UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Ms. Dionne
Grade Level: 6
Date of Lesson: 2 Days
Topic: Lesson 1: Biomes
Objectives
Student will understand that organisms interact with the physical, non-living environment and with
other living organisms.
Student will know a list of available resources on the island and in the ocean.
Student will be able to recognize the resources that organisms compete for in different biomes.
Maine Learning Results or Common Core State Standards Alignment
MLR: Science and Technology E:
The Living Environment
E2. Ecosystems.
Grades 6-8.
Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and
behaviors of living (biotic) organisms, and the flow of matter and energy affect organisms and the
ecosystem of which they are part.
Rationale:
In this lesson, students are examining the main features of biomes of the world. They will record its
description, indicator species, and other distinguishing factors. By first analyzing the ecosystems, in the
lens that certain ecosystems are clumped together on an island for the students to explore, students will be
able to create a setting in which they can better analyze the flow of energy and behaviors between the
animals that thrive in a particular biome.
Assessment
Formative (Assessment for Learning)
Students will first complete a Biome Report Chart for the ocean, to ensure that they focus on the correct
information regarding their individual biome. As a group, they will fill out the information for their
specific biome on the island using the chart, and then will complete additional charts for the other biomes
on the island. Students will work in groups, and then report out to the class, discussing the general
overview of their biome to the class.
Summative (Assessment of Learning)
Glogster: Students will create a poster that describes the characteristics of their biome. This will include
precipitation, temperature, general description, indicator species, and geographical location in the world.
They will also talk about the other biomes on the island and how they might be placed next to each other
and why. Students will place their island on a map, and describe why the placement is appropriate and
logical.
Integration
Technology:
Students will be accessing the internet on their laptop to search through a list of predetermined sites in
order to gather information on their specific island biome. Using this information, students will then
create a Glogster poster that describes their biome and gives a brief overview of the other biomes on the
island.
Other Content Areas:
Geography: Students will be analyzing biomes across the world and determine where their island is
located based on the locations of the biomes that naturally occur. Students will also be looking at
characteristics of each biome, such as rainfall and temperature, which is influenced heavily by its
positioning on the Earth and climate patterns.
Groupings
Island Groups: Students will be in teams of 3-5, each with their own specific biome to research. The
role of each member is to find all information on their biome and complete the Biome Report Chart for
future reference.
Skit Groups: As a team, grouped team, or individually, the skit group will create a short skit (no more
than 3 minutes per biome) of their first exploration on the island. They will take note of the climate,
animals and plants they expect to encounter, and other distinctive characteristics. Each student will lead
the exploration group through their specific biome. If multiple students have the same biome, they must
fairly divide the exploration time and each report the same amount of information.
Individual Research: Students will work individually to research the elements of their biome and its
characteristics. They are to complete the Biome Report Chart for their biome, as well as the other biomes
on their island for future reference.
Differentiated Instruction
Strategies:
Verbal: Students will have to write out descriptions of their island’s biomes and their
characteristics. They will also be filling out Biome Report Charts in order to keep track of the
information gathered by all members.
Visual: Students will be creating a poster that identifies and describes the main components of
their island biome. They will also be searching the internet through videos and pictures to get a
sense of their biomes’ characteristics. Students will also be encouraged to draw pictures on the
Biome Report Charts for easier reference where appropriate.
Musical: The hook for the lesson is the song “Under the Sea” in the Little Mermaid. Students will
turn a critical eye to decreeing the characteristics depicted of the deep ocean in the music video.
Intrapersonal: Students will work alone to research information on their island biome.
Interpersonal: Students will discuss with one another to describe the characteristics of each
biome on the island, so that they may be included on everyone’s poster.
Naturatlist: Students will be examining and studying the ecosystems of several different biomes,
and coming to know of its plants, animals, weather, and location in the world.
Kinesthetic: Students will be creating a short skit where they are adventurers exploring their
biome. They are allowed to work in island groups or individually. They will be encouraged to be
dramatic.
Modifications/Accommodations:
Darcie and Eddy
ELL/Dyslexic: Using Safari’s built-in reader, or free app Readability, ELL students can format the
website into one that solely focuses on the text, without the distraction of ads and unnecessary
images. Darcie can then use translation software, such as http://www.translation.langenberg.com/,
to translate words, paragraphs, or entire webpages. Both students can then use the text-to-speech
software on Macs if they have difficulty reading the websites provided.
Jermaine, Hope, David, Elizabeth (Liz), Elizabeth (Beth)
Active: These students require physical release during the lesson, and so should be allowed to sit
or stand while working in groups. If students decide to walk around the room, they may do so as
long as they are not disruptive. There are stretching breaks incorporated into the lesson so that
students are not sitting for long periods of time. As students are exploring their island biome,
they will have to create a skit to act out on the second day. During the first day, if the students
seem restless, ask them to give a preview of the skit and how they incorporated the information
into it.
Nick and Noah
Easily Frustrated: Nick is always being competitive, and so the individual work will allow him to
work at his own pace, (whether he wants to turn it into a race or not). Both students should be
assigned to biomes that have a lot of informational websites that they find of interest (give
preference to their top choice of biome to avoid disputes).
Ruby
Questioner: Encourage Ruby to answer her own questions through further research, and record the
data to incorporate on the Glogster. Also, see Extensions.
Jaden
Disorganized: This student should be allowed to keep all Biome Report Charts in a folder in a
special place in the classroom. It is important to make sure paperwork is checked by teacher or
another student (preferably Beth) to ensure all papers are in place. This will ensure that Jaden will
have all of the necessary information to complete the Glogster the following day.
Nicole
Wheelchair: Nicole will need no accommodations for this lesson since they are working
individually and in groups. When asked to role play for the exploration of her island, it can be
assumed that she has an all-terrain, really awesome, motorized wheelchair to use.
Extensions:
Advanced students will be asked to consider the following questions, and include their rationals
and defenses on the Glogster poster: How large do you think the island is in order to incorporate
all of the biomes? What is the placement of the biomes in relation to one another on the island?
Do animals and plants on the island remain within their own biome, or would they be found
everywhere? Does that change the type of biome?
Materials, Resources and Technology
Translation Website: http://www.translation.langenberg.com/
Laptops
Biome Report Chart
Biome Poster Checklist
Biome Poster Rubric
Headphones (students bring their own)
Sticky notes
Source for Lesson Plan and Research
Hook:
Video 1: http://www.youtube.com/watch?v=jAg2xo0HYrE Under the Sea - Little Mermaid
Video 2: http://www.youtube.com/watch?v=AaheXnbPEio&feature=related Open Ocean Biome
Video 3: http://www.youtube.com/watch?v=UhTsJ4yJ7V4 Open Ocean Biome
Biomes of the World: http://www.csun.edu/science/biology/ecology/biomes/biome.htm Provides an
outline of the locations of each of the biomes in the world. Students will reference this to determine the
location of their island.
General Research:
http://www.aresearchguide.com/biomes.html
http://www.teachersdomain.org/asset/ess05_int_biomemap/
Tropical Rainforest, Tropical Grassland (Savanna), Arctic, Tundra, Desert, Chaparral, Temperate
Deciduous Forest, Taiga (Boreal) Forest: Use http://www.marietta.edu/~biol/biomes/biomes.htm as main
resource (or Blueplanetbiomes.org).
Blueplanetbiomes.org offers students a general description of the biome, where it is located, a list of
plants and animals (each with its own description), and a description of the climate.
Britannica.com offers students a really informative, but dry source of information. Suggested for videos.
Additional Research:
Tropical Rainforest Video:
http://www.blueplanetbiomes.org/rainforest.htm
http://www.britannica.com/EBchecked/topic/606576/tropical-rainforest
http://www.youtube.com/watch?v=YUuA-C_I3DE
http://www.teachersdomain.org/resource/tdc02.sci.life.oate.rainforest/
Tropical Grassland (Savanna):
http://www.blueplanetbiomes.org/savanna.htm
http://www.britannica.com/EBchecked/topic/525656/savanna
http://www.youtube.com/watch?v=AJracGoRUTs
Tropical Swamps:
http://www.britannica.com/EBchecked/topic/576214/swamp
http://www.zambezi.com/location/bangweulu_swamps
http://www.zambiatourism.com/travel/nationalparks/banswamp.htm
http://www.youtube.com/watch?v=ghgxFvTfRY4
http://www.youtube.com/watch?v=xMlu_4rr6WA
Arctic Ecosystem:
http://polardiscovery.whoi.edu/arctic/ecosystem.html
http://www.britannica.com/EBchecked/topic/33100/Arctic
http://www.youtube.com/watch?v=v1v5Zc5NUEc
http://www.youtube.com/watch?v=HNS_25Az7VY
http://www.youtube.com/watch?v=S8Yyti-YVf8
http://www.teachersdomain.org/resource/tdc02.sci.life.eco.arctic/
Tundra:
http://www.blueplanetbiomes.org/tundra.htm
http://www.blueplanetbiomes.org/alpine.htm
http://www.britannica.com/EBchecked/topic/608909/tundra
http://environment.nationalgeographic.com/environment/habitats/tundra-profile/
http://www.britannica.com/EBchecked/topic/608909/tundra
http://www.youtube.com/watch?v=Yj6a3mPfRcA
Desert:
http://www.blueplanetbiomes.org/desert.htm
http://www.britannica.com/EBchecked/topic/158992/desert
http://www.teachersdomain.org/resource/tdc02.sci.life.eco.desert/
http://www.youtube.com/watch?v=V87L6OcNIWA&feature=related
http://teachertube.com/viewVideo.php?video_id=48084&title=Desert_Ecosystem
Chaparral:
http://www.blueplanetbiomes.org/chaparral.htm
http://www.youtube.com/watch?v=vSrMVYnXb2M
http://www.youtube.com/watch?v=sE1cIWEnvKk&feature=related
Temperate Deciduous Forest:
http://www.blueplanetbiomes.org/deciduous_forest.htm
http://www.britannica.com/EBchecked/topic/586555/temperate-forest
Taiga or Boreal Forest:
http://www.blueplanetbiomes.org/taiga.htm
http://www.britannica.com/EBchecked/topic/74016/boreal-forest
Teaching and Learning Sequence:
Day 1:
Teams - 5 min
Hook - 10 min
Ocean Biomes Organizer- 20 min
Transition/Stretch - 5 min
Biome Exploring - 40 min
Day 2:
Island Location - 10 min
Island Biome Sharing - 35 min
Glogster - 35 min
Day 1:
Setup
Students will come into the classroom with desks set up in sets of 2 and 3 in 5 separate
groups and 8-12 copies of the Biome Report Chart set on each table. Each table represents one of
the islands that they are exploring. It should name each biome on that island, and provide a list of
research sources referenced in Sources.
Teams
After the organizer has been discussed, allow students to explore all of the biomes
located
at each of the 5 islands. Have them create a list of their top 3 choices to explore and hand
them in.
As they watch the hooks, determine the island teams and place a sticky note of their name
at the respective biome.
Hook
As a class, they will watch the hook videos (see Sources). After the first one, ask students
about the ocean creatures they saw, and if it was a realistic depiction of life underwater (other than
them singing). Ask them to point out the characteristics of the ocean life. During the second
video, have students write down information they believe is relevant to ocean characteristics on
the Biome Report Chart. If necessary, allow students to watch the video on their own so that they
may pause where necessary.
Organizer
Once students have watched the video, use an open discussion format to have the students
share the information they wrote down, discussing each section of the chart at a time. What is the
relevant information? Students should note the temperature, location, animals and organisms,
plants, and other major characteristics. What is key in defining the ocean biome? What does it
mean to be a biome? (See Content Notes: Biome).
Exploring
Students should then find their name at their biome and stretch. Any issues should be
resolved then. Students should be free to trade biomes if they are willing. The Biome Poster
Checklist and Biome Poster Rubric should be handed out at this time. They will then use the rest
of the class period to fill out the Biome Report Chart on their biome. Once completed, they will
then begin to discuss their biome to the other members of the island. Each student must complete
a chart for each biome on the island, as they will reference them on their poster. If a student
completes their chart before the others, have them begin to think out a quick exploration skit they
will act out for the class that shows the characteristics of their biome. They can be as creative as
they want as long as they show the indicator species (plant and animal), and typical climate
patterns. They are also encouraged to consider the extension questions, which will be available as
sticky notes on their island table.
Day 2:
Location
Students must determine the location of their island in any of the oceans, or even lakes.
They must give valid reasoning as to why it is there (see Sources: Biomes of the World).
Sharing
Students will each perform their short exploration skit that highlights the biome and gives
a general overview, such as location, animals, plants, and distinctive characteristics. They can
work as a group, exploring the entire island (where each student leads the exploration through
their biome), or individually.
Glogster
Students will work on the Biome poster for the rest of the period.
Content Notes
Biome
What does it mean to be a biome?
“Biomes are climatically and geographically defined as similar climatic conditions on the Earth, such as
communities of plants, animals, and soil organisms,[1] and are often referred to as ecosystems. Some parts
of the earth have more or less the same kind of abiotic and biotic factors spread over a large area, creating
a typical ecosystem over that area. Such major ecosystems are termed as biomes. Biomes are defined by
factors such as plant structures (such as trees, shrubs, and grasses), leaf types (such as broadleaf and
needleleaf), plant spacing (forest, woodland, savanna), and climate.”
<http://en.wikipedia.org/wiki/Biome>
Handouts
Biome Report Chart #1: http://www.enchantedlearning.com/biomes/
Biome Poster Checklist
Biome Poster Rubric
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by
providing learning opportunities that support their intellectual, physical, emotional, social, and
cultural development.
Rationale: Within this lesson, differentiated instruction is implemented as students use a variety of
resources to acquire information on biomes. Students watch videos, read articles, and view photographs
of the biomes and their native flora and fauna. After they research, students will discuss the information
found, creating a profile for their island as a whole. Culture is addressed as students analyze the different
regions in which a biome is located, and how the climate affects its inhabitants.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals,
and learning and development theory.
Rationale: Instruction is aimed to help students learn the characteristics of their biome, putting into frame
the climate, animals, and vegetation that indicate that type of biome. Student needs are addressed by
providing necessary accommodations, such as translation applications.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to
meet students’ needs.
Rationale: Within the lesson, students will experience lectures, cooperative groups, and class discussions.
This will allow for individual and cooperative time for students to work, meeting the needs of introverted
and extroverted students. The technology used allows students to better organize thoughts, as well as find
reliable information from a variety of sources, comparing differing views (if any exist). This allows
students to further deduce where their island should be located. Students with learning disabilities are
given access to appropriate software that will assist them in their learning.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate
and support the development of the learner.
Rationale: The students will be assessed through a formal assignment at the end of the lesson where they
display their knowledge on biomes and their interpretation and defense of their island’s geographical
location. Students will continually reference back to the posters as they continue on through the unit,
developing their knowledge of energy flow and organism interactions. The informal assessment occurs as
students complete graphic organizers multiple times throughout the lesson, when they initially gather data
on the biomes from multiple sources. In order to ensure that students know what to look for, the class
will begin by filling out the Biome Report Sheet together for an ocean biome. During this process,
students will be able to determine what information is relevant, and what is unnecessary.
Biome Poster Checklist
Student name:______________________________
Date:_________________
As you create your Glogster, check off each task or requirement as it is completed. Please
remember to pass in this checklist when you finish the Glogster. In the comment section,
please write how the project is going, and any problems that are occurring. If there are
problems, please see me. You must meet strict requirements in order to pass.
____ 1. Includes the biome’s name, temperature, water availability, soil, climate, world
locations in a general description.
____ 2. Includes a possible geographical location of your island, and its defense.
____ 3. Includes at least 5 indicator animals, which relate to geographical location.
____ 4. Includes at least 5 indicator plants, which relate to geographical location.
____ 5. Includes a general description of the island and the biomes on it.
____ 6. Includes requirement #1 for each of the biomes on the island.
____ 7. Includes relevant pictures, is visually pleasing and easy to read/understand.
Information is complete and the writing is grammatically correct.
____ 8. The feelings of others are respected. Language, links, music and visuals are
appropriate for a middle school audience and the content is appropriate for a middle
school audience. This is a strict requirement.
Comments: ____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Biome Poster Rubric
Student name:__________________________
(Exceptional) 5 4
Date:_______________
3
2
1 (Beginning)
Appropriateness - Pass: ____ Not Pass: ____
The feelings of others are respected. Language, pictures, and visuals are appropriate
for a middle school audience and the subject is appropriate for a middle school
audience.
Concept
• includes general description for all biomes on the island.
• island location makes sense, and is correctly defended.
• plants and animals correlate to geographical placement.
• well-written with no spelling or grammar mistakes.
• uses relevant pictures, visually appealing, easy to understand.
Concept Score ______ out of 25
Content
5
3
1
5
3
1
5
3
1
5 4 3 2 1
5 4 3 2 1
• includes at least 5 indicator animals.
• includes at least 5 indicator plants.
• includes biome’s name, temperature, water, soil, and climate.
• includes known world locations of each biome on the island.
5 4 3 2 1
5 4 3 2 1
5
3
1
5
3
1
Content Score ______ out of 10
Score ______ out of 35.
Comments: _____________________________________________________________
______________________________________________________________________
______________________________________________________________________
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