PREASSESSMENT – KNOWLEDGE RATINGS
For my preassessment strategy I have chose to use a knowledge rating checklist.
Knowledge ratings get students to analyze what they already know about a topic. The students are
provided with a survey or checklist to fill out individually. The completed checklists are ultimately
collected by the teacher to assess what previous knowledge or misconceptions the students are
bringing into the biome unit.
A follow-up discussion occurs after students have completed their checklist. Students
should be encouraged to share what they know about the words during this class discussion. Some
leading questions the instructor might ask include: Which are the hardest words? Which words do
you think most of the class doesn’t know? Which are the easiest words? Which words do most of
us know?
Once the checklists have been viewed by the instructor, they should be returned to each of
the individual students. This checklist can then be used as a reference list throughout the unit. In
addition, the checklist could be completed at the conclusion of the unit to show how much
knowledge was learned by each student.
KNOWLEDGE RATING CHECKSHEET
NAME:
DATE:
How much do you know about each of these words?
Can define
or describe
Abiotic Factor
Aphotic zone
Benthic zone
Biome
Biosphere
Biotic factor
Canopy
Community
Deciduous forest
Desert
Ecosystem
Estuary
Freshwater
Ground layer
Intertidal zone
Marine
Neritic zone
Oceanic zone
Pelagic zone
Photic zone
Polar
Population
Prairie
Predation
Savanna
Symbiosis
Taiga
Temperate rain forest
Tropical rain forest
Tundra
Understory
Have seen or
heard before
?
LESSON PLAN – DAY ONE
UNIT
1.
2.
3.
4.
OUTCOMES:
Students will define the term biosphere.
Students will distinguish between populations, communities, and ecosystems.
Students will name the types of abiotic factors in an ecosystem.
Students will name three types of interactions among biotic factors in an environment (i.e.
competition for resources, predation, and symbiosis).
5. Students will list some ways biotic and abiotic factors in an environment interact (i.e.
describe how biomes are determined by climate).
LESSON OBJECTIVES:
1. Students will divide into groups and select a biome to be researched.
2. Students will select individual group roles to complete.
DRIVING QUESTIONS:
** See “BIOME PROJECT” student handout
MATERIALS:
 Overhead transparencies of biome notes – used as a visual aid during the instructor’s
introduction of key concepts
 Overhead projector – used to display the transparencies
 Biome Project Description – this student handout describes the goals and expectations of
the project
 Group Role Evaluations/Rubrics – these student handouts describe the guidelines and
grading rubric that will be used to evaluate the individual portions of the biome project
PROCEDURE:
1. The following procedure is designed to be completed in one 50 minute class period.
2. (Time = 15 minutes) Present the first section of notes to the class using an overhead
projector. The key concepts that will be reviewed or introduced include the definitions of
the biosphere, a population, a community, an ecosystem, and a biome. The instructor will
also compare and provide examples of abiotic and biotic factors of an ecosystem, detailing
the types of interactions that exist between each.
3. (Time = 5 minutes) Hand out the “Biome Group Project” description sheet. Allow students to
read the information silently at their seats. Once completed, have students select the
members of their group, sitting together as a distinct unit. Alternatively, the instructor
may choose to assign students to specific groups. Once students are in their distinct
groups, hand out the “Role Evaluation” sheets.
4. (Time = 10 minutes) Discuss and highlight the key points of the project. Points to
emphasize include:
 Size of groups – three or four members
 Roles and expectations of group members – Writer, speaker, graphic artist, and set
designer (the role of set designer is only to be used in the group includes 4 members)
 Students are responsible for learning not only the key information of their own
group, but also the information presented by other groups.
 Available biomes – Listed on project description sheet (no two groups may research
the same biome in one class period)
 Timeline of project – Have students fill in appropriate calendar dates and deadlines
in the blanks provided.
 Evaluation of project - Stress that both individual and group grades will be assessed.
Part of your individual grade also includes in-class participation.
5. (Time = 5 minutes) Have students discuss and delegate roles of group members. They
should list all their group members and their assigned roles on their project description
sheet. Encourage students to exchange contact information – phone numbers or email
address – so they can communicate outside of class. Finally, students need to rank the
biomes in the order in which they wish to research them (first choice, second choice… last
choice).
6. (Time = 10 minutes) Allow one student from each group to randomly select a number out of a
container. The total numbers in the container should be equal to the number of groups. The
group that has drawn #1 will get to choose their biome first. All other groups need to pay
attention as they will need to cross off the biomes that have already been selected. The
group that has drawn #2 will get to choose their biome second. Continue as described until
each group has selected a biome to research.
SUMMARY:
(Time = 5 minutes) Review the timeline and important dates of the project with the class. Give the
students instructions on where to report for the next class session (i.e. library, computer lab, etc).
Probe students for recollection of key concepts taught previously: biosphere, biome, abiotic
factors, biotic factors, competition, predation, symbiosis.
LESSON PLAN – DAYS TWO, THREE, AND FOUR
LESSON OBJECTIVES:
1. Students will use the Internet to research answers to the driving questions posed in the
biome project guidelines.
2. Students will use other references as needed (dictionary, encyclopedia, atlas, etc).
3. Students will compile notes and the appropriate bibliography information about each
resource the use for their project.
4. Students will collaborate and pool their research so that every member of the group may
benefit.
5. Students will complete rough drafts of their individual portions in class.
6. Students will work to complete their final project in class as time allows.
MATERIALS:
 Computers with Internet access – for individual and group research in class
 Additional reference materials – such as a dictionary, encyclopedia, atlas,
magazines/journals
 Other student provided materials – students must bring with them to class any additional
materials they will need to complete their project – such as glue, scissors, poster board,
pictures
 Student participation record sheet – on the reverse side of each students evaluation rubric
 Participation observation sheet (for instructor) – for the instructor to use to make notes
about student productivity and assign a daily participation grade.
PROCEDURE:
1. The following procedure is designed to be completed in three 50 minute class periods.
2. (Time = 5 minutes) Review with students appropriate computer usage and on-task behavior.
Emphasize to students the need to record all research and individual accomplishments for
each class period. These records will be used in two ways: (1) to pool individual research
done and share important information with the group; (2) to show participation and on-task
behavior to the instructor at the conclusion of each class period.
3. (Time = 40 minutes) Students should be on-task and productive throughout the entire class
period. Examples of appropriate behaviors include computer research, group collaboration,
typing field guides or presentation outlines, printing or drawing pictures for use on posters
or dioramas, constructing posters or dioramas. Examples of inappropriate behaviors – which
will result in a lowered daily participation grade – include: talking about topics not related to
the project at hand, surfing unrelated websites on the computer, working on assignments
for other classes, lack of participation (zoning out or sleeping).
4. At the conclusion of each period, remind each student to fill out their participation record
sheet (on the reverse side of their evaluation rubric). These papers should be signed and
handed into the instructor before leaving the class for the day.
5. (Time = 5 minutes) Instruct students to begin cleaning up their work area, recycling and
unneeded materials, and checking the floor for trash. The area in which they were working
should be left exactly as it was found. Also instruct students to log off their computers if
necessary and remain seated until the class is dismissed.
EVALUATION:
(Time = entire class period) Throughout the period the instructor needs to monitor each
individual student for appropriate behavior. During the last 10 minutes of the class, circulate
the room and request to see the accomplishments (collecting signed record sheets) of each
student for that class period compared to the start of that day. Record observations on the
participation sheet and assign a daily participation grade for each student at this time. This
will also be an important resource for reference when assigning project grades and if the
students and/or parents question their participation grade.
LESSON PLAN – DAYS FIVE AND SIX
UNIT OUTCOMES:
1. Students will identify the major terrestrial biomes and describe the main characteristics of
each.
2. Students will give examples of plant and animal adaptations to climate.
LESSON OBJECTIVES:
1. Students will listen attentively during group presentations.
2. Students will actively take notes during group presentations.
MATERIALS:
 Students will provide any materials they need for presenting their biome to the class
 Presentation summary chart – for students to fill out during presentations
 Evaluation rubrics – for the instructor to assess the completeness of each project
PROCEDURE:
1. The teacher should hand out presentation summary charts and give general instructions on
appropriate behavior during presentations.
2. (Time = 10 minutes per group) The speaker of each group will present his/her biome to the
class. The presentation should be a minimum of 5 minutes and a maximum of 10 minutes.
The guidelines for evaluating the speaker are provided on the speaker’s evaluation rubric.
SUMMARY:
Allow two to three minutes at the conclusion of each presentation for student questions and
clarifications. As the teacher, it is important that you ask questions to test the speaker for their
comprehension of the biome, as well as to stimulate discussion of key information that may not
have been covered.
LESSON PLAN – DAYS SEVEN AND EIGHT
LESSON OBJECTIVES:
1. Students will analyze the major biomes found a various national parks throughout the
United States.
2. Students will describe the main characteristics of each biome they “encounter”.
3. Students will give examples of plant and animal adaptations to climate.
4. Students will collaborate with group members to accurately document the objectives above.
5. Students will accurately diagram a travel route on a map.
6. Students will identify the major biome regions on a map.
MATERIALS:
 Pocket Road Atlas – students will use this to determine the path of their expedition.
 Outline Map of the United States – students will diagram the route they “traveled” as will
as label the major biome regions.
 Markers, crayons, and color pencils – for shading in the major biome regions
 Group answer sheet – to be filled out by group members
 Presentation summary chart – previously completed notes by students during presentations
 Biome field guide book – one for each group, assembled by the instructor
 Completed summary chart – prepared by instructor to use for evaluating the completeness
of this activity; these notes may also supplement the notes for any special needs students.
PROCEDURE:
1. (Time = 5 minutes) Have students sit with their group members in a secluded area of the
classroom. They may bring with them their completed summary chart from presentations.
Give each group a map of the United States and access to coloring utensils. Give each
student a copy of the travel itinerary and assessment guidelines, and a group answer sheet
2. (Time = 60 - 90 minutes) Students will have two entire periods to complete the group
assessment activity. They may wish to delegate different tasks to be more efficient during
this evaluation. All students must contribute to the group evaluation.
3. Students should hand in their completed group answer sheets and map to the instructor
when they are finished.
EVALUATION:
The instructor should evaluate the activity according to the following guidelines:
1. Are national parks accurately identified according to their biome?
TUNDRA
-- Mount Rainer National Park (Peak of Mountain)
-- Denali National Park
CONIFEROUS FOREST
-- Acadia National Park
-- Mount Rainer National Park (Base of Mountain)
-- Crater Lake National Park
DECIDUOUS FOREST
-- Great Smokey Mountains National Park
PRAIRIE
-- Badlands National Park
-- Theodore Roosevelt National Park
** NO SAVANNAH IN USA **
DESERT
-- Joshua Tree National Park
-- Saguaro National Park
TEMPERATE RAIN FOREST
-- Redwood National Park
-- Olympic National Park
TROPICAL RAIN FOREST
-- Haleakala National Park
-- Hawaii Volcanoes National Park
2. Are the driving questions of the project accurately answered in detail for each biome?
-- What are the abiotic factors present in each biome (temperature, precipitation, soil)?
-- What are the biotic factors present in our biome (plants and animals)?
-- What are the relationships between the plants and animals (competition for resources,
predation, symbiosis)?
-- How have the climate and soil conditions determined the plant life and distribution of
animals in our biome? How have organisms adapted to their biome?
BIOME PROJECT
YOUR MISSION (should you choose to accept it):
1. As a group, you will research and present a biome to the class.
2. Your group will contain 3 members (or 4 in some cases) in which each member has a unique role
in the project.
 Writer – creates a one page field guide of biome
 Speaker – presents biome to class in a 5 minute presentation
 Graphic Artist (optional) – designs a poster and sketches for field guide
 Scene Designer (optional) – designs a three-dimensional diorama of biome
3. Both individual and group grades will be given at the conclusion of the project.
4. You will also be responsible for the material presented about the other types of biomes.
DRIVING QUESTIONS:
Where in the USA or world is our biome located?
What are the abiotic factors present in our biome?
What is the make-up of the soil?
What is the average climate (temperature, humidity, precipitation)?
What are the biotic factors present in our biome?
What plants and animals will likely be found?
What are the relationships between the plants and animals (competition for resources,
predation, symbiosis)?
How do the abiotic factors and biotic factors interact?
What special challenges does your biome present to its inhabitants due to its climate?
How has its residents adapted to meet those challenges?
AVAILABLE BIOMES:
Tundra
Coniferous Forest (Taiga)
Deciduous Forest
Grassland – Prairies
Grassland – Savannahs
Rain Forest – Tropical
Rain Forest – Temperate
Desert
IN-CLASS TIMELINE:
Introduce project, key concepts, assign groups and biomes
Date:
Library research and group work
Date:
Individual portion of project due
Date:
Group presentations
Date:
Biome evaluation
Date:
GROUP RESPONSIBILITIES:
1. Choose biome.
BIOME:
2. Choose roles.
WRITER:
SPEAKER:
GRAPHIC ARTIST:
SET DESIGNER (optional):
3.
4.
5.
6.
Research biome.
Complete individual responsibilities.
Learn about other biomes presented in class. Take notes to use for future reference.
Biome assessment.
EVALUATION:
The project will be worth a total of 75 points for each student.
Individual Points:
2 days of group work – 5 points each day (10 points total)
-- Points earned for being on task and showing work accomplished
Your completed portion of project (45 points)
Group Points:
Biome assessment (20 points):
Each group member will receive the same score for this section.
RESEARCH REFERENCE LIST:
WRITER EVALUATION
You are responsible for writing a “field guide” of your biome:
 One page minimum
 Single spaced
 11-12 point font (similar in size to the font on this paper)
Your field guide should be organized into the following distinct sections:
1.
2.
3.
4.
5.
6.
Title and authors name
Opening/Introduction: Where the biome is located and uniqueness of biome
First Article: Detailed information about the abiotic factors
Second Article: Detailed information about the biotic factors
Third Article: Detailed information about the adaptations and abiotic/biotic interactions
Bibliography of group member’s research (using correct MLA format)
Additional Requirements:
 Writing is in your own words with any new terminology defined
 Field guide is set up in a creative manner such as a newspaper pamphlet or brochure
 Detailed answers to driving questions (listed on original project outline paper)
incorporated into articles
 Each article has it’s own subtitle
 Pictures, diagrams, graphs, or maps to support each article (minimum of 3)
RUBRIC:
Written in your own words using format listed above
5
4
3
2
0
Includes pictures or maps with each article
5
4
3
2
0
Location, climate, soil, plants, and animals
10
4
3
2
0
Plant/animal relationships and niches
10
8
6
4
0
Adaptations and abiotic interactions
10
8
6
4
0
5
4
3
2
0
Detailed and accurate answers to driving questions:
The field guide shows craftsmanship, care, and imagination
Daily Participation:
/ 10 points
Group Assessment:
/ 20 points
SPEAKER EVALUATION
You are responsible for giving a presentation to the class about your biome:
 Presentation is at least 5 minutes in length (but no more than 10 minutes)
 Presentation is clear and accurate and discusses key ideas to driving questions (listed on
original project outline paper)
 Knows information well enough to answer questions about biome
 Speaker may refer to (but not read directly from) notes during presentation
 References visuals of unique organisms and total environment prepared by artists
PowerPoint Presentation (or similar format):
 Presentation notes are organized, typed, and in outline form
 Is not similar in format to writers “field guide”
 A hard copy of your presentation is due along with your other group member’s individual
efforts. Failure to turn in your presentation outline on time will cause your grade to be
lowered one letter grade.
RUBRIC:
Makes eye contact and doesn’t read directly from notes
5
4
3
2
0
Describes and discusses visuals made by artists
5
4
3
2
0
Location, climate, soil, plants, and animals
10
4
3
2
0
Plant/animal relationships and niches
10
8
6
4
0
Adaptations and abiotic interactions
10
8
6
4
0
5
4
3
2
0
Detailed and accurate answers to driving questions:
Knows biome information well enough to answer questions
Daily Participation:
/ 10 points
Group Assessment:
/ 20 points
GRAPHIC ARTIST EVALUATION
You are responsible for creating a poster depicting the plant and animal life in your biome:





Includes common animals (with at least 2 mammals, 1 bird, 1 reptile/amphibian)
Includes common plants (minimum of 3)
Includes an accurate map of locations of biome world-wide
Includes graphs of your biome’s climate characteristics
Accurately portrays biotic relationships and available niches
Poster guidelines:




Poster board is at least 20 X 30” in size
Pictures and diagrams are colorful and appropriately sized
Plants and animals in poster include labels with names
Maps, graphs, and other diagrams are neat and colorful, easy to read, and include all
appropriate labels
RUBRIC:
Follows the guidelines described above
5
4
3
2
0
Includes map and information on biomes world-wide locations
5
4
3
2
0
Includes graphs and details of climate
10
8
6
4
0
Includes common plants and animals in the biome
10
4
3
2
0
Accurately portrays the relationships and adaptations
10
4
3
2
0
The poster shows craftsmanship, care, and imagination
5
4
3
2
0
Daily Participation:
/ 10 points
Group Assessment:
/ 20 points
SET DESIGNER EVALUATION
You are responsible for designing a diorama of your biome:
 A diorama is a three-dimensional miniature or scale scene in which figures, stuffed
wildlife, or other objects are arranged in a naturalistic setting against a painted
background.
 Accurately portrays a variety of plants and animals
 Accurately portrays environment and available niches
 Includes clues to one food web or food chain found in biome
 Includes clues to humidity and temperature of environment
Diorama guidelines:
 Must be equal or slightly larger in size when compared to a standard shoe box
 No food of any kind may be used in constructing your diorama
 Ideas for materials: clay, plastic toys or figurines, sand, drawings on paper, paint, wood,
glue, paper mâché
Rubric:
Follows the guidelines described above
5
4
3
2
0
Accurately portrays a variety of plants and animals
10
8
6
4
0
Shows unique environmental characteristics and climate
10
8
6
4
0
Accurately portrays the available niches and biotic relationships
10
8
6
4
0
The diorama shows craftsmanship, care, and imagination
10
8
6
4
0
Daily Participation:
/ 10 points
Group Assessment:
/ 20 points
PARTICIPATION RECORD SHEET – For Student Use
NAME:
PERIOD:
Today’s Date:
My Signature:
Today’s Accomplishments:
On a scale of 1 to 10 (with 10 being the highest) - How would you rate your productivity today?
10
9
8
7
6
Today’s Date:
5
4
3
2
1
My Signature:
Today’s Accomplishments:
On a scale of 1 to 10 (with 10 being the highest) - How would you rate your productivity today?
10
9
8
7
6
Today’s Date:
5
4
3
2
1
My Signature:
Today’s Accomplishments:
On a scale of 1 to 10 (with 10 being the highest) - How would you rate your productivity today?
10
9
8
7
6
5
4
3
2
1
PARTICIPATION OBSERVATION SHEET – For Teacher Use
RUBRIC GUIDELINES:
10 = Excellent, no improvement needed
8 = Good, minor improvement needed
6 = Average, general improvement needed
4 = Poor, significant improvement needed
0 = Participation does not meet minimum requirements
Student 1
10
8
6
4
0
Student 2
10
8
6
4
0
Student 3
10
8
6
4
0
Student 4
10
8
6
4
0
Student 5
10
8
6
4
0
Student 6
10
8
6
4
0
Student 7
10
8
6
4
0
Student 8
10
8
6
4
0
Student 9
10
8
6
4
0
BIOME PRESENTATIONS – SUMMARY TABLE
Biome
TUNDRA
TAIGA
DECIDUOUS
FOREST
PRAIRIE
Location
- USA or
world
General
Climate
Dominant
Vegetation
Dominant
Animals
Plant/Animal
Relationships
(i.e. niches and
symbiosis)
Environmental
Challenges and
Necessary
Adaptations
Biome
SAVANNAH
TEMPERATE
RAIN
FOREST
TROPICAL
RAIN
FOREST
DESERT
Location
- USA or
world
General
Climate
Dominant
Vegetation
Dominant
Animals
Plant/Animal
Relationships
(i.e. niches and
symbiosis)
Environmental
Challenges and
Necessary
Adaptations
POSTASSESSMENT - BIOME PROJECT GROUP EVALUATION
Your group will be evaluated on the following concepts:
Locations & Abiotic Factors
 Which types of biomes are the US National Parks in?
 What is the general climate (temperature/humidity/precipitation)?
Biotic Factors
 What is the dominant vegetation and most common animals?
 What predator/prey relationships or symbiotic relationships exist?
Biotic and Abiotic Interactions
 How has the soil and climate determined what vegetation can survive in each biome?
 What special challenges does each biome present for its inhabitants?
 How have the plants adapted for surviving in this climate?
 How have the animals adapted for surviving in this climate?
Your group may choose which resources you will use on the evaluation, but your maximum points
possible will be limited by the amount of resources you use.
No resources – All brain power baby!
Some resources – Uses only the charts made in class.
All resources – Uses charts, vocab cards, and note packets.
Commendable – Demonstrates conceptual understanding; complete and accurate
Adequate – Demonstrates some understanding; fairly complete with minor inaccuracies
Developing – Attempts to show understanding but is unclear; incomplete with general inaccuracies
Limited – Demonstrates obvious misconceptions; incomplete with major inaccuracies
Deficient – Demonstrates no understanding; shows no attempt
NO RESOURCES USED
Locations
Abiotic & Biotic Factors
Biotic & Abiotic Interactions
Commendable
Adequate
Developing
Limited
Deficient
7
7
7
6
6
6
5
5
5
2
2
2
0
0
0
SOME RESOURCES USED
Locations
Abiotic & Biotic Factors
Biotic & Abiotic Interactions
Commendable
Adequate
Developing
Limited
Deficient
6
6
6
5
5
5
4
4
4
2
2
2
0
0
0
ALL RESOURCES USED
Locations
Abiotic & Biotic Factors
Biotic & Abiotic Interactions
Commendable
Adequate
Developing
Limited
Deficient
5
5
5
4
4
4
3
3
3
2
2
2
0
0
0
Evaluation completed using ALL group members:  YES (100%)  NO (75%)  NO (50%)  NO (25%)
NATIONAL PARKS TRAVEL ITINERARY
Directions: Imagine you are planning a trip across United States to visit a variety of National
Parks. You’re goal is to visit at least one National Park in each of the possible biomes located in the
USA (including Alaska and Hawaii). In addition, you should try to select the most efficient route
which will have the least amount of backtracking or overlapping.
Mapping: You will need to map out your route on the map provided and color in the major regions
where the biomes occur in the continental United States. Be sure to provide a key to help
interpret your map.
Driving Questions: Be sure to answer IN DETAIL each of the following questions for each biome
you encounter on your journey.
 Which types of biomes are each of the US National Parks in?
 How has the soil and climate determined what vegetation can survive in each biome?
 What special challenges does each biome present for its inhabitants?
 How have the plants adapted to surviving in this climate?
 How have the animals adapted to surviving in this climate?
 What predator/prey relationships or symbiotic relationships exist?
Other Helpful Hints:
 Analyze the route of your travel through the United States. Identify which biome is
most likely present in each of the National Parks that you encounter during your
expedition.
 If there is a biome that is not represented in your journey (there may be several), leave
that section blank.
 Be sure to provide accurate explanations of the environment and unique organisms you
encounter in each biome, as well as how those organisms have adapted to survive.
 Be sure to organize your answers neatly in each of the spaces provided for each biome.
 All members of your group must participate in this activity to receive full credit.
NATIONAL PARKS ANSWER SHEET
TUNDRA National Parks:
Details:
TAIGA National Parks:
Details:
TEMPERATE DECIDUOUS FOREST National Parks:
Details:
PRAIRIE National Parks:
Details:
SAVANNAH National Parks:
Details:
DESERT National Parks:
Details:
TEMPERATE RAIN FOREST National Parks:
Details:
TROPICAL RAIN FOREST National Parks:
Details: