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Biome
Donna Smith
Science, Math, and Technology
6-8 Special Education
Atlantic Elementary School
February 27, 2001
Brief Description: This
science unit covers six major biomes using print and not print
material. Students will evaluate Internet and print material
resources for validity and appropriateness. The students will
research and compare the temperature, rainfall, adaptations of
plants and animals, animals, functions, soil composition in the
biomes. Students will create a spreadsheet, and choose the
appropriate graphs to display the temperature and rainfall in the
biomes. Students will present their project to teacher and
classmates. Students will identify a local biome and adopt the area
to monitor area over a 6 week period.
Approximate time required: Three
times a week for 45 minutes for three weeks.
Standard Course of Study Goals and Objectives
Science
1.01 Assess a variety of ecosystems (communities of organisms and
their interaction with the environment).
1.02 Determine the function of organisms within the population of
the ecosystem: producers, consumers, and decomposers.
1.04 Relate the role of light, range of temperatures, and soil
composition to an ecosystem's capacity to support life.
1.06 Assess the interaction of organisms within an ecosystem.
Math
4.01 Interpret and construct line graphs.
4.02 Explain the kinds of decisions that need to be made in
selecting and constructing appropriate graphs including pictograph,
bar, line plot, circle, and line graph.
4.03 Systematically collect, organize, display and interpret
data both orally and in writing using information from a variety of
content areas.
Computer /Technology
2.1 Use technology tools to collect, analyze, and display data. (SI)
2.3 Use keyboarding skills to improve speed and accuracy.
(KU/WP/DTP)
2.4 Use a word processing application to create and format a
document. (KU/WP/DTP)
3.4 Select the most appropriate graph to display data and state
reason. (SS)
3.5 Create modify a multimedia presentation citing sources of
copyrighted materials. (M/P)
3.7 Evaluate information found via telecommunications for
appropriateness, content, and usefulness. (T)
Information Skills
Competency Goal 2: The learner will IDENTIFY and USE criteria
for excellence to evaluate information and formats.
Competency Goal 3: The learner will RELATE ideas and
information to life experiences.
Competency Goal 4: The learner will EXPLORE and USE research
processes to meet information needs.
English Language Arts
Competency Goal 2: The learner will IDENTIFY and USE criteria
for excellence to evaluate information and formats.
Competency Goal 3: The learner will make connections through
the use of oral language, written language, and media and
technology.
Competency Goal 4: The learner will apply strategies and skills to
create oral, written, and visual texts.
Competency Goal 5: The learner will apply grammar and language
conventions to communicate effectively.
Teacher's Lesson Goals/Objectives:
By
the end of the unit, the student will be able to compare and
contrast temperature and rainfall in the 6 major biomes in the
world, choose and create the appropriate graph, and interpret the
graph. Students will present their project.
Materials/Resources Needed:
Computer
Spreadsheet/ graph program
Printer
Paper
Video ìWorld Biomesî by National Geographic
Internet Site: NCWise Owl Reference Zone - Grolier
Encyclopedia
http://www.ncwiseowl.org/reference.htm
http://www.angelfire.com/hi/biomelinks/gen.html
Print material:
Bernstein, Leonard, et al. Concepts and Challenges in Life Science.
New Jersey: Globe Book Company, 1991.
Wright, Jill, et al. Life Science. New Jersey: Prentice Hall,
1991.
Cohen, Michael, et al. Discover Science. Illinois: Scott, Foresman
and Company, 1989.
The Salt Marsh Biome Videos. Educational Images LTD. PO Box 3456
Westside Station. Elmira, NY. 14905-0456
Pre Activities:
Students define biomes.
Students research and discuss six major land biomes including:
rainfall, temperatures, animals, plants, functions, soil composition
and their adaptations of plants and animals.
Students discuss and evaluate information found via
telecommunications for appropriateness, content, and usefulness.
Viewed video on Biomes
Class discussion on the plant and animal life in the biomes.
Students and create food chains and webs that exists in the
different biomes.
Activities:
Students will find the average of a range of temperatures.
Student will convert Celsius to Fahrenheit.
Student will take their rainfall and temperature data for each biome
and enter them into a spreadsheet and graph the results.
Students write a paragraph summarizing from each biome.
Discuss the influence of technology on life in the United States.
Students create and label two graphs one of rainfall and the other
of temperatures.
Closure:
Students will display and interpret their graph to the class.
Assessment: Look back at each
of your Goals and Objectives and decide what assessment piece will
be used to measure each objective to measure student understanding
of the lesson.
The graph will be assessed using a rubric.
The paragraph will be assessed using a rubric
Pencil Paper Test: on finding the average rainfall in Celsius and
Fahrenheit.
Graph Rubric
| 4 Points |
3 Points |
2 Points |
1 Points |
1. Student successfully enters all data into spreadsheet
2. Choose appropriate graph,
3. Enter (title, X, Y axis),
4. Label the data,
5. Colors match the task as closely as possible, and
6. Legend information is clear and correct.
7. Created additional graphs and explained the rationale for
choosing each graph. |
Completes 6 out of 7 of the above tasks |
Completes 5 out of 7 of the above tasks. |
Completes 4 or less of the above tasks. |
Presentation Rubric
| 4 Points |
3 Points |
2 Points |
1 Points |
1. Orally gives a comprehensive description of each of the 6
biomes (rainfall, temperature, animals, functions, soil
composition and adaptations of plants and animals). 2. Uses
multimedia, posters, or other visual including their graph
during presentation.
3. Elaborate on the topic.
4. Able to respond appropriately to audience questions.
5. Describe local biome and discuss the changes that occur
over the over the 6 weeks, including their contributions to
the area. |
1. Orally gives a comprehensive description of each of the 6
biomes (rainfall, temperature, animals, functions, soil
composition and adaptations of plants and animals).
2. No visuals except the graph.
3. Cover topic.
4. Able to respond appropriately to audience questions.
5. Describe local biome and discuss the changes that occur
over the over the 6 weeks, including their contributions to
the area. |
1. Orally gives a description of each at least 4 of
the 6 biomes (rainfall, temperature, animals, functions, soil
composition and adaptations of plants and animals).
2. No visuals except the graph.
3. Partially cover topic.
4. Able to respond appropriately to audience questions most of
the time.
5. Describe local biome and discuss the changes that occur
over the over the 6 weeks, including their contributions to
the area. |
1. Orally gives a description of each at least 4 of
the 6 biomes (rainfall, temperature, animals, functions, soil
composition and adaptations of plants and animals).
2. No visuals except the graph.
3. Partially cover topic.
4. Unable to respond appropriately to audience questions.
5. Describe local biome and discuss the changes that occur
over the over the 6 weeks, including their contributions to
the area. |
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