Biomes and Ecosystems
1
UNIT PLAN (Four Lessons) - BIOMES and ECOSYSTEMS
(Based on Educational Leadership Policy Standards)
Annie Jacobs
The following unit plan integrates the core curriculum with the arts for a boarder view of differentiation
and fostering success of all students. By facilitating the development, communication, implementation,
and evaluation of a shared vision of teaching and learning that leads to students’ academic progress and
school improvement, we foster metacognition leading to critical thinking skills relevant to student
success in the twenty-first century.
This unit also embraces school climate, communication and community relations, and student academic
progress that is measurable progress based on established standards.
Unit Overview and Objectives
The objective of this science unit on biomes and ecosystems is to teach and reinforce science and social
studies, and English curricula through an art-infused and interactive process and under sheltered
instruction lens. In these lessons, the framework for language development will be linked to previous
knowledge students have gained from past lessons. The teacher will use interactive, non-threatening
activities and interactions for cooperative learning and sharing. Vocabulary, visual cues and possible
support for ELLs in other language classes can be transferred to support the connection. Further, with an
increase of vocabulary to support understanding, this will maximize interpersonal communications and
teamwork. In terms of self-awareness and seeing through diverse viewpoints, intrapersonal relations
will be developed in these lessons.
Content Goals
Content goals are based on the TESOL ESL Standards to acquire and understand concepts and
language used in the mainstream (inclusive) classroom: biomes, ecosystems, weather, animals and using
map skills to identify location of these ecosystems are goals in this unit. Other goals are self-awareness
and empowerment within the class setting, fulfilling student needs for diverse and effective
communication and a positive learning environment for student understanding, comprehension and
success.
Biomes and Ecosystems
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Unit Plan, Biomes and Ecosystems
Unit Overview and Objectives
The objective of this science unit on biomes and ecosystems is to teach and reinforce science and social
studies, and English curricula through an art-infused and interactive process and under sheltered
instruction lens. In these lessons, the framework for language development will be linked to previous
knowledge students have gained from past lessons. The teacher will use interactive, non-threatening
activities and interactions for cooperative learning and sharing. Vocabulary, visual cues and possible
support for ELLs in other language classes can be transferred to support the connection. Further, with an
increase of vocabulary to support understanding, this will maximize interpersonal communications and
teamwork. In terms of self-awareness and seeing through diverse viewpoints, intrapersonal relations
will be developed in these lessons.
Content Goals
Content goals are based on the TESOL ESL Standards to acquire and understand concepts and
language used in the mainstream (inclusive) classroom: biomes, ecosystems, weather, animals and using
map skills to identify location of these ecosystems are goals in this unit. Other goals are self-awareness
and empowerment within the class setting, fulfilling student needs for diverse and effective
communication and a positive learning environment for student understanding, comprehension and
success.
Learning Strategies
A variety of activities are used to instruct students in language and content. The activities incorporate
skills that increase in complexity as is included in state standards from Bloom’s Taxonomy (Love, 2009).
General vocabulary and concepts are introduced at the beginning of the unit and in each of the four
separate, connective lessons. Specific vocabulary for each ecosystem: desert, forest, grassland/ prairie
are incorporated throughout each lesson.
Extra Vocabulary
Students will be looking at different biomes of the world. Additional words like rainforest, temperate
deciduous forests, and tundra will be added to the vocabulary list as students’ progress.
TESOL’S ESLS for Students in This Unit
Goal 1 (social)
Biomes and Ecosystems

To share and request information in social settings

To explore alternative ways of saying things

To seek support and feedback from others

To practice new language

To use context to construct meaning
Goal 2.1 (Academic)

To follow oral and written directions

To participate in class discussions

To ask and answer questions

To request information and assistance
Goal 2.2

To compare and contrast information

To gather information

To retell information

To select, connect and explain information

To analyze synthesize and infer from information

To understand and produce technical vocabulary and text features according to content area.
Goal 2.3

To apply basic reading comprehension skills

To actively connect new information to what was previously learned

To use color, line and shape to communicate through illustrations.

To reflect essential learning using the creative process: conceptualization need to cite

Standards
Content Standards Science
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Biomes and Ecosystems
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SS. MS. 5.1 The student will plan and conduct investigation in which
An understanding of the nature of science is developed and reinforced.
SS. MS. 5.5 The student will investigate an understand kingdoms of living things;
vascular and non-vascular plants; vertebrates and invertebrates.
SS.MS. 5.6 The student will investigate biological characteristics of ecosystems.
SS. MS. 5.7 The student will investigate and understand how the Earth’s surface is
constantly changing due to natural and human impact (Virginia Department
of Education, 2006).
SS 17.A.2a Compare the physical characteristics of places including soils, land forms, vegetation, wildlife,
climate, natural hazards.
SS 17.A.2b Use maps and other geographic representations and instruments to gather information
about people, places and environments
SS 17.B.1b Describe physical components of ecosystems.
SS 17.B.2b Explain how physical and living components interact in a variety of ecosystems including
desert, prairie, flood plain, forest, tundra.
SS. MS. 5.5 The students will investigate biological characteristics of ecosystems.
SS. MS. 5.25 The students will compare and contrast natural and constructed environments, (Virginia
Department of Education, 2006).
English Language Proficiency Standards
ELP Standard 1, Level 2, 3-5, Speaking: Ask or provide the meaning of words, phrases, or uses of relevant
resources;
ELP Standard 1, Level 2, 3-5, Reading: Use visually supported context to derive meaning and facilitate
fluency;
Content Standards Art
Visual Communication and Production
5.1 The students will synthesis information to produce works of art.
5.3 The students will use elements of art to express ideas, images, and emotions.
5.5 The students will use the principles of design to express ideas and create images.
Biomes and Ecosystems
5.7 The students will collaborate with others to produce a work of art that characterizes a
period in history or contemporary issue.
5.9 The students will demonstrate an understanding of symbolic meaning by
incorporating symbols.
5.12 The students will express ideas through artistic choices.
5.13 The students will use technology.
5.25 The students will compare and contrast natural and constructed environments (Virginia
Department of Education, 2006).
ESL Standards
EL.MS 2.3
To apply basic reading comprehension skills.
To actively connect new information to what was previously learned.
To use color, line and shape to communicate through illustrations.
To reflect essential learning using the creative process: conceptualization.
To explore alternative ways of saying things.
EL.MS 2.2
To select, connect and explain information.
To analyze synthesize and infer from information.
To understand and produce technical vocabulary and text features
according to content area (Virginia Department of Education, 2006).
Objectives
Content Objectives
1. Students will identify and differentiate the biomes and ecosystems and diverse
components using a collaborative process .
2. Students will demonstrate understanding these environments by creating a poster
with visual cues.
3. Students will identify components using the artistic process to share their research.
Language Objectives
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Biomes and Ecosystems
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1. Students will listen to and read instructions and use the creative process as they
participate in group activities to create a quality product that reflects knowledge
and understanding about biomes and ecosystems. Students will share this product
(brochure) with the class using visual cues and vocabulary about the environment.
2. Students will write a reflective paper or poetry expressing their
knowledge of the environment and links to previous study about communities and
interdependence through the eyes of an organism.
3. Students will exhibit simple and expanded use of oral sentences in responses to
acquired knowledge. Responses will show cohesion and organized information to
support main ideas.
Vocabulary Objectives
1. Students will successfully determine diverse biomes and ecosystems through
research (reading) and collecting illustrations representative of their research.
Students may also use color, line, and texture (the elements of art and
design) to support research through visual cues. Students will match and write
appropriate key words and sentences to describe characteristics of biomes
and ecosystems. These will be included in the brochures to be shared by oral
presentation and listening by the class.
2. Students will successfully complete a creative writing activity using key vocabulary
and descriptors and expression to determine comprehension level.
3. Students will use pictorial and graphic representation of the subject material
with interactive support.
Lessons Overview on Biomes and Ecosystems
The objective of each lesson in this science unit on biomes and ecosystems is to teach and
reinforce science and social studies, and English curricula through an art-infused and interactive process
Biomes and Ecosystems
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and under the sheltered instruction lens. As previously stated in the unit overview, structured in these
lessons, the framework for language development will be linked to previous knowledge students have
gained from past lessons. Each teacher will use interactive, non-threatening activities and interactions
for cooperative learning and sharing. Vocabulary, visual cues and possible support for ELL students in
other language classes can be transferred to support the connection. Further, with an increase of
vocabulary to support understanding, this will maximize interpersonal communications and teamwork.
In terms of self-awareness and seeing through diverse viewpoints, intrapersonal relations will be
developed in these lessons.
Lesson one of the unit on biomes and ecosystems will include creating a word bank for each
ecosystem with definitions to use as a dictionary and reference as students discover new information
about biomes and ecosystems. Lesson two of the unit will include gathering information using books,
web sites, and magazines to demonstrate comprehension and communication in alternative ways.
Lesson three on biomes and ecosystems will include comparing and contrasting two books through a
making of a Venn diagram to demonstrate critical thinking. Lesson four will conclude the unit and have
students making brochures on ecosystems and presenting them to their class. This activity incorporates
all strategies and skills acquired through scaffolding and the sheltered instruction protocol design.
Students will write individual reflections. Students will describe and explain what they have learned
from this unit. They may also choose to create a reflective poem as part of writing. Throughout the
lessons, this interactive and teacher-assisted, student-centered methodology will provide diverse
opportunities for learning and expressing new knowledge and language in alternative ways. This process
will also create strong foundation for the continued learning process students will experience with
confidence.
This lesson will bring all reading, research and activities to a point of comprehension analysis and
sharing of the newly gained knowledge. Students will be connecting the new information about biomes
and ecosystems and relating this information back to communities and interdependency in ecology.
They will display knowledge in two ways. First students will divide into teams to create three posters of
each ecosystem to present to their classmates and ESL class to share their learning comprehension of
this science unit. Students will choose to represent appropriate animals and plants in their habitats.
Second, students will choose an animal or plant from one of the ecosystems and display their
knowledge of this animal or plant by creating a poem to share with the class. This interactive
integration of processes of reading, writing, speaking and listening is a wonderful assessment for
individual learning. Students have the opportunity to show and tell what they know and understand in
diverse ways. This continued learning process will foster relationships and students will experience
confidence.
Target Population
The students are a heterogeneous grouping of 18 ninth through twelfth graders of mixed ability coming
from a variety of language backgrounds including general, gifted, special needs and ELL students.
Biomes and Ecosystems
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Instruction is focused on cross-content language development. Links are made between science, social
studies, literature and art. Students will become familiar with specific content and vocabulary related to
biomes and ecosystems. They will use higher order thinking skills to make connections with the unit
previously taught on communities and interdependence and connections of all life. The cross-curricular
approach reinforces language, utilizes sheltered instruction strategies and functions as scaffolding for
the mainstream classroom.
Standards
Content Standards Science
SS. MS. 5.1 The student will plan and conduct investigation in which
An understanding of the nature of science is developed and reinforced.
SS. MS. 5.5 The student will investigate an understand kingdoms of living things;
vascular and non-vascular plants; vertebrates and invertebrates.
SS.MS. 5.6 The student will investigate biological characteristics of ecosystems.
SS. MS. 5.7 The student will investigate and understand how the Earth’s surface is
constantly changing due to natural and human impact (Virginia Department
of Education, 2006).
Content Standards Art
Visual Communication and Production
5.1 The students will synthesis information to produce works of art.
5.3 The students will use elements of art to express ideas, images, and emotions.
5.5 The students will use the principles of design to express ideas and create images.
5.7 The students will collaborate with others to produce a work of art that characterizes a
period in history or contemporary issue.
5.9 The students will demonstrate an understanding of symbolic meaning by
incorporating symbols.
5.12 The students will express ideas through artistic choices.
Biomes and Ecosystems
5.13 The students will use technology.
5.25 The students will compare and contrast natural and constructed environments (Virginia
Department of Education, 2006).
ESL Standards
EL.MS 2.3
To apply basic reading comprehension skills.
To actively connect new information to what was previously learned.
To use color, line and shape to communicate through illustrations.
To reflect essential learning using the creative process: conceptualization.
To explore alternative ways of saying things.
EL.MS 2.2
To select, connect and explain information.
To analyze synthesize and infer from information.
To understand and produce technical vocabulary and text features
according to content area (Virginia Department of Education, 2006).
Objectives
Content Objectives
1. Students will identify and differentiate the biomes and ecosystems and diverse
components using a collaborative process .
2. Students will demonstrate understanding these environments by creating a poster
with visual cues.
3. Students will identify components using the artistic process to share their research.
Language Objectives
1. Students will listen to and read instructions and use the creative process to
participate in group activities to create a quality product that reflects knowledge
and understanding about biomes and ecosystems. Students will share this product
(brochure) with the class using visual cues and vocabulary about the environment.
2. Students will write a reflective paper or poetry expressing their
9
Biomes and Ecosystems 10
knowledge of the environment and links to previous study about communities and
interdependence through the eyes of an organism.
3. Students will exhibit simple and expanded use of oral sentences in responses to
acquired knowledge. Responses will show cohesion and organized information to
support main ideas.
Vocabulary Objectives
1. Students will successfully determine diverse biomes and ecosystems through
research (reading) and collecting illustrations representative of their research.
Students may also use color, line, and texture (the elements of art and
design) to support research through visual cues. Students will match and write
appropriate key words and sentences to describe characteristics of biomes
and ecosystems. These will be included in the brochures to be shared by oral
presentation and listening by the class.
2. Students will successfully complete a creative writing activity using key vocabulary
and descriptors and expression to determine comprehension level.
3. Students will use pictorial and graphic representation of the subject material
with interactive support.
Learning Strategies
Goals and lessons are based on the TESOL ESL Standards to acquire and understand concepts
and language used in the mainstream (inclusive) classroom: biomes, ecosystems, weather, animals and
using map skills to identify and demonstrate location of these ecosystems are goals in this unit. Creating
verbal summaries and expressions that reflect knowledge and critical thinking skills through use of
vocabulary in creative writing to share is a reflective assignment for expansion and discussion. Other
goals are self-awareness and empowerment within the class setting, fulfilling student needs for diverse
and effective communication and a positive learning environment for student understanding,
comprehension and success.
Students will be connecting the new information about biomes and ecosystems and relating this
information back to communities and interdependency in ecology. They will display knowledge in two
ways. First students will divide into teams to create brochures of each ecosystem to present to their
Biomes and Ecosystems 11
classmates and ESL class to share their learning comprehension of this science unit. Students will choose
to represent appropriate animals and plants in their habitats.
Second, students will choose an animal or plant from one of the ecosystems and display their knowledge
of this animal or plant by creating a poem to share with the class. This interactive integration of
processes of reading, writing, speaking and listening is a wonderful assessment for individual learning.
Students have the opportunity to show and tell what they know and understand in diverse ways.
At this point, strategies to assist students in gaining knowledge and comprehension of biomes and
ecosystems have been used to scaffold and help students move to higher levels of learning,
comprehension and analysis. During this lesson, students will work in a peer-assisted continuum,
practicing cooperative learning and communication mostly independent of the teacher. The studentcentered activities (i.e., ecosystem brochure and reflective writings) will determine their comprehension
of the subject, comprehension of the English language through completion of projects such as the
brochure, reflective writings and poetry. A rubric, in each case, will be used as a tool to assess and
create data on the progress of the students (see Appendix A & B).
Biome Unit Lesson One: Let’s Find Out About Biomes
This first lesson in a larger science unit on biomes and ecosystems will teach and reinforce not only the
science content, but also social studies, and English language content. The purpose of this first lesson is
to lay the foundation for future lessons in the unit. Students will create a word bank for each biome with
definitions derived from context clues and dictionaries. Students will expand their interpersonal skills by
working in teams and with partners doing research, writing definitions, re-teaching the research
content, and practicing their vocabulary. They will participate in culminating activities in the form of a
matching game and writing an essay synthesizing lesson content with a fictional scenario.
Standards
Content Standards
SS 17.A.2a Compare the physical characteristics of places including soils, land forms, vegetation, wildlife,
climate, natural hazards.
SS 17.A.2b Use maps and other geographic representations and instruments to gather information
about people, places and environments
SS 17.B.1b Describe physical components of ecosystems.
SS 17.B.2b Explain how physical and living components interact in a variety of ecosystems including
desert, prairie, flood plain, forest, tundra. (TaskStream, 2010)
English Language Proficiency Standards
ELP Standard 1, Level 2, 3-5, Speaking: Ask or provide the meaning of words, phrases, or uses of relevant
resources;
Biomes and Ecosystems 12
ELP Standard 1, Level 2, 3-5, Reading: Use visually supported context to derive meaning and facilitate
fluency;
ELP Standard 2, Level 3, 3-5, Listening: Respond to or interact with teachers or peers during group
learning to demonstrate comprehension of content;
ELP Standard 1, Level 3, 3-5, Writing: Compose using expanded sentences with some complexity (Illinois
State Board of Education, 2004).
Objectives
Content Objectives
1. Using context cues and dictionary for reference, students will be able to define 10 vocabulary
words from each biome.
2. After having read a teacher-provided handout pertaining to all six major world biomes, students
will be able to demonstrate comprehension of content by completing a matching activity using
the terms found in the reading material.
3. Through the writing of a five-paragraph essay, students will be able to integrate concepts
learned from the lesson into a story about what it would be like to live in another biome.
English Proficiency Objectives
1. With the aid of research resources and group discussion, students will be able to provide
meaningful and understandable definitions for a list of 10 biome vocabulary words (reading).
2. By referring to the text and images in teacher-provided handout, students will be able to derive
meaning and improve fluency pertaining to world biomes (reading).
3. When working in a group-learning environment, students will be able to communicate
effectively their questions and make meaningful contributions to the team compilation of the
biome word bank (listening; speaking).
4. When given as assignment of composing a five paragraph essay, students will be able to
construct five sentences for each paragraph and include an introduction and conclusion
(writing).
Learning Strategies
Metacognitive strategies
These strategies involve the students becoming conscious of their learning processes and knowing when
and where to apply each one to a particular learning scenario. The learner also monitors his own
learning and uses “reflection and interaction” (Echevarria, et al., 2004, p. 82) to determine corrective
Biomes and Ecosystems 13
action to take when understanding fails. Authentic assessment in the form of self-evaluation will provide
essential feedback to the student regarding learning areas that may need greater concentration.
Cognitive Strategies
These strategies involve the learner taking specific actions he or she knows are likely to result in his
successfully completing a learning task. Examples of this type of strategy are making notes while
listening to an oral lesson, using graphic organizers, purposefully making connections between new
information and prior personal experiences, and making word banks to assist in comprehension of
related tasks. Compiling definitions for related terminology or practicing with flashcards are examples of
cognitive learning strategies
Social/Affective Strategies
Learners benefit by the use of cooperative and collaborative learning scenarios. Working with partners
and in larger groups provides social reinforcement and improves the chances of success in clarifying a
confusing concept or in solving a common problem. Jigsaw activities are one strategy that provides not
only group discussion for the purpose of compiling data, but also reinforces comprehension by having
the “experts” teach the material to other team members.
Key Vocabulary
Emergent layer, canopy layer, understory, forest floor, adaptation, natural selection, permafrost,
dormant, barren, forage, conifer, pelt, burrow, drey, carnivore, den, saguaro, spines, succulent,
nomadic, aboriginal, temperate, deciduous, metamorphose, perennial, pampas, steppes, savanna,
troop, pride.
Materials

20 Biome handouts

20 Biome web packets

SmartBoard with Internet access

“What’s it like where you live?” website

20 dictionaries

20 matching activity sheets

20 pencils

20 copies of teacher-compiled word bank

20 copies of student vocabulary charts
Biomes and Ecosystems 14

Writing paper

Overhead projector

Temperate Deciduous Forest biome web transparency

Vis-a-vis pens

20 copies of Story Revision/Reader Feedback forms
Motivation
Teacher begins lesson by asking students if they have read the biome handout she assigned for
homework the previous night. Once she ascertains the level of compliance, she reiterates the
importance of supporting learning at home and urges those who have not done the reading to do so as
soon as possible. The teacher then moves on. She continues the lesson by displaying the blank biome
web for Temperate Deciduous Forest on the overhead projector. She draws student’s attention to the
bubbles entitled “geography/landscape” “animals,” “plants,” and “climate.” She asks students if anyone
can provide information to fill in the web. If no one answers, she asks: “If I told you that you all live in
the Temperate Deciduous Forest biome, would you then be able to fill it in?” When hands go up, she
calls on students to give suggestions for the bubbles in the web. Teacher guides the discussion by asking
questions to stimulate student contribution. Once she has completed the web, the teacher introduces
the activities and explains the expectations of the first lesson.
Presentation/Practice
Day One
The teacher informs the class that they will be doing an activity called a “jigsaw.” She explains that she
will divide the students into three teams of either six or seven members, consisting of one EL, one at-risk
student, one gifted student, and the rest mainstream students. One (or two) student(s) from each team
will go to one of the six “expert” groups. These “expert” groups will be responsible for compiling
meaningful definitions for each word on a list of 20 vocabulary words selected by the teacher for each
biome. Students will refer to context clues within the biome handout and verify through the use of a
student dictionary when defining these words. Teacher turns on the SmartBoard with the “What’s it like
where you live?” website accessed. She informs the students that they may also use this visual aid as a
resource for finding definitions. Teacher tells students that at the end of 20 minutes, “experts” will
return to their original teams and “teach” their teammates the information they compiled. During the
next 30 minutes, team members will exchange information until each member has a completed
vocabulary chart for each biome. Once all students have these lists, teacher will pass out a matching
Biomes and Ecosystems 15
activity that students will complete for homework. At the end of class, the teacher reviews the
information learned and activities completed and asks the class for any questions. If there is any
remaining time, the students work on their matching activities until dismissal.
Day Two
Teacher begins the lesson by asking students if they have any questions about the matching activity
completed the previous night for homework. Teacher takes time to respond to concerns, clarify any
confusion, and go over any troublesome vocabulary words. Once this is completed, the teacher collects
the assignment; she then introduces the day’s activities. The teacher informs the class that they will be
doing group work again. Teacher reminds students of the biome web for the Temperate Deciduous
Forest the class did together the previous day. She explains that during this lesson, each group will be
responsible for filling in the bubbles on the web of one of the biomes. This time she divides the students
into five groups of four students. Each group has one EL or at-risk student, one gifted students, and the
rest mainstream students. Students will use their handouts, word banks, and personal knowledge to
collaborate on finding information appropriate for each of the four bubbles of the web. After students
complete the webs, they return to their seats; the class goes over each biome together. Students must
fill in their own webs for the other four biomes from the information the students share during this
whole-class discussion time.
Once all students have filled in their webs, the teacher explains the final activity for this lesson. She tells
the class, “Now that you have learned about all six of Earth’s major biomes, I want you to imagine what
it would be like to be suddenly living in one of the other biomes. Here is the scenario: your family has
just been transferred to a region of the world that is in a biome in which you have never lived. (Many
ELLs may have lived in a biome other than the Temperate Deciduous Forest so they cannot choose
either one). Think for a few minutes what this would mean in terms of changes you would experience.
You will write a five-paragraph essay, appropriately using at least 10 vocabulary words from the word
bank I gave you yesterday.

The first paragraph is be the introduction and must begin with the topic sentence.

The last paragraph must be a conclusion in which you summarize the content of your
essay.

The other three paragraphs should address:
1. What you would see in your new home (landscape, vegetation, animal life);
2. What adaptations you would have to make to adjust to living in this strange new place
(differences in climate, for example);
3. What you like about your new biome; what you dislike and why

Please use proper grammar, spelling, and punctuation.”
Biomes and Ecosystems 16
The teacher then hands out the rubric and discusses the items with the class. For the remaining time of
this class period, students are allowed to begin writing their essays. The teacher informs the students
that the rough draft will be due at the next class. Teacher moves about the room observing the students
and assisting them in organizing their ideas for the essay. Teacher asks for any questions or clarifications
needed. Once all are addressed, she dismisses the class.
Review/Assessment
During the course of the lesson, the teacher will answer all questions and provide clarification to
students on any aspect of the instruction. She will guide the students as they work to define their
vocabulary words; she circulates around the room during all group work to ensure that all students are
contributing to the activities and that they all are following the directions. The teacher will grade the
matching activities and assess the level of mastery students have achieved in their vocabulary
comprehension. Students will read their rough drafts to a partner who will provide feedback through
the use of the Story Revision/Reader Feedback form. The teacher will grade the final draft of the essay
according to the rubric she distributed to the students on the second day of the lesson.
Extension
An extension activity would be for students to design PowerPoint presentations corresponding to the
essays they have written. They can be as creative as they like, adding music, graphics, and animations
for effect. Students could then present the entire project to the class on the day of oral readings of
essays.
Conclusion
Whenever a teacher plans learning activities for a diverse student population that includes ELLs, she
must be conscientious to ensure that each of her students is obtaining challenging and meaningful
learning opportunities. The teacher must strive to recognize any weaknesses in English language skills
that night contribute to a student’s not comprehending content as she teaches. She must have an
arsenal of strategies suitable for assisting such students in compensating for language deficiencies; she
must provide accommodations in her instruction that will ensure all students have access to the same
content that mainstream students are learning.
The Sheltered Immersion Observation Protocol lesson plan is a vital tool for use in any classroom in
which English Language Learners are intermingled with mainstream learners. A complete and
meaningful learning environment will consist of activities that address not only the language and
content needs of these students but also the preferences that accompany the variations in learning
styles among not only the English Learners but also every student in her class. When she varies the
content and presentation of her lessons, the teacher will be successful in providing opportunities for
every student to acquire the education he or she wants and deserves.
Biomes and Ecosystems 17
Appendix A: Biome Web
Geography/Landscape
Animals
Tropical
Rainforest
Plants
Climate
Biomes and Ecosystems 18
Appendix B: Biome Vocabulary Activity, Worksheet
Biome Vocabulary
Tropical Rainforest
Adaptation
Camouflage
Canopy Layer
Deforestation
Emergent Layer
Erosion
Forest Floor
Malaria
Biomes and Ecosystems 19
Natural Selection
Nocturnal
Understory
Biomes and Ecosystems 20
Appendix C: Biome Vocabulary Activity, Answer Key
Biome Vocabulary - KEY
Tropical Rainforest
Adaptation
The characteristics that enable plants and animals
to be successful in a particular environment
Camouflage
The ability to blend in with one’s surroundings
Canopy Layer
The rainforest layer where 90% of organisms in the
rainforest live; the trees are tight and continuous
60-90 feet above the ground.
Deforestation
The practice of completely clearing an area of its
trees
Emergent Layer
The rainforest layer where giant trees thrust above
the others; have huge mushroom-shaped crowns
Erosion
Gradual wearing away of soil by running water,
waves or wind
Forest Floor
The layer where very few plants can grow; it
consists of fallen leaves, seeds, fruits, and fastdecomposing branches.
Malaria
Disease transmitted by mosquitoes; characterized
by alternating chills and sweating
Natural Selection
The process whereby the strongest of a species
survive and the weaker die out before reproducing
Nocturnal
Active during the nighttime
Understory
The rainforest layer that is “a dark place;” trees
receive only 2-15% of the sunlight. Contains young
trees and leafy plants.
Biomes and Ecosystems 21
Appendix D: Biome Essay, Rubric
Biome Essay Rubric
Category
4
3
2
1
Topic
Sentence
Topic
sentence is
the first
sentence and
a clear
statement of
content.
Topic
sentence is
the first
sentence but
is not a clear
statement of
content.
Topic
sentence is
not the first
sentence
and is not a
clear
statement
of content.
No topic
sentence is
presented.
Topic is
supported
with many
specific
details.
Topic is
supported by
a few
specific
details.
Topic is
supported
by general
statements.
Attempt at
support is
evident.
Uses ten or
more
vocabulary
words from
Biome Word
Bank.
Uses 7-9
vocabulary
words from
Biome Word
Bank.
Uses 3-5
vocabulary
words from
Biome Word
Bank.
Uses 0-2
vocabulary
words from
Biome Word
Bank.
Uses gradeappropriate
language
throughout.
Uses some
gradeappropriate
language.
Consistently
uses
language at
a level one
grade lower.
Consistently
uses
language at a
level two
grades
lower.
Has five welldeveloped
paragraphs
including
introduction
and
conclusion;
and is the
requested
Has fewer
than five
welldeveloped
paragraphs
including
introduction
and
conclusion;
Paragraphs
are not welldeveloped;
essay is over
or under the
requested
length.
Does not
have
separate
paragraphs;
essay is
significantly
over or
under the
requested
Support
Language
Word Choice
Format
Comments
Scores
__ / 4
__ / 4
__ / 4
__ / 4
__ / 4
Biomes and Ecosystems 22
Conventions
Spelling
length.
essay is the
requested
length.
Writing shows
understanding
of proper
grammar and
use of
punctuation
throughout.
Writing
contains 1-2
consistent
grammatical
errors or
incorrect
uses of
punctuation.
Many
sentences
contain
grammatical
errors or
incorrect
uses of
punctuation.
Writing does
not use
proper
grammar or
punctuation
and contains
numerous
errors.
__ / 4
All words are
spelled
correctly.
Most words
are spelled
correctly.
There are
numerous
spelling
errors.
The number
of spelling
errors
significantly
detracts
from the
readability of
the piece.
__ / 4
length.
Comments:
Total:
___ /
28
Biomes and Ecosystems 23
Appendix E: Biome Essay, Revision/Reader Feedback Form
Story Revision - Reader Feedback
Author: __________________________________________
Date: ________________
Title of Story: ____________________________________________________________
1. What do you want to know more about?
________________________________________________________________________
________________________________________________________________________
2. Is there a part I should throw away?
________________________________________________________________________
________________________________________________________________________
3. What details can I add?
________________________________________________________________________
________________________________________________________________________
4. What do you think the best part of my writing is?
________________________________________________________________________
________________________________________________________________________
5. Are there some words I need to change?
________________________________________________________________________
________________________________________________________________________
6. Additional comments:
________________________________________________________________________
________________________________________________________________________Appendix F:
Biome Matching Activity, Worksheet
Biome Matching Activity – Tropical Rainforest
Biomes and Ecosystems 24
Draw a line from the vocabulary word on the left to its correct definition on the right.
1. Adaptation
A. The rainforest layer where giant trees
thrust above the others; have huge
mushroom-shaped crowns
2. Camouflage
B. The rainforest layer where 90% of
organisms in the rainforest live; the trees
are tight and continuous 60-90 feet above
the ground.
3. Canopy Layer
C. The layer where very few plants can grow;
it consists of fallen leaves, seeds, fruits,
and fast-decomposing branches.
4. Deforestation
D. The characteristics that enable plants and
animals to be successful in a particular
environment
5. Emergent Layer
E. The ability to blend in with one’s
surroundings
6. Erosion
F. The process whereby the strongest of a
species survive and the weaker die out
before reproducing
7. Forest Floor
G. The rainforest layer that is “a dark place;”
trees receive only 2-15% of the sunlight.
Contains young trees and leafy plants.
8. Malaria
H. Active during the nighttime
9. Natural Selection
I.
Disease transmitted by mosquitoes;
characterized by alternating chills and
sweating
10. Nocturnal
J.
The practice of completely clearing an area
of its trees
11. Understory
K. Gradual wearing away of soil by running
water, waves or wind
Appendix G: Biome Matching Activity, Answer Key
Biomes and Ecosystems 25
Biome Matching Activity – Tropical Rainforest - KEY
Draw a line from the vocabulary word on the left to its correct definition on the right.
A. Adaptation
A. The rainforest layer where giant trees
thrust above the others; have huge
mushroom-shaped crowns
B. Camouflage
B. The rainforest layer where 90% of
organisms in the rainforest live; the trees
are tight and continuous 60-90 feet above
the ground.
C. Canopy Layer
C. The layer where very few plants can grow;
it consists of fallen leaves, seeds, fruits,
and fast-decomposing branches.
D. Deforestation
D. The characteristics that enable plants and
animals to be successful in a particular
environment
E. Emergent Layer
E. The ability to blend in with one’s
surroundings
F. Erosion
F. The process whereby the strongest of a
species survive and the weaker die out
before reproducing
G. Forest Floor
G. The rainforest layer that is “a dark place;”
trees receive only 2-15% of the sunlight.
Contains young trees and leafy plants.
H. Malaria
H. Active during the nighttime
I.
Natural Selection
I.
Disease transmitted by mosquitoes;
characterized by alternating chills and
sweating
J.
Nocturnal
J.
The practice of completely clearing an area
of its trees
K. Understory
K. Gradual wearing away of soil by running
water, waves or wind
Biomes and Ecosystems 26
Lesson Plan #2, Biomes Research
This SIOP lesson plan is geared towards preparing students in learning how to use resources in order to
find information related to general and specific topics in the classroom. ELL students also can develop
independent learning skills by finding other venues of information outside of the classroom by practicing
using dictionaries, encyclopedias, and other relevant sources of research. The lesson uses a few of the
many types of research engines to help students gather information for the lessons in the classroom and
give them some more background information about their topics that may not have been covered by
their instructor. In this lesson, the students will practice peer assisted and student centered learning
during the time of this lesson.
Timeline
These lessons are expected to take up to two class periods to be followed by two class periods of
presentation of information found during research.
Standards
Content Standards
GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an
investigation.
GLE 0507.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams.
GLE 0507.Inq.4 Identify and interpret simple patterns of evidence to communicate the findings of
multiple investigations.
GLE 0507.Inq.5 Recognize that people may interpret the same results in different ways.
GLE 0507.Inq.6 Compare the results of an investigation with what scientists already accept about this
question. (Tennessee Department of Education. 2009).
ESL Standards
R.1.2 Identify relationship between words in word families
3R.2. Know that words can have multiple meanings, both denotative and connotative.
Biomes and Ecosystems 27
R.5.2 Locate information using various graphic sources (diagrams, charts, tables,
simple illustrations.
L.5.1 Understand a few words or phrases with basic English grammatical forms (Tennessee Department
of Education, 2009).
Objectives
Content Objectives
1. Students will recognize the uses of research sources.
2. Students will use at least 3 different sources to identify words and meanings.
3. Students will understand how to use these research sources.
Language Objectives
1. Students will be able to identify pictures and connect them with the right word.
2. Students will be able to take notes in English and write down meanings to words
3. Students will be able to give a brief summary on what they found and used to gather
information.
Vocabulary Objectives
1. Students will be able to research and define words related to the assignment.
2. Students will be able to complete charts, and/or graphs based off vocabulary.
3. Students will be able to give a relevant presentation using words from previous activities.
Learning Strategies
With this type of lesson, it is important to give the students some type of background information lesson
to help them prepare for what is being expected of them. In the case of ELL and special needs learners,
the instructor can use activities that use visual and auditory learning abilities to familiarize students with
the lesson. An example would be using pictures of the various biomes and have sounds of the types of
animals and creatures that live in these habitats. Here the students can use what they already know in
order to learn something new. Since this lesson is geared towards research, a teacher-centered lesson
would precede this lesson and the students will be given a tutorial on the various forms of research
engines and how they work. The most common would be the dictionary and the internet. However,
students may have more excess to dictionaries in the classroom because many classrooms may not have
enough computers to accommodate every student.
Biomes and Ecosystems 28
The idea of this introductory lesson is to help the students to become more independent in their studies
when it comes to researching and finding information. Each day the instructor can have a TLW or KWL
chart listed on the board for the students to come in and get to work with little to no help. Then the
teacher can spend more time giving more information and finding better ways to assist those who may
have some trouble understanding. Once this is completed, the students will be able to work in a peerassisted, student-centered environment.
Key Vocabulary
Desert, Taiga, Tundra, Rainforest, biomes, ecosystems, grasslands, deciduous forest
Materials

Vocabulary sheet

Dictionary

Dictionary worksheet

Projector screen

Computer with Internet access

Pencils, pens, markers

Note sheets

White posters

Construction paper

Scissors

Glue

National Geographic magazines
Motivation
Students will be shown various pictures of the different biomes and asked to identify what type of land
mass they are viewing. Here the instructor can ask, “Where are these places located? Could we survive
in these places? What types of life forms do you expect to find in these areas?” Another form of
motivation could be the use of magazines such National Geographic that usually deal with these types of
topics. The magazines will serve as a visual aid and reference information for the students. It will give
them some insight of the ways these biomes and its inhabitants operate. Once the instructor
Biomes and Ecosystems 29
understands the level of comprehension in the classroom, the students will be allowed to use the
various forms of research materials to find more information on the vocabulary and main topic of
biomes. Thereafter, they will be divided into groups assigned with a biome to find as much information
about to later give a presentation to the class.
Presentation
The instructor will give a presentation on the various forms of research engines. For an example, the
instructor will present the class with a worksheet that has a picture of how words in the dictionary
appear. The students will be given information on how to find the word, its meaning, and to know if the
word is a noun, verb, or adjective. Another resources is to use the projector screen to pull up a
computer search box and type in the word biomes, here the students will learn how to specifically use
the internet to search for what they are looking for in and out of the classroom. The students will be
required to take notes to use later when they are researching information on their own.
Practice
Students will be provided with a vocabulary sheet consisting of the key vocabulary and will be asked to
define the words, give a characteristic, and write down what research engine they used to identify the
words. Once all students have completed their worksheets, the class of 20 will be divided into 4 groups
of 5. Members of each group will discuss their findings and be assigned a biome to research collectively
during the remainder of the class period and those to follow. In the groups, students will be responsible
for discussing the design of their boards, what animals/inhabitants are in their biome, and what
information they will relay to their peers in their summaries. Each group will be given a blank, white
poster on which to present information from their findings such as pictures, definitions, and other
information related to their specific biomes. Beginning ELL learners will be paired in teams with more
advanced ELL learners as support and aid. As an aside to this lesson, the students will be responsible for
writing a brief summary about their biome to be read while presenting their posters to the class. The
summaries should be no more than a page long and give some insight to the information on the posters
they have created. Also, they will have to give the sources they used to retrieve this information. Each
group will be required to use three sources.
Review/Assessment
Examples of what is expected of the students for that unit will be shown prior to the students working
on their assignments. The students will be given opportunities to ask questions about vocabulary and
research sources they do not understand throughout the entire unit. The students will be required to
complete their poster and summary as a source of assessment for this particular unit.
Extension
An extension to this lesson could be the use of a video related to biomes and various research tools.
Students could be asked to take notes based off the video to further expand their understanding of the
unit.
Biomes and Ecosystems 30
Conclusion
ELL learners may have difficulties because it may be the first time they have heard of these words.
However, with use of various visual, audio, and kinesthetic learning strategies can help cut down on the
challenges they may experience. Overall, the main concern is to ensure the success of all students in the
classroom. Creating lessons that utilize many forms of learning techniques is important to creating a
learning environment in which every student can feel comfortable. This unit provides this type of
environment as it prepares all learners to become independent/corporate learners in some form. Every
student deserves the chance to learn; this is what these integrated lessons plans are designed to do.
Biomes and Ecosystems 31
Activities
Worksheet 1
TLW define, give characteristic, and source of the words listed below
Vocabulary:
1. Taiga
2. Rainforest
3. Tundra
4. Desert
5. Biomes
6. Ecosystems
7. Grasslands
8. Deciduous Forest
Biomes and Ecosystems 32
Activities
Worksheet 1 - KEY
1. Tundra- a rolling treeless plain, noun, dictionary
2. Taiga- a moist subarctic forest dominated by conifers (as spruce and fir) that begins where
the tundra ends, moist, online dictionary
3. Rainforest- a tropical woodland with an annual rainfall of at least 100 inches (254
centimeters) and marked by lofty broad-leaved evergreen trees forming a continuous
canopy called also tropical rain forest, wet, online dictionary
4. Desert- a dry, shady, barren region, hot, dictionary
5. Biomes- a major ecological community type, landforms, online dictionary
6. Ecosystems- a community of organisms and their environment, habitat, dictionary
7. Grasslands- land on which the natural dominant plant forms are grasses and forbsb. an
ecological community in which the characteristic plants are grasses, green, online dictionary
8. Deciduous forest-falling off or sheds at a specific season, temporary, dictionary
* Meanings may vary in wording along with having various different characteristics and sources used to
define words also.
Biomes and Ecosystems 33
Activities
Poster Board
Taiga
A moist subarctic forest dominated by conifers (as spruce and fir) that begins where the tundra ends.
Coniferous Trees
Evergreen trees having needles
Decomposition
The process of decaying or rotting
Homogeneous
Made of similar elements or parts
Conifers
Trees that produce cones in late winter of early fall
Hearty
Strong and well; vigorous
Biomes and Ecosystems 34
Evergreen trees
Having green leaves all the year
Mature
Fully developed
Needles
The leaves on evergreen trees
Subtle
Not easily noticed
Scarcity
Not having enough of something
Migrate
Move from one place to settle in another
Cope
Manage to get along; struggle successfully
Bohemian Waxwing
Bird having drop-shaped wings; have wax-like tips
on secondary wing feathers (taiga)
Hawk Owl
Bird that has a long tail; wing structure makes it
resemble a hawk while in flight (taiga)
Pine Grosbeak
A large, long-tailed finch; uses its stout, heavy bill
to crush the stones of fruit such as cherries and
plums (taiga)
Plumage
Feathers
Regurgitating
Vomiting up partially digested food
Red-Throated Loon
Bird having a thin bill and reddish throat patch;
flies strongly and takes of easily from the water
(taiga)
Courtship
The period of time when one animal is trying to
win the affection of another
Ermine
A highly-skilled predator that kills by delivering a
powerful bite to the back of its prey’s neck; pelt is
prized in the fur trade (taiga)
Students can list their findings in charts or write a summary in paragraph form of what they found while
researching their specific biomes in their groups.
Biomes and Ecosystems 35
Assessment/Evaluation
Poster Board Rubric
Pictures and visuals correspond with biome.
4 points
Characteristics of biome can be identified by poster board.
4 points
Summary gives precise background information of biome and visuals used.
4 points
Group executes presentations with accurate information.
4 points
Groups used at least 3 sources for presentation.
4 points
Total points:
20
*Due to grade level, a basic grading scale is used to evaluate the groups in presenting their information
regarding biomes.
Category
4
3
2
1
References
3 or more
references
used in
report.
At least 2
references
used in
report.
At least one
reference
used.
No references
used for
presentation.
Commen
ts
Scores
__ / 4
Pictures/Visu
als
Pictures give a
vivid depiction
of biome.
Pictures give
some idea of
biome.
Few pictures
used in poster
board
presentation.
No pictures
were used or
pertained to
biome.
Summary
Detailed
information
on biome,
inhabitants,
and
characteristics
.
Some
information
provided
about biome,
inhabitants,
and its
characteristics
.
Limited
information
on biome and
related
information.
No
information
provided
about biome
sufficient
enough to
make any
reference.
Strong visual
aids, words,
and colors
Some
characteristics
Very few
characteristics
provided in
No
characteristics
Characteristi
cs used in
__ / 4
__ / 4
__ / 4
Biomes and Ecosystems 36
poster
provided.
provided.
poster
presentation.
provided.
Presentation
s
All members
participated
and gave vital
information
regarding
their biome.
Partial
information
given by
group
regarding
their biome.
Very little
information
provided on
given topic
and biome.
No
information
was presented
as related to
their biome.
__ / 4
Comments:
Total:
___ /
20
Biomes and Ecosystems 37
Lesson Three: Rainforests and Deserts)
The main focus for lesson three will be on rainforests and deserts. The students will engage in activities
that will require cooperative learning and sharing. The activities used will serve several purposes; to
further students’ understanding of ecosystems, to build their vocabulary, and to enable them to
understand comparing and contrasting information.
Standards
Content Standards
SS. MS. 5.5 The students will investigate biological characteristics of ecosystems.
SS. MS. 5.25 The students will compare and contrast natural and constructed environments, (Virginia
Department of Education, 2006).
English Language Proficiency Standards
EL. MS. 2.3 To apply reading comprehension. To actively connect new information to what was
previously known
EL. MS. 2.2 To analyze, synthesize, and infer from information
1. Classify or give examples of animals, plants, type of land that is found in the desert and
rainforest.
2. Ask or provide the meaning of words or uses of relevant resources.
3. Respond to or interact with teachers and/or peers during group learning to demonstrate
comprehension of content.
Objectives
Content Objectives
To follow the sheltered instruction lens as students use critical thinking, questioning and discussion to
accumulate knowledge about ecosystems.
1. Using context clues and dictionary for reference, students will be able to, with 100%
accuracy, define 10 vocabulary words.
2. After reading the teacher selected resource books, students will be able to demonstrate
comprehension of content by completing a Venn diagram.
3. Students will activate prior knowledge based upon previous lessons
Biomes and Ecosystems 38
4. Students will compare and contrast rainforests and deserts using Venn diagram.
Language Objectives
1. Ask or provide the meaning of words or uses of relevant resources.
2. Respond to or interact with teachers and/or peers during group learning to demonstrate
comprehension of content.
3. Students will listen to instructions and participate in group activities to reinforce meanings
of vocabulary words about the ecosystems. Students will share their futuristic poster on the
ecosystems covered in lesson two.
English Proficiency Objectives
1. Students will be able to learn and practice vocabulary and generate examples to reinforce meaning.
2. Using the dictionary or computer students will be able to determine the meaning of words that they
are not familiar with.
Learning Strategies
The sheltered instruction lens focuses on scaffolding to development confidence and new knowledge
and provides essential steps that students will use to develop authentic learning skills. These steps are
built around three strategies. They are metacognitive, cognitive and social/affective strategies.
Metacognitive strategies will be developed as students become aware of knowledge.
Cognitive strategies will be developed as students learn to take new knowledge and apply it in a real
world setting for meaning, utilizing skills of comparing and contrasting.
Social/Affective strategies will be developed as students learn new skills, apply new skills, and work in
cooperative learning groups.
Key Vocabulary
arid
ocean
plains irrigation
prairie
compare
droughtcontrast
evaporation
ecosystem
environment
Materials
Posters (20)
Color pens (20 boxes)
(1 pack of 20 for each group)
Pens (20)
Pencils (20)
writing paper 3X5 cards
Biomes and Ecosystems 39
Blank Venn diagrams (20)
Magazines (several)
KWL charts (20) glue (20)
scissors (20)
access to computer (specific web site provided by teacher)
Dictionaries (20)
Life in the Rainforests by Lucy Baker and Life in the Deserts by Lucy Baker (20 copies of each book)
Colored pens
Pens, pencils
Writing paper, 3x5 cards
Life in the Rainforests by Lucy Baker, Life in the Deserts by Lucy Baker
Blank Venn diagrams
Magazines, construction paper
Glue, scissors, and rulers
Motivation
Students thus far have knowledge of the different ecosystems, the animals and habitats associated with
each. To reinforce the context of previous lessons students will create 10 flash cards. On 3X5 index
cards, students will write a word and its meaning on one side and a picture that identifies the word on
the other. Each student will take turns in reading a word and its definition, while displaying the picture.
This will reinforce understanding of vocabulary and comprehension skills.
Presentation
Students will be given the vocabulary words and given a KWL chart. Students will be asked to complete a
KWL chart (provided by the teacher), by listing the vocabulary words on the KWL chart and using the
rating scale of, 3-know it/use it; 2-have seen it; 1- don’t use it or know it, to determine what I know.
Teacher will review the pronunciation of each word with the students and have them repeat them. After
students pronounce each word, the teacher will ask students to write down what they want to know
about each word. For each word the students rate a 2 or 3, they will be asked to tell how they will learn
the word by writing it on the KWL chart (column 3). The teacher will then explain the meaning of each
vocabulary word and the students will provide an example using complete sentences. Once the students
have completed the last column of the KWL chart the teacher will ask the students to share with the
class what they have learned.
Biomes and Ecosystems 40
Practice
To assist students in understanding comparing and contrasting, students will be asked to read two books
(provided by the teacher), Life in the Rainforests by Lucy Baker and Life in the Deserts by Lucy baker. The
teacher will ask students to write down the facts and characteristics for each ecosystem. This
information will provide basic facts to identify same, similar and different aspects of each ecosystem.
Review/Assessment
Utilizing the information gathered through classroom activities and previous lessons, students will be
asked to complete a Venn diagram (provided by the teacher), this will assist the students in comparing
and contrasting the two ecosystems studied in this lesson. Through this activity students will
demonstrate their ability to compare and contrast. The teacher will collect all Venn diagrams, make
remarks and return them to the students. The teacher will facilitate discussion around the remarks given
to each student on their Venn diagram.
Extension
Students will be placed in groups of four. Each group will be required to (using knowledge from previous
lessons), create a futuristic poster to infer what the ecosystems will look like in ten years. Students will
be asked to complete a one page narrative explaining what factors contributed to their conclusions.
Each group will present their presentation to the class.
Conclusion
Enduring comprehension and recognition of rainforests and deserts shall be acquired and exhibited as
students engage in activities that l require new knowledge and application of that knowledge through
cooperative learning and sharing. The activities used serve several purposes; to further students’
understanding of ecosystems, to build their vocabulary, and to enable them to understand comparing
and contrasting information. Finally, students will have become socially confident with their abilities to
learn, adapt and share in a real world setting.
Biomes and Ecosystems 41
Appendix A
NAME: ____________________________________________ TOPIC: __________________________
Deserts
RainForests
RainForests
And Deserts
Biomes and Ecosystems 42
Appendix B
NAME:
RainForests
and Deserts
DesertsTOPIC
Biomes and Ecosystems 43
[Appendix C
Rubric for Interactive Vocabulary
____________________________________________________________
List and determine meaning of all vocabulary words with 100% accuracy
4
Design a word match chart utilizing all vocabulary words
Group words into categories of rainforest and desert family with at least 90% accuracy
___________________________________________________________
List and determine meaning of most vocabulary words with 100% accuracy
3
Design a word match chart utilizing most vocabulary words
Group words into categories of rainforest and desert family with at least 75% accuracy
List and determine meaning of half of vocabulary words with 100% accuracy
2
Design a word match chart utilizing about half of vocabulary words
Group words into categories of rainforest and desert family with at least 60% accuracy
List and determine meaning of a few vocabulary words with 100% accuracy
1 Design a word match chart utilizing a few vocabulary words
Group words into categories of rainforest and desert family with less than 59% accuracy
Biomes and Ecosystems 44
Lesson # 4, Biomes and Ecosystems-What We Have Learned
The objective of these science lessons in this unit on biomes and ecosystems is to teach and reinforce
science and social studies, and English curricula through an art-infused and interactive process and
under the sheltered instruction lens. In these lessons, the framework for language development will be
linked to previous knowledge students have gained from past lessons. The teacher will use interactive,
non-threatening activities and interactions for cooperative learning and sharing. Vocabulary, visual cues,
and possible support for ELL students in other language classes can be transferred to support this
connection. Further, an increase of vocabulary to support understanding will maximize interpersonal
communications and teamwork. In terms of self-awareness and seeing through diverse viewpoints,
intrapersonal relations will be developed in these lessons.
Lesson one will include creating a word bank for each ecosystem with definitions to use as a dictionary
and reference as students discover new information about biomes and ecosystems. Lesson two will
include gathering information using books, web sites, and magazines to demonstrate comprehension
and communication in alternative ways. Lesson three will include comparing and contrasting two books
through a making of a Venn diagram to demonstrate critical thinking. The introduction of the final and
culminating fourth lesson will bridge the newly learned information together in an interactive way to
display authentic learning and communication.
Biomes and Ecosystems 45
Lesson Four: Biomes and Ecosystems-What We Have Learned
Lesson four will have students making brochures on ecosystems and presenting them to their class. This
activity incorporates all strategies and skills acquired through scaffolding and the sheltered instruction
protocol design. Through individual reflections, students will describe and explain what they have
learned from this unit. They may also choose to create a reflective poem as part of writing. Throughout
the lessons, this interactive, teacher-assisted, student-centered methodology will provide diverse
opportunities for learning and expressing new knowledge and language in alternative ways. This process
will also create a strong foundation for the continued learning process students will experience with
confidence.
This lesson will bring all reading, research, and learning activities to a point of comprehension, analysis,
and sharing of the newly gained knowledge. Students will be connecting the new information about
biomes and ecosystems to what they already know about communities and interdependency in ecology.
They will display knowledge in two ways. First students will divide into teams to create three posters of
each ecosystem to present to their classmates and ESL class; this activity will demonstrate their learning
comprehension of this science unit. Students will choose animals and plants appropriate for the
ecosystem they have chosen and represent them in their habitats.
Second, students will choose an animal or plant from one of the ecosystems and display their knowledge
of this animal or plant by creating a poem to share with the class. This interactive integration of the
processes of reading, writing, speaking, and listening is a wonderful assessment for individual learning.
Students have the opportunity to show and tell in diverse ways what they know and understand. By
continuing the learning process this way students will experience new information with confidence and
initiate exploration that will be self-motivated.
Biomes and Ecosystems 46
Standards
Content Standards Science
SS. MS. 5.1 The student will plan and conduct investigation in which an understanding of the nature of
science is developed and reinforced.
SS. MS. 5.5 The student will investigate an understand kingdoms of living things; vascular and nonvascular plants; vertebrates and invertebrates.
SS.MS. 5.6 The student will investigate biological characteristics of ecosystems.
SS. MS. 5.7 The student will investigate and understand how the Earth’s surface is constantly changing
due to natural and human impact (Virginia Department of Education, 2006).
Biomes and Ecosystems 47
Content Standards Art
Visual Communication and Production
5.1 The students will synthesize information to produce works of art.
5.3 The students will use elements of art to express ideas, images, and emotions.
5.5 The students will use the principles of design to express ideas and create images.
5.7 The students will collaborate with others to produce a work of art that characterizes a period in
history or contemporary issue.
5.9 The students will demonstrate an understanding of symbolic meaning by incorporating symbols.
5.12 The students will express ideas through artistic choices.
5.13 The students will use technology.
5.25 The students will compare and contrast natural and constructed environments (Virginia
Department of Education, 2009).
ESL Standards
EL.MS 2.3
To apply basic reading comprehension skills.
To connect new information actively to what was previously learned.
To use color, line, and shape to communicate through illustrations.
To reflect essential learning using the creative process: conceptualization.
To explore alternate ways of saying things.
EL.MS 2.2
To select, connect and explain information.
To analyze, synthesize, and infer from information.
To understand and produce technical vocabulary and text features according to
content area (Virginia Department of Education, 2006).
Objectives
Content Objectives
1. Students will identify and differentiate the biomes and ecosystems and diverse components
using a collaborative process.
Biomes and Ecosystems 48
2. Students will demonstrate understanding these environments by creating a poster with visual
cues.
3. Students will identify components using the artistic process to share their research.
Language Objectives
1. Students will listen and demonstrate understanding by using the creative process to participate
in group activities to share new knowledge with the class using visual cues and vocabulary about
the environment.
2. Students will write a reflective paper or poetry expressing their knowledge of the environment
and links to previous study about communities and interdependence.
3. Students will exhibit simple and expanded use of oral sentences in responses to acquired
knowledge. Responses will show cohesion and organized information to support main ideas.
Vocabulary Objectives
1. Students will successfully determine diverse biomes and ecosystems through illustration, color,
line, and texture.
2. Students will successfully complete a creative writing activity using key vocabulary
descriptors and expression to determine comprehension level.
and
3. Students will use pictorial and graphic representation of the subject material with interactive
support.
Learning Strategies
Goals and lessons are based on the TESOL ESL Standards to acquire and understand concepts and
language used in the mainstream (inclusive) classroom: biomes, ecosystems, weather, animals, and
using map skills to identify and demonstrate location of these ecosystems are goals in this unit. Creating
verbal summaries and expressions that reflect knowledge and critical thinking skills through use of
vocabulary in creative writing to share is a reflective assignment for expansion and discussion. Other
goals are self-awareness and empowerment within the class setting; fulfilling student needs for diverse
and effective communication; and a positive learning environment for student understanding,
comprehension, and success.
This lesson will bring all reading, research, and activities to a point of comprehension analysis and
sharing of the newly gained knowledge. Students will be connecting the new information about biomes
and ecosystems and relating this information back to communities and interdependency in ecology.
They will display knowledge in two ways. First students will divide into teams to create brochures of
each ecosystem to present to their classmates and ESL class to share their learning comprehension of
this science unit. Students will choose to represent appropriate animals and plants in their habitats.
Biomes and Ecosystems 49
Second, students will choose an animal or plant from one of the ecosystems and display their knowledge
of this animal or plant by creating a poem to share with the class. This interactive integration of
processes of reading, writing, speaking, and listening is a wonderful assessment for individual learning.
Students have the opportunity to show and tell in diverse ways, what they know and understand.
At this point, strategies to assist students in gaining knowledge and comprehension of biomes and
ecosystems have been used to scaffold and help students move to higher levels of learning,
comprehension and analysis. During this lesson, students will work in a peer-assisted continuum,
practicing cooperative learning and communication mostly independent of the teacher. The students
will demonstrate their comprehension of both the subject matter and the English language through the
completion of student-centered projects such as the ecosystem brochure, reflective writings, and
poetry. A rubric, in each case, will be used as a tool to assess and create data on the progress of the
students (see Appendix A, B, C & D).
Key Vocabulary
Ecosystems, Biomes, Endangered, Habitats, Niches, Rainforest, Tundra, Taiga, Desert, Temperate,
Grasslands, Rivers and Streams, Ponds and Lakes, Wetlands, Shorelines, Oceans
Materials

Oak Tag

Paint, brushes

Glue

Computer and internet access

Paper and writing/ drawing materials

Textbook

National Geographic magazine

Rubrics (Appendix A & B)

Prompts (Appendix C)

Art Rubric (Appendix D)

Modeling Clay
Biomes and Ecosystems 50
Motivation
Through the process of scaffolding, students have reached this analytical level to infer and share ideas
and concepts learned from the study of ecosystems and biomes. Students have learned how all parts of
an ecosystem are in some way connected. Students have learned about the different components that
make up an ecosystem, including biotic and abiotic factors; this new information connects with the
former lesson about communities and interdependence. Ecosystems are structures into populations and
communities that are all interdependent for their survival. The student will also distinguish between an
organism’s niche and habitat.
The teacher will draw a “connection web” on the chalkboard. Start with any common animal in nature,
such as a blue jay, a raccoon, or a wasp. Write its name on the board and circle it. Have students pick the
picture that matches the word and place on the board next to the word. Then have students name
interactions that this animal has with other plants and animals in its environment. For instance, if a blue
jay eats different insects, draw a line connecting the bird to an insect. It may be extended by drawing a
line to the connected abiotic factors like the insect feeds on the plant, which in turn uses sunlight.
Presentation
As a cooperative learning activity, the class will be divided into small groups and they will construct a
diorama of an ecosystem using modeling clay, paper, paint, photographs from magazines, and dried
plants. Students will use their creativity. Each student will be responsible for one type of organism, such
as a decomposer, a plant, an herbivore, or a carnivore. This interaction will also encourage positive
interaction among the group to create a comfortable working atmosphere.
The teacher must meet the needs of the second-language learner. Therefore, using magazine pictures or
original illustrations, students will create an ecosystem brochure that describes a chosen ecosystem. The
brochure can be in English or in the student’s native tongue. A creative cover observing artistic design
that represents a chosen ecosystem should be done first. Inside the brochure will be pictures of
representative plants and animals. The habitat and niche will be included for each organism. Students
should also explain the role of biotic and abiotic factors in the ecosystem. The teacher will facilitate and
assist with any difficulties in understanding, directions, and vocabulary. A writing prompt will be used by
the students in a student-to-student collaborative process to come up with essential components for
each brochure (see Appendix C).
Practice
To help students understand their uniqueness in the world the teacher will ask students to compare
wildlife niches with their own niche in life. Students will volunteer to share their own niches describing
their place in their family, their home, their neighborhood, their age, their classes, and what they do
each day. Teacher will ask students why their niche is unique and important. This exercise will help
students understand and appreciate others of different backgrounds and cultures, create confidence,
and build a connective foundation between humans and nature.
Biomes and Ecosystems 51
Review/Assessment
After defining the language objectives for this science unit, the teacher will ask if students need any help
with difficult or unknown vocabulary. Once the foundation of a good vocabulary base has been
established with comprehension, the teacher will ask students to pick their favorite organism and write
a reflective piece in short story form; this piece should includes the organism’s habitat, niche, and
abiotic features that allow for its survival in its community.
As an alternative assessment, students may choose to divide into groups of four or five to work together
to create a poem, song, or short skit which uses the terms in this unit and demonstrates comprehension.
A prompt for the development of the work will be provided to the student (see Appendix C).
Extension
As an extension activity, student may work in groups to make a photographic collage of several
ecosystems near their homes. Students could choose a pond, a yard, or a garden to use as their subject.
The collage should include written captions, which demonstrate understanding about populations,
communities, and abiotic factors.
Conclusion
The philosophy driving the success of this lesson rests on a focus on diverse learners and meeting those
diverse needs in an equitable fashion and in compliance with state standards. Creating a comfortable
and inviting working environment is essential for learning. It is crucial in the educational progress of ELL
students. The design of the Sheltered Instruction Observation Protocol invites engaging and interactive
learning. To achieve authentic learning, information must be presented to the students in a variety of
ways using a variety of evidence-based strategies. Among these strategies are visual cues, sounds, and
expressions, including those which are teacher-facilitated and are student-centered to achieve
maximum success. In this project-based protocol, assessment is ongoing and performance-based.
Through class participation, observations, daily debriefings, and completion of tasks each student is
assessed. This qualitative study and assessment complements the data-driven information; it provides a
more complete evaluation of not only programs like these, but also the ultimate success of the students
involved.
Biomes and Ecosystems 52
Appendix A
Reflective Presentation
Student Name:
________________________________________
Score
CATEGORY
4
3
2
1
Writing Vocabulary
Correctly uses Correctly uses Uses some
Does not
several new
a few new
new
incorporate new
vocabulary,
words
words
vocabulary.
but may use 12 words
incorrectly.
Content Accuracy
All facts in the 99-90% of the
brochure are facts in the
brochure are
accurate.
accurate.
89-80% of the
facts in the
brochure are
accurate.
Fewer than 80%
of the facts in
the brochure are
accurate.
Knowledge
Gained
All students in
the group can
accurately
answer all
questions
related to
facts in the
brochure.
All students in
the group can
accurately
answer most
questions
related to
facts in the
brochure.
Most students
in the group
can accurately
answer most
questions
related to
facts in the
brochure.
Several students
in the group
appear to have
little knowledge
about the facts
in the brochure.
Graphics/Picture Graphics go
well with the
s
text and there
is a good mix
of text and
graphics.
Graphics go
well with the
text, but there
are so many
that they
distract from
the text.
Graphics go
well with the
text, but there
are too few.
Graphics do not
go with the
accompanying
text.
Date Created:
Dec 15, 2009
02:33 am (UTC)
TOTAL:
Teacher
Comments:
_______
Appendix B
Ecosystems Galore!
________
Biomes and Ecosystems 53
Student Name:
________________________________________
Score
CATEGORY
4
3
2
1
Vocabulary
Uses vocabulary
appropriate for
the audience.
Extends audience
vocabulary by
defining words
that might be new
to most of the
audience.
Uses vocabulary
appropriate for
the audience.
Includes 1-2
words that
might be new to
most of the
audience, but
does not define
them.
Uses vocabulary
appropriate for
the audience.
Does not include
any vocabulary
that might be
new to the
audience.
Uses several (5
or more) words
or phrases that
are not
understood by
the audience.
Uses Complete Always (99-100%
of time) speaks in
Sentences
complete
sentences.
Mostly (80-98%)
speaks in
complete
sentences.
Sometimes (70- Rarely speaks in
80%) speaks in complete
complete
sentences.
sentences.
Collaboration
with Peers
Almost always
listens to, shares
with, and supports
the efforts of
others in the
group. Tries to
keep people
working well
together.
Usually listens
to, shares with,
and supports
the efforts of
others in the
group. Does not
cause "waves" in
the group.
Often listens to,
shares with, and
supports the
efforts of others
in the group but
sometimes is
not a good team
member.
Rarely listens to,
shares with, and
supports the
efforts of others
in the group.
Often is not a
good team
member.
Posture and
Eye Contact
Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
Stands up
straight and
establishes eye
contact with
everyone in the
room during the
presentation.
Sometimes
stands up
straight and
establishes eye
contact.
Slouches and/or
does not look at
people during
the
presentation.
Biomes and Ecosystems 54
presentation.
Comprehension Student is able to
accurately answer
almost all
questions posed
by classmates
about the topic.
Student is able
to accurately
answer most
questions posed
by classmates
about the topic.
Date Created: Dec 15, 2009 02:37 am (UTC)
Student is able
to accurately
answer a few
questions posed
by classmates
about the topic.
Student is
unable to
accurately
answer
questions posed
by classmates
about the topic.
Total:
Teacher Comments:
Appendix C
Writing Prompt / Brochure Prompt
Note: This ‘prompt’ tool may be used to help design and create the brochure and individual reflective
writing piece or poetry. Make notes and write down all your ideas. Now let’s get started with the fun
and creativity!
1. The first adjective I think of when I look at the chosen ecosystem is
__________________________________________________________________________.
2. This ecosystem makes me think of
______________________________________________________________________________
________________________________________________________________________because
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________.
3. One idea this ecosystem gives me for my work is
______________________________________________________________________________
______________________________________________________________________________
Biomes and Ecosystems 55
______________________________________________________________________________
__________________________________________________________________
Note: Each student should be provided with two copies of this sheet.
Teacher Comments:
Biomes and Ecosystems 56
Appendix D
Art Rubric/ Self Assessment
I believe the grading process should use the individual student’s baseline knowledge and skill as the
starting point. It should also be based on the student’s individual effort and growth as opposed to
comparing the student’s ability or talent to that of his/her peers. In assigning the final grade, I rely on
personal experience with the student, notes made during critiques and presentations, the students’
learning logs, and portfolio work such as these brochures and creative writing pieces.
Following the initial generation of ideas, concepts, and process, here are the following questions to help
you self-assess, self-motivate, and self-regulate your understanding of art concepts as related to this
study of biomes and ecosystems and evaluate the final production of your artistic art response. This is
also another opportunity to write what you know!
1. What is the knowledge I have gained?
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
2. How can I use this knowledge?
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
3. What impact should this new knowledge have on my artwork?
______________________________________________________________________________
__________________________________________________________________
4. What impact will this new knowledge have on my life?
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
5. Does my artwork show creative thinking?
________________________________________________________________________
6. Does my work show new associations and connections?
________________________________________________________________________
7. Does my work show knowledge, skill and attention to detail?
________________________________________________________________________
8. Do I understand the process?
________________________________________________________________________
Biomes and Ecosystems 57
9. Did I set goals for the production of my projects?
________________________________________________________________________
10. Did I enjoy using art to demonstrate my knowledge of ecosystems?
________________________________________________________________________
11. What changes would you suggest to make the class better? What would you add?
What
would you take away?
______________________________________________________________________________
__________________________________________________________________
12. Did I receive enough help from my teacher?
_______________________________________________________________________.
Teacher Comments: