Taiga and Temperate Biomes
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Taiga and Temperate Deciduous Biomes
Annamarie Meyer
Walden University
Lucy Sennett
Exploring the Earth and Beyond SCIE 6663
December 4, 2010
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Taiga and Temperate Biomes
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Science K-8 Instructional Plan Template
Candidate’s Name: ___Annamarie Meyer
Target Group: Third and Fourth Grade
Content/Subject: ____Taiga and Deciduous Forests__________
School: _Robinson Township Christian School___ Date of Plan Design: _____November 30, 2010
LEARNING OUTCOMES, OBJECTIVES, UNIFYING THEME & STANDARDS ALIGNMENT
TOPIC/OVERVIEW/THEME
Biomes: Taiga and Temperate Deciduous Forests
Learning
Outcomes/Goals
UNIFYING THEME(S)
Students will be able to identify what a biome is and what two of the biomes are like. Students will be
able to identify the flora involved with Taiga and Deciduous Forests.
LEARNING OBJECTIVES
LESSON CONTEXT
STUDENT INFORMATION
Which apply:
__X Scientific Inquiry
___ Nature of Science
__X Systems and Energy
___ Models and Scale
___ Patterns of Change
___ Form and Function
Students will: Students will take a walk around the school and identify the trees around them. Students
will discuss which type of biome they live in. Students will create a model explaining where the taiga and
deciduous biomes are on the earth using maps of the earth and explain why it is that way in connection
with weather and climate on the earth.
Connection with previous learning: Students recognize the similarities and differences between climate
and weather and what they know about both of those in the region where they live. Students draw a
connection between climate and the existence of biomes or various regions with different climates.
Connection with future learning (real world contexts); Students realize that they will be comparing and
contrasting biomes to create their own shadow box of an organism’s biome. Students
Connections with other content areas (interdisciplinary): Students will be using language and art to
express their thoughts and ideas about biomes and present them to the class and greater school
environment.
Description of class including diverse populations (cultural, gender, exceptionalities, language, geographical area,
special needs issues, etc.): The classroom is made up of middle class, protestant Caucasians. There is a high level of
gifted students though one student has a nervous “tick”. He has turret’s syndrome and coughs and clears his throat
uncontrollably. This action is understood and accepted by the class and has been minimized as much as possible as a
distraction. The turret’s syndrome student is incredibly intelligent and very actively engaged in lessons.
Pre-requisite knowledge needed: An understanding of why various climates exist (the relationship of the
Sun on the Earth. An understanding of what a biome is.
Specific Environment Considerations: The classroom is a culmination of both third and fourth graders
whom learn their science and social studies lessons together. This means that sometime they are
introduced to topics earlier than “normal” or later than “normal” though in a two year cycle all aspects
are covered. This means that as I talk, I reintroduced the explanation of the Sun’s cycle and distance
impacting climate, and I used some terms which might be higher level understandings for students who
can grasp it, but did not grade all students on those concepts.
The surrounding area for observation is that of western Pennsylvania in a semi-rural but mostly
developed area. All plants and animals reflect these factors.
Specific Grouping Considerations (individual, small group, large groups, or whole class): Students
interacted on both an individual and group level through displaying their thoughts on individual papers
while discussing as a group. Students took a walk around the school property as a group and had chances
to point out what signs of adaptations to seasons they could see in the plants around them. This they
shared with the whole group.
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NSES (National Science Education Standards): A.2: SELECT SCIENCE CONTENT AND ADAPT AND DESIGN CURRICULA TO
NATIONAL STANDARDS
MEET THE INTERESTS, KNOWLEDGE, UNDERSTANDING, ABILITIES, AND EXPERIENCES OF STUDENTS.
A.3: SELECT TEACHING AND ASSESSMENT STRATEGIES THAT SUPPORT THE DEVELOPMENT OF STUDENT
UNDERSTANDING AND NURTURE A COMMUNITY OF SCIENCE LEARNERS.
ADDRESSED
B.1: FOCUS AND SUPPORT INQUIRIES.
B.2: ORCHESTRATE DISCOURSE AMONG STUDENTS ABOUT SCIENTIFIC IDEAS.
B.4: CHALLENGE STUDENTS TO ACCEPT AND SHARE RESPONSIBILITY FOR THEIR OWN LEARNING.
B.5: RECOGNIZE AND RESPOND TO STUDENT DIVERSITY AND ENCOURAGE ALL STUDENTS TO PARTICIPATE FULLY
IN SCIENCE LEARNING.
B.6: ENCOURAGE AND MODEL THE SKILLS OF SCIENTIFIC INQUIRY, AS WELL AS THE CURIOSITY, OPENNESS TO
NEW IDEAS, AND SKEPTICISM THAT CHARACTERIZE SCIENCE.
NSTA (National Science Teachers Association Standards) A.1. Elementary teachers without a science
specialization should be prepared to teach science
with a strong emphasis on observation and description of events, manipulation of objects and
systems, and identification of patterns in nature across subjects. They should be prepared to
effectively engage students in concrete manipulative activities that will lead to the development
of desired concepts through investigation and analysis of experience. Elementary generalists
should be prepared to lead students to understand the unifying concepts of science, including:
1. Multiple ways we organize our perceptions of the world and how systems organize the
studies and knowledge of science.
2. Nature of scientific evidence and the use of models for explanation.
3. Measurement as a way of knowing and organizing observations of constancy and change.
4. Evolution of natural systems and factors that result in evolution or equilibrium.
5. Interrelationships of form, function, and behaviors in living and nonliving systems.
A.2. At the elementary level in particular, the sciences should be interwoven to develop
interdisciplinary perspectives. In relation to biology, elementary generalists should be prepared to
lead students to understand:
6. Features distinguishing living from nonliving systems.
7. Characteristics distinguishing plants, animals, and other living things.
8. Multiple ways to order and classify living things.
9. Ways organisms function and depend on their environments
10. Ways organisms are interdependent.
11. Reproductive patterns and life cycles of common organisms.
12. Growth, change, and interactions of populations to form communities.
STATE OR DISTRICT
STANDARDS
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NBPTS (National Board for Professional Teaching Standards)
Other (i.e. Project 2061)
Specify if you are using state or district standards: PA State
Standards Addressed:
3.1.3.A1: Describe characteristics of living things that help to identify and classify them.
3.1.3.A2: Describe the basic needs of living things and their dependence on light, food, air,
water, and shelter.
3.1.3.B6:
Distinguish between scientific fact and opinion.
Ask questions about objects, organisms, and events.
Understand that all scientific investigations involve asking and answering questions and
comparing the answer with what is already known.
Plan and conduct a simple investigation and understand that different questions require
different kinds of investigations.
Use simple equipment (tools and other technologies) to gather data and understand that
this allows scientists to collect more information than relying only on their senses to gather
information.
Use data/evidence to construct explanations and understand that scientists develop
explanations based on their evidence and compare them with their current scientific knowledge.
Communicate procedures and explanations giving priority to evidence and
understanding that scientists make their results public, describe their investigations so they can
be reproduced, and review and ask questions about the work of other scientists.
3.1.3.C1: Recognize that plants survive through adaptations, such as stem growth towards light
and root growth downward in response to gravity. Recognize that many plants and animals can
survive harsh environments because of seasonal behaviors (e.g. hibernation, migration, trees
shedding leaves).
3.3.3.A5: Explain how air temperature, moisture, wind speed and direction, and precipitation
make up the weather in a particular place and time.
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OUTREACH TO
COMMUNITY ,
COLLEAGUES, FAMILIES,
AND/OR PROFESSIONAL
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3.4.3.A2: Identify that some systems are found in nature and some systems are made by
humans.
Share collaboration plan. If these were not included, please explain why.
Parents are told what the students are learning. Parents will later be included in the creation of a biome
model which is a class project. School students can come and view the class biomes before and after
school as is possible.
ORGANIZATIONS
CONNECTION TO
DEVELOPING
SCIENTIFICALLY LITERATE
CITIZENS
As students understand the world we live in and the life that it can support, students are better educated
in what is essential to the well being of organisms and the significance of events which compromise that.
FIVE E’S MODEL PLANNING GUIDE
QUESTIONS
1-ENGAGEMENT
2-EXPLORATION
3-EXPLANATION
FOCUS FOR INQUIRY: WHAT THE BIOMES ARE LIKE.
PROMPTS FOR CRITICAL AND CREATIVE THINKING: WHAT DO WE KNOW, WHAT DO WE NEED TO KNOW ABOUT BIOMES
BACKGROUND INFORMATION & CONNECTIONS TO PRIOR EXPERIENCES: AS YOU ALL KNOW, YOU HAVE BEEN LEARNING ABOUT BIOMES AND
HOW DIFFERENT FLORA ARE ABLE TO LIVE IN EACH DIFFERENT ONE.
ANTICIPATORY SET/INTRODUCTION CAN ANYONE TELL ME WHICH BIOME IT IS THAT WE CURRENTLY LIVE IN?
MISCONCEPTIONS: HOW DO YOU KNOW IF THAT IS OUR BIOME? HAVE YOU EVER LIVED IN A DIFFERENT BIOME? HOW DID IT LOOK
DIFFERENT?
We are going to go outside and look at the plants around us. We will investigate our biome and talk
about the things that you see.
Students will be shown examples of flora from the biomes and also a map of where the biomes are on
the earth. Students will discuss why that is the way that it is and be lead to the answer.
4-ELABORATION
EXTENSION & ENHANCING, CHECKING FOR UNDERSTANDING, TRANSFER OF KNOWLEDGE:
5-EVALUATION
SYNTHESIS & CLOSURE: STUDENTS WILL CREATE THEIR OWN MODEL MAP OF THE VARIOUS BIOMES AND EXPLAIN WHY IT IS THAT THEY ARE
WHERE THEY ARE ON THE EARTH, AND WHY THE PLANTS THAT LIVE THERE DO.
Students will be shown plant from another biome and asked to answer what would happen if those
plants where planted in our biome area.
METHODOLOGY
LEVEL OF INQUIRY
Choose the level of inquiry associated with this plan: Insure that it is described in the 5 E’s Section of this
instructional plan.
___ Confirmation Inquiry: Students confirm a principle through an activity when the results are known in
advance.
_X Structured Inquiry: Students investigate a teacher-presented question through a prescribed procedure.
___ Guided Inquiry: Students investigate a teacher-presented question using student designed/selected
procedures.
___ Open Inquiry: Students investigate questions that are student formulated through student
designed/selected procedures.
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INSTRUCTIONAL
STRATEGIES USED
DATA INFORMED
INSTRUCTION
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Constructions
Simulation
Cooperative Learning X
Peer Editing X
Discussion/Questioning X
Practicum
Problem Solving
Field Study X
Reflection/Response X
Graphic Organizers
Independent Learning
Role Playing
Laboratory
Viewing/Listening/Answering
Patrice/Drill
Experiment
Lecture/Reporting
Discovery: X
Journaling
Other: (please specify)
Describe how data will be used to inform instruction or will be used during the instruction to collect, analyze, reflect, and
revise.
-Data is collected to offer students so that their guesses can be verified on where the biomes exist. Students will predict
where they believe the taiga and deciduous forests are and then data will be shown to reflect how close they got to the
answer. Data was collected to show students what the biomes looked like, and what some specific flora are along with
some animals in a food chain for the area..
BLOOM’S CRITICAL
THINKING
Which apply:
__X Knowledge
___ Comprehension
__X Application
__X Analysis
___ Synthesis
___ Evaluation
MULTIPLE
INTELLIGENCES
Which apply:
_X Visual/Spatial _X Verbal/Linguistic ___Logical/Mathematical __X Bodily/Kinesthetic
___Musical/Rhythmic ___Interpersonal ___Intrapersonal _X Naturalist ___Existential
DOMAINS ADDRESSED
SAFETY PLAN
__X Cognitive __X_Social ___Affective _X__Kinesthetic ___Meta-cognitive
REFERENCES AND
RESOURCES NEEDED
1) Teacher produced modeling page to show plants of each biome and why they were where they were. 2)
Teacher produced map of the biomes for students to color where they believe the Taiga and Temp.
Deciduous forested areas are.
3) Textbook: Christian Schools International. (1994). Science 3. Grand Rapids, Michigan
A first aid kit is inside if students get hurt. A cell phone will be along to contact help. Umbrellas
are available judging from the weather.
MATERIALS
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MATERIALS USED
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Materials used: (include all lab materials we well)
Technology Integration: How will technology be used as an instruction tool with students in your classroom?
T
S
Internet- (T) by me for gathering information and pictures
Calculator
Slides-(S/T) Power Point used to display info. for students.
VCR/TV/DVD/Laser Disk/CD ROMAssistive Technology
Digital/Video Camera/Smart Board-(T) Video camera and digital camera used to record lesson and nature walk.
Computer (i.e. software kits)- (S/T) Power Point and digital projector to display information.
Distance Learning/Webcast
Other (please specify)
Classroom textbook: CSI. (1994). Science 3. Grand Rapids, Michigan: Christian Schools International.
Internet sites:
Marietta College Department of Biology and Environmental Science. (n.d.).Temperate deciduous
forests. Biomes of the world. Retrieved on December 4, 2010 from
http://www.marietta.edu/~biol/biomes/tempded.htm
Ming, A. & Ming, H. (n.d.) Adaptations to a temperate deciduous forest biome. Forest
Adaptations, Houghton Mifflin. Retrieved on December 4, 2010 from
http://www.vtaide.com/png/temperateBiomes.htm
Missouri Botanical Garden. (2002). Temperate deciduous forest. Retrieved on December 4, 2010
from http://www.mbgnet.net/sets/temp/index.htm
NASA. (December 4, 2010). Temperate deciduous forests. Earth observatory. Retrieved on
December 4, 2010 from http://earthobservatory.nasa.gov/Experiments/Biome/biotemperate.php
Bryan Schaffner. (2010). Tiaga. Blue Planet Biomes. Retrieved on December 4, 2010 from
http://www.blueplanetbiomes.org/taiga.htm
ASSESSMENT/EVALUATION
PUT A CHECKMARK “ ” FOR
ASSESSMENTS REFLECTING
PROCESS AND AN “X” FOR
ASSESSMENTS REFLECTING
PRODUCT.
HOW WILL YOU EVALUATE
EACH STUDENT’S
GOAL/OUTCOME?
Concept Mapping: ?
Observation:?
Peer Evaluation: ?
Self-Evaluation: ?
Journals: X
Other: (please specify)
Students will be evaluated based on their ability to explain why it is that various plants are able to adapt and
survive in various biomes. Students will need to predict where the taiga and temperate deciduous regions
are based on their understanding of the earth’s relationship to the sun, and explain differences between
temperate and taiga trees.
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REFLECTION after IMPLEMENTATION
OBSERVATIONS DURING
What did you learn from informally assessing students during implementation?
IMPLEMENTATION
That even after learning about temperate deciduous regions that some students did not color in
the area where they live even though they know that they live in such a region. They were very
familiar with why climates are the way that they are (due to the sun’s light hitting various places
differently) but they did not know why only part of the United States is a temperate deciduous
area. They know that the temperate deciduous areas have seasons whereas the tropical areas do
not have the progressive seasons and the taiga only has slight ones with summer and winter
being longer and spring and fall being basically nonexistent. They did know that just like cactus
plants, coniferous trees are better suited for colder weather because they do not have leaves like
deciduous trees do, so deciduous trees need to pull in their nutrients and drop the leaves to
weather the winter while evergreens can keep their needles all year long. They understood that
the northern areas are darker and thus that is part of the reason why many plants are not able to
grow there.
HOW WILL YOU USE THIS
INFORMATION?
I think that they could use more information on what causes biomes besides sunlight. They know
that water is a part of it, but they believed that was because of something related to the sun.
They did not show a huge understanding of how that is, and really, that is not surprising. I believe
I need to find better ways of showing and explaining this to them.
I wish that I could have talked more about bogs in the taiga. I think that it is hard for them to
understand what the taiga looks like apart from also having evergreens. I believe that I should
learn better how to describe to them why it is that there is less rain and it is drier in the taiga
areas. We talked about foresters being in charge of the uses in an area and companies like Alcoa
hiring someone to make sure that they are responsible with the environment around their mines.
I think that when I talked about organisms needing to adapt to the various seasons that that really
hit home when I talked about how we do not where the same clothes in winter as in summer and
that we are required to adapt just as animals and plants are.
The students did a pretty accurate job of predicting where the taiga biome is located. Many also
included the tundra areas as well though. Knowing where to locate and predict the temperate
deciduous regions was harder to do than the taiga.
After reviewing the final assessment where the students model the types of flora found in the
taiga and temperate deciduous regions and explain them, 10 out of 13 students caught on that in
the taiga region the plants are evergreens with needles to help the trees hold onto their water,
while the temperate deciduous area has plants that lose their leaves. Two students used
examples of plants found in the temperate deciduous area for both regions, saying that an oak
tree survives in the taiga by loosing its leaves, or that Dutchman’s breeches “are higher so it can
survive” but higher than what and survive what is not explained. The other student gave
examples of plants with needles for both regions and used a thorn bush as a way to keep away
animals as the reason this plant survives in the deciduous realm. Five students noted that the
deciduous trees grow big leaves, lose their leaves, or grow buds as part of their explanation of
how deciduous trees are successful in their realm. Three students listed a plant with berries for
the deciduous region, which would show an assumption that they do not think that the taiga
biome has plants with berries(?) One student listed a thorn bush as an example of a temperate
deciduous plant, saying that the tundra is too cold for it and that the thorns also protect it. I
believe that these things show that the students confused the walk where their regular teacher
showed them some ways that plants survive here in Pittsburgh as reasons for why they can only
be here in the deciduous region. I believe that should I do this again, I would make sure to clarify
that as the students study plants in the temperate region, they need to recognize that just
because it is in one region; it does not mean it can not be in the other. They discussed how that
was true about evergreens being in both the taiga and deciduous regions, but they have not yet
grasped that the same could be true about plants located in the deciduous region also being up in
YOUR PERSONAL
REFLECTIONS OF THE LESSON
SUMMARY OF YOUR
STUDENTS’ ASSESSMENTS
AND REFLECTIONS AFTER
IMPLEMENTATION
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the taiga. This is despite talking about how many birds migrate up north during the summer
because of the food prospects there, plus them knowing that bears live there (which are
omnivores that enjoy berries).
REVISIONS FOR NEEDED
IMPROVEMENT
See above, plus: Out of thirteen students, twelve of them included parts of South America or Asia
as part of the temperate deciduous region. I believe the reason for this is because they are not
fully aware of where the equator is in relationship to the countries of the world on the map. They
do know that the areas around the equator are hotter because they discussed it in the lesson on
the tropics. Thus, I would probably draw the equator on the map to help them with this factor.
paper ID: 162262023
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