The Earth's Biomes

Introduction/Task/Process/Resources/Evaluation/Teacher Notes/Conclusion

Introduction:

Last year our planet was visited by aliens from the planet Gluupick. The Gluupickians want to know more about the Earth and its different environments to see if the Earth is worthy enough to be protected from the evil Keldarts that who to destroy our planet. You have been appointed to a committee of scientists to create a presentation that will teach the Gluupickians about the Earth's biomes.

The curious Gluupickians
The evil Keldarts

 

But this is no simple task, as the Earth has many different environments, plants, and animals. These plants and animals need certain conditions to thrive in their environments. You and the other scientists are the Earth's last, best hope.

Mankind is counting on you to convince the Gluupickians that the Earth is worth saving. In this project, you will explore the Earth's five major biomes and the types of plants and animals that they support.

Introduction/Task/Process/Resources/Evaluation/Teacher Notes/Conclusion

Task:

This project will require you to work individually and with your fellow scientists (classmates) in groups of five to create an oral presentation about one of the Earth's five major biomes that will help the Gluupickians to understand the biome's characteristics and what plants and animals live there. You and your group will present your findings to the Gluupickians using your choice of audio/visual aids and/or various technologies in an attempt to prove Earth is worthy of their protection.

Introduction/Task/Process/Resources/Evaluation/Teacher Notes/Conclusion

Process:

The lead scientist (teacher) will pass around a hat with folded pieces of paper. You will choose one piece of paper out of the hat. The paper will have two numbers on it. The top number will be your group number and the bottom number will tell you which individual task you must research for your group.

Once you have indentified your group number and individual project number, scroll down to find your group's biome. Then, find your individual assignment and begin researching using the links in the resource section. You will need to keep notes of your findings on loose leaf notebook paper.

When every member of your group has completed his or her individual assignment, gather as a group and read the group assignment together. Decide with your group members how you will present your research to the Gluupickians and other groups of scientists. Each scientist must participate in the oral presentation. Some ideas for parts in the presentation are: reporter(speaker), creative consultant(props, art work, photographs), and technical advisor(computer operator.) Be creative, we cannot risk boring the Gluupickians!

 

And remember,our Earth is beautiful. Make sure you show the Earth's beauty to the Gluupickians.

 

 

Topic for Group One: Water Biome

Topic for Group Two: Desert Biome

Topic for Group Three: Grassland Biome

Topic for Group Four: Forest Biome

Topic for Group Five: Tundra Biome

 

 

Individual Projects:

1.) What is the biome like? Is it diverse, meaning are there many different kinds of environments within the biome? What types of places are these environments found?

2.) Is there a specific temperature for the whole biome? If temperatures can be different, list three different climates where the biome's environments are found.

3.) What types of environments are included in the biome? List three.What makes the three environments different?

4.) Name three types of plants that are found in the biome and what makes them able to survive there.

5.) Name three different animals that are found in the biome and what makes them able to survive there.

 

Introduction/Task/Process/Resources/Evaluation/Teacher Notes/Conclusion

Resources:

Grasslands Topics

Tundra Topics

Desert Topics

Temperate Deciduous Forest Topics

Ponds and Lakes Topics

Wetlands Topics

Regions of the World

 

Major Biomes of the World

The World's Biomes

Biomes

Ecosystems and Biomes

Temperate Ocean Topics

NASA Earth Observatory: Mission Biomes

National Geographic Animals

Introduction/Task/Process/Resources/Evaluation/Teacher Notes/Conclusion

Evaluation:

The lead scientist (teacher)of the committe to save Earth will be looking for these requirements in your presentation:
 
1.) Facts are accurate for each biome.

2.) The answer of each individual question is included in the presentation.

3.) Each group member participates in the presentation.

4.) A group folder is turned in with notes from each group member.

5.) Classroom time is being used to work on the project. Conversations are not disruptive and are focused on the work.

 

Evaluation Rubric:

Advanced: 5 Points Proficient: 4 Points Basic: 3 Points Below Basic: 2 points
Facts are accurate for the entire biome. Facts are accurate for almost the entire biome. Facts are accurate for most (3/4)of the biome. Facts are often inaccurate for the biome.
The answer of each individual question is included in the presentation. The answers to four of the individual questions are included in the presentation. The answers to three of the individual questions are included in the presentation. The answers to two of the individual questions are included in the presentation.
 Each group member participates in the presentation. Four group members participate in the presentation. Three group members participate in the presentation. Two group members participate in the presentation.
A folder is turned in with notes included from each group member. A folder is turned in with notes included from four of the group members. A folder is turned in with notes included from three of the group members. A folder is turned in with notes included from two of the group members.
Classroom time is being used to work on the project. Conversations are not disruptive and focused on the work. Classroom time is being used most of the time to work on the project. Conversations are not disruptive and focused on the work. Classroom time is being used most of the time to work on the project. Conversations were disruptive some of the time, but were still focused on the work. Classroom time is not being used most of the time to work on the project. Conversations were disruptive most of the time and were not focused on the work.

Introduction/Task/Process/Resources/Evaluation/Teacher Notes/Conclusion

Teacher Notes: 

This webquest is specifically tailored for fourth grade students.

South Carolina State Science Standard:

II. Life Science
Unit of Study: Organisms and Their Environment
A. Characteristics of Organisms
1. Organisms have basic needs and can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.
a. Identify the characteristics of different environments, such as forests, wetlands, grasslands, deserts, and in polar, temperate, and tropical regions.
Describe the diversity of life forms (vertebrate and invertebrate animals and plants) supported by each environment.
Investigate the relationships between the basic needs of different organisms and whether or not a particular environment meets those needs.

For more information regarding South Carolina State standards, click the following link:

South Carolina State Standards

This web quest focuses on integrating many skills to complete a finished assignment. Students will gain experience researching on the Internet, taking notes, working in a group, and using creativity as a way to teach others in addition to learning about science.

Introduction/Task/Process/Resources/Evaluation/Teacher Notes/Conclusion

Conclusion:

This project is meant for you to learn more about the Earth's biomes, but it also meant to teach you more about the Internet and how to work well in groups. You should have fun and remember to be creative. I want you keep your biome information correct in your presentations, but you may add humor and a little bit of story telling as long as it is appropriate to the story line of the webquest and does not take away from the biome information you need to include. If you have any problems, feel free to ask the lead scientist (teacher) questions, or talk to other groups, but be sure to ask your other group members first, you are a team and must work together to succeed. I want you to put some hard work into this project and don't put it off until the last minute.The more you get involved, and the more excited you get, the better your end result will be.

Good luck!

Introduction/Task/Process/Resources/Evaluation/Teacher Notes/Conclusion

Go to the Ruth Patrick Science Education Center Website

Go to the Redcliffe Elementary Website

Go to the Bodacious Biomes Lesson Website


http://rpsec.usca.edu//Classwork/731sp2008/Webquest/UsherQuest.html (April, 2008)

"The views expressed on this page are not necessarily those of the University of South Carolina."