Objective: Students will be able to construct their very own biome zoo design using their prior background knowledge on biomes. Students will be able to learn to collaborate with other students and create a biome zoo design. Common Core Standards/Content Standards: Content Standards: History-Social Science 4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California Common Core Standards: Science Life Science 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: 3.a. Students know ecosystems can be characterized by their living and nonliving components. 3.b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. Common Core Standards: Language Arts Reading Standards for Informational Text : Integration of Knowledge and Ideas 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Common Core Standards: Visual Arts 5.3 Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or tell a story about a historical event. Technology Standards 1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. apply existing knowledge to generate new ideas, products, or processes b. create original works as a means of personal or group expression c. use models and simulations to explore complex systems and issues 2. Communication and collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. communicate information and ideas effectively to multiple audiences using a variety of media and formats d. contribute to project teams to produce original works or solve problems 3. Research and information fluency Students apply digital tools to gather, evaluate, and use information. a. plan strategies to guide inquiry b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media Materials: SmartBoard ELMO iPad Overhead Projector Construction paper Biome zoo examples drawings Crayons Pencils Markers
Lesson Preparation: Please be sure and turn on the SmartBoard, Overhead Projector and ELMO. Please place the Biome zoo example under the ELMO (you will be showing students this later in the assignment explanation). Please also get all iPads out from the back crate, turn them. Please place one iPad on each students desk according to the number on the back and the number on each students name tag.
Anticipatory Set: Close your eyes and think about a time that you have gone to a zoo. What is the first thing you do when before you go inside? Students should respond by saying, look at the map. Well when you look at a zoo map, what do you notice? Animals are broken up into groups. The animals are broken up into different groups based on their habitats. We have learned over the past three weeks that animals and plants have different habitats that they live in, according to their needs. With your group (from the previous day), you will be able to take all of your prior background knowledge on biomes and create a biome zoo design, just like this example. This is an example of what you will be doing today (have displayed on the SmartBoard the biome zoo design). Guided Instruction: In your group, you will need to draw your biome (include all physical features-trees, water, sand, etc.), and include all plants and animals that belong in your biome. Make sure you label the name of all plants and animals that are in your biome, so that others will be able to identify them. Once every group have finished, you will present to the class and then we will display them up on the board and it will be like our very own zoo is in class. Your biome shall not look like anyone elses in the classroom. Each biome must present a minimum of five different plants and animals into the drawing. Please assign each table a biome so that students can work with their group. Once you have done this, please dismiss students to work with their group. Once groups are settled, pass out one white construction paper to each group, one package of markers and one package of colored pencils.
Independent Activity: Students will be working at their table with their group members the whole class period. Students will need to draw their very own zoo design and incorporate the correct plants and animals that can only be found in their biome. Students will need to make it colorful and label the name of each animal and plant in the drawing. Allow students to work for 45-60 minutes on their zoo design depending on the timing. Students will present their zoo design to the whole class the following day.
Student Work/Outcome: At the end of this lesson, students will get a better understanding into what a zoo biome looks like and how to work with other students. Students will be able to correctly construct their own biome zoo design but drawing the correct plants, animals and background features for each biome. Students will need to use all their prior background knowledge from the past three weeks, as well as collaboration with other students to create their very own zoo. Students will be graded on: their creativity, notes from the week, classroom management time, as well as their overall presentation. Below is an example of what students will need to be creating with their table group. Rubric: Zoo Design Total Points: 40 Category Excellent 5 Satisfactory 4 Average 3 Unsatisfactory 1-2 Creativity of zoo design-15 points The overall appearance of the biome zoo design Zoo design was colorful, but not easy to see or Zoo design was colorful but the student only Zoo design provided no color and was not is colorful, easy to see, each biome is represented with the correct animals and plants in each biome. understand. More then 90% of the plants and animals were correctly labeled and put in the correct biome. provided 80% of the correct plants and animals for each biome. complete. Student provided less then 70% of the plants and animals. Notes/Facts-10 points Student provided clear and concise notes, detailing all of the six biomes. Student provided notes that were clear but not concise and only addressed five of the six biomes. Student provided notes that were not clear and only addressed three to four of the six biomes. Student provided details to only one or two of the biomes. Notes were not clear, not concise and did not address all the information. Use of Time Classroom time was used effectively to work on their project. Classroom time was used to work on project about 90% of the time. Classroom time was used to work on project about 80% of the time. Student was distracted and talking with other students. Student did not use classroom time effectively. Worked about 70% of the time on their project. Was very distracted and talked with other students a majority of the class time. Presentation-10 points Student was able to present with clear, concise details. Presented with a loud voice and with easy to understand and follow details. Student presented with clear, concise details. Presented with a low voice and made it difficult to follow and understand details. Student presented project but rushed through the presentation. Details were not clear or concise. Student presented but did not share any details.