Section I: Cover page

Teacher name: Megan McGinnis Unit Title: Biomes Unit Objectives: Students will learn about si di!!erent biomes over a course o! " wee#s$ Students will research and understand the si major biomes that are !ound on %lanet &arth$ Students will be researching di!!erent biomes o! their choosing and the' must !ind: biome location( biome climate( plants and animals that live in their biome( as well as causes to their e tinctions$ Students will discuss( present( create( assemble( debate and compose di!!erent wor#s o! art that is relevant to their understanding o! biomes$ Content Standards )ddressed * 'ou can !ind the content standards on the Cali!ornia +epartment o! &ducation ,ebsite -http:..www$cde$ca$gov.be.st.ss.inde $asp/ 0istor'1Social Science 2$3 Students demonstrate an understanding o! the ph'sical and human geographic !eatures that de!ine places and regions in Cali!ornia 2$3$ 4$ Use maps( charts( and pictures to describe how communities in Cali!ornia var' in land use( vegetation( wildli!e( climate( population densit'( architecture( services( and transportation$ Science 5i!e Science "$ 5iving organisms depend on one another and on their environment !or survival$ )s a basis !or understanding this concept: "$a$ Students #now ecos'stems can be characteri6ed b' their living and nonliving components$ "$b$ Students #now that in an' particular environment( some #inds o! plants and animals survive well( some survive less well( and some cannot survive at all$ 5anguage )rts 7eading Standards !or In!ormational Te t 8e' Ideas and +etails 3$ 7e!er to details and e amples in a te t when e plaining what the te t sa's e plicitl' and when drawing in!erences !rom the te t$ 9$ +etermine the main idea o! a te t and e plain how it is supported b' #e' details: summari6e the te t$ "$ & plain events( procedures( ideas( or concepts in a historical( scienti!ic( or technical te t( including what happened and wh'( based on speci!ic in!ormation in the te t$ Cra!t and Structure

;$ Compare and contrast a !irsthand and secondhand account o! the same event or topic: describe the di!!erences in !ocus and the in!ormation provided$ Integration o! 8nowledge and Ideas <$ Interpret in!ormation presented visuall'( orall'( or =uantitativel' -e$g$( in charts( graphs( diagrams( time lines( animations( or interactive elements on ,eb pages/ and e plain how the in!ormation contributes to an understanding o! the te t in which it appears$ >$ Integrate in!ormation !rom two te ts on the same topic in order to write or spea# about the subject #nowledgeabl'$ ,riting Standards Te t T'pes and %urposes 1,rite opinion pieces on topics or te ts( supporting a point o! view with reasons and in!ormation$ a$ Introduce a topic or te t clearl'( state an opinion( and create an organi6ational structure in which related ideas are grouped to support the writer?s purpose$ b$ %rovide reasons that are supported b' !acts and details$ c$ 5in# opinion and reasons using words and phrases -e$g$( !or instance( in order to( in addition/$ d$ %rovide a concluding statement or section related to the opinion presented %roduction and +istribution o! ,riting ;$ ,ith some guidance and support !rom adults( use technolog'( including the Internet( to produce and publish writing as well as to interact and collaborate with others: demonstrate su!!icient command o! #e'boarding s#ills to t'pe a minimum o! one page in a single sitting$ 7esearch to Build and %resent 8nowledge <$ Conduct short research projects that build #nowledge through investigation o! di!!erent aspects o! a topic$ @$ 7ecall relevant in!ormation !rom e periences or gather relevant in!ormation !rom print and digital sources: ta#e notes( paraphrase( and categori6e in!ormation( and provide a list o! sources$ >$ +raw evidence !rom literar' or in!ormational te ts to support anal'sis( re!lection( and research$ Aisual B %er!orming )rts Music 3$C )rtistic %erception1 Students read( notate( listen to( anal'6e( and describe music and other aural in!ormation( using the terminolog' o! music$ 3$2 +escribe music according to its elements( using the terminolog' o! music Aisual )rts 4$C Connections( 7elationships( )pplications1Students appl' what the' learn in the visual arts across subject areas$ The' develop competencies and creative s#ills in problem solving( communication( and management o! time and resources that contribute to li!elong learning and career s#ills( The' also learn about careers in and related to the visual arts$ 4$" Construct diagrams( maps( graphs( timelines( and illustrations to communicate ideas or tell a stor' about a historical event$

Technolog' Standards )ddressed * 'ou can !ind the technolog' standards on the International Societ' !or Technolog' in &ducation -IST&/ ,ebsite -http:..www$iste$org/ 3$ Creativit' and innovation Students demonstrate creative thin#ing( construct #nowledge( and develop innovative products and processes using technolog'$ a$ appl' e isting #nowledge to generate new ideas( products( or processes b$ create original wor#s as a means o! personal or group e pression c$ use models and simulations to e plore comple s'stems and issues 9$ Communication and collaboration Students use digital media and environments to communicate and wor# collaborativel'( including at a distance( to support individual learning and contribute to the learning o! others$ a$ interact( collaborate( and publish with peers( e perts( or others emplo'ing a variet' o! digital environments and media b$ communicate in!ormation and ideas e!!ectivel' to multiple audiences using a variet' o! media and !ormats d$ contribute to project teams to produce original wor#s or solve problems "$7esearch and in!ormation !luenc' Students appl' digital tools to gather( evaluate( and use in!ormation$ a$ plan strategies to guide in=uir' b$ locate( organi6e( anal'6e( evaluate( s'nthesi6e( and ethicall' use in!ormation !rom a variet' o! sources and media c$ evaluate and select in!ormation sources and digital tools based on the appropriateness to speci!ic tas#s d$ process data and report results 2$ Critical thin#ing( problem solving( and decision ma#ing Students use critical thin#ing s#ills to plan and conduct research( manage projects( solve problems( and ma#e in!ormed decisions using appropriate digital tools and resources$ a$ identi!' and de!ine authentic problems and signi!icant =uestions !or investigation b$ plan and manage activities to develop a solution or complete a project c$ collect and anal'6e data to identi!' solutions and.or ma#e in!ormed decisions d$ use multiple processes and diverse perspectives to e plore alternative solutions 4$ +igital citi6enship

Students understand human( cultural( and societal issues related to technolog' and practice legal and ethical behavior$ a$ advocate and practice sa!e( legal( and responsible use o! in!ormation and technolog' b$ e hibit a positive attitude toward using technolog' that supports collaboration( learning( and productivit' ;$ Technolog' operations and concepts Students demonstrate a sound understanding o! technolog' concepts( s'stems( and operations$ a$ understand and use technolog' s'stems b$ select and use applications e!!ectivel' and productivel' ,h' this subjectD Growing up I was never a big !an o! Science but a!ter watching +isne'?s %lanet &arth movies( I became reall' interested and passionate about the &cos'stem and di!!erent biomes on %lanet &arth$ I reali6ed a!ter watching those movies that our &arth is not in good shape and li!e as we #now it( ma' not e ist hundreds o! 'ears !rom now$ I reali6ed that something needed to be done and people need to be in!ormed( but howD ,ell a !ew 'ears later m' answer came to me: I student taught in 2th grade and was ver' e cited to !ind out that a majorit' o! their curriculum was &cos'stems and biomes$ I tal#ed to m' Master Teacher and as#ed her i! I was able to create di!!erent projects !or the students and get them as e cited about our &arth as I was$ ,ith her permission I started to wonder about di!!erent wa's that I could get the students interested in the subject matter instead o! just reading in!ormation !rom a te tboo#$ Through online research( debates( creating scale models( collaborating( being in!ormed and getting out there( I reali6ed that students can be the change that our %lanet &arth needs$ Teaching in !un creative wa's will also help students get more e cited about learning the in!ormation and become more passionate about something that the' ma' not have ever considered be!ore$ Unit Summar': Throughout this unit( students will #now( understand and be able to distinguish between the si major biomes !ound on %lanet &arth -)=uatic( +esert( Eorest( Grassland and Tundra/$ Students will e plore each biome using a variet' o! di!!erent sources and using technolog' to help build on their understanding$ Students will be challenged to use di!!erent !orms o! resources and technolog' that the' ma' not be !amiliar with$ Students will learn to be open to di!!erent learning st'les and perspectives( while wor#ing collaborative with other students$ Students will be wor#ing in small groups( whole groups( as well as individuall'$ Students will be creating man' di!!erent projects that include: ma#ing a video( creating a scale model o! a biome( writing a research paper( creating a 6oo diagram( and much more$ B' the end o! this unit( students will have gained !actual #nowledge about our %lanet &arth and hope!ull' be able to wal# awa' learning about new wa's to present in!ormation$ Section II: Meetings with e perts

Fame o! e pert Scott Aerbal. 5inguistic

7e!lection1wh' I chose this ,hat I learned about this %ersonD StrengthD I originall' thought m' boss )!ter learning about the di!!erent Scott would be a Musical intelligences( I understand now wh' learner because he pla's m' boss is able to learn so man' Guitar and is teaching new things just !rom reading a boo# himsel! to pla'$ 0owever( or researching on the internet$ tal#ing to him( I reali6ed he Aerbal.5inguistic intelligence is the is a Aerbal.5inguistic learner most traditional wa' people are which ma#es a lot o! sense$ taught in school: through reading In order !or him to learn he te tboo#s( reciting in!ormation and needs to read a boo#( learn in learning through lecture$ Tal#ing to an environment with a one m' boss I as#ed him how he got on one lecture and through into pla'ing the guitar and he just writing$ 0e is alwa's reading said he taught himsel! b' getting a at his des# in te tboo#s and one on one demonstration and then the internet and alwa's reading man' boo#s$ Eor some wanting to learn new things$ people learning to pla' an instrument through reading a boo# would prove to be di!!icult but !or verbal learners this comes naturall' to them$ Aerbal.5inguistic learners also learn best when the' can tal# to someone to help ma#e sense o! what the' are learning$ Aerbal.5inguistic learners learn best b' reading( so to incorporate technolog' in m' classroom( I will have m' !uture students use the internet as a resource to help research and learn new in!ormation( instead o! a traditional pencil.paper and te tboo#$ Students can use the internet to see# out answers that to =uestions the' ma' not get through a te tboo#$ ,eb1based publishing also encourages students to go be'ond the classroom and create documents through the internet( where the' can gain insight and get celebrated !or their wor#$

Grandma Interpersonal

I chose m' grandma !or Interpersonal learners are stimulated Interpersonal because she is b' interacting with others and are the most generous( outgoing( classi!ied as being e cessivel' people person that I #now$ social: M' grandma is !or sure an She has wor#ed in &scrow Interpersonal person$ M' grandma !or 29 'ears and loves being loves entertaining( loves spending around people( helping time with !amil' and !riends and people and o! course tal#ing$ loves to tal#$ She can engage hersel! 0er interactions with others( in almost an' topic o! conversation is what ma#es her the most and she learns best b' reading and generous person I #now$ discussing in!ormation with others around her$ Interpersonal students tend to learn when the' interact in a group setting( as well as being able to go home and be in a =uite environment to retain the in!ormation the' have just learned$ 5earning about Interpersonal learners( I #now that !or m' !uture students I will incorporate message boards online so students can continue their class discussions at home and continue to communicate through an online resource with their classmates$ I will also have m' students create a blog where the' can tal# with other people and share an' new ideas or thoughts that the' ma' have !rom personal e periences$ Blogging can be a help!ul tool !or Interpersonal learners because the' enjo' communicating with others the' #now or do not #now and e tend their #nowledge on curriculum or topics that are discussed in class using the internet as a resource$ Blogging is a great social media source that can be used both inside the classroom -using an i%ad/( as well as outside o! the classroom$

Matthew Bodil'1 8inesthetic

I chose m' brother !or &ver since m' brother was little he Bodil'18inesthetic because has been active and pla'ing sports$ he is a high school !reshman 0e has done baseball( wrestling( who is pla'ing baseball and trac# and Bra6ilian Giu1Gitsu$ It was is the onl' !reshman on the not surprising to learn that he is a Aarsit' wrestling team$ 0e is Bodil'18inesthetic learner$ Bodil'1 alwa's being active( and 8inesthetic learners thrive on continues to spend a majorit' hands1on learning and gain a better o! his time on the !ield or on understanding o! in!ormation the mat$ through !ine motor and gross s#ills$ Matthew told me that in order !or him to learn something he has to get Hdown and dirt'I and just get immersed in whatever he is doing$ 8inesthetic learners also learn best when the' are under a ph'sical environment where ever'thing is hands on learning$ In a classroom( the best techni=ues to use !or students who are Bodil'1 8inesthetic learners would be: e periments( creating projects using their hands -building( using screws( wheels( levers/ and an' activit' that allows them to be moving around -pla' outside( stand up/$ There is not much technolog' that can be used !or Bodil'.8inesthetic learners because the' li#e to be moving around( not sitting still$ This is best !or these t'pes o! learners because it allows them to be stimulated through activities that involve ph'sical interaction -using their hands/$ Using technolog' with Bodil'.8inesthetic learners proves to be a little more challenging but i! students can use mouses or jo'stic#s and pla' computer games that stimulate their concentration and hand1e'e coordination -which all Bodil'.8inesthetic learners need/( the' can prove to be success!ull'$

Matt Intrapersonal

I #new right awa' that m' Intrapersonal learners e pect bo'!riend o! eight 'ears was learning to be meaning!ul and have an Intrapersonal learner a purpose$ This is the intelligence o! because he alwa's re!lects on!eelings( values and attitudes in ever'thing he does$ In school ever'thing the' do$ M' bo'!riend is he alwa's ta#es ever'thing alwa's =uestioning wh' he needs to so seriousl'( reads ever'thing learn certain things in school( when in !ull depth and studies to he will never need to use it in the !ind meaning in what he !uture$ 0e believes that he should learns$ stud' in!ormation that will bene!it him !or his !uture in Business )dministration$ Interpersonal learners learn best when the' can thin#( be in a =uite environment and awa' !rom distractions$ M' bo'!riend sa's that in order to learn an'thing he has to ta#e what the teacher said( write notes( and go home read his notes as well as read the boo#$ 0e is ta#ing ownership o! what he is learning b' reading it himsel!$ Students with this t'pe o! intelligence will bene!it !rom writing journals( online surve's( learning centers and digital port!olios$ Other wa's to incorporate technolog' in the classroom would be to have( students write all notes using an i%ad( as well as creating a 5ivebinder -online port!olio that allows people to compile an' in!ormation into one place and be able to share remotel'/ online where the' can put all o! their school wor# into a port!olio and go bac# and review ever'thing the' have learned$ )s well as( an' technolog' resource or tool( that stimulates ones !eelings and values will help students with this intelligence learn best$

+avin Faturalist

Besides me( I would sa' that Categories and organi6ing is one o! m' best !riend +avin would m' best !riend +avins !avorite be a Faturalist learner things to do$ )s a Faturalist learner( because li#e me( he loves to +avin and man' other Faturalist organi6e and categori6e learners love to categori6e( ever'thing$ 0e is a hairst'list organi6e( and classi!' ever'thing in and as a st'list 'ou alwa's their lives$ Being a Faturalist need to be organi6ed( #eep learner does not necessaril' mean 'our station clean and alwa's learners li#e nature or the outdoors$ ma#e sure things are in the Faturalist intelligence !ocuses on correct place$ classi!ication( categori6ation and using !ramewor#s when the' are learning$ Being a Faturalist learner is one o! the hardest intelligences to help students with because ever'thing must be per!ect and !it into place$ Faturalist learners also tend to li#e to wor# alone and pre!er to have ever'thing in its place$ In the classroom( I will help stimulate students through di!!erent activities b' creating semantic map( charts or graphs o! di!!erent !acts and concepts to help inspire them to thin# outside o! the bo $ Semantic maps and charts can be created online using an & cel spreadsheet where the student can organi6e and place di!!erent categories !or an' related topic discussed in school$ The spreadsheet is neat( organi6ed and allows students to see ever'thing the' have learned or wanted to learn in one place$ This will also help stimulate the Faturalist?s intelligence because the' are in control o! what is being documented and the' are being able to organi6e( which( Faturalist learners enjo' most$

Ma#en6ie Aisual1 Spatial

I chose m' sister Ma#en6ie Aisual1Spatial learners learn best b' !or Aisual1Spatial because I using charts( graphs( illustrations( #now how much she relies maps( and pictures$ Aisual1Spatial on pictures( charts( and learners will visuali6e the problem videos to help her learn$ She or solution be!ore spea#ing out: is alwa's stud'ing and This is true !or m' sister Ma#en6ie$ loo#ing up pictures and M' sister is a senior and learning to videos o! in!ormation she hasbecome a nurse practitioner$ In her just read about to help her classes( she needs to memori6e a lot understand the in!ormation o! pictures o! the human bod'( bod' better$ parts as well as see lots o! di!!erent images o! what ma' happen to the human bod' and what she ma' need to do to help a patient$ Aisual1 Spatial learners ma' also li#e to learn where it is =uite with little distractions to process the in!ormation$ Since visual learners li#e to learn through images( charts and graphs( I will tr' m' best to use videos( televisions( and pictures in m' classroom to help stimulate the students learning st'les$ ,ith the use o! the SmartBoard( document camera and internet( I will be able to displa' more images when tal#ing about certain topics and displa' videos( to help stimulate m' Aisual learners interests$ On their own( students can create powerpoint presentations !or presenting in class in!ormation instead o! writing a paper and use graphing charts( plent' o! graphics and animation in their presentation$ This will help ma#e the assignment easier and stimulate their st'le o! learning with the use o! di!!erent media sources$

Sandi Musical 7h'thmic

I #new right awa' that m' Being a Musical.7h'thmic learner cowor#er Sandi was a doesn?t necessaril' mean that 'ou Musical.7h'thmic learner$ pla' an instrument or can sing$ She listens to music Musical.7h'thmic learners are able ever'da' and tal#ing to her I to ma#e sense o! their surroundings learned she can onl' learn through songs( poetr'( instruments when music is on and it is and patterns$ Being a loud$ &ven though she does Musical.7h'thmic learner does not not pla' an instrument( I still necessaril' mean 'ou are an chose her !or auditor' learner -can hear and Musical.7h'thmic because understand the music/( it can also be she sa's she can onl' learn tied in with being good in when she has her !avorite mathematics -#nowing and songs on and can roc# to the understanding patterns/$ M' beat$ This she sa's helps her cowor#er Sandi does not pla' an be able to wor# all da' at a instrument but she is a Einancial des#$ %lanner and pla's with numbers all da' but she also wor#s b' listening to music$ Tal#ing to her she told me that she learns best when music is on( in a loud environment and b' visuall' seeing or doing something$ Sandi could also be a 5ogical learner but the !act that she can onl' learn b' listening to music( I placed her into the Musical.7h'thmic categor'$ 8nowing this in!ormation( I #now that in order to help m' Musical.7h'thmic students in m' classroom( I will be sure to use tape recorders !or reading some boo#s instead o! out loud( C+s( as well as headphones so students can listen to music while the' are using the i%ad or computer$ This is a hard intelligence to appl' in the classroom setting because it is hard to have music pla'ing during the da'( especiall' when it can bother other students !rom learning$ Using headphones !or when students go online can help them understand the in!ormation easier in their own learning method and limit the noise !or others$

5auren 5ogical Mathematical

I chose m' best !riend 5auren !or 5ogical.Mathematical because she is such a big problem solver$ She is going to school to stud' clinical research in Science and wants to be a researcher$ In Science there are o!ten times where the answer does not come right awa' -which bothers m' !riend/ but she just #eeps at it and studies di!!erent methods until she comes up with an answer$

5ogical.Mathematical intelligence allows people to be problem solvers$ 5ogical.Mathematical learners see# structure in the learning environment and thrive when things are in order and precise$ M' !riend 5auren is stud'ing clinical research and as a scientist she needs to solve problems on a dail' basis and alwa's be precise in her calculations( using the in!ormation e actl' as the teacher sa's it and what she has recorded$ 5ogical.Mathematical learners con!orm to the teacher?s instruction( learn best b' memori6ing in!ormation( ta#e what teacher sa's and uses the in!ormation( as well as !igure out what is the most important in!ormation$ 8nowing this in!ormation( I can allow m' students in m' !uture classroom with this intelligence to use calculators( spreadsheets to understand in!ormation( as well as assigning problem1solving tas#s such as a research paper or a ,ebJuest -online in=uir'1oriented lesson( where all in!ormation comes !rom the internet/ to !ind what the' thin# to be the correct answer through their own research$ Students with this intelligence thrive on being precise and alwa's getting the correct answer -ver' blac# and white( no room !or gra' area/ and getting it now$

Section III: Bloom . Gardner Grid: add activities !or di!!erent MIs along the Bloom?s continuum$ Incorporate technolog' in wa's that enhance learning$ %lease color1code this grid$ %ut Bloom?s ta onom' terms in green( technolog' terms in red( and MIs in purple$ Bloom 7emember Understand )ppl' )nal'6e &valuate Create Gardner Aerbal. 5inguistic
Students will Students will Students will Students will Students Students will read about si identi!' #e' get in a group compare their will support create a di!!erent characteristics and share their notes in a their biome powerpoint biomes online about each biome !acts small group$ characteristi presentation using the biome$ The with other Students will cs using their 0oughton students will students$ then read in!ormation e cel Mi!!lin website create an Students will other b' !inding a spreadsheet and http:..www$edu e cel record the newin!ormation photo in!ormation place$com.#ids. spreadsheet in!ormation about biomes online( that was hmsc.2.$ !or homewor# into their on using discussed in http:..education$Google that class$ Students Students will listing each e cel sheet list important biomes and upload it nationalgeograp best will be using hic$com.educati represents the website details about location( to the on.enc'clopedi each biome$ pre6i$com to each biome animals( wi#ispaces a.biome.D using plants and site$ Students complete their arKaL3$ 0ere is https:..www$wi temperature$ will post the presentation$ where #ispaces$com$ Students will photos with Students must students will share their their e cel wor# in a group compare notes spreadsheet with three other chart with the and gather class using the to the class students and more wi#ispaces wi#ispace( address all the in!ormation so all can #e' site$ that the' have view and characteristics missed$ access the o! each biome$ in!ormation$

Interpersonal Students will

Students will &ach student Students will wor# in a small use in the group e amine each http:..www$min group and will pic# one in!omercial dmeister$com. biome and using their and review as and list out the create a >C Science a class which te tboo# online similarities second one provided http:..www$edupland in!omercial to the most ace$com.#ids.hm di!!erences get students to in!ormation$ sc.2. locate between each visit their Students will important biome$ biome$ ta#e an online in!ormation Students will Students will surve' about each post their be using the through biome$ brainstorming app showme( Google docs Students will web to the and sharing and answer use the white board the video to =uestions resource and rearrange the whole using their http:..www$mind di!!erent class$ i%ad$ meister$com. to classmates? create notes a brainstorming according to web o! all the their important importance$ in!ormation the' read about$

Students Students will will compose a collaborate brochure$ with each Students will other in the use the website( class and readwritethin#$ !ind one org and use the other printing press student who lin# to create a pre!ers the brochure !or same biome one biome$ as them$ The Students will students will wor# in pairs go home and present to and discuss the class with their dressed up as a partner tour guide( using the promoting one website particular toda'smeet$ biome$ com$ Students will have a conversation as to wh' the' li#e the same biome and include speci!ic details$ Students will email the teacher the web lin# to their conversation $

Bodil'1 8inesthetic

Students will Using the Students will Students will Students Students will then assemble a locate si Smartboard pic# one construct will di!!erent and several biome and what their collaborate "+ scale model biome i%ads( create a scale "+ scale with other o! a biome the' locations students will model using model will students have previousl' outlined$ using a displa' their the app loo# li#e and share Students can computer and &vernote &ducreations using the app their use the online mouse( and notes on $ Students Eorce thoughts on website( the online biomes to the must draw &!!ects$ their "+ 'outube$com to resource whole class$ what the' scale get ideas on Google &arth$ Students thin# their model how to build a Students will must wal# biome loo#s creations$ "+ scale write down around( write li#e$ Students model$ the location o! down notes( will wal# each biome using an i%ad around and using their and identi!' view each i%ad and the which biome student?s app( &vernote$is being model on e plained$ their i%ad( using the Eorce &!!ects app$

Students Students will Students will Students will Students will Once all must then publish a Intrapersonal watch a video identi!' one teach the biomes have debate to the journal using about biomes biome that whole class been on their i%ads$ the' about their presented( whole class( the app wh' their i+iar'!or#ids( Students will associate biome students biome is depicting their watch with most through a must better than journe' http:..www$#ids# and blog mini lesson compare and other through one nowit$com.intera using using contrast all biomes$ biome$ The' ctive1 8idblog( & plain&ver the biomes$ Students must write educational1 their 'thing$ 0ere Students must ta#e a about what movies.!ree1 reactions$ students must write poll the' see( hear( online1 movies$phpD a!terwards( !eel and smell$ Students must share about the movieLbiomes must include all important similarities sighting Students will and answer how the' !eelpoints about and which present their =uestions about the their biome$ di!!erences biome the' journal to the would li#ed whole call( throughout( to biome and on their best and dressed as a ensure the' their attitude 8idblog page wh'$ tour guide and report what towards the and share it Students promoting their the' watched$ other biomes$ with the will be biome$ class$ using their i%ads to ta#e a poll using the app %oll &ver'where$

Faturalist

Students will locate online( si di!!erent biomes using the website

Using an Students will Students will Students Students will i%ad and share their e amine will discuss publish their Google brainstormin another their & cel & cel &arth( g web with online Spreadshee Spreadsheet students will other resource( t with the showing all http:..#ids$nceas$ !ind the http:..www$duc students and whole class biomes( ucsb$edu.biomes.location o! ac=uire #sters$com.scie using the animals( nce.ecos'stems. $ Students each biome$ additional worldKbiomes$p Smart plants( must then The' will in!ormation hp and Board$ location o! create a drought that the' Students each biome to categori6e brainstorming down the have missed$ similarities will ta#e the class web using the location onto Once !eedbac# website$ or online their complete( di!!erences !rom other Students must resource brainstormin students will between the students also publish a http:..www$mind g web$ share their two websites be!ore Aenn +iagram meister$com.$ brainstormin using an publishing depicting the g web with & cel their !inal similarities the whole and Spreadsheet cop'$ class using di!!erences their i%ad between each and the group$ Smart Board$

Aisual1 Spatial

Students will Students will Students will Students will Students Students will watch si !ind online research construct will go create their short video the si online what di!!erent online and own 6oo$ clips on di!!erent each animal biome loo# at 6oo Students must biomes( to biomes and plant drawings maps and include all si help them mentioned in loo#s li#e !or using the veri!' that sections o! the recogni6e the !ilm each biome$ online their 6oo biomes what each using Google Students resource drawing discussed in loo#s li#e$ &arth$ must draw http:..www$she has the class$ Students will Students each animal ppardso!tware$c correct Students will om.content.ani be watching must and plant animals( be using the mals.#idscorner the videos document onto their .paintandma#e.i plants and app i%aint to through using their i%ad using nde paintandm setting as create their Moutube on i%ad and the the app 6oo and share a#e$htm$ 0ere real li!e the app i%aint$ it with the students can 6oos$ SmartBoard$ &vernote( the whole class start to Students must location o! on the Smart practice ta#e notes each biome Board$ thin#ing using their and the about how to i%ad and the di!!erent draw their app &vernote$ plants and 6oo( using animals the' this online see$ website as a re!erence$

Musical 7h'thmic

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