5E Lesson Plan: Earth Biomes Mini-Unit
Subject area/course/grade level: Science/Earth and Space Science/6th grade
Standards (State and NETS-S):
ALCOS, Science, 6th Grade
7. Describe Earth's biomes.
Examples: aquatic biomes, grasslands, deserts, chaparrals, taigas, tundra
• Identifying geographic factors that cause diversity in flora and fauna, including elevation, location, and climate
NETS-S
1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
2. Communication and collaboration: Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and
media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
4. Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
b. Plan and manage activities to develop a solution or complete a project
5. Digital citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
6. Technology operations and concepts: Students demonstrate a sound understanding of technology concepts, systems, and
operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
Objectives:
Students will be able to identify types of biomes based on characteristics such as rainfall, temperature, and soil
characteristics.
Students will be able to identify likely biome homes for plants and animals based on the plant or animal’s needs.
Students will be able to determine how elevation, location, and climate affect plant and animal life.
Students will effectively use technology to research, collaborate, and create presentations displaying their knowledge of
content.
Differentiation Strategies: oral and visual presentation of materials, accommodations provided per activity(answer choices,
extended time, etc.), presentation options
ENGAGEMENT:
1.) Pass out video sheet. (In additional documents) Watch the following video as a class, with students filling in answers
during the video or for a few minutes after the video. Discuss student answers.
Approved January, 2013
2.) Nearpod activity – Introduction to Biomes (attached as PDF)
Accommodations: answer choices provided for open-ended questions (in additional documents), extended time allowed to
complete written portions, viewing video twice
EXPLORATION:
1.) Explore the information about the biomes and help NASA scientists complete two missions at the website below.
There is a metric converter to help students with measurements.
http://earthobservatory.nasa.gov/Experiments/Biome/
With a partner, decide how the names for biomes listed on the website correlate with the names we discussed in the
nearpod activity: aquatic, grassland, desert, chaparral, taiga, and tundra. Which category of biome is missing from this
website?
2.) Explore biomes from the map on the website below. Watch videos and look at graphs about each one.
http://www.thewildclassroom.com/biomes/
After exploring the website, work with a partner to create a short description of each of the following biomes: aquatic,
grasslands, deserts, chaparral, taiga, and tundra. There are more than one subcategory for most of these on the map,
make sure your descriptions could include all types.
Accommodations: template for partner work provided (in additional documents), extended time provided
EXPLANATION:
1.) Nearpod presentation. Students will take notes and answer questions during presentation. (attached as PDF)
2.) Aquatic Biomes presentation (prezi.com)
https://prezi.com/avitdpnmdduu/aquatic-biomes/
Accommodations: fill in the blank notes and copies of notes provided (in additional documents), extended time provided
Approved January, 2013
ELABORATION:
1.) Group Project: Earth Evacuation (see assignment sheet in additional documents)
Example Project Link(Regular): http://prezi.com/lhnttjejeg5j/?utm_campaign=share&utm_medium=copy
2.) Individual Project: Changing Environments (see assignment sheet in additional documents)
Example Project: Powerpoint (attached)
Accommodations: extended time provided, example provided, simplified project instructions
EVALUATION:
An excel checklist of content knowledge is attached.
Rubrics for elaboration projects, group member evaluation, and a checklist for the individual project are included in the
additional documents.
References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.
Approved January, 2013