 6#1: Task Definition
What am I supposed to do?
Big 6#2: Information Seeking Strategies
What are the best sources I can use to find this information?
1.
_______________________________________________
2.
_______________________________________________
3.
_______________________________________________
4.
_______________________________________________
5.
_______________________________________________
6.
_______________________________________________
7.
_______________________________________________
If using web sites, how will I know that they are good enough for my project?
I will use only those evaluated by and provided by my teachers.
I will ask my librarian, teacher, or parent for help in finding good web sites for my
project.
Big 6#3: Location and Access
Where will I find these sources? (Check all that apply)
school library
public library
personal library
provided by my teachers
Internet
other:
Who can help me find what I need? (Check all that apply)
I can find the sources myself
my librarian
my teacher
my parent(s)
Big 6#4: Use of Information
How will I record the information that I find?
take notes using cards
take notes on notebook paper
take notes using a word processor on a computer
take notes using a data chart or other graphic organizer (data chart)
illustrate concepts
How will I give credit to my sources?
use the guide provided by the library
Big 6#5: Synthesis
How will I show my results?
Travel brochure
Thinking Map
Big6 #6: Evaluation
How will I know if I have done my best?
Before turning in my assignment, I need to check off all of these items:
what I created to finish the assignment is appropriate for what I was
supposed do in Big6 #1
the information I found in Big6 #4 matches the information needed in Big6
#1
credit is given to all of my sources
my work is neat
my work is complete and includes heading information (name, date, etc.)
I would be proud for anyone to view this work
Big6™ copyright 1990, Michael Eisenberg and Robert Berkowitz.
Big6™ Assignment Organizer copyright 1995, Barbara A. Jansen.
Links and graphics used with permission.
Thinking Maps for Biomes
Circle
Choose any topic: Biome or animal from biome and brainstorm
in a circle map. Use vocabulary from a biome to introduce a
new biome.
Bubble
Describe a biomes characteristics or an animal from a biome’s
attributes. Must use adjectives, not brainstorming map.
Double Bubble
Compare two different biomes studied. Compare two
different biome plants or biome animals. Animals/plants can
be within the same biome or different biome.
Bridge
Can do a bridge with plants as the relating factor. Example: a
cactus is in the desert. You can use animals or plants that
belong in the biome.
Flow
Make a flow map before you write your narrative of the day in
the life of a boa, or a day in the life of the Taiga. Use a flow
map to help with planning and sequencing of your narrative.
BE sure to use all vocabulary you have learned in your unit.