Biome in a Box
Lesson Plan
Overview
Students will use a variety of information resources to explore a biome and its characteristics. Each student
will then write about his/her biome and depict the biome in a box with labels/explanations. This can be an
individual or partner project.
Time
Students need at least two research periods in the school library. Some individuals may need additional
independent research time.
Curriculum Connections
Social studies/history, health, art, and language arts—reading and writing. This lesson meets key American
Association of School Librarians (AASL) Standards for the 21st Century Learner and The National Academies
of Science’s National Science Education Standards.
Suggested Level and Audience: Grades 4-6
Teaching Tip: For ideas on accommodating special needs students see the Adaptations and Extensions Section of this lesson.
Prerequisite Skills or Background
Subject prerequisites:
Science: Basic introduction to biomes.
Information prerequisites:
Dewey, book attack, topic and electronic search strategies and skills.
Materials
• PowerKnowledge Life Science database
• Non-fiction science print resource materials about biomes
• A short list of relevant Web sites
• Computers
• Smart board or other LCD equipment
• Biome in a Box Note Taking sheet
• Biome in a Box Project Rubric
• Research Worksheet
• A folder for each student to contain their work materials
• Project materials of student’s choice that includes boxes and art supplies
• There are a variety of companies that specialize in making student books. If using one of these
companies, check their “manuscript” requirements.
Reproduced with permission from Information Skills Toolkit: Collaborative Integrated Instruction for the Middle Grades by Debra Kay Logan. Linworth Publishing, Inc., 2000.
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Biome in a Box
Lesson Plan
Instruction and Activities
Anticipatory Set/Why: Briefly introduce Biome in a Box by telling students that they will be using the
information gathered to write about their biome and to make their own Biome in a Box. Show students
examples of Biome in a Box projects from previous years. Create a sample if needed. Encourage students to
discuss relative merits and flaws of examples. Discuss and make the assessment tool(s) available to students.
What: Help students determine their information needs. If using the note taking sheet, discuss the sheet with
students.
Teaching Tip: Let students know that they should look at pictures as well as text when answering questions like, “How do living
and non-living parts of this biome interact?”
Teaching Tip: Have students think of general examples for each part of the note sheet. Students seem to need the most help with
the Physical Description. Describing yourself is effective. “If I were describing myself, I would say that I am…” If you are not
comfortable using yourself, try an animal, or a well-known figure such as an actor or cartoon character.
Teaching Tip: When looking at the food chain part of the note sheet, use the PowerKnowledge Life Science database Chain of
Life game to review food chains. Using the note taking sheet is optional. Students can develop their own essential questions to
create personal, small group, or a whole class original note taking sheet.
Where: Give an overview of all available resources. Walk students through using the search tool on
PowerKnowledge Life Science. This is a great project for encouraging students to use a variety of print and
electronic materials.
How:
• Discuss the students’ research plans. This is a good lesson to emphasize topic skills. As a group,
brainstorm ways of looking up biomes. During the discussion cover looking up the biomes by:
r restating the topic-synonyms (i.e. grasslands, savannas, prairies, etc.)
r broadening the topic (Lead them to tell you that the biomes are part of: the Earth, a continent,
country, etc.)
r narrowing the topic to specific places (A good example is to ask them to name places with
deserts/rainforests and then specific deserts/rainforests.)
r finding related topics, such as things found in that biome (i.e. plants, animals, etc.)
Teaching Tip: This is particularly effective with some encyclopedias.
• Also remind students that they may need to try to look up several different terms as they search with
indexes, search engines, and other tools.
Reproduced with permission from Information Skills Toolkit: Collaborative Integrated Instruction for the Middle Grades by Debra Kay Logan. Linworth Publishing, Inc., 2000.
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Biome in a Box
Lesson Plan
Independent and Guided Practice
Students select and use information. Teacher and library/media specialist circulate, assisting students as
needed.
Assessment
Biome in a Box Rubric
Adaptations and Extensions
• Break the students into small groups to compare and contrast their biomes using the biome boxes.
• Have students present guided tours of their biome boxes to the rest of the class.
• Have students use graphic organizer software to create their own food chain visual.
• Use Google Maps to show the geographical locations of various biomes. This could be done as a
whole class effort showing all of the kinds of biomes, or each type of biome could have a dedicated
Google Map.
• Students with special needs may need extra help with the higher-level thinking skills needed for the
final two sections of the note taking sheet.
• Use this lesson plan with the Animals All Around lesson plan.
• Display biome boxes in the library media center.
Reproduced with permission from Information Skills Toolkit: Collaborative Integrated Instruction for the Middle Grades by Debra Kay Logan. Linworth Publishing, Inc., 2000.
pklifescience.com
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