Biomes Puppet Show – Grade Seven
Instructional Strategy
Ohio Standards
Connection:
Earth and Space Sciences
Benchmark C
Describe interactions of
matter and energy
throughout the lithosphere,
hydrosphere and
atmosphere (e.g., water
cycle, weather and
pollution).
Indicator 8
Describe how temperature
and precipitation determine
climatic zones (biomes)
(e.g., desert, grasslands,
forests, tundra and alpine).
Life Science
Benchmark C
Explain how energy
entering the ecosystems as
sunlight supports the life of
organisms through
photosynthesis and the
transfer of energy through
the interactions of
organisms and the
environment.
Indicator 3
Explain how the number of
organisms an ecosystem
can support depends on
adequate biotic (living)
resources (e.g., plants,
animals) and abiotic (nonliving) resources (e.g.,
light, water and soil).
Summary:
This instructional strategy engages students in the
investigation of how climate, geographic location and other
abiotic factors are related to biomes. Students will also be
introduced to organisms that live in a variety of biomes and
explore some interactions between the biome organisms
including food webs.
Estimated Duration:
Approximately six hours
Commentary:
This instructional strategy was produced during a pilot led
by the ODE. Teachers involved in this project shared
resources they had successfully used in their own
classrooms and worked with colleagues to refine these
resources. This instructional strategy was submitted by Lisa
M. Yeager, Granville Exempted Village School District.
Targeted Concept/Skill:
This instructional strategy supports standards-based
education by engaging students’ interest in concepts related
to ecosystems with a relevant activity.
Pre-Assessment:
Students will be assigned a specific biome and biome group.
Each biome group should be unique. Use Attachment A,
Script Review and Checklist, to allow students to conduct
biome research. Students work individually to complete the
worksheet provided. Students then collaborate in their
biome groups and combine all of their research to complete
and submit a unified Script Review and Checklist prior to
the puppet show presentations.
Scoring Guidelines:
Examine Script Review and Checklist submitted by each
group to gauge the level of student understanding prior to
beginning work on the puppet shows. Evaluate Script
Review and Checklist for accuracy and completeness.
Provide direct feedback during conferences with student
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Biomes Puppet Show – Grade Seven
Instructional Strategy
groups. Use the information to determine what concepts related to biomes need further
review and investigation.
Post-Assessment:
Prior to beginning the assignment, provide copies of the scoring rubric that will be used to
evaluate the puppet show. The same form will be used by students for self-evaluation and by
the teacher at the completion of the assignment.
Scoring Guidelines:
Examine and compare completed student and teacher rubrics to evaluate student
performance. Points are earned in categories of: Biome Basics; Script: Food Web; Script:
Organisms; Script: Abiotic Factors; Script: Presentation; Backdrop: Plants; Backdrop:
Animals; Backdrop: Weather; Backdrop: Assembly; Puppets; and Overall Presentation.
Instructional Procedures:
1. Assign each student to a biome group. There should be no duplicate biome groups.
2. Allow students to research independently and complete Attachment A, Script Review and
Checklist. This should be completed individually. Provide students with various science
resources as they work to complete the Script Review and Checklist.
3. Group students by biome and ask them to compile their information into one Script
Review and Checklist. Monitor student group discussions for understanding of biome
concepts.
4. Collect and review each group’s completed Script Review and Checklist sheet for
accuracy and completeness.
5. Return group worksheets with feedback regarding accuracy and completeness and
conference with each group.
6. Distribute and explain Attachment B, Biomes Puppet Show Overview.
7. Introduce Attachment C, Biomes Puppet Show Scoring Rubric. Have students review
descriptions provided by the rubric for expectations of high quality work. Discuss these
expectations with students.
8. Have students work in biome groups to begin writing puppet show scripts. Students
should use the Biomes Puppet Show Scoring Rubric and the Biomes Puppet Show
Overview as guides for inclusion of key concepts.
9. Students should meet in their biome groups to sketch ideas for their puppet show
backdrop and create a list of materials needed for the backdrop as sketched.
10. Conference with each group to discuss backdrop ideas and provide feedback to students.
11. Students continue to work in biome groups to create their backdrop and puppets.
12. Provide time for groups to practice their puppet shows.
13. Prior to presentation, each group should submit a corrected copy of the Script Review and
Checklist and a copy of the script to the teacher.
14. As students present their puppet shows, the teacher should complete the Biomes Puppet
Show Scoring Rubric.
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Biomes Puppet Show – Grade Seven
Instructional Strategy
15. Following the presentations, each group should complete the Biomes Puppet Show
Scoring Rubric and submit it as a group self-assessment.
16. Compare completed student rubrics with the completed teacher rubric and conference
with each group to discuss similarities and differences between the student and teacher
rubrics in order to establish a final score.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
 Use technology, the Internet and media resources to provide information and images.
 Provide puppets instead of making original puppets.
 Modify length of puppet show.
 Reduce the number of scoring categories on the rubric.
Extensions:
 Present puppet show to younger students studying food webs and related ecological
concepts.
 Study illustrations by various artists for inspiration while creating backdrops.
 Attend a puppet show to observe techniques, puppets, presentation and audience
etiquette.
 Invite a puppeteer to come in and work with students.
 Extend the puppet show script by writing a story leading up to or following the puppet
show segment.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site’s main
page, therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time, therefore the links provided may no longer contain the specific information related
to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher:
Attachment A, Script Review and Checklist, Attachment B,
Biomes Puppet Show Overview, Attachment C, Biomes Puppet
Show Scoring Rubric, resources with information about biomes
(books and/or Internet sites), puppet show stage or screen, large
paper, cardboard, or poster board for backdrops (suggested size 3
x 8 feet), craft supplies.
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Biomes Puppet Show – Grade Seven
Instructional Strategy
For the students:
Attachment A, Script Review and Checklist, Attachment B,
Biomes Puppet Show Overview, Attachment C, Biomes Puppet
Show Scoring Rubric, puppets (collected or constructed), craft
supplies.
Technology Connections:
Use computer techniques and Boolean searches to research information on biomes, as well as
analyze the reliability of web resources.
Research Connections:
Research suggests that providing specific feedback positively affects student achievement.
This lesson offers numerous opportunities for providing specific feedback to students
individually and in small groups. Feedback is provided in both written and verbal form.
Robert J. Marzano. What Works in Schools: Translating Research into Action. Association
for Supervision and Curriculum Development. Alexandria, VA, 2003, pp 82-83.
Attachments:
Attachment A: Script Review and Checklist
Attachment B: Biomes Puppet Show Overview
Attachment C: Biomes Puppet Show Scoring Rubric
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Biomes Puppet Show – Grade Seven
Attachment A
Script Review and Checklist
Complete and turn in before presentation.
Biome ____________________________
Group Members: ___________________________________________________________
Climate Information
Annual precipitation amount (cm) ____________________
Annual temperature range (Co) _________________
List possible extreme weather events
Location
Latitude Range ______________ Longitude Range __________________
Living organisms
Animals
Plants
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
List any natural resources. Include information on human use of natural resources.
Draw a food web of at least three levels appropriate to the biome. Name the organisms
and show their relationship to one another.
Describe a possible consequence if an organism is removed from this food web.
Discuss one abiotic factor (other than climate and location) important to the biome.
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Biomes Puppet Show – Grade Seven
Attachment B
Biomes Puppet Show Overview
Goal: To investigate how geographic location, climate, and other abiotic factors affect the
biome, the organisms that live in the biome, and the interactions between the biome
organisms.
Assignment: Create a puppet show of approximately 3 minutes in length demonstrating the
concepts above. The puppet show must include one animal puppet for every group member,
the required backdrop (described below), and the script.
Puppets: These may be constructed by the group or ready-made puppets. Handmade puppets
earn extra credit: 2 dimensional (up to 4 points) or 3 dimensional (up to 10 points). One
animal puppet per person is required.
Script Details:
The script must include the following:
 Name of the biome
 Climate information and any possible extreme weather events
 Location (use globe or world map to show)
 Animals and plants that can live in the biome (as illustrated in your backdrop)
 Food web relationships
 Important abiotic factors for the biome
 Any natural resources present and how they are used by humans
The Script Review and Checklist must be completed before the presentation.
Backdrop details:
The following elements are required in your backdrop:
 At least three types (species) of plants found in the biome
 At least three types (species) of animals found in the biome (in addition to puppets)
 At least two land features in the biome
 At least one weather event appropriate to the biome
 Backdrop elements must be appropriately colored on paper or fabric and must be
appropriate in scale.
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Biomes Puppet Show – Grade Seven
Attachment C
Biomes Puppet Show Scoring Rubric
High Quality
4
Accurately incorporates name
of biome, climate, potential
extreme weather events,
location on the globe, animals
and plants, natural resources
and how humans use them into
script.
3
Provides name of biome,
climate, potential extreme
weather events, location on the
globe, animals and plants,
natural resources and how
humans use them but not well
incorporated into script.
Accurately depicts a food web
of at least three levels
appropriate to the biome and
indicates possible
consequences when food webs
are disrupted.
Includes at least one organism
per member of the group.
Each organism is portrayed
accurately and plays a
significant role in the script.
Refers in a correct way to
more than one abiotic factor in
the biome.
Accurately depicts a food web
of at least two levels
appropriate to the biome and
indicates at least one possible
consequence when food webs
are disrupted.
One member of the group is
not represented. Most of the
organisms are portrayed
accurately and play a
significant role in the script.
Refers in a correct way to at
least one abiotic factor in the
biome.
Story has good information
and evidence of a storyline.
Story provides good
information but lacks the
elements of a story.
Story lacks both elements of a
story and accurate science
information.
Includes at least 3 plant
species appropriate to the
biome.
Includes at least 3 animal
species appropriate to the
biome.
Evidence of a weather event
appropriate to the biome
present on the backdrop or
referenced in the script.
Backdrop is generally neat and
some consideration has been
given to scale.
Includes at least 2 plant
species appropriate to the
biome.
Includes at least 2 animal
species appropriate to the
biome.
Weather event is appropriate
to biome but is not clearly
illustrated.
Includes at least 1 plant
species appropriate to the
biome.
Includes at least 1 animal
species appropriate to the
biome.
Weather event not appropriate
to the biome.
Backdrop:
Assembly
Story is presented in an
interesting and engaging
manner with accurate
information and strong
storyline.
Includes 4 or more plant
species appropriate to the
biome.
Includes 4 or more animal
species appropriate to the
biome.
Includes at least one
illustration of a weather event
appropriate to the biome and is
referenced in the script.
Backdrop is carefully drawn
and assembled at appropriate
scale.
Backdrop shows either general
neatness or appropriate scale.
Lacks attention to neatness
and scale.
Puppets
All puppets are appropriate to
the biome and of high quality.
Puppets are appropriate to
biome.
Most puppets are appropriate
to the biome.
Puppets not appropriate to the
biome.
Presentation is rehearsed,
organized, completed on time,
and all components are
submitted.
Presentation is organized,
completed on time, and all
components are submitted.
Presentation is organized and
completed on time.
Presentation is completed on
time.
Item
Biome Basics
Script: Food
Web
Script:
Organisms
Script: Abiotic
Factors
Script:
Presentation
Backdrop:
Plants
Backdrop:
Animals
Backdrop:
Weather
Overall:
Presentation
Score
Low Quality
2
Provides incomplete and/or
inaccurate information
regarding name of biome,
climate, potential extreme
weather events, location on the
globe, animals and plants,
natural resources and how
humans use them.
Portrays an incomplete and/or
inaccurate food web loosely
tied to the biome. Vague
reference to possible
consequences when food webs
are disrupted.
Two members of the group are
not represented. Most of the
organisms are portrayed
accurately but not all play a
significant role in the script.
General reference to abiotic
factors in the biome.
1
Provides incomplete and
inaccurate information
regarding name of biome,
climate, potential extreme
weather events, location on the
globe, animals and plants,
natural resources and how
humans use them.
Provides an incomplete and
inaccurate food web unrelated
to the biome. No reference to
the possible consequences
when food webs are disrupted.
Three members of the group
are not represented. Few of
the organisms are portrayed
accurately and not all play a
significant role in the script.
General reference to abiotic
factors but not those specific
to the biome.
_________/44 points
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