Baltimore County Public Schools
Office of Science PreK-12
<course name>
<Virtual Learning TR/SR.MOB.#>
My Own Biome
Unit
Topic
Indicator
Alignment
Introduction to Ecology (Environmental Science) Ecological Concepts (Ecology of Maryland and the
Chesapeake Bay
Predator-Prey Relationships
Goal 6: Environmental Science
The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) and
major environmental science concepts to understand interrelationships of the natural world and to analyze
environmental issues and their solutions.
Expectation 1: The student will demonstrate knowledge of ecological principles to determine environmental
cause and effect relationships.
6.1.2 - The student will investigate the interdependence of organisms within their biotic environment.
Goal 17: Ecology of Maryland and the Chesapeake Bay
The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to
investigate the ecology of Maryland’s terrestrial and aquatic ecosystems.
Expectation 17.1: Students will investigate the interrelationships among living organisms and their
environment.
17.1.2- Students will describe and analyze the influence of the biotic environment on living organisms.
Assessment Limit(s)
Technology
Standards
Feeding relationships: predator, carnivore
Biotic environment on living organisms
Standard 3.0 – Technology for Learning and Collaboration: Students use a variety of technologies for
learning and collaboration.
Standard 4.0 – Technology for Communication and Expression: Students use technology to communicate
information and express ideas using various media formats.
Standard 5.0 – Technology for Information Use and Management: Student use technology to locate,
evaluate, gather, and organize information.
Standard 6.0 – Technology for Problem-Solving and Decision-Making: Students demonstrate ability to use
technology and develop strategies to solve problems and make informed decisions.
Overview
1
Baltimore County Public Schools
Office of Science PreK-12
<course name>
<Virtual Learning TR/SR.MOB.#>
My Own Biome
Theme / Enduring
Knowledge
Objectives
Students will use the game “My Own Biomes” to be actively engaged in sustaining a deciduous forest
biome. They will focus on keeping both the human needs and organism needs in balance to earn the highest
score they can. After the game is played students will graph data of the animal populations and make
conclusions of the predator pray relationships in the biome. They will then get to create a scenario that could
disrupt the trends of the predator prey relationship, make a prediction of the results, play the game and draw
conclusions based on the data supplied by the My Own Biome game.
Students will:
 apply knowledge of population dynamics to explain the effects of environmental stressors on a given
population.
2
Baltimore County Public Schools
Office of Science PreK-12
<course name>
<Virtual Learning TR/SR.MOB.#>
My Own Biome
5E Lesson
Components
Engagement
Exploration
Explanation
Extension
Curriculum resources
Brief Description
Pictures or movie clip on
from the Internet
Show students pictures of different types of animals (ex. Use the Internet to show different short
movie clips of predators hunting prey). Brainstorm with students to see if they can identify some
common characteristics of predators and prey in order to create a definition of predator and prey.
A clip from Planet Earth Series: “Pole to Pole” available on Safari Montage can be shown to the
class.
“My Own Biome” game
simulation software on
computer with X-box
controllers
Predator-Prey Student
Resource Sheet
Students will play My Own Biome in the deciduous forest biome for 15 minutes in the easy mode.
They will play the game to score the highest score they can taking care of the human needs as
well as the maintaining the species populations. As the students play the game, they will pause at
specific points in the game to collect data, the current population totals of specific species.
Colored pencils
Saved “My Own Biome”
game from the
exploration section
“My Own Biome” game
simulation software on
computer with X-box
Students will complete a multi-colored line graph representing the different organisms in
the deciduous biome. After the graphs are complete, students will compare with the data
supplied on the game to their graphs. Relationships between the organisms will be
revealed and discussed as a class.
Students will increase or decrease one species population to reflect a simulation of
hunting, disease, etc, make a hypothesis, play the game for 15 minutes and create a
conclusion of their results using the graphs provided by the game. An example is a hunter
kills off half the coyote population, what will happen to the other animal populations as a
result.
Students will answer analysis questions in the student resource handout.
Students will be evaluated in the unit tests and final exam for the course.
Predator-Prey Student
Resource Sheet
Evaluation
3
Baltimore County Public Schools
Office of Science PreK-12
<course name>
<Virtual Learning TR/SR.MOB.#>
My Own Biome
One 90 minute period
Duration:
Pertinent Information
Vocabulary
biome
middle latitude deciduous
adaptation
population
community
forest
climate
producer
biotic
ecosystem
trophic levels
consumer
abiotic
energy flow
herbivore
omnivore
symbiosis
carnivore
Prerequisite Knowledge
 Students should understand the dynamics of producer and consumer interactions and trophic levels in an ecosystem.
 Students should have knowledge of symbiotic relationships specifically predator-prey.
 Skills in creating and interpreting graphs.
Misconceptions
Common Student Misconceptions:
 Human impact: The role of humans involves taking up space on the planet.
 Human decisions are personal and have no affect on the environment.
 Humans are the only factor that affects populations.
Teacher skill and strategy clarification: The teacher should:
 Be familiar with the rules and technical aspects of “My Own Biome” and have experience playing the game.
Differentiation Strategy Overview
4
Baltimore County Public Schools
Office of Science PreK-12
<course name>
<Virtual Learning TR/SR.MOB.#>
My Own Biome

The engagement piece could begin with students finding pictures for homework and bringing them in to start the discussion. A
think-pair-share could be conducted with what they know about the definition of predator and prey along with examples.
 This should not be the first time playing the game for the students. You can have them work individually or pair those students
that struggle with the gaming aspect of “My Own Biome” together. If paired together, one student can record the data and
talking among the pair about the game should be encouraged.
 Students that are exceptional at the game can increase their difficulty level (human needs) to moderate; difficult may be too fast
of a game to have the students pay attention to the predator-prey relationship as they work through the game.
 In the extension, students that are exceptional can work through the creation of their own experiment individually; those that
need more guidance can work in a partner pair or small group with teacher direction. A class experiment could also be created
and all individuals/groups will complete the same task. Or a list could be created by the class for the students to choose.
Sample Assessment Questions
Journal Entry: How can you relate what you played in the game to predators and prey that you would see in Maryland? Give a
specific example and use date from the game to support your answer.
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