Cluster: Ecology S2-1-05. 06
Planning Sheet for
Lesson Title: Introduction to Biomes Grade: S2
Single Science Lessons
Learning Outcomes/Goal Focus Teacher Reminders Learner’s Tasks Gear Required
A. Scientific Inquiry
Teaching begins by asking students to take out
Initiating, Researching & Planning their notebooks to a fresh sheet of paper. 4 2-L cartons (milk cartons will work)
Brainstorm biotic and abiotic conditions in Teacher writes “ENVIRONMENT” on the front approx. 1.5 L sandy soil
various biomes board and asks students to quietly and approx. 5 Lpotting soil
independently brainstorm and write down seeds: 20 Lima, 120 rye grass, 40 inpatients
Implementing; Observing, Measuring & different factors that the environment consists clear plastic wrap to cover cartons
Recording of. Teacher may ask, “What are some things 4 pairs of scissors
Use authentic data to compare global biomes. that we need in order to survive?” “What are 4 lamps (light source)
Carry out procedures controlling major variables some things a bear needs?” What about a fish?” Students will independently brainstorm factors 4 index cards
and manipulating others. “What about a tree?” -- approx. 3-5 mins. that influence an environment. tape
Teacher asks for student responses and writes Students will be asked to share their ideas with
Analyzing & Interpreting them on the board around the word the rest of the class.
Graph data (eventually). ‘ENVIRONMENT’ discreetly separating the
Recognize patterns and trends in data responses so that biotic factors are on one side Students will record the classes brainstorming Questions to consider in your planning /
Concluding & Applying of the board and abiotic are on the other. in their notebooks. delivery
Draw conclusions between water available in an Teacher asks students to identify the pattern. 1.How long will each phase last?
environment and the environments ability to Define biotic and abiotic, instruct students to Students will record the definitions of biotic 15-20 mins introduction/brainstorming
support life (plants & animals). copy definition in their notebooks. – 10 mins. and abiotic factors that influence the 10 mins explanation
environment in their notebooks. 30 mins activity
B. STSE Issues/ Design Process/ Decision
Making Introduce and explain activity – Building a (time may vary depending on how well the
Explain with examples how different water Biome (see attachment). Hand out instruction class works
levels in an environment affect the type of life sheet. Students will perform the learning activity (see 2.How am I going to organize working
the environment can support. Allow students to form their own groups (4 attached sheet) groups?
groups needed, size varies with class size). – Students can choose own groups – 4 needed
C. Essential Science Knowledge approx. 30 mins. 3.How will I organise and distribute
1)The environment is separated into distinct Remind students not to answer the questions The equipment will be set up ahead of time into
areas called biomes. 2)Biomes rely on abiotic until they have collected all the data. arrangements of 4 – i.e. all that is
and biotic factors to survive.3)Different biomes needed for each group.
have access to different amounts of water. 4) Remind students that they are going to have to 4.Am I emphasizing specific skills and
The varying levels of water available in share their data with other groups. knowledge development?
different environments contribute to why Looking for lab techniques and for students to
different environments support different life Close lesson with summarizing biotic and follow directions.
forms. abiotic factors that influence an environment Looking for predictions and observations.
using the new plant life as an example. (Water, Looking for participation.
Will you assess? If so, what? light = abiotic; seeds, soil = biotic) 5.Am I giving clear instructions and asking
Whether or not students can identify different purposeful questions?
biomes based on the water available. Whether Remind students to chart growth and make Focus on leading questions for brainstorming
or not students can distinguish between and list observations at the beginning of next class. activity.
several biotic and abiotic factors in a biome Focus on written directions for biome activity.
6. What must I look for in monitoring
How will you assess it? student learning?
Graphs from data collected. Responses to Participation (in brainstorming and activity)
questions that follow the activity. Cooperation
Proper lab techniques