Intel® Teach Programme
Essentials Course
Biomes Project Plan
SECTION A
First Name and
Surname
School
City and Province
: Janice Beecham
: Stirling Primary
: East London, Eastern Cape
SECTION B
Subject / Learning
Area(s)
Phase / Grade(s)
: Language, Social Science
Curriculum
Learning Outcomes /
Assessment Standards
:
: 6
LO
1
Assessment Standard(s)
Social Sciences
AS: Can the learner identify sources of information, including
simple statistics, to help answer the questions about a social
or environmental issue or problem
AS: Can the learner report on enquiries through discussion,
debate, structured writing, graphs, tables, maps and
diagrams.
2
2
Can the learner explain why more people live in some places
than others?
English First Language
Gives balanced and constructive feedback
Uses appropriate body language and presentation skills
Focus Question
: Does our biome dictate our lifestyle?
Content Questions
: What is a biome?
What are the characteristics of the area in which we live?
What are the elements of a biome?
What makes a biome good / bad?
How does a biome influence the inhabitants’ lifestyles?
Targeted Thinking
: Inductive reasoning, analysis, evaluation
Project Goal
: Learners investigate and analyse different sources of information
gathered through research. They compare and evaluate their own and
others’ biomes to conclude what make certain biomes more
favourable.
Copyright © 2000-2008, Intel Corporation. All Rights Reserved.
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Intel® Teach Programme
Essentials Course
SECTION C
Description of Project
Classroom
Management
Procedures
:
Challenge Phase
Learners are led in a brainstorm about what they like about the area
in which they live. This introduces the learners to some elements of a
biome. During a class discussion they are asked to informally evaluate
whether they like their biome and are introduced to the focus
question: “Does our biome dictate our lifestyle?” and other questions
such as: “What makes biomes different from each other?”
”Why are some biomes more popular than others?” and ”Why are
some biomes more populated than others?”
Learners create a K-W-L chart indicating what they know and what
they would like to investigate further.
The Biomes presentation can be used to introduce learners to what
they will be required to do to complete this project.
Gathering Phase
The learners will be divided into pairs for this project on Biomes. The
first task of the project is to work in pairs and discover as much about
Biomes. The pair uses a journal or a Blog site to record answers. The
learners will use the Bibliography guidelines provided to compile a
bibliography as they work. They examine the peer assessment rubric
as well as the presentation rubric before they start. They will use the
K-W-L chart created during the Introduction Phase to guide their
research.
During the early stages the class will go on an excursion to a farm.
They will receive a worksheet and must fill it in according to the
observations that they make. When they get back to the classroom
they will need to write a report about the farm in the context of
biomes.
Processing Phase
The learners find answers to the following questions:
1. Biomes, do they affect where we live?
2. Why do people choose to stay in one particular biome?
3. How does a biome affect how people live?
4. Name two biomes that have a high density of people?
5. Why do people choose to live here?
6. Name two biomes that have a low density of people?
7. Which biome do you live in?
Learners can use email to collaborate with learners from another area
that is different from their own. They can compare their biomes to
each others and use a Wiki space to share information and compare
the characteristics of their biomes.
Copyright © 2000-2008, Intel Corporation. All Rights Reserved.
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Intel® Teach Programme
Essentials Course
Production Phase
Once their information is gathered and questions processed they will
work in groups and create a slide show presentation on their findings.
They may design as many slides as they wish to explain how biomes
affect where they live. Groups will be assigned to have members of
different abilities in order for weaker learners to be supported by their
peers. Roles will be assigned in the groups to scaffold activities and
tasks to ensure that all group members have an opportunity to
participate and contribute.
In addition to the above learners have a choice of two activities.
(A) Create a 2 page newsletter on biomes. Weaker learners /ELL
Learners can create a flyer/poster about the special characteristics of
the biome they live in.
(B) Create a biome website.
SECTION D
Assessment
Before project:
Brainstorm
KWL
During project:
Peer assessment
Self assessment
Regular monitoring of
journals or Blog entries
Wiki Rubric
After project:
Presentation rubric
Publication rubric
Website rubric
Learner Support
Gathering
Information:
Getting started
worksheet
Processing
Information:
Biomes worksheet
Farm visit worksheet
Knowledge Production:
Learner presentation storyboard
Learner publication storyboard
Learner website storyboard
Accommodations for Differentiated Instruction
Special Needs
Students
Special needs learners can be paired with a stronger partner that can assist
them with research and adding information to the Blog. These learners can
play a more active part in designing the layout of the Wiki if possible and to
add suitable graphics and basic information.
Copyright © 2000-2008, Intel Corporation. All Rights Reserved.
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Intel® Teach Programme
Essentials Course
Non Native speakers should be given and opportunity to do some research in
their native language and should be paired with a partner that understands
them (another native speaker with more English Language skills if possible).
They should be encouraged to formulate basic sentences in English with the
help of a translator (at home or at school). They can verbally communicate
their ideas and their partner can type it onto the Wiki or Blog pages. They
should be given extra time to complete tasks where needed.
Non-native
Speakers
Gifted or talented students should be encouraged to take on a special needs
partner if needed or they can be assigned to support a special needs learner.
They will monitor progress, guide the learner, proof read and edit information
added to Blogs or Wikis.
Gifted/Talented
Students
Materials and Resources Required For Project
Technology – Hardware (Click boxes of all equipment needed)
Camera
Laser Disk
Mobile technology
Computer(s)
Printer
VCR
Digital Camera
Projection System
Video Camera
DVD Player
Scanner
Video Conferencing Equip.
Internet Connection
Television
Other
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
Web Browser
(Search)
E-mail Software
Encyclopedia on CDROM
Printed Materials
Image Processing
Multimedia
Web-based Applications
Web Page Development
Word Processing
Other
Reference books, text books, graphs, maps
Supplies
http://en.wikipedia.org/wiki/Biome
Internet
Resources
Other Resources
http://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html
http://www.mbgnet.net/
http://www.runet.edu/~swoodwar/CLASSES/GEOG235/biomes/intro.html
Set up learning circle.
Arrange outing to a farm.
Copyright © 2000-2008, Intel Corporation. All Rights Reserved.
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