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

Important Announcement about Online Courses and LEARN NC.

Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

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Related pages

  • Stevens Nature Center at Hemlock Bluffs: Provides information about the natural history of the Hemlocks Bluff Nature Preserve and the plants and animals that live there.
  • Port Discover: Students will enjoy visiting this new hands-on science and health center which is geared to the pre-k to fifth grade curriculum.
  • Jockey's Ridge State Park: Experience a world of the shifting sands and a barren, desert environment as well as an estuarine environment of the tidal waters of the Roanoke Sound at Jockey's Ridge State Park in Nags Head, North Carolina.

Related topics


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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


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


  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.


  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.


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


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.