Name Class Date assigned 11/2/10 Due date
Nov 2 – 16 (Test on 18 th
)
There are five biomes to learn about.
A.
Deserts
B.
Grasslands
C.
Forests
D.
Tundra
E.
Mountains
Information for each biome will include:
1.
A list of vocabulary
2.
“I can” statements
3.
TEKS every student must show mastery of
4.
Assigned members
5.
An appointed leader
6.
A rubric for grading each group
Suggested schedule:
11/2/10 – make power point
- create activity
- turn in progress report
11/4/10 – make poster
- write test
- turn in progress report
11/9/10 – power point presentations
- write questions
- turn in progress report
11/11/10 – begin gallery walk, visit 2 biomes
- return to base and teach leader
11/16/10 – finish gallery walk, visit 2 biome
- return to base and teach leader
- vote for best prepared group
11/18 – Texas and biome tests
- self/member assessment
Each group will:
1.
Present a power point to the whole class – present 11/9/10 a.
teach the meaning of each vocab word b.
c.
d.
provide at least 2 locations as examples of each word include at least 3 pictures to exemplify each word give examples of types of plants and animals that live there
Suggestion: slide 1-title
Slide 2 – vocab word defined, pics w/location I.D.ed
Slide 3 – next vocab and so on
Last slide – animals/plants w/pics e.
follow the 7 x 7 power point guide lines
2.
Create an activity to teach about your biome during the gallery walk – due /11/10 a.
Teach concepts and relationships, not just definitions b.
c.
d.
Active learning
Can include internet activities
Can include labs (must provide URL) e.
Can include paper activities
Suggestion: •definitions
 google your biome for ideas
 foldables
 relate why certain animals/plants live there f.
Not just a word search or crossword puzzle, though you can INCLUDE those things
3.
Design a poster to present other groups on the gallery walk – due 11/11/10 a.
Teach concepts and relationships, not just definitions b.
Describes how humans have impacted your Biome and the organisms living there c.
Several interesting facts about Biome

4.
Develop at least 3 IN DEPTH questions for each of the other four biomes – due 11/11/10 a.
At least one of each three will follow the format “My biome has/is ___, how is yours different?” b.
You’re not trying to trap the other team leaders, but do expect in depth knowledge
5.
Write a test – due 11/11/10 a.
None of the questions can be directly from any other materials used by the group b.
8 questions total i.
6 multiple choice and/or fill in the blank with a word bank ii.
2 open ended or short essay questions iii.
NOT all vocab or simple recollection, go for higher order thinking c.
Key
6.
Provide daily summary of progress at that point as requested by Ms. Williams. a.
Thoughtful consideration of progress made and assessment of what needs to be done
7.
Participate in a Gallery Walk (see below) -
11/11/10 and 11/16/10
8.
Vote for “Best prepared group”
9.
Assess self and other group members
10.
Prepare for an inclusive test that will relate each Biome to Texas and individual biome tests
11/18/10
Gallery Walk –
1.
Posters will be put up in the hallway or 2300 forest
2.
Each leader will stay with the poster a.
The team leader will present the poster to each group b.
The team leader will be prepared to answer the three questions from each group c.
The team leader will be prepared to answer questions from Ms. Williams
3.
The rest of each team will circulate to each poster a.
The team will ask the questions the team developed of each leader b.
The team will learn about the material presented (taking notes STRONGLY suggested) c.
The team will gather one extra copy of any materials provided at each station
4.
The team will come back to their own poster a.
The team will provide the leader with a copy of all materials provided at each station b.
The team will teach the leader what they learned at each station c.
The team will be prepared to teach Ms. Williams what they learned

Desert Biome – Group Red A
1.
A list of vocabulary a.
Biome b.
Desert c.
Hot desert d.
Cold desert e.
Arid f.
Succulent
2.
“I can” statements a.
I can compare the abiotic factors, climates, and locations of the various biomes . b.
I can describe specific plant and animal adaptations to each of the land biomes. c.
I can compare the various types of deserts in terms of biotic and abiotic factors. d.
I can identify the climax communities for each biome. e.
I can describe the effects of human activities on the various biomes.
3.
TEKS every student must show mastery of a.
4B) assess the role of native plants and animals within a local ecosystem and compare them to plants and animals in ecosystems within four other biomes; b.
4D) how does precipitation affect the biome c.
5C) what are the renewable and non-renewable resources in the biome and how do humans use them d.
5D) identify renewable and non-renewable resources humans use that must come from outside an ecosystem such as food, water, lumber, and energy e.
5E) analyze and evaluate the economic significance of resources within the biome f.
7D) analyze and make predictions populations of animals in biomes due to urbanization, and natural events such as migration and seasonal changes.
4.
Assigned members a.
(leader) Vicki DeLeon b.
Tess Atkins c.
Travis Smith d.
(leader) Z Edwin
Avery Hunt
David McAdams

Grasslands Biome – Group B Yellow
1.
A list of vocabulary a.
Biome b.
Grasslands c.
Tropical d.
Savannah e.
Temperate f.
Prairies g.
Pampas h.
Steppes i.
Veldt
2.
“I can” statements a.
I can compare the abiotic factors, climates, and locations of the various biomes . b.
I can describe specific plant and animal adaptations to each of the land biomes. c.
I can compare the various types of grasslands in terms of biotic and abiotic factors. d.
I can identify the climax communities for each biome. e.
I can describe the effects of human activities on the various biomes.
3.
TEKS every student must show mastery of a.
(4B) assess the role of native plants and animals within a local ecosystem and compare them to plants and animals in ecosystems within four other biomes; b.
4D) how does precipitation affect the biome c.
5C) what are the renewable and non-renewable resources in the biome and how do humans use them d.
5D) identify renewable and non-renewable resources humans use that must come from outside an ecosystem such as food, water, lumber, and energy e.
5E) analyze and evaluate the economic significance of resources within the biome f.
7D) analyze and make predictions populations of animals in biomes due to urbanization, and natural events such as migration and seasonal changes.
4.
Assigned members a.
(leader) Daniel Rossi (leader) Devan Horn
Kandi Allen b.
Josh Craig c.
Megan Teverbaugh d.
Cora Watson
(Cora Watson)

Forests Biome – Group D Green
1.
A list of vocabulary a.
Biome b.
Forest c.
Tropical rainforest d.
Tropical deciduous forest e.
Temperate rainforest f.
Temperate deciduous forest g.
Coniferous (boreal or taiga) forest h.
Slash and burn
2.
“I can” statements a.
I can compare the abiotic factors, climates, and locations of the various biomes . b.
I can describe specific plant and animal adaptations to each of the land biomes. c.
I can compare and contrast the various types of forests in terms of biotic and abiotic factors. d.
I can identify the climax communities for each biome. e.
I can describe the effects of human activities on the various biomes.
3.
TEKS every student must show mastery of a.
4B) assess the role of native plants and animals within a local ecosystem and compare them to plants and animals in ecosystems within four other biomes; b.
4D) how does precipitation affect the biome c.
5C) what are the renewable and non-renewable resources in the biome and how do humans use them d.
5D) identify renewable and non-renewable resources humans use that must come from outside an ecosystem such as food, water, lumber, and energy e.
5E) analyze and evaluate the economic significance of resources within the biome f.
7D) analyze and make predictions populations of animals in biomes due to urbanization, and natural events such as migration and seasonal changes.
4.
Assigned members a.
(leader) Amber Brownstein b.
Mayte Blass c.
Andrew Brumgard d.
(leader) Livi Wygal
Kenia Martinez
Amber Harvey

Tundra Biome – Group C Blue
1.
A list of vocabulary a.
Biome b.
Tundra c.
Arctic d.
Alpine e.
Permafrost
2.
“I can” statements a.
I can compare the abiotic factors, climates, and locations of the various biomes . b.
I can describe specific plant and animal adaptations to each of the land biomes. c.
I can compare and contrast the tundra to the desert in terms of biotic and abiotic factors. d.
I can identify the climax communities for each biome. e.
I can describe the effects of human activities on the various biomes.
3.
TEKS every student must show mastery of a.
4B) assess the role of native plants and animals within a local ecosystem and compare them to plants and animals in ecosystems within four other biomes; b.
4D) how does precipitation affect the biome c.
5C) what are the renewable and non-renewable resources in the biome and how do humans use them d.
5D) identify renewable and non-renewable resources humans use that must come from outside an ecosystem such as food, water, lumber, and energy e.
5E) analyze and evaluate the economic significance of resources within the biome f.
7D) analyze and make predictions populations of animals in biomes due to urbanization, and natural events such as migration and seasonal changes.
4.
Assigned members a.
(leader) Emily Carlson b.
Jackie Karr c.
Jose Vallejo d.
(leader) Ashlyn Klino
Janet Gil

Mountain Biome – Group E Purple (see Ms. Williams for further info)
1.
A list of vocabulary a.
Biome b.
Mountain c.
Foothills d.
Rain Shadow e.
Elevation f.
Snow line
2.
“I can” statements a.
I can compare the abiotic factors, climates, and locations of the various biomes . b.
I can describe specific plant and animal adaptations to each of the land biomes. c.
I can compare and contrast the various types of forests in terms of biotic and abiotic factors. d.
I can compare and contrast the tundra to the desert in terms of biotic and abiotic factors. e.
I can compare the various types of deserts in terms of biotic and abiotic factors. f.
I can compare the various types of grasslands in terms of biotic and abiotic factors. g.
I can identify the climax communities for each biome. h.
I can describe Texas in terms of biomes and locations i.
I can describe the effects of human activities on the various biomes.
3.
TEKS every student must show mastery of a.
4B) assess the role of native plants and animals within a local ecosystem and compare them to plants and animals in ecosystems within four other biomes; b.
4D) how does precipitation affect the biome c.
5C) what are the renewable and non-renewable resources in the biome and how do humans use them d.
5D) identify renewable and non-renewable resources humans use that must come from outside an ecosystem such as food, water, lumber, and energy e.
5E) analyze and evaluate the economic significance of resources within the biome f.
7D) analyze and make predictions populations of animals in biomes due to urbanization, and natural events such as migration and seasonal changes.
4.
Assigned members a.
(leader) Kirby Rosser b.
Shawn Smith c.
Charis White d.
(leader) Raymond Tran
Laura Morrison

Blas, Mayte Victoria Learning lab Stoner
Brownstein, Amber Leigh Learning lab Stoner
Brumgard, Andrew William EF
Carlson, Emily Elaine
?
Learning lab Grimes
Karr, Jacqueline Jae
Vallejo, Jose Alberto
EF
EF
?
?
Atkins, Tess Jay Learning lab Calderon
Craig, Joshua Paul Chemistry Verma
Deleon, Victoria Brianna Learning lab Phlegar
Rosser, Kirby Taylor
Rossi, Daniel Charles
Learning lab Nerad
Learning lab Nerad
Smith, Shawn Christopher Learning lab Calderon
Smith, Travis Cody Learning lab Phlegar
Teverbaugh, Megan Michelle Precal
White, Charis Elizabeth
Moss
Learning lab James
Allen, Kiandris Jonte -
Edwin, Azeem Andreson
Gil, Janet -
Harvey, Amber Dawn -
Horn, Devan Sage
Hunt, Avery Daniel
Klino, Ashlyn Nicole
Martinez, Kenia Yurixia
McAdams, David Henry
Morrison, Laura Ann
Rash, Mariah Nichole x
Tran, Raymond Hykhang
Wygal, Olivia Glaze