2013-2014 Week Seven
Grade Level: 7
Content: Science
Day 1
1)
Day 3
Day 4
Day 5
assess how changes
in environmental
conditions can affect
the survival of both
individuals and entire
species and cause
them to become
endangered or extinct
(GPS, ITBS, CE)
(7SC_B2005-13)
assess how changes
in environmental
conditions can affect
the survival of both
individuals and entire
species and cause
them to become
endangered or extinct
(GPS, ITBS, CE)
(7SC_B2005-13)
assess how changes
in environmental
conditions can affect
the survival of both
individuals and entire
species and cause
them to become
endangered or extinct
(GPS, ITBS, CE)
(7SC_B2005-13)
assess how
changes in
environmental
conditions can
affect the survival
of both individuals
and entire species
and cause them to
become
endangered or
extinct (GPS, ITBS,
CE) (7SC_B2005-13)
Biome Project
Biome Project
Biome Project
Biome Project
Standards of SWBAT organize
Learning description and solutions
for their biome
SWBAT organize
description and
solutions for their
biome
SWBAT assess the
SWBAT organize
feasibility of different description and
solutions
solutions for their
biome
SWBAT organize
description and
solutions for their
biome
d) Content Biome
Vocabulary Rainforest
Deciduous Forest
Coniferous Forest
Taiga
Tundra
Marine
Desert
Grassland
Estuary
Freshwater
Biome
Rainforest
Deciduous Forest
Coniferous Forest
Taiga
Tundra
Marine
Desert
Grassland
Estuary
Freshwater
Biome
Rainforest
Deciduous Forest
Coniferous Forest
Taiga
Tundra
Marine
Desert
Grassland
Estuary
Freshwater
Biome
Rainforest
Deciduous Forest
Coniferous Forest
Taiga
Tundra
Marine
Desert
Grassland
Estuary
Freshwater
AKS/CC Objective assess how changes in
environmental conditions
can affect the survival of
both individuals and
entire species and cause
them to become
endangered or extinct
(GPS, ITBS, CE)
(7SC_B2005-13)
a)
b)
Day 2
Lesson Title Biome Project
Essential Question
c)
Biome
Rainforest
Deciduous Forest
Coniferous Forest
Taiga
Tundra
Marine
Desert
Grassland
Estuary
Freshwater
Biodiversity
e)
Materials/Resourc
es Needed
2) Teacher Input: Support individuals with
(Model, Background project
Knowledge etc)
3) Guided Practice: Work With groups on
(whole group, pair and project
share, elbow partners,
MONITORED LEARNING
& FEEDBACK)
4) Independent Project
Practice: (When you
know you know.)
Biodiversity
Biodiversity
Students must be able
to analyze the
environmental
conditions of
different biomes.
Students must be able
to analyze data to
classify different
biomes.
Students must be
able to analyze the
environmental
conditions of
different biomes.
Students must be
able to analyze
data to recognize
and classify
different biomes.
Support individuals
with project
Display Video Clips
Support individuals
with project
Support individuals
with project
Work With groups on
project
Listing abiotic and
biotic features of
each biome
Work With groups
on project
Work With groups
on project
Project
Biome Practice Sheet
Project
Presentation
World Map
Progress report by
groups
Show world map
again. Identify
biome name and
problem of
different areas.
Play
http://sciencereviewga
mes.com/srg/games/h
s.php?id=87 until you
Use
Closure/Summarizi Progress report by groups Progress report by
ng*
groups
(multiple summaries
during lesson)
6)
Biodiversity
Biome Video Clips (on
shared drive)
Biome Notesheet
STANDARD: What the Students must be able to
students must be able to analyze the
do and by when. environmental conditions
of different biomes.
5)
Biodiversity
Homework Play
Play
Play
http://sciencereviewgames. http://sciencereviewga http://www.purposega
com/srg/games/hs.php?id= mes.com/srg/games/hs. mes.com/game/1445
87 until you can get at least php?id=87 until you can
http://kids.nceas.ucs
b.edu/biomes/index.
html#terrestrial to
80%
get at least 80%
until you can get 100%
can get at least 80%
complete your biome
notes
Day 1-5- Biome Project
Anticipatory set: Show an example TED talk. Explain that we are going to be creating our own TED talks for our next
project.
TI: Review rubric with class. Their task is to work with their group to create a TED talk that explains a biome
and a problem facing it. Students must also identify a solution to fix it. TED Talks are all about being powerful
and short. You will have 2 min or less to communicate your group’s idea! TO help you, you can use any
technology you need. Examples: make a video, a prezi, etc.
GP: Start working on project
IP: Take notes detailing your process and ideas
Closing: Quick around the room progress reports where students explain what they have accomplished today, ask for
assistance with any hurdles, and mention goals for tomorrow.
Each group presents TED Talks. Groups that are watching the TED talks can either record thoughts on their biome notes
or SNB. Or, students may carry on a class conversation about the presentation using http://todaysmeet.com. The
online interaction should be monitored by the teacher. And students can use it to ask questions about the presentation,
or give ideas about how to solve the problem. All groups would be required to be involved in the conversation.