Name



Name Class Date assigned 11/2/10 Due date

Unit 6: Land Biomes Gallery Walk

Nov 2 – 16 (Test on 18th)

There are five biomes to learn about.

A. Deserts

B. Grasslands

C. Forests

D. Tundra

E. Mountains

Information for each biome will include:

1. A list of vocabulary

2. “I can” statements

3. TEKS every student must show mastery of

4. Assigned members

5. An appointed leader

6. A rubric for grading each group

Each group will:

1. Present a power point to the whole class – present 11/9/10

a. teach the meaning of each vocab word

b. provide at least 2 locations as examples of each word

c. include at least 3 pictures to exemplify each word

d. give examples of types of plants and animals that live there

e. follow the 7 x 7 power point guide lines

2. Create an activity to teach about your biome during the gallery walk – due /11/10

a. Teach concepts and relationships, not just definitions

b. Active learning

c. Can include internet activities

d. Can include labs (must provide URL)

e. Can include paper activities

f. Not just a word search or crossword puzzle, though you can INCLUDE those things

3. Design a poster to present other groups on the gallery walk – due 11/11/10

a. Teach concepts and relationships, not just definitions

b. Describes how humans have impacted your Biome and the organisms living there

c. Several interesting facts about Biome

4. Develop at least 3 IN DEPTH questions for each of the other four biomes – due 11/11/10

a. At least one of each three will follow the format “My biome has/is ___, how is yours different?”

b. You’re not trying to trap the other team leaders, but do expect in depth knowledge

5. Write a test – due 11/11/10

a. None of the questions can be directly from any other materials used by the group

b. 8 questions total

i. 6 multiple choice and/or fill in the blank with a word bank

ii. 2 open ended or short essay questions

iii. NOT all vocab or simple recollection, go for higher order thinking

c. Key

6. Provide daily summary of progress at that point as requested by Ms. Williams.

a. Thoughtful consideration of progress made and assessment of what needs to be done

7. Participate in a Gallery Walk (see below) - 11/11/10 and 11/16/10

8. Vote for “Best prepared group”

9. Assess self and other group members

10. Prepare for an inclusive test that will relate each Biome to Texas and individual biome tests 11/18/10

Gallery Walk –

1. Posters will be put up in the hallway or 2300 forest

2. Each leader will stay with the poster

a. The team leader will present the poster to each group

b. The team leader will be prepared to answer the three questions from each group

c. The team leader will be prepared to answer questions from Ms. Williams

3. The rest of each team will circulate to each poster

a. The team will ask the questions the team developed of each leader

b. The team will learn about the material presented (taking notes STRONGLY suggested)

c. The team will gather one extra copy of any materials provided at each station

4. The team will come back to their own poster

a. The team will provide the leader with a copy of all materials provided at each station

b. The team will teach the leader what they learned at each station

c. The team will be prepared to teach Ms. Williams what they learned

Desert Biome – Group Red A

1. A list of vocabulary

a. Biome

b. Desert

c. Hot desert

d. Cold desert

e. Arid

f. Succulent

2. “I can” statements

a. I can compare the abiotic factors, climates, and locations of the various biomes .

b. I can describe specific plant and animal adaptations to each of the land biomes.

c. I can compare the various types of deserts in terms of biotic and abiotic factors.

d. I can identify the climax communities for each biome.

e. I can describe the effects of human activities on the various biomes.

3. TEKS every student must show mastery of

a. 4B)  assess the role of native plants and animals within a local ecosystem and compare them to plants and animals in ecosystems within four other biomes;

b. 4D)  how does precipitation affect the biome

c. 5C)  what are the renewable and non-renewable resources in the biome and how do humans use them

d. 5D)  identify renewable and non-renewable resources humans use that must come from outside an ecosystem such as food, water, lumber, and energy

e. 5E)  analyze and evaluate the economic significance of resources within the biome

f. 7D)  analyze and make predictions populations of animals in biomes due to urbanization, and natural events such as migration and seasonal changes.

4. Assigned members

a. (leader) Vicki DeLeon (leader) Z Edwin

b. Tess Atkins Avery Hunt

c. Travis Smith David McAdams

d.

Grasslands Biome – Group B Yellow

1. A list of vocabulary

a. Biome

b. Grasslands

c. Tropical

d. Savannah

e. Temperate

f. Prairies

g. Pampas

h. Steppes

i. Veldt

2. “I can” statements

a. I can compare the abiotic factors, climates, and locations of the various biomes .

b. I can describe specific plant and animal adaptations to each of the land biomes.

c. I can compare the various types of grasslands in terms of biotic and abiotic factors.

d. I can identify the climax communities for each biome.

e. I can describe the effects of human activities on the various biomes.

3. TEKS every student must show mastery of

a. (4B)  assess the role of native plants and animals within a local ecosystem and compare them to plants and animals in ecosystems within four other biomes;

b. 4D)  how does precipitation affect the biome

c. 5C)  what are the renewable and non-renewable resources in the biome and how do humans use them

d. 5D)  identify renewable and non-renewable resources humans use that must come from outside an ecosystem such as food, water, lumber, and energy

e. 5E)  analyze and evaluate the economic significance of resources within the biome

f. 7D)  analyze and make predictions populations of animals in biomes due to urbanization, and natural events such as migration and seasonal changes.

4. Assigned members

a. (leader) Daniel Rossi (leader) Devan Horn

b. Josh Craig Kandi Allen

c. Megan Teverbaugh (Cora Watson)

d. Cora Watson

Forests Biome – Group D Green

1. A list of vocabulary

a. Biome

b. Forest

c. Tropical rainforest

d. Tropical deciduous forest

e. Temperate rainforest

f. Temperate deciduous forest

g. Coniferous (boreal or taiga) forest

h. Slash and burn

2. “I can” statements

a. I can compare the abiotic factors, climates, and locations of the various biomes .

b. I can describe specific plant and animal adaptations to each of the land biomes.

c. I can compare and contrast the various types of forests in terms of biotic and abiotic factors.

d. I can identify the climax communities for each biome.

e. I can describe the effects of human activities on the various biomes.

3. TEKS every student must show mastery of

a. 4B)  assess the role of native plants and animals within a local ecosystem and compare them to plants and animals in ecosystems within four other biomes;

b. 4D)  how does precipitation affect the biome

c. 5C)  what are the renewable and non-renewable resources in the biome and how do humans use them

d. 5D)  identify renewable and non-renewable resources humans use that must come from outside an ecosystem such as food, water, lumber, and energy

e. 5E)  analyze and evaluate the economic significance of resources within the biome

f. 7D)  analyze and make predictions populations of animals in biomes due to urbanization, and natural events such as migration and seasonal changes.

4. Assigned members

a. (leader) Amber Brownstein (leader) Livi Wygal

b. Mayte Blass Kenia Martinez

c. Andrew Brumgard Amber Harvey

d.

Tundra Biome – Group C Blue

1. A list of vocabulary

a. Biome

b. Tundra

c. Arctic

d. Alpine

e. Permafrost

2. “I can” statements

a. I can compare the abiotic factors, climates, and locations of the various biomes .

b. I can describe specific plant and animal adaptations to each of the land biomes.

c. I can compare and contrast the tundra to the desert in terms of biotic and abiotic factors.

d. I can identify the climax communities for each biome.

e. I can describe the effects of human activities on the various biomes.

3. TEKS every student must show mastery of

a. 4B)  assess the role of native plants and animals within a local ecosystem and compare them to plants and animals in ecosystems within four other biomes;

b. 4D)  how does precipitation affect the biome

c. 5C)  what are the renewable and non-renewable resources in the biome and how do humans use them

d. 5D)  identify renewable and non-renewable resources humans use that must come from outside an ecosystem such as food, water, lumber, and energy

e. 5E)  analyze and evaluate the economic significance of resources within the biome

f. 7D)  analyze and make predictions populations of animals in biomes due to urbanization, and natural events such as migration and seasonal changes.

4. Assigned members

a. (leader) Emily Carlson (leader) Ashlyn Klino

b. Jackie Karr Janet Gil

c. Jose Vallejo

d.

Mountain Biome – Group E Purple (see Ms. Williams for further info)

1. A list of vocabulary

a. Biome

b. Mountain

c. Foothills

d. Rain Shadow

e. Elevation

f. Snow line

2. “I can” statements

a. I can compare the abiotic factors, climates, and locations of the various biomes .

b. I can describe specific plant and animal adaptations to each of the land biomes.

c. I can compare and contrast the various types of forests in terms of biotic and abiotic factors.

d. I can compare and contrast the tundra to the desert in terms of biotic and abiotic factors.

e. I can compare the various types of deserts in terms of biotic and abiotic factors.

f. I can compare the various types of grasslands in terms of biotic and abiotic factors.

g. I can identify the climax communities for each biome.

h. I can describe Texas in terms of biomes and locations

i. I can describe the effects of human activities on the various biomes.

3. TEKS every student must show mastery of

a. 4B)  assess the role of native plants and animals within a local ecosystem and compare them to plants and animals in ecosystems within four other biomes;

b. 4D)  how does precipitation affect the biome

c. 5C)  what are the renewable and non-renewable resources in the biome and how do humans use them

d. 5D)  identify renewable and non-renewable resources humans use that must come from outside an ecosystem such as food, water, lumber, and energy

e. 5E)  analyze and evaluate the economic significance of resources within the biome

f. 7D)  analyze and make predictions populations of animals in biomes due to urbanization, and natural events such as migration and seasonal changes.

4. Assigned members

a. (leader) Kirby Rosser (leader) Raymond Tran

b. Shawn Smith Laura Morrison

c. Charis White

d.

Blas, Mayte Victoria |Learning lab |Stoner | | | | |Brownstein, Amber Leigh |Learning lab |Stoner | | | | |Brumgard, Andrew William |EF |? | | | | |Carlson, Emily Elaine |Learning lab |Grimes | | | | |Karr, Jacqueline Jae |EF |? | | | | |Vallejo, Jose Alberto |EF |?

| | | | | | | | | | | |Atkins, Tess Jay |Learning lab |Calderon | | | | |Craig, Joshua Paul |Chemistry |Verma | | | | |Deleon, Victoria Brianna |Learning lab |Phlegar | | | | |Rosser, Kirby Taylor |Learning lab |Nerad | | | | |Rossi, Daniel Charles |Learning lab |Nerad | | | | |Smith, Shawn Christopher |Learning lab |Calderon | | | | |Smith, Travis Cody |Learning lab |Phlegar | | | | |Teverbaugh, Megan Michelle |Precal |Moss | | | | |White, Charis Elizabeth |Learning lab |James |

| | | | | | | | | | |Allen, Kiandris Jonte - | | | | | | |Edwin, Azeem Andreson | | | | | | |Gil, Janet - | | | | | | |Harvey, Amber Dawn - | | | | | | |Horn, Devan Sage | | | | | | |Hunt, Avery Daniel | | | | | | |Klino, Ashlyn Nicole | | | | | | |Martinez, Kenia Yurixia | | | | | | |McAdams, David Henry | | | | | | |Morrison, Laura Ann | | | | | | |Rash, Mariah Nichole x | | | | | | |Tran, Raymond Hykhang | | | | | | |Wygal, Olivia Glaze | | | | | | |

-----------------------

Suggestion: slide 1-title

Slide 2 – vocab word defined, pics w/location I.D.ed

Slide 3 – next vocab and so on

Last slide – animals/plants w/pics

Suggestion: •definitions

• google your biome for ideas

• foldables

• relate why certain animals/plants live there

Suggested schedule:

11/2/10 – make power point

- create activity

- turn in progress report

11/4/10 – make poster

- write test

- turn in progress report

11/9/10 – power point presentations

- write questions

- turn in progress report

11/11/10 – begin gallery walk, visit 2 biomes

- return to base and teach leader

11/16/10 – finish gallery walk, visit 2 biome

- return to base and teach leader

- vote for best prepared group

11/18 – Texas and biome tests

- self/member assessment

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download