4/28 Animal Cracker Lab

Teacher: Gainous

Unit/Session: Ecology Biomes

Date of Instruction:  April 28, 2022

Standard/s:  S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments. 

d. Ask questions to gather and synthesize information from multiple sources to differentiate between Earth’s major terrestrial biomes (i.e., tropical rainforest, savanna, temperate forest, desert, grassland, taiga, and tundra) and aquatic ecosystems (i.e., freshwater, estuaries, and marine). (Clarification statement: Emphasis is on the factors that influence patterns across biomes such as the climate, availability of food and water, and location.) 

Learning Target/ Teaching Point:

 I can distinguish between earth’s terrestrial (land) and aquatic (water) biomes

Success Criteria:

• Compare each biome’s temperature and rainfall

• Locate each biomes region in the world

• Read and interpret a climograph

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

INTRODUCTION/CONNECTION:

Science Starter Review Question 

DIRECT INSTRUCTION: 

Introduce activity called, “Animal Cracker Lab”.  Explain to students expectations for activity. 

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

Using the data collected from the animal crackers, students will create a bar graph on how many animals they found in each biome and answer review questions pertaining to the data. 

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Students will take a quiz on biomes. 

After the quiz, students (Either independently or in partners) will be given a handful of animal crackers. Using these crackers, they must identify the animal and the correct biome in which it resides. Using their worksheet, they will place a check in the correct biome each time they write the organism's name. 

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Quiz on biomes 

Formative Assessment :