Basic Productivity Tools (BPT)

Lesson Idea Name: Biome research presentation

Content Area: Science
Grade Level(s): 7th
Content Standard Addressed: S7L4. D. Ask questions to gather and synthesize information from multiple
sources to differentiate between Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna,
temperate forest, desert, grassland, taiga, and tundra) and aquatic ecosystems (i.e., freshwater, estuaries,
and marine)

Technology Standard Addressed: 1. Empowered Learner 3. Knowledge Constructor

Selected Technology Tool: PowerPoint

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level): (Select the best level) (Delete red instructions before
submitting to your Weebly)
☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): The narrated example PowerPoint and transcript provide a universal
representation resource for all students, and the freedom to research and present on their own addresses
gives universality to expression and engagement. If the example presentation and further details about each
biome were given in direct instruction, many students would be unable to engage with the material or
understand the representation effectively. Technology enables these aspects to become universal.
Lesson idea implementation:
The lesson begins with an overview of the basics of the various biomes in the world. This follows after
lessons that build from the concepts of ecological interactions and ecosystems until students have the ability
to recognize and research these relationships in a specific environment. The biome overview will get students
a baseline understanding of each one, and then a quick assessment will measure their comprehension of this
baseline. Assessment data will be used to assign them to a group, focusing on a biome they don’t understand
as well. They will become the class experts on this biome and present their research to the class.
Students will use the internet or textbooks to research specific details about their biome, and compile
this information into a PowerPoint presentation. This should take about two days, and some students will go
far beyond the bare minimum expectations, both visually and informationally. Once finished, they will share
their presentation with the rest of the class, and publish them to the class website. Peers will be required to
fill in a chart with the information presented, until they have learned these details about all the different
biomes. At the end of each presentation, students will evaluate their peers, indicating what information was
missing, inaccurate, or unclear. Finally, a quiz over the biomes will be given, assessing the information that
was expected to be included in their charts. Students will be allowed to use their charts for the quiz.
Reflective Practice: There are multiple avenues for further extension of this lesson. To reach LoTi level 5,
students could be put in contact with experts who study their assigned biome. To reach level 6, the lesson
could address the human impact standard as well, and students could be tasked with designing an effective
solution to mitigate negative human interactions with their biome. When these elements get implemented,
students may gain a real motivation to solve a problem and impact the world.
Spring 2018_SJB
 Basic Productivity Tools (BPT)

Spring 2018_SJB