Group Biome Project

Standard II

Students will understand that the features of Earth's evolving environment affect living systems, and that life on Earth is unique in the solar system.

Objective 03

Examine Earth's diversity of life as it changes over time.

Indicator b

Compare the diversity of life in various biomes specific to number of species, biomass, and type of organisms.

Intended Learning Outcomes:

  1. Communicate Effectively Using Science Language and Reasoning
    1. Use precise scientific language in oral and written communication.
    2. Use proper English in oral and written reports.
    3. Use reference sources to obtain information and cite the sources.

Instructions to teacher:

Students should be divided into heterogeneous groups of 3 or 4 students each. It is easier to assign each group rather than let students choose their group, since they usually do not organize themselves into heterogeneous groups. These are the suggested biomes:  coniferous forest (taiga), tropical rain forest, desert, grassland, intertidal zone, tundra, marine, freshwater, deciduous forest, polar. For the freshwater biome, let students pick any area that has a river or lake, rather than dealing globally with it

  1. This project takes at least a week of research. Materials for posters may be supplied by the teacher or brought by students. Pictures may be found in magazines, the Internet, or hand drawn.
  2. Students also have to prepare a study guide that is copied and distributed to the other students in the class. Test questions at the end of the unit can be taken from the different biome study guides.
  3. When projects are finished, students present their biome to the class. Bonus points may be earned if they devise a review game or quiz activity to help students learn.

    An understanding of food chains, energy pyramids, herbivores, carnivores, and omnivores before assigning the project is important. If you don't want to include these terms, simply delete those requirements in the assignment.

GROUP BIOME PROJECT

Period______ ______/150 POINTS

Student Names________________, _____________________, ______________________

Assign each student to a group. Each group is assigned to complete a Biome Project.

Our group's biome is:

This project is due on: ______/______/______

We are to present our biome to the class on: ______/______/______

The following are the requirements and grading c riteria:

  1. Prepare a poster that represents your biome. (20 points)
    1. Draw and color a representation of your biome
      or
    2. Make a collage of pictures to represent your biome
      or
    3. Propose a different way to design your poster and get teacher approval.
  2. Prepare a report that includes the following:
    1. World map showing the location(s) of your biome (10 points)
      A .pdf world map is available.
    2. List of plants and animals found in the biome (20 points)
       Identify animals as herbivores, carnivores, or omnivores
    3. List of three animal adaptations that enable them to live in this biome (10 points)
    4. List of three plant adaptations that enable them to live in this biome (10 points)
    5. Two food chains which identify at least one of each of the following: (10 points)
      Producer
      Primary consumer(s)
      Secondary consumer(s)
    6. Any decomposers found in your biome (5 points)
    7. An energy pyramid representing one food chain found in your biome (10 points)
    8. Bibliography of at least 4 sources (20 points)
  3. Class Presentation (25 points)
  4. Outline or study guide for other students (including terms and definitions) (10 points)

Analysis

Review student presentations and assign scores based on how well students complete the tasks listed above.
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Updated March 18, 2005 by: Glen Westbroek

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