Terrestrial Biomes, Author(s): Janice Rich, Grade Level: 5, Subject Area: Science, Students will be given pictures that pertain to the biome they are assigned. Using "Word Splash" students will think of five words that come to mind when looking at these pictures specific to their biome. Students will then share and discuss their words within their group. Finally each group will choose three words they feel exemplify their biome to share with the biome to share with the entire class.

Planning Guide

Creating Learner-Focused
Schools

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: Terrestrial Biomes	Author(s): Janice Rich
Grade Level: 5	School Address: Jones School, Remington Road, Utica, NY 13502
Subject Area: Science	School Phone/Fax: 792-2171

CONTENT KNOWLEDGE

Declarative	Procedural
Identifies the eight biomes	Science process: observing, classifying, collecting and organizing data
Summarizes the adaptations of plants and animals in a particular biome to the climatic and geographic features of that biome	Writing process
Describes how energy is passed along on a food chain from link to link

ESSENTIAL QUESTIONS

How are the plants and animals living in a particular biome adapted to the climate and geographical features of that biome?
How is energy passed along on a food chain from link to link?
What is a biome?
What is an ecosystem?

INITIATING ACTIVITY

Students will be given pictures that pertain to the biome they are assigned. Using "Word Splash" students will think of five words that come to mind when looking at these pictures specific to their biome. Students will then share and discuss their words within their group. Finally each group will choose three words they feel exemplify their biome to share with the biome to share with the entire class.

Connection to State Learning Standards

Content Area: Science

Level: Grade 5

Benchmarks: Students will describe how the structure of plants and animals complement the environment of the plant or animal.

Benchmarks: Students will use the computer as a tool for generating and drawing ideas.

Standard: MST#4 Students will understand and apply scientific concepts, principles and theories pertaining to the living environment.

Standard: MST#5 Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.

Unit Theme:

Biomes

Standard: ELA#1 Students will listen, speak, read, and write for information and understanding.

Standard:

Benchmarks:

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Identify the biomes

Identify the adaptations of plants and animals to a specific biome

Text materials

Reference materials

Internet

Encarta

Computer programs

Notetaking

Graphic organizer

Reciprocal teaching

Students will fill in graphic organizer from lecture noted an "what is a biome".

Students will be divided into eight groups and assigned a biome.

The class will then be given the five questions they must research for their report.

The students will use text, reference materials, computer programs, and the Internet to complete a gathering grid on their biome.

All reports will be word processed with imported graphics and displayed on a presentation board.

Students will use reciprocal teaching to disseminate information to the classmates.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Use the scientific process to observe, classify, collect, and organize data.

Use the writing process to create a descriptive paragraph on their biome.

Think-aloud graphic organizer

QAD organizer

Students will discuss aloud what steps are needed to create a model of their biome using the information gathered in their research.

Students will write a descriptive paragraph about their biome. (assessed by rubric)

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Features of a biome

Comparing

Classifying

Inductive Reasoning
Deductive Reasoning
Error Analysis
Analyzing Perspectives
Constructing Support
Abstracting
Other:

Each student will select two biomes to compare. Using a compare/contrast graphic organizer, the student will fill in essential information and write a comparison essay. (assessed by rubric)

Learning Experiences

Meaningful Use Tasks

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to…

What reasoning process will they be using?

Describe what will be done.

Identify the characteristics of a biome

Decision Making (selecting from seemingly equal alternatives or examining the decisions of others)

Problem Solving (seeking to achieve a goal by over coming constraints or limiting conditions)

Invention (creating something to meet a need or improve on a situation) X

Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation)

Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)

Systems Analysis (analyzing the parts of a system and how they interact)

Other:

Imagine that you are a tour guide for a biome. You are a naturalist and specialize in the knowledge of this biome. You take interested people on a tour through the biome that does not damage the living things there. Members of the tour may only shoot wildlife with cameras or video equipment. Design an advertisement for your company that makes people want to take your tour. Tell them what they will do, what they will see, where they will stay, and what they will eat. Add graphics and quotes from former customers. Show your knowledge through your add.

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [ ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Identifies Product or Process	Identifies Standards or Criteria	Revises Initial Product or Process	Meets Need
Weights	1	1	1	1
4	Advertisement provides a unique tour of the biome. Reflects a high level of creativity.	Identifies basic criteria well suited to the purpose of the advertisement.	Revisions clearly bring the advertisement closer to fulfilling the purpose for which it is designed.	Advertisement thoroughly fulfills the purpose for which it was designed.
3	Advertisement provides a good tour of the biome.	Identifies an appropriate set of criteria for the advertisement.	Revises advertisement in ways that serve the purpose of the tour.	Advertisement successfully serves the purpose for which it was designed.
2	Advertisement will not adequately satisfy the tour of the biome.	Identifies criteria that may not be completely appropriate or that will not ensure a worthwhile advertisement.	Revises advertisement but addresses only the most obvious difficulties.	Advertisement does not adequately serve the purpose for which it was designed.
1	Advertisement has little or no relation to the tour of the biome.	Identifies criteria that fail to address the important purposes of the advertisement.	Makes few, if any, revisions and appears satisfied with initial advertisement, although obvious difficulties remain.	Advertisement fails in the purpose for which it was designed.

NOTE: Rubric or other performance assessment instruments may be used.

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4	Score Point 3
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Score Point 2	Score Point 1
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Have You Considered These Yet?

Learn to Learn Skills:

Assessment Modifications:

Unit Schedule/Time Plan:

Written Overview: