K-12 Teaching and Learning From the UNC School of Education

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Learning outcomes

  1. Students should be able to identify the major components of biomes and the effects of human activity on them.
  2. Students should be able to successfully navigate websites for information and photographs.
  3. Students should be able to successfully use the programs Microsoft PowerPoint and Microsoft Word.

Teacher planning

Time required for lesson

3 hours

Materials/resources

  • computer access with a printer (preferably color), internet access, and the programs Microsoft PowerPoint and Microsoft Word
  • construction paper
  • glue sticks

Pre-activities

  1. Introduce the definition of biome and the factors that differentiate one biome from another.
  2. A list of appropriate websites shortens research time dramatically.

Activities

  1. Students are assigned or choose different biomes.
  2. Students are to create a one-page description of their assigned biome from research performed online. The information should include, but is not limited to: flora, fauna, climate, and human uses and influences.
  3. Students are to create a one-page collage of images gathered from the internet. Images are best imported through Microsoft PowerPoint, where they can be manipulated into the desired size, shape, color, etc.
  4. The one-page description and one-page collage of images should be glued onto a piece of construction paper for display.
  5. Students then orally report to the class on each biome using the product created.
  6. Products are excellent review tools for use in concluding units or reviewing for exams.

Assessment

Students are assessed on a daily basis by personal conversations and monitoring.

Students are assessed on the final product and oral presentation using a predetermined rubric: seventy percent final product, twenty-five percent daily progress, five percent oral presentation.

Supplemental information

Comments

I realize how simple this lesson plan is. The concept is by no means new. The product, however, has proven very valuable for a quick review of biomes in a relatively short period of time.

  • North Carolina Essential Standards
    • Science (2010)
      • Biology

        • Bio.2.1 Analyze the interdependence of living organisms within their environments. Bio.2.1.1 Analyze the flow of energy and cycling of matter (water, carbon, nitrogen and oxygen) through ecosystems relating the significance of each to maintaining the health...
      • Grade 6

        • 6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment. 6.L.2.1 Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred...
      • Grade 8

        • 8.L.3 Understand how organisms interact with and respond to the biotic and abiotic components of their environment. 8.L.3.1 Explain how factors such as food, water, shelter and space affect populations in an ecosystem. 8.L.3.2 Summarize the relationships among...

North Carolina curriculum alignment

Science (2005)

Grade 9–12 — Biology

  • Goal 5: The learner will develop an understanding of the ecological relationships among organisms.
    • Objective 5.01: Investigate and analyze the interrelationships among organisms, populations, communities, and ecosystems.
      • Techniques of field ecology.
      • Abiotic and biotic factors.
      • Carrying capacity.