Description

Students work in groups to research five different biomes (arctic tundra, tropical rain forest, North American desert, African grasslands, deciduous forest) and complete a graphic organizer.

Materials

-Biome chart (see associated file)
-Trade books about biomes (download associated file for an Optional book list)
-Encyclopedias
-Reference books
-Internet access (optional)
-Reference CD-ROMs (optional)
-Computer(s) with Internet access
-Bulletin board paper (white)
-Markers, crayons, colored pencils

Procedures

Note: Students need prior knowledge of doing research using trade books, encyclopedias, reference books, the Internet, and CD-ROMs, if these materials are available.

1. Display several pictures of different animals and plants that would be in one of the five biomes (arctic tundra, tropical rain forest, North American desert, African grasslands, and deciduous forest). Ask students to put them in groups and give a reason for their grouping. Discuss different ways of grouping the animals and plants.

2. Discuss the meaning of biome with students.

3. Tell students that they are going to find out about some animals and plants that are grouped according to where they live.

4. Discuss with the students different ways to organize information before writing.

5. Provide each student with a copy of the biome chart.

Definition of biome:
(biˇome) Pronunciation Key (b m )n. A major regional or global biotic community, such as a grassland or desert, characterized chiefly by the dominant forms of plant life and the prevailing climate.

Source: [The American HeritageŽ Dictionary of the English Language], Fourth Edition Copyright 2000 by Houghton Mifflin Company. All rights reserved.

6. Have students work in small cooperative groups of three to four students, researching five biomes (arctic tundra, tropical rain forest, North American desert, African grasslands, and deciduous forest) using various sources: library books, encyclopedias, reference books, Weblinks (optional), and CD-ROMs (optional).

7. Have the students fill in the chart with at least five animals and three plants for each biome. Have them list sources of information on the chart.

8. Circulate and assist groups with research if needed.

9. Have each group use bulletin board paper, crayons, colored pencils, and/or markers to recreate a large copy of their chart. They may add drawings and/or graphics to their charts.

10. Have each group present their chart to the class (3-5 minutes). Display charts in the classroom.

11. Assess the activity. (See Assessment.)

Extensions

Extensions:
Students can use drawing applications, such as Kid Pix Studio Deluxe or AppleWorks Drawing, etc., to create illustrations for the charts. Students can download appropriate free graphics for their charts from the Internet.
Assign a biome to each small group. Each group then creates a large mural for their assigned biome with plants and animals to reasonable scale. Students can use the graphic organizer to write a report comparing and contrasting two biomes. Students can use Kidspiration or Inspiration to create a different graphic organizer using the same information.
Modifications:
Working in pairs or small groups enables the ESOL and/or the ESE student to participate successfully.

Attached Files

The attached document, Bountiful Biomes Chart, is a chart for students to complete as they research. It is also used for assessment of the project.     File Extension: pdf