LESSON PLAN TEMPLATE

Your Name: Jessica Fisher

Title of Lesson: Biome Explorers!
Grade: 6th

STANDARDS
1. CCSS.ELA-Literacy.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis
of relevant content.
2. CCSS.ELA-Literacy.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.

LESSON SUMMARY/OVERVIEW
Students will
- Work in groups of 3 and pick one specific biome found in the ocean.
- Research using library and internet resources.
- Research must support the following: Is the biome flora or fauna? What are its characteristics? What effects endanger this
biome? What will happen if this biome no longer exists? What benefits does this biome provide? How can we protect this
biome?
These questions provide the major sustainability connection because it allows them to explore the benefits biomes
present and how our decisions effect the life in the ocean.
- After collecting data, collaborate and write one, informative essay including answers to all of the provided questions.
- Last step needs to include a detailed illustration portraying their biome.
- Each group will present their visual and explain their biome and all of its characteristics.

OBJECTIVES
Students will be able to
- Write an informative essay based on supported evidence.
- Research using the internet as well as books provided in the library.
- Gain expertise in knowledge of a specific ocean biome.
- Answer specific questions regarding their biome.
- Understand why protecting the biomes is important.

ASSESSMENT/EVALUATION
Formative
- Monitor each groups progress.
- Pose questions to students to check for understanding.
Summative
- Grade their final essays and illustrations.
- Check for completion of each question.
- Observe and grade groups presentations and knowledge of their biome.

PREREQUISITE KNOWLEDGE
Students need to know
- What a biome is.
- What an informative essay is.
- What parts are included in an informative essay is (this would have been covered in a prior class).

MATERIALS
- Access to library, computers, and internet.
- Large paper.
- Colored pencils, markers, crayons.
- Pencils.
- Notebook paper.

VOCABULARY/KEY WORDS
- Biome
- Flora
- Fauna
- Endanger
- Credible
- Futures Thinking
TEACHING PROCEDURES
Teachers will
- Present the topic of the project.
- Define and review vocabulary with the class.
- Answer any questions that the students may have.
- Organize class into groups of three.
- Approve each groups biome choice.
- Demonstrate how to search on the internet and find credible sources.
- Monitor student progress and research.
- Watch each groups presentation.
- Present the definition for futures thinking to gateway into next days content.
- Grade essays, participation, and illustrations.

RESOURCES
No Resources Were Used

WAYS OF THINKING CONNECTION

In this lesson, the main focus is on futures thinking. Futures thinking includes how our actions and decisions
made in the past and present affect our future. By applying futures thinking, we are able to see different futures based on
specific factors and we can decide which future we want to pursue and how to make it happen. Futures thinking requires
us to consider both positive and negative outcomes when determining which future is best for a sustainable environment.

By examining the characteristics of a variety of biomes in the ocean, students can understand the benefits they
provide and how our actions affect the many life forms in the ocean. They apply futures thinking by discovering what will
happen if the biome they are researching no longer exists. They must realize that while decisions we make may benefit us
now, they do not always benefit our environment. When we negatively effecting the environment, it is likely to eventually
negatively affect us in the future. Students also apply futures thinking by determining ways, both big and small, that can
help save our ocean biomes.