S: Bountiful Biomes
BC: Miss Parker's Classroom Fall 2009
FC: Bountiful Biomes
1: Welcome to my Mixbook technology curriculum project! The following pages are examples of work that students might create and publish following the directions of my Bountiful Biomes lesson plan found at the end of this Mixbook. Technology is a powerful motivator for students. They can create projects that are aesthetically pleasing and that can be published to share with other students, family, and friends. In addition to being viewed on the Web, a Mixbook creation can be printed out as a hard copy book that can be housed in the classroom, presented to the school library, or purchased by parents and guardians as a keepsake of their student's work. -Kristin Parker
2: The African Grassland The climate typically consists of warm, wet summers followed by cold, dry winters with heavy frosts. Vegetation is dominated by grass species with many bulbous plants. Shrubs and trees are restricted by fire and frost to protected by rocky areas. The topography is characterized by rolling hills and valleys. They are generally found at either high altitudes or high latitudes. They are often characterized by the presence of many wetlands. Many of the animals we see in zoos are from here like giraffes, elephants, zebras and lions. -Ryan, Dana, Zoe and Lee
3: The Arctic Tundra In this biome it rains maybe 6-10 inches a year. Underground it's permanently frozen and this is called permafrost. Surprisingly there are about seventeen hundred species of plants in the tundra. the average winter temperature is-30 degrees Fahrenheit . Many mammals, birds, insects and fish live here;they can live here because they've adapted to long winters and short summers to breed.Some birds and mammals have extra fat for insulation Many animals here hibernate in the winter or migrate to warmer weather. -Dalton, Mike, Kim and Jake
4: North American Desert Hot dry winds blow down out of the mountains causing dust storms and solar radiation is intense. Reptile diversity is at its peak in North American deserts. Temperatures range from 58 degrees to 123 degrees Fahrenheit. many of the plants that live there are able to do so because they collect water when it rains and use it slowly. Many desert animals have nocturnal lifestyles, burrow, or obtaining water from prey, The average rainfall is 2-4 centimeters a year. - Christian, Julio and Chloe
5: The Tropical Rainforest In the rainforest there are many tall trees and it is very warm there all year. It could rain here 50 to 260 inches a year. Rainforests are near the equator and it's usually 68 to 93 degrees Fahrenheit here. The rainforest has many layers to it. Many animals live here. Monkeys, jaguars, and many insects lives here. Birds of bright colors are here too. More tahn half the worlds animals speices come from the rainforests. -Drew, Kathy and Dillion
6: The Deciduous Forest The average temperature is This type of forest is about 50 degrees Fahrenheit. It typically rains 30-60 inches year here. Some familiar trees that live her are oak, elm, walnut and maple. The deciduous forest has four seasons spring, summer, fall and winter. Some animals that live here sleep all winter or hibernate. Bears, raccoons, possums and skunks usually live here. -Mandy, Joey and Sam
7: The Coral Reef Most coral reefs are found in tropical waters. Coral reefs typically have fish, polyps, sea urchins and sponges that live there. Corals are like jellyfish in that they can sting you and there are soft and hard coral. Sharks, seastars and clownfish live off the nutrients of coral. Corals grow in colonies and some can be seen from space, -Leo, Matt and Candice
8: MixBook Lesson Plan SECTION ONE Author: Kristin Parker Email Address: email@example.com Semester Created: Fall ‘09 LESSON OVERVIEW Title: Bountiful Biomes Brief Description: Students work in groups to research six different biomes (Arctic Tundra, Tropical Rain Forest, North American Desert, African Grasslands, Coral Reef and Deciduous Forest) and complete a mobile, a paragraph, and a Mixbook. ESSENTIAL QUESTIONS/GENERALIZATIONS: The student understands that a biome is a community of plants and animals adapted to living in a large geographical area characterized by a particular climate and soil and that no element or life form of the natural world exists in isolation. All things are interconnected in the web of life.
9: ENGAGING QUESTION/SCENARIO: To explore the ways people must dress and equip themselves to adapt to the different biomes, students will need to understand the physical conditions of the biomes. Teacher will ask, “How would you have to dress differently if you lived in a different part of the world?”, “How are other parts of the world different?”, “In what ways?”, and “What do you already know about biomes?” A Biome fashion show will then take place: Coral Reef- bathing suit, flippers, diving mask, and snorkel Arctic Tundra- winter coat, mittens, boots, ski mask, snowshoes North American Desert- t-shirt, sunscreen bottle, sunglasses, hat, water bottle Tropical Rainforest- long pants, long sleeves, hat with netting African Grassland- long pants, baseball cap Deciduous Forest- no costume (whatever the child is wearing should be fine.)
10: SUBJECT AREA(S) _ Math _x__ Science _x__ Reading _x__ Writing _x__ Social Studies/History ___ Foreign Language _x__ Art ___ Music ___ PE _x__ Information and Technology Literacy GRADE LEVEL Kindergarten ___ Grade 1 ___ Grade 2 ___ Grade 3 _x__ Grade 4 ___ Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary
11: DETAILED LESSON DESCRIPTION Standards, Benchmarks, Student Learning Targets GLE #1: The SWBAT Identify and describe different environments (i.e. pond, forest, prairie) support the life of different types of plants and animals (GLE Science, Changes in Ecosystems and Interactions of Organisms with their Environments, Strand IV Organisms are interdependent with one another and with their environment, Concept A- Grade 4) (Performance Standards 1.2, 1.4, 2.1, 2.7) GLE #2: The SWBAT Compare regions (e.g., explain how life in a city region is different from life in a rural region or how landscapes in mountainous regions look different from landscapes in plains regions) (GLE Social Studies, Elements of Geographical Study and Analysis, Strand V Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment, Concept F. – Grade 4) (Performance Standards 1.2, 1.4, 2.1)
12: STUDENT ASSESSMENT Students will be assessed through: constructed responses mobile project checklists of criteria for their Mixbook page teacher observations PERFORMANCE ASSESSMENT CRITERIA: Students are able to show much content knowledge. They give many details and examples. The students are organized, original/creative, and play with many features of the Mixbook to enhance attractiveness. Students display equal workloads distributed among members in group work. The students are able to conduct research using technology to display their knowledge in written and visual ways. COLLABORATION: The lab will need to be reserved for day 5 of this lesson. Other teachers will be asked if my classroom can share their Mixbooks with their classroom.
13: LESSON IMPLEMENTATION Length of Unit (hours, days): Approximately 4 hours and 10 minutes5 days Prerequisite Skills: Students must have some level of word processing skills, teamwork skills, research and organization skills, follow rubrics, and not be afraid to use their creativity. Goals at the end of lesson: SWBAT describe biomes, compare and contrast biomes, identify important facts based on prompts. ACCOMMODATION OPTIONS ELL/IEP Students: This lesson helps ELL students with all the visuals used throughout. Also, going through the different biomes may help them relate to where they are from considering their native home maybe nothing like where they live in the USA. ELL students will be placed with an encouraging classmate that often likes to assist in their peers learning. The teacher might even use dual-language enrichment sheets, reading material, and handouts to help the student follow along. It may be helpful to list the objective on the board and any new vocabulary. Teachers should used this vocabulary throughout the lesson (model) and encourage its use in small discussion groups. IEP students will work alongside partners as well and assistance from para-professionals may also be used. Assistive Technology Needs: The teacher will need to reserve the computer lab for day 5 in advance. Access to a color printer would be nice as well.
14: MANAGEMENT/ORGANIZATION TIPS: I would suggest that the teacher keep a to-do list on the board for students to see, possibly in the order they are to be done. I suggest this so student can keep track of their work and know how to pace themselves to complete the assignment with their peers on time. Also I would give the students the rubric before the lesson starts so they know what is expected of them and how they will be graded so they can keep up. Teachers should also give each student checklists of what’s required in the mobile, paragraph and Mixbook. MATERIALS AND RESOURCES REQUIRED FOR UNIT What is a Biome? (Bobby Kalman) A World of Biomes Series (Philip Johansson) Biome Atlases (Library Binding) For Mobiles: Hangers Construction paper Crayons, scissors, pencils, glue, hole punch Fishing line TECHNOLOGY Web-based resources (name and link) Biome Habitats Google Images Mixbook World Climates What’s it like where you live?
15: UNIT PLAN FLOW CHART/TIMELINE Identify and explain the activities, materials, resources, technology integration strategies, collaboration, and timeline for your lesson. A clear and easy way to complete this section is to identify what you’ll be doing for each step of the process. Day 1: (approximately 40 mins) After the engaging scenario, the teacher will have the students have them fill out a KWL chart on the board. After the K and W columns are filled out, the teacher will then read aloud a book about biomes to the class and ask the following comprehension questions: What is a biome? (an environment) What are the six major biomes in the world? (tundra, coral reefs, deciduous forest, grasslands, rainforest, desert) It will be explained to students that the biomes often have different types of animals and plants, or fauna and flora, which have adapted to the environment. It's also explained that the climates and habitats are different in biomes as well. The students will then be placed in groups of three or four for all the lessons of the next five days of classroom work on biomes. The groups will be assigned Coral Reef, Arctic Tundra, North American Desert, Tropical Rainforest, African Grassland, or Deciduous Forest. Students will know from that point of the teacher will be looking for equal workload from each student in group work through observation. Important vocabulary will include: Biomes, climate, terrain, flora, fauna, desert, rainforest, deciduous forest, grasslands, and tundra.
16: Day 2: (approximately 50 mins.) The teacher will hand out the rubrics and checklists for the mobile, paragraph and Mixbook. The mobile will need to have hanging from it information on plants, animals, temperature, weather, the name of their assigned biome and habitats. The paragraph needs to be an individual work that includes details and examples of the mobile project. The Mixbook will need to include at least 4 of their mobile criteria and needs to have at least one picture on the page, have a title and fill the page. The teacher will then tell students that sometimes, the same animals and plants can live in more than one biome. Ask students: Could a polar bear live in a desert? Why or why not? What animal could live in a desert? Why? Students will get a chance to find out more about the different biomes because they will be researching and creating biome mobiles as their first activity. They should be able to identify and name the above requirement. They will be asked to bring anything from home they might want to use on the mobile they’ll be creating tomorrow. Further discussion will be on the W column of the KWL chart. Day 3: (approximately 1 hour) On this day, the students are going to build a mobile of their groups’ biome. They will need hangers, construction paper, crayons, scissors, pencils, glue, hole punch and fishing line. They will be encouraged to use different shapes, colors and materials. For these mobiles I want them to include drawings and words that will ultimately describe the biome they’ve been assigned to. The teacher will model how to build a mobile.
17: Stu Students can now create their biome mobile. They can cover the hanger with construction paper and punch holes in the top part. Student can then punch holes in the top of their biome cards to attach the cards to hanger with fishing line. Have students cut varying lengths of fishing line so that the cards are staggered. Student can write “Biomes” or another title for their mobile on the hanger part.Day 4: (approximately 40 mins) On a map, have students identify the biome locations in a continent or the world and create a bulletin board as a class. Students will then write descriptive paragraphs about their assigned biome, in which they use their five senses to describe the environment. This paragraph is an individual assignment. Student are free to use books, textbooks and resources on the internet to perform further research if needed. Day 5: (approximately 1 hour) Students can use their research to make a biome mini-book. Students may find it useful to use the research they’ve already found for the mobiles and paragraphs to use as pages for the book. The biome each group was assigned will be one page of the Mixbook and needs to include 4 of the 6 requirements from the mobile project. We will use the computer lab on this day. Students will be shown example Mixbooks and a demonstration of basic Mixbook tasks and design. Students will be encouraged to use Google images for their picture on their Mixbook page. When all pages of the book are completed (6 biomes of the world) then the teacher will design the front and back cover then print out the class’ Biome Mixbook. The teacher will then make arrangements with other teachers for the class to share their Mixbook with other classrooms. Students will fill in the L part of the KWL chart.