Carrie Schultz

10th Grade Biology

Date: October 23,24,& 25, 2017 Period(s): 1st, 2nd, 3rd, 6th
Materials:
Teachers will need: Students will need:
 Biome Brochure Project directions printed  Biome Brochure Project directions
 Biome Chart printed  Biome Chart
 Biome Chart grade sheet printed  Biome Chart grade sheet
 Have computer cart in the room  Worksheet 4.5
 Interactive Notes 4.3 pulled up on
computer for review
 Worksheet 4.5 printed
 Coffee Shop picture pulled up on
computer
 Pandora pulled up on the computer; make
sure the volume is at an appropriate level
and have it on pause.
Standards:
 B3.4C – Examine the negative impact of human activities.
 L3.p2A – Describe common relationships among organisms and provide examples of
producer/consumer, predator/prey, or parasite/host relationship.
Objectives:
1. I can describe a specific biome
2. I can design a project
3. I can analyze information
4. I can research information
Overview: We will work on brochures Monday, Tuesday, and Wednesday. On Wednesday they will set
their brochures on display. All the students will take their biome chart and walk around and fill in all the
boxes. They got the instruction on Friday for the biome project.
Introduction/Hook:
Monday, 10-23:
 “Weekend Review/Good Things”
Tuesday & Wednesday, 10-24 & 25:
 “Good Things”
Instructions for the lesson:
10-23 & 24
1. State the day’s objectives and agenda
2. Pass out worksheet 4.5
3. Encourage students to look-up interesting information and try to make their brochure great
4. Remind the students they will be working in “coffee shop mode”
5. They will work on their brochure with their partner all class period
6. As they work walk around and ask questions about their findings (e.g., What type of climate
does this biome have? What is that climate like?)
10-25
1. State the day’s objectives and agenda
2. Remind students worksheet 4.5 is due on Thursday.
 3. Give the direction for filling out the biome chart.
a. Each group will set their brochure on their table; their belongings either can be set on
the back counter or in one pile on the front of the desk.
b. The students will walk around the room and look at each brochure and fill out the boxes
on their biome chart.
4. Remind them they are only talking if discussing a brochure.
5. Walk around and make sure the students are finding the correct information. Ask about what
they have found.
Closure Activity/Wrap-up:
If there is time they may work on worksheet 4.5
Homework:
Wednesday: Brochures due
Thursday: Worksheet 4.5
Assessment (Summative and Formative):
The questions posed as I walk around and oversee their work will serve as formative assessment.
Technology:
They will use computers to create their brochures.
Differentiation:
What will I differentiate: Content Process Product
How will I differentiate: For Readiness By Interest Learning Profiles
Specific Group/Student:
Differentiating Product for Readiness: This will be done by having a different rubric for students at a
lower readiness level. They will need to gather the same base information, but the highest level on the
rubric will be eliminated for them.
Differentiating Process by Learning Profiles: Auditory learners will be engaged by the
conversations/discussions. Visual learners will be engaged by the computer portion and reading
information. Kinesthetic learners will be engage by the activity because it allows for movement,
especially when filling out the biome chart.
Accommodation:
Specific Group/Student: There are several students whom have difficulty staying on quiet and on task
for an extended length of time. They also have difficulty controlling impulses. These students will be
given kind reminders to keep their attention. Such as: saying eyes up here to the whole class, saying
their name while you are speaking to the class, etc. If it becomes more distracting they may need to be
moved to a different seat.

One student has a soft ball to squeeze when needed. The same student also has a yellow card that can
be placed on their table when a break is needed; this allows them to walk to the office at any time.

Another student is allowed to go to the “cooling off” area in the office if they are getting frustrated.
Modification:
Specific Group/Student: