Biomes and Their Ecosystems

3.3; 4.2.2:  The student will observe, examine, and record data about ecosystems include living and nonliving thing that interact together.

4.1; 5.2.2; 5.5.4:  The student will examine and differentiate the populations and communities that make up an ecosystem.

3.3; 5.1; 5.2.3:  The student will compare different ecosystems and describe how biodiversity is being reuced.

4.2; 4.6.2: The student will investigate and evaluat how ecosystems change.

June 27, 2007 at 5:15 pm Leave a comment

Video for Biomes

·        With all of the writing and illustrating other teaching strategies will help to break up the monotony.  Using technology will create a nice change in the written and artistic nature of the lessons about the six biomes of the world.  This website may be a good place to start for video. students will have the satisfaction of seeing their research come to life through pictures and video.

June 26, 2007 at 1:56 am Leave a comment

Organizing the Data for Biomes

·        The teacher will inform the students that they will make a flip chart which will contain the six major biomes of the world.  The flip chart will have six sections that can be flipped up for each biome.   These biomes are grassland, taiga, tundra, desert, deciduous forest, and tropical rain forest.  (The students can create their own using 2-3 pieces of folded paper and cutting slits up to the fold.)  Under each flap they were to identify the biome and illustrate it, list the important characteristics that make up the biome, how the biome is important for us and how we use it, and what type of animals live there.   Each requirement will have its own flap.By using the text book and other media, the students will be able to see how different world communities live in each biome, how they affect their environment, and how the environment affects them.

June 26, 2007 at 1:55 am Leave a comment

Vocabulary Strategy

·        As the students learn the six biomes, it is important for the students to learn the terminology used in the text book.  Therefore, the teacher will give each student a vocabulary book for the students to record the vocabulary listed in the book.  The vocabulary book may be in the shape of a plant or animal using a dye cut.  The students will not only write the definition but also illustrate the meaning.By having a written definition and mental picture to accompany the word, the information will be retained better.  Some definitions may be hard to illustrate, but the students will spend a lot of time trying to make a connection they can see. 

June 26, 2007 at 1:54 am Leave a comment

Checking for Understanding

Evaluation ·        The teacher will be assessing how the students are doing by how much information the students put into their flip charts.  The teacher can also create games that are fun and also tests how much they know.  The teacher can put a twist on the game by saying the winning team gets five extra points on their final test.  I like to play Jeopardy with the students close to their final test.  I bought a science fair tri pod and set it on a table in front of the room.  On the tri pod, there are four categories that correspond to the lessons taught.  Under the four categories, are five flaps which contain the questions; the further down the board, the students will find harder questions (the questions are worth more points as they go down the cart).  The class is divided in half to form two teams.  Each team goes back and forth and is allowed to pick any question they would like to try to answer (the questions are covered so the students do not see them in advance, and they may collaborate with their team mates to help answer the question).  If they miss the other team gets to try to answer the question and earn one to five points.  Once the question is answered, that same team gets to go again and choose a question from the Jeopardy board.  Regardless to which team has the most points, the team behind can catch up in Double Jeopardy.  The students are given the same question from a card apart from the Jeopardy board that is worth ten points.  The students may not collaborate with their team mates and must record their answer on a white board.  The team with the most correct answers when the teacher tells the students to raise their boards earns the ten points.  Now the game is over and the winning team earns the five points.·        After instruction has ended, the teacher will administer the final test corresponding to the lessons discussed in class.  This will see how much information they have been able to absorb and remember through out the activities.  The Biomes Test that follows is an example of a test I created that could be administered.·        The teacher and student will be able to take the individual results of the assessment and see if more study is needed. 

                 Name:___________________________                Date:_________________________ Biomes Test 1.  List three abiotic factors in the environment.  (2 pts.)   2.  List three biotic factors in the environment.  (2 pts.)   3.  Describe the habitat of a brown bear.  (2 pts.)  4.   Why is it important that animals do not have the same niche?  (2 pts.)  5.   There are six large biomes on this planet.  Name three important factors for each biome.  (60 pts.) ·        Taiga·        Deciduous Forest·        Tropical Rain Forest·        Desert·        Tundra·        Grassland6.  How do humans impact the environment?  If a company decides to build a strip mall, how will this impact the environment where it is erected?  Explain.  (2 pts.)  7.  Illustrate how the following biomes would look if you took a trip there. (20 pts.) -Tropical Rain Forest                ________________________________________________________________________-Taiga  

June 26, 2007 at 1:53 am Leave a comment

Introducing the Importance of Biomes

·        The teacher will inform the students that they will be doing a simple art project.  The teacher will have the students pull out from their desks a yellow crayon, and then given a piece of white paper and red saran wrap.  They will then be asked to draw a yellow bird on the white piece of paper and then cover it with the red saran wrap.  What will they observe?The students will hopefully comment that the bird seems to have disappeared or is camouflaged.  The students will discuss why having the ability to blend in to the environment is important for its survival.  This activity is a fun opening activity to the study of biomes and how biotic factors live together.  They are now ready to explore what biomes are.

June 26, 2007 at 1:51 am Leave a comment

Lesson Plan


June 26, 2007 at 1:05 am Leave a comment

Older Posts

Recent Posts



April 2014
« Jun    


Get every new post delivered to your Inbox.