Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.
In this activity, students collect information about different biomes by watching videos and doing a Web activity. They share their information in a carousel brainstorm activity and locate the biomes on a world map. Then student teams research different biomes and present their information to the class. As an option, students design an imaginary plant or animal that is adapted to a particular biome.
Note: This lesson plan was revised in September 2009, and now makes use of a Biomes interactive rather than two printable PDFs in the earlier version.
Carousel brainstorming begins with a number of different questions posted around the room on easel paper. Participants are divided into small groups and assigned a starting point to begin the brainstorming process. After a few minutes of brainstorming as a small group, they move on to the next question and repeat the brainstorming process. This continues until all of the groups have had the opportunity to brainstorm each question. The groups can return to the question that they started with and summarize all the ideas on the chart paper. (©1999 North Central Regional Educational Laboratory. All rights reserved. Reprinted with permission.)
You or your students can search Teachers'Domain for other videos available on grassland/savanna, shrubland/chaparral taiga/coniferous forest, or temperate deciduous forest biomes. Ask students to take notes on each biome, using the Biome Worksheet (PDF).
2. Have student teams do a carousel brainstorm with a different newsprint station for each biome. Include the same categories on the newsprint as those on the Biome Worksheet (PDF). Place a blank World Map (PDF) at each station, and have students sketch in pencil where they think that biome is located. If teams disagree about the location, have them sketch in a different color pencil or pen. Rotate teams through each biome station. Then discuss the following as you review each station:
Display the Biome World Map, which uses different colors to represent the location of each biome station.
3. Show all groups a sample climograph (temperature and precipitation charts) from Biomes Interactive. Then discuss the following:
4. Divide the class into biome teams:
(You may not have enough students or materials to cover each of the biomes.) Have each team research their biome using at least three different resources, including Biomes, the Web, and the library. Their research should include climate information, important physical factors (such as soil type, tides, salinity, etc.), plants and animals, adaptations of the plants and animals to their environment, and environmental issues that affect the biome. In addition, ask students to create a climograph for their biomes, using a resource such as Weatherbase.com (http://www.weatherbase.com/).
Have student teams present information on their biomes in creative ways—for example, using models, illustrations, travel brochures, skits, and so on. After each team presents, have them map their biome on a transparency or wall version of a World Map (PDF), using a different color for each biome.
Optional: Have students design an imaginary plant or animal that is adapted to the biome of their choice. Ask them to write a description of the organism and its adaptations and to make a drawing of it in its environment. Have students share their organisms with the class and display them.