Lesson Plan Title: Biomes and Biodiversity
Concept/Topic to Teach: What characteristics are indicative of a biome, such as
temperature, rainfall, and the types of organisms that live there
Standards Addressed: ACOS Biology: 15- Identify biomes based on environmental
factors and native organisms
Specific Objectives: Students will be able to:
 Characterize biomes based on biotic and abiotic factors
 Relate how organisms interact with their environment
 Demonstrate how biomes dictate biodiversity and the characteristics of
organisms that reside there.
Required Materials:
 Holt Biology Book
 Library Resources
 List of sample websites with information
o http://www.blueplanetbiomes.org/world_biomes.htm
o http://www.worldbiomes.com/
o http://www.eoearth.org/article/Biome
 Computer with PowerPoint
 Projection System
Anticipatory Set (Lead-In): Students will discuss the importance of biodiversity
and how the environment plays a role in the types of organisms present
in them. They will be presented with the curriculum framing questions
to generate some discussion about the project and relate the questions
to their current biome. The curriculum framing questions are:
Curriculum-Framing Questions
Essential Question
Why are biomes important for biodiversity?
Unit Questions
How do biomes dictate characteristics of organisms?
How are biomes influenced by environmental factors?
Content Questions
What is the role of climate, specifically temperature and
moisture, in biomes?
What effects do elevation and latitude have on the
distribution of biomes?
What organisms serve as indicators for specific biomes?
Step-By-Step Procedures for Teaching the Lesson:
Day 1
As an introduction to the project, begin by introducing the concepts of
biodiversity and biomes. After the concepts have been introduced, students will
be asked the essential question, Why are biomes important for biodiversity? A
brief discussion of the essential question will prepare students for knowing how
both biological and geographical factors play a role in biodiversity in biomes.
Students will then be presented with the multimedia presentation grading rubric
so that expectations will be clearly defined from the onset of the unit. Students
will ask any questions about the grading rubric at this time and discuss the
expectations
Students will then be broken into groups and presented with their biome for
research. As a group project, all students will be expected to contribute in a
significant manner. Students will be given graphic organizers that will highlight
the key factors necessary for their presentation: Geography, Climate, Plants and
Animals native to the biome, adaptations of plants and animals, and any other
important facts about the biome. Students will be allowed to brainstorm ideas for
their presentations.
Day 2
Students will use the library and internet resources to perform research on their
biomes, focusing on the biotic and abiotic factors and how they influence
biodiversity. Informal observation of group research will allow the teacher to
redirect student research if necessary.
Day 3
Show students sample multimedia presentation. This presentation uses one
biome, taigas, as an example of the quality of the final product expected of
groups. The teacher will then walk through the presentation rubric using the
sample multimedia presentation so ensure that the student expectations are clear
on all aspects of the presentation
Days 4-5
Students will be allotted time to complete any research that they need to
complete, and begin work on their presentations. Informal observations will be
performed by the teacher to ensure groups remain on task, and redirect learning
as needed
Days 6-7
Groups will give multimedia presentations on their specific biome. Students will
play a dual role during these presentations. One task is that students will take
notes on presentations for testing purposes. The second role of students is to
provide peer feedback after the presentations are complete, by using both the
multimedia presentation rubric and providing suggestions on how to improve the
presentations for final grading. Teacher recommendations will also be given to
each group.
Day 8
Using peer-feedback and teacher recommendations, groups will be allowed to
improve presentations before final grading
Day 9
Students will turn in final copies of completed presentations based on
constructive peer feedback.
Each group will generate five questions concerning their biomes and submit them
to the teacher. A test will be generated using a mixture of the students’ and
teacher’s questions. This test will be used as a final assessment for the project.
Day 10
Students will hold a group discussion on biomes and the factors that influence the
characteristics of these biomes. During this discussion, the essential question Why
are biomes important for biodiversity?, will be answered using students
newfound knowledge of both biotic and abiotic factors
Guided Practice/Monitoring:
Input: Students will be shown a model biome presentation and also receive a
presentation example from the teacher.
Monitoring: Will occur during research as the teacher will observe students as the
perform research, redirecting as needed. During the construction of the
PowerPoint presentation, the teacher will observe students
presentations, offering praise for good work and guidance on
construction as the need arises.
Check for Understanding: Students will also give a sample of their presentation
during research so teachers can give help with the presentation and tips
for their presentation.
Closure (Reflect Anticipatory Set): Students will reflect back over the Curriculum
Framing Questions in a round-table discussion.
Assessment Based on Objectives:  Student assessments will be conducted
through several methods:
 Informal observations will assess students’ basic understanding of tasks and
to direct learning if necessary.
 Grading rubrics will be provided for student self-assessment.
 Students will receive teacher feedback through group meetings and grading
rubrics and peer feedback via rubrics on presentations before final grading.
 A formal exam based on group presentations will be administered to test
students’ understanding of biomes with 80% accuracy.
Adaptations (For Students With Special Needs):
 Modified requirements that do not lessen the significance of the work
 Support through teaching assistants, parents, and other students
 Generating checklists to help student ensure tasks are completed
 Extra time (if necessary)
Extensions (For Advanced Students):
 Encourage student to explore different types of relationships within biomes
(parasitic, symbiotic, etc.)
 Research human impact on biomes and biodiversity (ex. Deforestation)
Possible Connections to Other Subjects:
Social Studies- Define conservation methods and ways that students can influence
conservation efforts through government
Housing- Students should construct houses that are suitable for the environment
of their biomes
Reflection: I really enjoyed teaching this lesson, and I think the students really
did as well. Showing the students the same presentation and elements that
should be in their presentation went well; very few students were missing
elements from their presentation. One area that needed work was the oral
presentations, and I think devoting more time to practicing the presentation and
providing more feedback will help strengthen the students’ presentation. I believe
this was a successful lesson, as the average class grade was higher than usual.