DESCRIPTION

This biology class has just moved into the ecosystem unit. This unit includes Biomes,
Biodiversity, and Energy flow through ecosystems. Students will learn in this sections
what a biome is, and the 7 major biomes in the world. Students will also learn the
different aspects of each biome including: temperature, rainfall, climate, plants, animals,
and other facts that make each biome different. This will give the students the
prerequisites for further chapters in this unit.
The classroom that this lesson will take place in is a 9th/10th grade biology classroom
that includes about 8-10, 13-15 year old students, a teacher, and a teachers aid, although
this lesson can be done with any age or grade level that is taking a biology class. Within
this classroom there are several different types of technology available for student use.
This includes: high-tech- computers/laptops, iPads, SmartBoard, projector, alpha-smarts,
printer and voicerecorders; low-tech- bulletin board, tri-folds, paper, writing utensils,
markers/crayons, and much more. Also in this classroom there are a variety of disabilities
and learning levels of the students. It consists of very high functioning and low
functioning autism, emotional disturbances, learning disabilities, and multiple disabilities.
Two of the students that have a great need to technology are Freddy and Johnny. Freddy
is a student who has an emotional disturbance, and mild learning disability. This student
has a very hard time clearly writing and uses a mini-computer or alphasmart in his
classes. This student also receives speech and language services due to an articulation
disorder. Although this student has a hard time verbally and physically getting his
thoughts across, Freddy is a great writer. In his free time Freddy tends to write a lot of
stories and poems, and hopes to become a famous writer someday. Johnny is a student
who has mild autism and learning disabilities. He has a very hard time staying on task
and in his seat for long amounts of time. Johnny uses an iPad or laminated note cards to
communicate his feelings, or things he may need. He is able to talk, but often goes into
his own imaginary world when speaking so prefers to use his iPad to communicate
instead. Since Johnny has such a great imagination, he really enjoys creating what he is
learning and will make art projects, computer projects, or anything that is artistic. Along
with these two students who have low and high incidence disabilities, there is also a
student in the class who is Gifted and Talented. This students name is Al, Al has autism,
but is very high functioning. He has a photographic memory, and will go above and
beyond with any work given to him. Al is very good on the computer, and fixes most of
the classroom computers if anything is wrong with them. This student also requires an
alphasmart or a computer to write, due to the inability of teachers to read his handwriting.
All three of these students have different technological needs, and all have very different
disabilities.
PREREQUISITES
Students will need to read the chapter about Biomes in their Biology text books and
define each of the new vocabulary words.- Biome - temperate rain forest- tundra tropical rain forest-taige - desert-temperate deciduous forest-grassland
ESTIMATED TIME
2 hours
Potential Use

PURPOSE:
Classroom Instruction, Small Group
GRADES:
9 - 10
CONTENT AREAS:
Science
COMMON CORE:
Science
Goals

1.
2.
3.

INSTRUCTIONAL GOALS
Students will be able to:
Describe a biome
decipher the differences between each of the 7 biomes
describe 1 biome in depth

OBJECTIVES
Students will be able to describe what a biome is after reading the textbook, and watching
a short YouTube clip.
Students will be able to decipher the difference between each biome, and their
components after the teacher has a short PowerPoint that shows information about each
of the different biomes, and also after playing the whack-a-mole question game.
Students will be able to describe 1 of the 7 biomes in depth after learning about each of
the biomes, doing research of their own, and creating a project.
VARIABILITY
Representation:
Guideline 1.1- Customize the display of information
The students are able to customize their projects in anyway they feel most
comfortable.
Guideline 1.2/1.3- Provide alternatives for auditory information/ visual information
The teacher is providing several alternatives to displaying the information. The
teacher is not only providing a power point on the board, but they are also giving a paper
copy. The teacher is also speaking about each of the different biomes and the key factors,
and showing videos and having games.
Guideline 2.1- Define vocabulary and symbols
At the beginning of the class, students will be defining new vocabulary
Guideline 3.1- Provide or activate background knowledge
Before students begin their projects, the teacher gives the background knowledge of
biomes through the textbook reading, and the PowerPoint.
Guideline 3.4- Support memory and transfer
At the end of the class, students will be asked to give 1 piece of information

from 2 biomes in which they did not research.

Expression:
Guideline 4.1- Vary the methods for response and navigation
Students are given several options to complete their projects, depending on their
strengths or needs. If necessary students will be able to use the teacher or teacher's aids
help if unable to accomplish something independently. Students are able to show their
knowledge through games, projects, drills, and exit tickets.
Guideline 4.2- Optimize access to tools and assistive technology
Students will be able to use low-tech or high tech devices to communicate.
Laminated word cards, iPads, and computers are available for students who are unable to/
prefer not to talk. Computers, iPads, alpha-smarts, and scribes are also available for
students who have low fine motor skills.
Guideline 5.1- Use multiple media for communication
Several different uses of technology are available for students to use for
communication. Computers, laminated cards, iPads, alpha-smarts.
Guideline 5.2- use multiple tools for construction and composition
Students are given many tools to construct their final project. They are able to chose
from any of the options given, or come up with their own if not listed, as long as the
student is able to show that they know the information in the rubric.
Guideline 6.4- Enhance capacity for monitoring progress
Students are monitored on their progress throughout the class. The teacher and
teachers aid are able to see the students progress from the drill, to the SmartBoard games,
all the way through the construction of the students project and their exit ticket.
Engagement:
Guideline 7.1- Optimize individual choice and autonomy
Students are given a choice of how they would like to complete their projects. They
are given several different tools in which can help with this.
Guideline 8.2- Vary demands and resources to optimize challenge
Guideline 8.3- Foster collaboration and communication
Although students are to complete their own projects, students are also able to
help one another in completing their projects.
As shown through all of the UDL guidelines above, this lesson plan has a lot of
variability. The lesson is altered to the students own needs and wants. For Freddy, who
has the high-incidence disability, he is a.) able to chose the project he would feel most
comfortable doing b.) able to use the computer, iPad, or other writing device if he would
like to write something, c) he is also able to use low-tech items that would work best for
him such as a poster board or larger project if that is what he feels most comfortable
completing. For Johnny, the student who has a low-incidence disability, he is a.) also able
to chose his own project, B.) is able to be as creative as he wants as long as it has the core
information from the rubric, C.) is able to use his communication device to speak with
staff, and if he would like to present his project is able to have the teacher, teachers aid or
his 1:1 read it for him D.) is able to use any technology (iPad, Computer, paper, etc.) that
would help him through the project independently. This lesson also included students
who were quite gifted. The Gifted and Talented student that is in this class as well will be
able to also create a project that he would like as well. Several options were given to the

students with specific students in mind. The GT student who is very computer oriented
will most likely chose to create a webpage or something elaborate on the computer,
Johnny will most likely make a diorama or poster that shows his creativity, and Freddy
will most likely write a story about the different biomes. Although, each student is able to
chose whichever project they would feel most comfortable creating.
Assessments
FORMATIVE ASSESSMENTS
Students will be able to decipher the difference between each biome, and their
components after the teacher has a short PowerPoint that shows information about
each of the different biomes, and also after playing the whack-a-mole question
game.
After the completion of the power point and videos, students will be given a change to
play a questionaire game on the SmartBoard. This will be able to evaluate the students on
their understanding of a Biome, and will allow the teacher to go over topics that need
more attention.
Students will be able to describe 1 of the 7 biomes in depth after learning about each
of the biomes, doing research of their own, and creating a project.
The teacher and teachers aid will be walking around observing the students as they are
completing their projects. This will allow the teachers to give students feedback on their
projects throughout the process. This will also allow the teachers to see how much the
students understood.

SUMMATIVE ASSESSMENTS
Once students have completed their final projects, each student will be able to explain
what a biome is through the description of their overall project, decipher the difference
between each of their biomes (what is in theirs and what is not), and describe in depth the
biome they chose (the average temperature, average rainfall, 3 animals, 3 plants, and 3
interesting facts.)
Author's Reflection

The summative assessment will be graded by a rubric that the teacher creates. The
sample would be a rubric that states what biome the student has, the average
temperature and rainfall of the biome, 3 animals and plants in their biome, and 3 or
more interesting facts about their biomes. Student will at minimum include all of these
components. The teacher will be able to grade according to what the student has
included in their project.
Instructional Methods

OPENING
Hook
Once class begins, students will be given a drill and asked what type of environment
they would like to live in. Students may think about this question and verbally tell the
teacher, or may write it down.
After given 5 minutes to complete the drill each student will say why they would like to
live in that type of environment.
The teacher will then explain that each of these places is something called a biome.
Introduction
The students will then open their textbooks and write down the new vocabulary:
biome
tundra
taiga
temperate deciduous forest
temperate rainforest
tropical rainforest
desert
grassland
DURING
Introduce New Knowledge
The teacher will show a power point of the 7 different types of biomes (tundra, temperate
rainforest, taiga, tropical rainforest, temperate deciduous forest, desert, and grassland).
Included in this PowerPoint there will be several different pictures and videos to give the
students a better idea of what each biome would consist of.
Model New Skills and Knowledge
Students will have an opportunity to play a SmartBoard game called Whack-a-mole
where students throw a koosh at a mole and have to answer that question about biomes.
The teacher creates the game to fit the activity, and the students abilities.
http://exchange.smarttech.com/details.html?id=3b2ef28c-e709-4ff0-8925-2c65832642a0

Guided Practice
The teacher will then explain the project that each student will need to complete. Each
student will choose 1 of the 7 biomes and complete research on it. A rubric with the
specific instructions will be given to each student. The information that must be in the
project are:
average temperature of the specific biome
average rainfall of specific biome
at least 3 types of plants found in this biome
at least 3 types of animals found in this biome
at least 3 amazing/ interesting things about this biome

Students will have a choice of what type of project they would like to do:
paper/ creative writing

poster/ tri-fold
website
diorama
tour guide
power point/ prezi
video presentation
any other project discussed with teacher or teachers aid
Independent Practice
Once the student has chosen their biome and how they would like to present it, they will
be working on it independently, or in small groups. The teacher and the teachers aid will
be walking around to answer any questions about the project, or if any of the students
need help completing a certain task.
CLOSING
Closing
Students will display and/or present their final projects around the room to their peers,
and teachers. Students will be able to see the other biomes, and the different facts about
them.
Review
After students have seen their peers work, they will have an exit ticket, in which they
have to provide 1 fact about 2 biomes in which they did not do their project on.
Materials

MATERIALS AND SUPPLIES

Students may use any materials that they feel comfortable using and that are able to help
them throughout the process of completing their projects. This includes but not limited
to:
Paper (lined, printer, or colored)
writing utensils
coloring utensils
tri-folds
computer
voice recorders
plants
containers
online materials
Students will be given breaks to move around throughout the classroom, and will be able
to use their AT devices to help create their project as well.