Carl Schurz High School
Engaged Learning Lesson Plan
Project Title:
Land Biomes
Date:
July 30, 2001
Teacher(s):
Eloise O’Connor Roche
Grade Levels:
High School
Length of Lesson:
2 Weeks
Project Description:
The climate of a region determines the kinds
of plants and animals that can live in that region.
The major types of terrestrial ecosystems that
cover large regions of Earth are called biomes. A
biome is a major type of terrestrial ecosystem,
each biome having its own temperature ranges,
rainfall amounts, and types of organisms.
Communities of organisms that adapted to its
climate and other abiotic factors characterize each
biome.
Tropical rain forests are characterized by
warm, wet weather, lush plant life, and diverse
animal life.
Too little precipitation creates deserts, arid
regions with sparse plant life. Extremely dry, hot
deserts may consist only of shifting sand dunes.
Although most deserts are hot, some are cold.
Grasslands are widespread communities
characterized by grasses and small plants. There are two
kinds of grasslands: temperate grasslands and tropical
savannas. In temperate grasslands, summers are hot and
winters are cold and windy.
The tundra is cold and treeless, and most of the
soil is permanently frozen. A thin layer of soil thaws
briefly during short, cool summers. Winters are long,
dark, and very cold. There is little precipitation on the
tundra.
The taiga biome is located south of the
tundra, at the northern edge of the temperate zone.
Winters in the taiga are long and cold, and
summers are relatively mild.
Temperate forests grow where summers are
pleasantly warm with frequent rains, and winters are
somewhat cold. Tall deciduous trees dominate this forest
biome.
A chaparral is a warm region that has a rainy
winter season, followed by a long dry summer.
In this unit, the students will be able to list, define,
describe, compare and contrast the seven major terrestrial
biomes.
The students will be able to define the elements of
a biome and compare the land biomes.
The students will display pictures of familiar flora
and fauna associated with a particular biome, such as:
desert lizards and cacti and arctic polar bears and
caribou.
Project Goals:
Essential Question:
How do each of the biomes differ in regards
to their characteristics?
Specific Questions:
Where are the locations of the biomes?
What is the climate in the biome?
What is the rainfall in the biome?
What are the flora and fauna in the biome?
Illinois and CPS Learning Standards:
High School Biology
State Goal #
XII
XXIII
CAS letter
B
A, B, C, D
CSF #
9-13, 63,
64, 72, 73,
77–79, 81
Unit Prerequisites:
 Students will have to access and navigate around the web
sites.
 Students will have a general understanding of the
characteristics of the biomes.
Performance Task:
Task:
You will form groups and research and report on one of
the biomes of the world. Each group will produce a report on a
different biome, which will be presented to the class. The
report should include a physical description of the climate and
examples of the flora and the fauna. Your group will also
explain how the plants and animals are adapted for life in their
particular habitat. A display/diorama will be created or a poster
will be designed which reflects your research. The challenges
you may encounter are difficulty designing and creating your
diorama or display about your biome and cooperating within
the group. Resources you can depend on are encyclopedias,
textbooks, and Internet research.
Access:
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Choose one of the biomes for your report.
Find information about your biome.
Read passages from resources related to your biome.
Examine the biome for specific characteristics.
Research the Internet for information about the biome.
Interpret:
Produce:
 Determine major problems for organisms living in the
biomes. How do the different organisms deal with their
problems?
 Compare/contrast the different physical characteristics of
the organisms in the different climates.
 Draw/create a display/diorama or design a poster that
reflects your research.
 Write descriptions about your biome.
 Present a summary and diorama/poster about your biome.
Communicate:
Evaluate:
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Describe the characteristics of one of the biomes.
Report on the characteristics of your biome.
Present your findings about your biome to the class.
Present your display/diorama to the class.
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Evaluate peer’s reports about their biomes.
Evaluate your biome project and presentation.
Assess your effectiveness in the cooperative groups.
Assess the quality of your presentation and display.
Judge the effectiveness of your display.
Critique the written passages.
Performance Assessment Plan:
Presentation Checklist
Written Report Checklist
Oral Presentation Checklist
Display/Diorama Rubric
Oral Presentation Rubric
Test (Factual Information)
Resources:
Discovery School
http://school.discovery.com/lessonplans/programs/habitats/q.html
TrackStar
http://trackstar.hprtec.org/main/track_frames.php3?track_id=5227&nocache=137
3978843
Educational Images
http://www.educationalimages.com/cg040002.htm
Biome Glossary
http://www.ucmp.berkeley.edu/glossary/gloss5/biome/index.html
Introduction to Biomes
http://www.runet.edu/~swoodwar/CLASSES/GEOG235/biomes/intro.html
Project Evaluation: (respond to the following questions)
1. What worked?
2. What did not work?
3. What would you change?
Student Work:
Please attach copies of student work.