CREATING BIOMES, ECOSYSTEMS, and COMMUNITIES

WITH MINECRAFT
SUBJECT:
● 7th grade Life Science
CLASS DYNAMICS:
● average number of students, 25
● Can be used in classes ranging from inclusion to gifted
● Average class period 50 minutes
PROJECT STRUCTURE
● Students will begin with individual game play to learn the basic operations.
● After they grasp the basic concepts of how to manipulate the game, they will be invited to
join a biome world they wish to investigate.
● Once students have chosen a “number” world they will work with other students who chose
this same world and complete tasks together.
OBJECTIVES/STANDARDS
● There are multiple concepts in Virginia Life Science standards that students will gain
knowledge and understanding of through MINECRAFT
○ Recognize and give examples of major biomes (LS.9)
■ TASK: Students will enter biome worlds created for this specific purpose
(identified only by a number)and explore the geographical features and
characteristics attributed to the area and identify which biome world they
have entered.
○ Compare and contrast biotic and abiotic characteristics in ecosystems (LS.9)
■ TASK: Students will apply their prior knowledge of biotic and abiotic
characteristics to use as the explore, create, and record examples of these
factors.
○ Differentiate between ecosystems, communities, populations, and organisms
(LS.10)
■ TASK: Students will create identifiable areas within their Biome World that
will represent an organism, population, community, and ecosystem and
label them as such (for example: A house where their character lives
[organism], an underground den of rabbits [population] beside a herd of
cattle [all these create a community]. Add in a pond and other biotic/abiotic
 factors [ecosystem] They may choose to build fences, walls, etc to help
identify each concept.)
○ Identify examples of ecosystem dynamics (LS.11)
■ TASK: Students will identify relations between humans and the natural
world they live in. (for example humans use wood to build homes, mine ores
for tools, disrupt land for gardening etc)
○ Describe the relationship between human food harvest and ecosystem stability
(LS.11)
■ TASK: Students will be challenged to look at the Biome World around them
and determine how to sustain their character’s life (Examples: garden,
hunt)
PROJECT GOALS
● This will be a long term project that will span across three units, LS 9, 10, and 11.
○ Within each unit students will have time to collaborate together and complete
specific tasks (listed above).
○ Each time we begin a new unit students will re-enter their worlds, reflect on their
previous work, and continue building their biome through new tasks assigned
(listed above).
○ At the end of the multi-unit project, students will have an additional day of game
play.
■ They will ensure all their required tasks have been completed
■ Double check the world they created reflects the characteristics in that
biome
■ Enjoy creatively “fluffing” up to their biome any way they wish.
■ Groups will guide the rest of the class through their digital biome as their
unit assessment identifying key concepts as they present.
ACADEMIC SKILLS TARGETED
● Ability to apply knowledge learned during unit
● Ability to expand on previous knowledge learned and incorporate new concepts
● Recognize misconceptions and correct themselves
● Effectively working with a group
● Completing assigned tasks
NECESSARY RESOURCES
● One to one desktop/laptop/chromebook for each student
 ● MINECRAFT license to play
● Grid paper, Markers, etc. for creating
● Smartboard
● Sound Bar
● Classroom large enough to allow student groups ample work space
● Cozy group work areas (carpet with beanbags, tables with rolling chairs, separate pods
with sound reduction walls that include table, comfortable seating, and television large
enough to project their project onto, adjustable lighting is very important to set the right
working environment)
INCORPORATING 21st CENTURY SKILLS
● Critical Thinking (applying knowledge they have learned, solving problems)
● Collaboration (group work)
● Communication (presentation)
● Creativity (expressing their choice, being in control of their work)
● Citizenship (respect others, follow rules, accountability, responsibility, leadership)
● Flexibility and Adaptability
● Initiative and Self-Direction
● Social Skills