Stage 1 Desired Results
ESTABLISHED GOALS
MS-LS2-1 Ecosystems: Interactions, Energy,
and Dynamics: Analyze and interpret data to
provide evidence for the effects of resource
availability on organisms and populations of
organisms in an ecosystem.
MS-LS2-1 Ecosystems: Interactions, Energy,
and Dynamics: Analyze and interpret data to
provide evidence for the effects of resource
availability on organisms and populations of
organisms in an ecosystem.
MS-LS2-3 Ecosystems: Interactions, Energy,
and Dynamics: Develop a model to describe the
cycling of matter and flow of energy among living
and nonliving parts of an ecosystem.
MS-LS2-4 Ecosystems: Interactions, Energy,
and Dynamics: Construct an argument supported
by empirical evidence that changes to physical or
biological components of an ecosystem affect
populations.
Stage 2 - Evidence
Transfer
Students will be able to independently use their learning to
<type here>
Meaning
UNDERSTANDINGS
Students will understand that
There are various types of ecosystems and biomes
Biomes are composed of numerous ecosystems
Biomes are composed of producers, consumers and
decomposers and each of them play a role in said ecosystems
The sun and water plays a major role in a biome
There are similarities and differences between various
biomes
Food chains contribute to how biomes function
ESSENTIAL QUESTIONS
What is a biome?
How many major biomes are there in the world?
What are the similarities and differences between the major
biomes of the world?
Acquisition
Students will know
That each organism in a biome plays a specific role
Biomes include living and nonliving components
A biome is a group of land ecosystems with similar climates
and certain types of living things
The Sun, rain and temperature play a vital role in biomes
Students will be skilled at
 Defining biomes
Analyzing a biome using a system thinking approach
Describing the abiotic and biotic components of a biome
Identifying organisms within a biome as producers,
consumers, or decomposers
Classify and distinguish biomes from each other based on
climate and organisms that reside within them

Evaluative Criteria Assessment Evidence

<type here> PERFORMANCE TASK(S):
Completion of worksheets and handouts given during lessons
Self-editing
Peer-editing
Completion of Biomes at A Glance Graphic Organizer
Biomes Review Quiz
Research for Biomes Think-Tac-Toe
Submission of Biomes Think-Tac-Toe
<type here> OTHER EVIDENCE:
Ability to follow directions
Ability to work individual and within a group
Grading Rubric addressing specific target areas of individual
presentations on ecosystems
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction Title: Introduction to Biogeography and Biomes
Day 1
Time: 40-50 minutes
Objective: Introduction to Biogeography and Biomes
Anticipatory Set:
TTW: Last week we finished our diorama projects on ecosystems.
Now, we will be moving on to biomes to wrap up our ecology unit. As
a refresher, who can tell me what an ecosystem is? Yes, it is an
environment composed of abiotic and biotic components. Abiotic are
the nonliving things in an environment such as rocks and water, and
biotic are the living things such as the plant and animals. It is
important that we keep these things in mind as we continue on into
biomes. We learned that ecosystems are composed of what? They are
composed of numerous habitats. Biomes are made up of a bunch of
things. In this case, not just habitats. When we examine the major
biomes this week and next week, we will see that there are key factors
that make up a biome but a main factor are ecosystems. We did not
learn about them to leave them out of these lessons. Before we dive
into our lecture on the introduction to biomes, lets look at this video
on the major biomes of the world to prepare us.
https://www.youtube.com/watch?v=hIy0ZlyPPDg
Body of Instruction: (Pass out Introduction to Biomes Worksheets -
Appendix B).
TTW: That video was full of beautiful imagery that has prepared us to
begin learning about the major biomes of the world. I have passed out
a worksheet in which you will complete as you follow along with the
lecture. Once we have finished the lectures slides for today, I will give
you one to two minutes to ask your fellow groups members to fill in
anything you have missed. You will turn your notes in so that I have
give you credit and ensure that you were following along and paying
attention during the presentation.
Present on slides 1- 13 from Biomes Presentation (Appendix A)
Biogeography
Continental Drift
Dispersal
 Exotic Species
Invasive Species
Biomes + Map
Check for Understanding:
TTW: Who can tell me what biogeography is? Yes, it is the study of
where organisms live. Why do you think it is important for us to learn
what biogeography is to study biomes? By understanding
biogeography, we can understand ecosystem and ultimately biomes
roles in the lives of organisms. We now know that some species are
brought into a new environment. These are exotic species. Which are
different from invasive species, who tend to come into a new
environment and alter what is naturally there. The most common
examples are weeds taking over a lawn. And, how many major biomes
in the world are there? There are 6; rainforest, desert, deciduous forest,
grasslands, boreal forests (Taiga) and the tundra. They are located all
over the world.
Elaborate on the Content:
TTW: (Pass out biomes handout with map - Appendix C)
Now that we have had a lovely introduction to biomes, your task is to
read this biomes handout, write a 5 sentence summary and color in the
map. Read the directions carefully. It says to color each number that
correlates with a biome the same color. As in, all your taigas will be
one color and all your deserts will be the same color but different from
your taigas.
Assessment:
Completion notes accurately, coloring of biomes map and 5 sentence
summary.
 Scaffolding and differentiation:
Teacher provides direct assistance to those in need of it. All
students are GATE and teacher asks as facilitator. Struggling
students are encouraged to work with partners and group
members. Groups are set up with one to two high performing
student, one to two average performing students and one to two
low performing students to provide additional help from peers.
Day 2 Teacher roams around classroom, stepping in where needed
and provided explicit instructions and check ins with students.

Title: Rainforests and Deserts (Slides 14-23 - Appendix B)

Time: 40-50 minutes
Objective: Appendix D
Different types of rainforests
Temperate and Tropical
Layers of the Rainforest
Rainforest climate and organisms
Desert climate and organisms
Results:
Day 3
A walk in the desert worksheet (Appendix E)
The layers of the rainforest worksheet (Appendix F)

Title: Grasslands and Deciduous Forests (Slides 24-31 - Appendix

 B)
Time: 40-50 minutes
Objective: Appendix G
Grasslands climate and location
Savannas
Types of temperate grasslands
Priaires
Steppes
Pampas
Grassland animal and plant life
Deciduous Forest location and organisms
Plant life - deciduous trees
Animals
Day 4
Results:
Grasslands Word search and 5 sentence paragraph summary
(Appendix H)
Deciduous rainforest Facts worksheet (Appendix I)

Title: Boreal Forest (Taiga) and Tundra (Slides 32-40 - Appendix

B)
Time: 40-50 minutes
Objective: Appendix J
Boreal forest climate and location
Coniferous trees
 Boreal forest plant and animal life
Tundra climate and location
Permafrost in Tundra
Types of tundra
Day 5 Alpine
Arctic
Anartic
Results:
Taiga Forest Facts worksheet (Appendix K)
Tundra Word search (Appendix L)

Title: Biomes Review

Day 6
Time: 40-50 minutes
Objective:
Review of the 6 major biomes of the world
Results:
The 6 major Biomes of the World Video
Biomes at a Glance Worksheet (Appendix M)

Title: Biome Quiz and Final Project Introduction

Day 7-10
Time: 40-50 minutes
Objective:
Review of biomes and assessment of established goals
Results:
Biome Quiz (Appendix N)
Selection of Biome Think-Tac-Toe project prompts (Appendix
O)

Title: Biome Think-Tac-Toe Project (Appendix E)

Time: 40-50 minutes
Anticipatory Set:
TTW: Now that we have successfully learned about the major biomes
in the world you will now show me that you understand them. For the
rest of the week, you we will take class time to work on you ecology
final project. I gave you a brief introduction to Biomes Think-Tac-Toe
(Appendix O) on Friday. Now, you will finalize your three projects,
plan out the material you will need and begin your research to
complete them. On Wednesday, you will submit rough drafts of your
projects. I will give them back with comments on Thursday and you
will submit your final projects at the end of class on Friday. Hang on
to your Biome Think-Tac-Toe because you will turn these in with your
projects. I will write your grade on them.
Body of Instruction:
TTW: Your task is to choose 3 activities from the Biome Think-Tac-
Toe worksheet. You can only complete activities in a horizontal,
diagonal or vertical line, just like when playing tic-tac-toe. You will
highlight or circle the activities that you choose to do. (Teacher will
then read through all 9 possible prompts and combinations for
project). Appendix O
Check for understanding:
TTW: Now that we have read through all prompts and possible
combinations, does anyone have any questions or concerns? (Teacher
will take and answer all of student questions and concerns).
Elaborate on Content:
TTW: I have passed back all assignments and notes that we have
completed on biomes, you are free to use those to help you complete
your projects. The chromebooks and I are also available as additional
resources.
Assessment:
Submission and accurate completion of 3 activities from Biome
Think-Tac-Toe
Scaffolding and differentiation:
Teacher provides direct assistance to those in need of it. All
students are GATE and teacher asks as facilitator. Struggling
students are encouraged to work with partners and group
members. Groups are set up with one to two high performing
student, one to two average performing students and one to two
low performing students to provide additional help from peers.
Teacher roams around classroom, stepping in where needed
and provided explicit instructions and check ins with students.
 Resources

Bioexpedition. (2016, April 18). Retrieved June 04, 2017, from https://www.youtube.com/watch?v=T4ZqvuT4e68

Biomes. (n.d.). Retrieved June 04, 2017, from http://www.worksheetplace.com/index.php?

function=DisplayCategory&showCategory=Y&links=2&id=454&link1=241&link2=454

BoredOutofMyMyndPROD. (2009, September 29). Retrieved June 04, 2017, from https://www.youtube.com/watch?v=-Y3KdO3oQ2o

Introduction to Grassland Biomes. (2015, April 21). Retrieved June 04, 2017, from https://www.youtube.com/watch?v=3UnlYTl1I-4

Clark, D. (n.d.). Bloom's Taxonomy of Learning Domains. Retrieved June 04, 2017, from http://www.nwlink.com/~donclark/hrd/bloom.html

Cole, D. (2013, September 10). Retrieved June 04, 2017, from https://www.youtube.com/watch?v=OS5qWFCodYk

Eggen, P., & Kauchak, D. (2001). Education psychology: Classroom connections (5th ed.). New York, NY: Macmillan.

Environmental Science : Biomes - Deciduous Forests. (2013, January 07). Retrieved June 04, 2017, from https://www.youtube.com/watch?

v=HTXPYZiFVjQ
Gagnon. (n.d.). 5th Grade Science: 6. Ecosystems and Biomes - Mr.Gagnon's Site. Retrieved June 04, 2017, from

https://sites.google.com/a/pemibaker.org/mr-gagnons-site/5th-grade-science/5th-grade-science-6-ecosystems-and-biomes

Gardner, Howard. (1993). Multiple Intelligences: The Theory in Practice. Basic Books: New York, New York.

Httsmm. (2012, February 05). Retrieved June 04, 2017, from https://www.youtube.com/watch?v=4b91MGt-Bg4

Sfgregs. (2013, February 18). Retrieved June 04, 2017, from https://www.youtube.com/watch?v=hIy0ZlyPPDg

Sriddle8119. (2015, April 06). Retrieved June 04, 2017, from https://www.youtube.com/watch?v=91XG5v1b2zQ

Stohr-Hunt, T. (2012, December 03). Science Differentiation. Retrieved June 04, 2017, from

https://www.pinterest.com/pin/231583605810376784