Taiga and Temperate Deciduous Biomes - Weebly
Taiga and Temperate Deciduous Biomes
Annamarie Meyer
Walden University
Lucy Sennett
Exploring the Earth and Beyond SCIE 6663
December 4, 2010
Science K-8 Instructional Plan Template
Candidate’s Name: ___Annamarie Meyer Target Group: Third and Fourth Grade
Content/Subject: ____Taiga and Deciduous Forests__________
School: _Robinson Township Christian School___ Date of Plan Design: _____November 30, 2010
|LEARNING OUTCOMES, OBJECTIVES, UNIFYING THEME & STANDARDS ALIGNMENT |
|Topic/Overview/THEME |Biomes: Taiga and Temperate Deciduous Forests |
|Learning Outcomes/Goals |Students will be able to identify what a biome is and what two of the biomes are like. Students will be able to |
| |identify the flora involved with Taiga and Deciduous Forests. |
|Unifying Theme(s) |Which apply: |
| |__X Scientific Inquiry |
| |___ Nature of Science |
| |__X Systems and Energy |
| |___ Models and Scale |
| |___ Patterns of Change |
| |___ Form and Function |
|Learning Objectives |Students will: Students will take a walk around the school and identify the trees around them. Students will discuss |
| |which type of biome they live in. Students will create a model explaining where the taiga and deciduous biomes are on |
| |the earth using maps of the earth and explain why it is that way in connection with weather and climate on the earth. |
|lesson Context |Connection with previous learning: Students recognize the similarities and differences between climate and weather and|
| |what they know about both of those in the region where they live. Students draw a connection between climate and the |
| |existence of biomes or various regions with different climates. |
| |Connection with future learning (real world contexts); Students realize that they will be comparing and contrasting |
| |biomes to create their own shadow box of an organism’s biome. Students |
| |Connections with other content areas (interdisciplinary): Students will be using language and art to express their |
| |thoughts and ideas about biomes and present them to the class and greater school environment. |
|Student Information |Description of class including diverse populations (cultural, gender, exceptionalities, language, geographical area, |
| |special needs issues, etc.): The classroom is made up of middle class, protestant Caucasians. There is a high level |
| |of gifted students though one student has a nervous “tick”. He has turret’s syndrome and coughs and clears his throat |
| |uncontrollably. This action is understood and accepted by the class and has been minimized as much as possible as a |
| |distraction. The turret’s syndrome student is incredibly intelligent and very actively engaged in lessons. |
| |Pre-requisite knowledge needed: An understanding of why various climates exist (the relationship of the Sun on the |
| |Earth. An understanding of what a biome is. |
| |Specific Environment Considerations: The classroom is a culmination of both third and fourth graders whom learn their |
| |science and social studies lessons together. This means that sometime they are introduced to topics earlier than |
| |“normal” or later than “normal” though in a two year cycle all aspects are covered. This means that as I talk, I |
| |reintroduced the explanation of the Sun’s cycle and distance impacting climate, and I used some terms which might be |
| |higher level understandings for students who can grasp it, but did not grade all students on those concepts. |
| |The surrounding area for observation is that of western Pennsylvania in a semi-rural but mostly developed area. All |
| |plants and animals reflect these factors. |
| |Specific Grouping Considerations (individual, small group, large groups, or whole class): Students interacted on both |
| |an individual and group level through displaying their thoughts on individual papers while discussing as a group. |
| |Students took a walk around the school property as a group and had chances to point out what signs of adaptations to |
| |seasons they could see in the plants around them. This they shared with the whole group. |
|National Standards addressed |NSES (National Science Education Standards): A.2: SELECT SCIENCE CONTENT AND ADAPT AND DESIGN CURRICULA TO MEET THE |
| |INTERESTS, KNOWLEDGE, UNDERSTANDING, ABILITIES, AND EXPERIENCES OF STUDENTS. |
| |A.3: SELECT TEACHING AND ASSESSMENT STRATEGIES THAT SUPPORT THE DEVELOPMENT OF STUDENT UNDERSTANDING AND NURTURE A |
| |COMMUNITY OF SCIENCE LEARNERS. |
| |B.1: FOCUS AND SUPPORT INQUIRIES. |
| |B.2: ORCHESTRATE DISCOURSE AMONG STUDENTS ABOUT SCIENTIFIC IDEAS. |
| |B.4: CHALLENGE STUDENTS TO ACCEPT AND SHARE RESPONSIBILITY FOR THEIR OWN LEARNING. |
| |B.5: RECOGNIZE AND RESPOND TO STUDENT DIVERSITY AND ENCOURAGE ALL STUDENTS TO PARTICIPATE FULLY IN SCIENCE LEARNING. |
| |B.6: ENCOURAGE AND MODEL THE SKILLS OF SCIENTIFIC INQUIRY, AS WELL AS THE CURIOSITY, OPENNESS TO NEW IDEAS, AND |
| |SKEPTICISM THAT CHARACTERIZE SCIENCE. |
| |NSTA (National Science Teachers Association Standards) A.1. Elementary teachers without a science specialization |
| |should be prepared to teach science |
| |with a strong emphasis on observation and description of events, manipulation of objects and |
| |systems, and identification of patterns in nature across subjects. They should be prepared to |
| |effectively engage students in concrete manipulative activities that will lead to the development |
| |of desired concepts through investigation and analysis of experience. Elementary generalists |
| |should be prepared to lead students to understand the unifying concepts of science, including: |
| |1. Multiple ways we organize our perceptions of the world and how systems organize the |
| |studies and knowledge of science. |
| |2. Nature of scientific evidence and the use of models for explanation. |
| |3. Measurement as a way of knowing and organizing observations of constancy and change. |
| |4. Evolution of natural systems and factors that result in evolution or equilibrium. |
| |5. Interrelationships of form, function, and behaviors in living and nonliving systems. |
| |A.2. At the elementary level in particular, the sciences should be interwoven to develop |
| |interdisciplinary perspectives. In relation to biology, elementary generalists should be prepared to |
| |lead students to understand: |
| |6. Features distinguishing living from nonliving systems. |
| |7. Characteristics distinguishing plants, animals, and other living things. |
| |8. Multiple ways to order and classify living things. |
| |9. Ways organisms function and depend on their environments |
| |10. Ways organisms are interdependent. |
| |11. Reproductive patterns and life cycles of common organisms. |
| |12. Growth, change, and interactions of populations to form communities. |
| |NBPTS (National Board for Professional Teaching Standards) |
| |Other (i.e. Project 2061) |
|State or District standards |Specify if you are using state or district standards: PA State |
| |Standards Addressed: |
| |3.1.3.A1: Describe characteristics of living things that help to identify and classify them. 3.1.3.A2: Describe the |
| |basic needs of living things and their dependence on light, food, air, water, and shelter. |
| |3.1.3.B6: |
| |Distinguish between scientific fact and opinion. |
| |Ask questions about objects, organisms, and events. |
| |Understand that all scientific investigations involve asking and answering questions and comparing the answer with |
| |what is already known. |
| |Plan and conduct a simple investigation and understand that different questions require different kinds of |
| |investigations. |
| |Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to |
| |collect more information than relying only on their senses to gather information. |
| |Use data/evidence to construct explanations and understand that scientists develop explanations based on their |
| |evidence and compare them with their current scientific knowledge. |
| |Communicate procedures and explanations giving priority to evidence and understanding that scientists make their |
| |results public, describe their investigations so they can be reproduced, and review and ask questions about the work |
| |of other scientists. |
| |3.1.3.C1: Recognize that plants survive through adaptations, such as stem growth towards light and root growth |
| |downward in response to gravity. Recognize that many plants and animals can survive harsh environments because of |
| |seasonal behaviors (e.g. hibernation, migration, trees shedding leaves). |
| |3.3.3.A5: Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a |
| |particular place and time. |
| |3.4.3.A2: Identify that some systems are found in nature and some systems are made by humans. |
|Outreach to Community , |Share collaboration plan. If these were not included, please explain why. |
|colleagues, Families, and/or |Parents are told what the students are learning. Parents will later be included in the creation of a biome model which|
|professional organizations |is a class project. School students can come and view the class biomes before and after school as is possible. |
|connection to developing |As students understand the world we live in and the life that it can support, students are better educated in what is |
|scientifically literate citizens |essential to the well being of organisms and the significance of events which compromise that. |
|FIVE E’S MODEL PLANNING GUIDE |
|Questions |Focus for inquiry: What the Biomes are like. |
| |Prompts for critical and creative thinking: What do we know, what do we need to know about biomes |
|1-Engagement |Background information & Connections to prior experiences: As you all know, you have been learning about biomes and |
| |how different flora are able to live in each different one. |
| |Anticipatory Set/introduction Can anyone tell me which biome it is that we currently live in? |
| |Misconceptions: How do you know if that is our biome? Have you ever lived in a different biome? How did it look |
| |different? |
|2-Exploration |We are going to go outside and look at the plants around us. We will investigate our biome and talk about the things |
| |that you see. |
|3-Explanation |Students will be shown examples of flora from the biomes and also a map of where the biomes are on the earth. |
| |Students will discuss why that is the way that it is and be lead to the answer. |
|4-Elaboration |Extension & enhancing, checking for understanding, transfer of knowledge: |
| |Students will be shown plant from another biome and asked to answer what would happen if those plants where planted |
| |in our biome area. |
|5-evaluation |synthesis & closure: Students will create their own model map of the various biomes and explain why it is that they |
| |are where they are on the earth, and why the plants that live there do. |
|METHODOLOGY |
|LEVEL OF INQUIRY |Choose the level of inquiry associated with this plan: Insure that it is described in the 5 E’s Section of this |
| |instructional plan. |
| |___ Confirmation Inquiry: Students confirm a principle through an activity when the results are known in advance. |
| |_X Structured Inquiry: Students investigate a teacher-presented question through a prescribed procedure. |
| |___ Guided Inquiry: Students investigate a teacher-presented question using student designed/selected procedures. |
| |___ Open Inquiry: Students investigate questions that are student formulated through student designed/selected |
| |procedures. |
|INSTRUCTIONAL STRATEGIES USED |Constructions |
| |Simulation |
| |Cooperative Learning X |
| |Peer Editing X |
| |Discussion/Questioning X |
| |Practicum |
| |Problem Solving |
| |Field Study X |
| |Reflection/Response X |
| |Graphic Organizers |
| |Independent Learning |
| |Role Playing |
| |Laboratory |
| |Viewing/Listening/Answering |
| |Patrice/Drill |
| |Experiment |
| |Lecture/Reporting |
| |Discovery: X |
| |Journaling |
| |Other: (please specify) |
|DATA INFORMED INSTRUCTION |Describe how data will be used to inform instruction or will be used during the instruction to collect, analyze, reflect,|
| |and revise. |
| |-Data is collected to offer students so that their guesses can be verified on where the biomes exist. Students will |
| |predict where they believe the taiga and deciduous forests are and then data will be shown to reflect how close they got |
| |to the answer. Data was collected to show students what the biomes looked like, and what some specific flora are along |
| |with some animals in a food chain for the area.. |
|BLOOM’S CRITICAL THINKING |Which apply: |
| |__X Knowledge |
| |___ Comprehension |
| |__X Application |
| |__X Analysis |
| |___ Synthesis |
| |___ Evaluation |
|MULTIPLE INTELLIGENCES |Which apply: |
| |_X Visual/Spatial _X Verbal/Linguistic ___Logical/Mathematical __X Bodily/Kinesthetic |
| |___Musical/Rhythmic ___Interpersonal ___Intrapersonal _X Naturalist ___Existential |
|DOMAINS ADDRESSED |__X Cognitive __X_Social ___Affective _X__Kinesthetic ___Meta-cognitive |
|SAFETY PLAN |A first aid kit is inside if students get hurt. A cell phone will be along to contact help. Umbrellas are available |
| |judging from the weather. |
|REFERENCES AND RESOURCES NEEDED |1) Teacher produced modeling page to show plants of each biome and why they were where they were. 2) Teacher produced map|
| |of the biomes for students to color where they believe the Taiga and Temp. Deciduous forested areas are. |
| |3) Textbook: Christian Schools International. (1994). Science 3. Grand Rapids, Michigan |
|MATERIALS |
|MATERIALS USED |Materials used: (include all lab materials we well) |
| |Technology Integration: How will technology be used as an instruction tool with students in your classroom? |
| |T |
| |S |
| |Internet- (T) by me for gathering information and pictures |
| |Calculator |
| |Slides-(S/T) Power Point used to display info. for students. |
| |VCR/TV/DVD/Laser Disk/CD ROM- |
| |Assistive Technology |
| |Digital/Video Camera/Smart Board-(T) Video camera and digital camera used to record lesson and nature walk. |
| |Computer (i.e. software kits)- (S/T) Power Point and digital projector to display information. |
| |Distance Learning/Webcast |
| |Other (please specify) |
| |Classroom textbook: CSI. (1994). Science 3. Grand Rapids, Michigan: Christian Schools International. |
| |Internet sites: |
| |Marietta College Department of Biology and Environmental Science. (n.d.).Temperate deciduous forests. Biomes of the |
| |world. Retrieved on December 4, 2010 from |
| |Ming, A. & Ming, H. (n.d.) Adaptations to a temperate deciduous forest biome. Forest Adaptations, Houghton Mifflin. |
| |Retrieved on December 4, 2010 from |
| |Missouri Botanical Garden. (2002). Temperate deciduous forest. Retrieved on December 4, 2010 from |
| | |
| |NASA. (December 4, 2010). Temperate deciduous forests. Earth observatory. Retrieved on December 4, 2010 from |
| | |
| |Bryan Schaffner. (2010). Tiaga. Blue Planet Biomes. Retrieved on December 4, 2010 from |
| | |
|ASSESSMENT/EVALUATION |
|Put a checkmark “α” for |Concept Mapping: ? |
|assessments reflecting process |Observation:? |
|and an “x” for assessments |Peer Evaluation: ? |
|reflecting product. |Self-Evaluation: ? |
| |Journals: X |
| |Other: (please specify) |
|How will you evaluate each |Students will be evaluated based on their ability to explain why it is that various plants are able to adapt and survive |
|student’s goal/outcome? |in various biomes. Students will need to predict where the taiga and temperate deciduous regions are based on their |
| |understanding of the earth’s relationship to the sun, and explain differences between temperate and taiga trees. |
|REFLECTION after IMPLEMENTATION |
|Observations during |What did you learn from informally assessing students during implementation? |
|implementation |That even after learning about temperate deciduous regions that some students did not color in the area where they live |
| |even though they know that they live in such a region. They were very familiar with why climates are the way that they |
| |are (due to the sun’s light hitting various places differently) but they did not know why only part of the United States |
| |is a temperate deciduous area. They know that the temperate deciduous areas have seasons whereas the tropical areas do |
| |not have the progressive seasons and the taiga only has slight ones with summer and winter being longer and spring and |
| |fall being basically nonexistent. They did know that just like cactus plants, coniferous trees are better suited for |
| |colder weather because they do not have leaves like deciduous trees do, so deciduous trees need to pull in their |
| |nutrients and drop the leaves to weather the winter while evergreens can keep their needles all year long. They |
| |understood that the northern areas are darker and thus that is part of the reason why many plants are not able to grow |
| |there. |
|How will you use this |I think that they could use more information on what causes biomes besides sunlight. They know that water is a part of |
|information? |it, but they believed that was because of something related to the sun. They did not show a huge understanding of how |
| |that is, and really, that is not surprising. I believe I need to find better ways of showing and explaining this to them.|
|Your personal reflections of the |I wish that I could have talked more about bogs in the taiga. I think that it is hard for them to understand what the |
|lesson |taiga looks like apart from also having evergreens. I believe that I should learn better how to describe to them why it |
| |is that there is less rain and it is drier in the taiga areas. We talked about foresters being in charge of the uses in |
| |an area and companies like Alcoa hiring someone to make sure that they are responsible with the environment around their |
| |mines. I think that when I talked about organisms needing to adapt to the various seasons that that really hit home when |
| |I talked about how we do not where the same clothes in winter as in summer and that we are required to adapt just as |
| |animals and plants are. |
|Summary of your students’ |The students did a pretty accurate job of predicting where the taiga biome is located. Many also included the tundra |
|assessments and reflections |areas as well though. Knowing where to locate and predict the temperate deciduous regions was harder to do than the |
|after implementation |taiga. |
| |After reviewing the final assessment where the students model the types of flora found in the taiga and temperate |
| |deciduous regions and explain them, 10 out of 13 students caught on that in the taiga region the plants are evergreens |
| |with needles to help the trees hold onto their water, while the temperate deciduous area has plants that lose their |
| |leaves. Two students used examples of plants found in the temperate deciduous area for both regions, saying that an oak |
| |tree survives in the taiga by loosing its leaves, or that Dutchman’s breeches “are higher so it can survive” but higher |
| |than what and survive what is not explained. The other student gave examples of plants with needles for both regions and |
| |used a thorn bush as a way to keep away animals as the reason this plant survives in the deciduous realm. Five students |
| |noted that the deciduous trees grow big leaves, lose their leaves, or grow buds as part of their explanation of how |
| |deciduous trees are successful in their realm. Three students listed a plant with berries for the deciduous region, which|
| |would show an assumption that they do not think that the taiga biome has plants with berries(?) One student listed a |
| |thorn bush as an example of a temperate deciduous plant, saying that the tundra is too cold for it and that the thorns |
| |also protect it. I believe that these things show that the students confused the walk where their regular teacher showed |
| |them some ways that plants survive here in Pittsburgh as reasons for why they can only be here in the deciduous region. I|
| |believe that should I do this again, I would make sure to clarify that as the students study plants in the temperate |
| |region, they need to recognize that just because it is in one region; it does not mean it can not be in the other. They |
| |discussed how that was true about evergreens being in both the taiga and deciduous regions, but they have not yet grasped|
| |that the same could be true about plants located in the deciduous region also being up in the taiga. This is despite |
| |talking about how many birds migrate up north during the summer because of the food prospects there, plus them knowing |
| |that bears live there (which are omnivores that enjoy berries). |
|Revisions for needed improvement |See above, plus: Out of thirteen students, twelve of them included parts of South America or Asia as part of the |
| |temperate deciduous region. I believe the reason for this is because they are not fully aware of where the equator is in|
| |relationship to the countries of the world on the map. They do know that the areas around the equator are hotter because|
| |they discussed it in the lesson on the tropics. Thus, I would probably draw the equator on the map to help them with this|
| |factor. |
| |paper ID: 162262023[pic][pic][pic][pic] |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- biomes o plenty 1 12 2
- temperate rainforest biotic factors
- biotic factors in temperate forest
- deciduous forest abiotic factor
- temperate rainforest abiotic factors
- abiotic factors temperate forest
- temperate deciduous forest biotic factors
- temperate deciduous forest abiotic factor
- temperate rainforest biotic living
- temperate deciduous forest plants
- temperate deciduous forest interesting facts
- temperate deciduous forest biome