Science 4 Biome Unit – Jodi Thompson

Biomes 4
Title of Unit Grade Level

Science 4 Weeks (20 classes)

Subject Time Frame

Jodi Thompson
Developed By

Stage 1 - Identify Desired Results

Learning Outcomes
Big Idea

All living things sense and respond to their environment

Elaborations / Resources
 Study adaptations of local animals (aquatic invertebrates, insects, salmon, caterpillars or birds) that help them sense their environment and
respond to the environment to help them survive
 Examine interdependence within ecosystems through an examination of food chains
 Study biomes by looking at terrestrial, aquatic and marine biomes (regions grouped by similar conditions). BC biomes include forest, grassland,
wetlands, alpine tundra and marine.

Curricular Competencies
 Questioning and predicting
 Planning and conducting
 Applying and innovating
 Communicating

Essential Question(s)

● What are Biomes?

● How do living things sense, respond and adapt to stimuli in their environment?
● How is sensing and responding related to interdependence within ecosystems?

Knowledge: Skills
Students will know... Students will be able to…
 What biomes are; ● Understand what biomes are;
 What are some characteristics of Biomes; ● Identify different biomes;
 What biomes are found in British Columbia; ● Understand the relationship between living things and their
 What animal adaptations are; habitats;
 What animals live in specific biomes. ● Understand how adaptations help animals survive

Prior Understandings… Where does this lead?

Grade 1 Big Ideas Grade 5 Big Ideas

 Living things have features and behaviors that help them survive in  Multicellular organisms have organ systems that enable them to
their environment survive and interact within their environment

Grade 2 Big Ideas Grade 6 Big Ideas

 Living things have life cycles adapted to their environment  Multicellular organisms rely on internal systems to survive,
 Water is essential to all living things, and it cycles through the reproduce, and interact with their environment
environment
Grade 7 Big Ideas
Grade 3 Big Ideas  Evolution by natural selection provides an explanation for the
 Living things are diverse, can be grouped, and interact in their diversity and survival of living things
ecosystems.

Stage 2 – Assessment Evidence

 Title Discussion Class Activities Daily Observations Unit Project
Type Formative Formative Formative Summative
Learning Outcomes (Formative/Summative)

Mode Observation Observation Assignment Project

Weighting 0% 0% 0% 100%

Big Idea
All living things sense and respond to their ✔ ✔ ✔ ✔
environment.

Curricular Competencies
Questioning and Predicting
✔ ✔ ✔

Planning and Conducting ✔ ✔

✔
Applying and innovating ✔ ✔

Communicating ✔ ✔ ✔
Assessment Tool Overview
Assessment Assessment Assessment
Assessment Tool Brief Description FOR Learning AS Learning OF Learning
Assessment of student engagement and
participation during ‘lecture’ time. Determines if
Discussion student is following concepts being taught and is ✔ ✔
able to engage in questions related to course
content.
Activities given throughout the unit where students
work together to understand biomes and the living
things in them. Assessment of group dynamics, such
as when students take the lead, student
Class Activities ✔ ✔
cooperation and participation, how students help
teach each other concepts, etc. This may include
working on the unit project, class discussion and the
animal guessing game.
This includes observation as the students are
working in groups on their project. While the
majority of the project work is student led,
Daily Observation ✔ ✔
observation is done to see that students are on task
with what they should be doing and understand
what the goal for the day is.
Creative project worked on over the course of the
unit that requires applying concepts learned
throughout the unit. Students will have work
periods to complete this project and will present
their finished work to the class at the end of the
unit.
The students will work in pairs or small groups to
Unit Project design their biome diorama. Students will complete ✔
the project through researching their chosen biome
and understanding plants and animal that live in
that biome. In a shoebox each group will construct
their biome and create an informative piece to
accompany the diorama – informative pieces
method of delivery can be chosen by each group
(written paragraphs, video, poster etc.)
# Lesson Title Lesson Activities

1 Introduction to Outcome(s):
Unit – What is ● Big Idea – all living things sense and respond to their environment
a biome? ○ Animals, plants, biomes

Key question for lesson – what is a biome?

Overview:
● Give an introduction of the unit and a brief calendar of what to expect
● Watch “Introduction to Biomes” Video (3:09) https://www.youtube.com/watch?v=hIy0ZlyPPDg
● Discuss Video
○ What is a biome? What biomes were in the video or book? What biome do they think we have where we live?
● Introduce the Essential Question
● Read What is a Biome Book by Bobby Kalman to the class
● Biome Gallery Walk Activity
○ Write different topics on white board tables around the room (alternatively have chart paper around the class)
 What is a biome?
 Desert
 Rainforest
 Tundra
 Grasslands
 Taiga
○ Have students in small groups start at a table and write down any additional thoughts/facts that they can to the
topic. If they like one point they can add a star next to it for emphasis
○ After 5-10 minutes at each prompt each group will move to the next board and add to it
● Discussion of gallery walk as closure

Teaching and/or Learning Strategies:

● group discussion - talking about the essential questions and what they will learn in this unit
○ talk about video watched – what did they think a biome is? What biomes did they see in the video?
○ Discussion after gallery walk of what they learned, would they add anything else
● Formative assessment: gallery walk with biomes

Notes:
● The students will not have much knowledge on the biomes yet, the gallery walk activity is a formative assessment to see
how much they learned/retained in the video and book and an assessment of prior knowledge
● If it takes longer to complete the gallery walk, the discussion can be done at the beginning of the next class as review
● If the book does not arrive in time, alternatively complete What is a Biome? Worksheet as a class with images of the
various biomes on the board. (This will have to be edited in advance to make it relevant to BC biomes)

Resources:
● Video: https://www.youtube.com/watch?v=hIy0ZlyPPDg
● Book: What is a Biome – Bobby Kalman
● Worksheet (unchanged): https://www.education.com/worksheet/article/what-is-a-biome/
2 Outcome(s):
● Big Idea – all living things sense and respond to their environment
Biome ○ Animals, plants, biomes
Vocabulary ○
Key question for lesson – what is a biome? What are the different biomes?

Overview:
● Start with review from last class – what did we talk about?
● Tell students to think of a biome that they may be interested in learning more about
● Explain activity to students
○ Show example of the vocab activity they will be creating
○ Hand out sheet for filling in vocabulary words and top flaps
○ We will look at all the vocabulary words together and fill out the ‘VocAPPulary’ as a class – images will be shown
along with each vocab word
■ Biomes, climate, biosphere, ecosystem, habitat, adaptation
■ Temperate forest, boreal forest, savanna, grasslands, desert, tropical rainforest, tundra
● When the vocab words are complete they will cut and paste the flaps/images on top of the appropriate vocab word
● When complete they can colour their activity
● The last three blank spaces on the activity are for the students to add to when they are researching for their projects

Teaching and/or Learning Strategies:

● This is an intro lesson so it’s going to be a lot of teaching vocab associating it to images/videos and discussion
● Direct instruction as they learn the vocabulary words
● Showing photos/videos of different biomes and what terms are associated with them
● Formative assessment of previous terms that they should know
○ Circulate as they work on the activity and see that the students are following instructions
● The handout with both pictures and written words allows students who struggle with reading to be able to learn the terms
and associate them with a visual image

Notes:
● This will likely take more than one class to complete the entire activity
● All students will need a pencil, scissors, glue and some sort of colours (i.e.: pencil crayons or markers)
 Resources:
● Handout
● Images/videos and definitions of each term on the board

3 Outcome(s):
● Big Idea – all living things sense and respond to their environment
○ Animals, plants, biomes

Key question for lesson – what else can we learn about biomes?

Biome project Overview:

Introduction ● Review Vocabulary that was learned in previous classes
● Explain project to students – handout explanation of project and show students examples of similar projects
○ Talk through what is expected of them with this project
○ Have them gather in groups and choose which biome they will research – make sure each biome is covered
○ Give students class time to work on their biome and finding information for their project
 Encourage students to look for types of plants and animals in their biome
 If computers are not available for researching, each group will be provided with handouts or books on
their biome to assist their researching

Teaching and/or Learning Strategies:

● Begin with direct instruction as the teacher explains the project.
● Formative assessment – observation as they work on their research
○ Circulate and see that they are following the directions given
● Group work as they work on the project.
● If students do not appear to be working well together, this will be the best class to rearrange groups - before the bulk of
the project work begins.

Notes:
● There will be more than one period working on this project
 ● If students seem capable of choosing groups then they can, otherwise the teacher will choose the groups and assign a
biome to each group. This can be determined after the unit has begun.

Resources:
● Handout with project information (see attached)
● Pictures of sample projects
● Resources for each group with information on their biomes
○ Temperate Forest
 https://www.ducksters.com/science/ecosystems/temperate_forest_biome.php
 https://kids.nationalgeographic.com/explore/nature/habitats/temperate-forest/
○ Boreal Forest (taiga)
 http://kids.nceas.ucsb.edu/biomes/taiga.html
 https://www.ducksters.com/science/ecosystems/taiga_forest_biome.php
○ Grassland
 https://www.ducksters.com/science/ecosystems/grasslands_biome.php
 http://kids.nceas.ucsb.edu/biomes/grassland.html
○ Tundra
 https://www.ducksters.com/science/ecosystems/tundra_biome.php
 http://kids.nceas.ucsb.edu/biomes/tundra.html
○ Desert
 https://www.ducksters.com/science/ecosystems/desert_biome.php
 http://kids.nceas.ucsb.edu/biomes/desert.html
● IPad/laptops (optional)

4 Outcome(s):
Continuation of ● Big Idea – all living things sense and respond to their environment
Biome project ○ Animals, plants, biomes
and animal
adaptations Key Question – What are animal adaptations? how do animals adapt to their environment?
 Overview:
● Begin class with an activity/discussion on animal adaptation
○ Adapt means to change something about your appearance, behavior or surroundings to make it easier to live and
survive.
○ What do people do to adapt to winter weather where we live?
○ Physical adaptations – changing the way they look
 Camouflage
○ Behavioral adaptation – change the way it acts
○ Could an animal in the Tundra biome survive in the Desert? What might they need to do to survive?
● Continue working on project
○ Encourage students to look for information about animals and their adaptations for the project
○ If they are done research they can begin planning out what their biome diorama will look like and what materials,
they will need

Teaching and/or Learning Strategies:

● Group work as they work on the project.
● Formative assessment:
○ Circulating during the art activity and seeing if kids are following instruction and are on task
○ Class answers during discussion
● Class discussion talking about animal adaptations

Notes:
● This is a continuation of working on the biome project
● They may need more than two classes but may also be done sooner

Resources:
● assignment expectations for students
● resources for group research
● laptops/ipads (optional)
5 Outcome(s):
● Big Idea – all living things sense and respond to their environment
○ Animals, plants, biomes
Work Period for
Unit Project Key question – what animals live in BC’s biomes?
(animal
guessing game) Overview:
● Begin class with review of the what was discussed last time – animal adaptation
● Animal guessing game
○ Each student will be given an animal or plant that is seen within BCs biomes. They will circulate the class and ask
classmates yes/no questions to try and guess what animal they are. Once everyone has discovered which animal
they are, they will gather in groups of what biome they belong in.
○ An image of each animal will be on the board so students know which animals they may be.
● Continue working on projects. Explain that they can begin planning out their projects – paper drawing of diagram and
what materials they will need.

Teaching and/or Learning Strategies:

● Group discussion to review any questions that the students have.
 ● Group work as they work on the project.
○ As the students are working, the teacher will circulate to check for understanding and ensure everyone is on the
right track and focused on working.
● Formative assessment as the students’ work – check to see that they are finding appropriate information and working on
task

Notes:
● Remind students that if they are bringing any items from home for the diagrams, they need to do that before next class
● Groups may be at different points in their research or preparation for creating diagrams

Resources:
● copy of assignment expectations for each student
● Animal guessing game (see below)

Outcome(s):
● Big Idea – all living things sense and respond to their environment
○ Animals, plants, biomes

Key question for lesson – how can we make a diorama of our biome for others to see?

Overview:
● Review expectations for creating the dioramas (noise levels, material use, clean up)
● This class will be working on creating the projects and putting their biome dioramas together
○ They should have created a layout on paper so that they know what their physical diagram will look like and what
materials they may need
● Some materials will be provided but some students may bring items from home to add to their diagrams.
● Students who are finished can practice presenting their presentation.
Creating
6 Biomes Teaching and/or Learning Strategies:
Diagrams ● Observation as students work on their project – provide assistance as needed
● Group work as they work on the project.
○ As the students are working, the teacher will circulate to check for understanding and ensure everyone is on the
right track and focused on working.
● Formative assessment as the students’ work – check to see that they are finding appropriate information and working on
task

Notes:
● Weather permitting, students may have the opportunity to collect items for their biome diorama outside.
● This may take multiple classes to assemble the dioramas
● Students will have their own pencils, colours, scissors, glue

Resources:
● Materials for dioramas – shoe boxes, paper, cotton balls…
7 Written part of Outcome(s):
diagram project ● Big Idea – all living things sense and respond to their environment
○ Animals, plants, biomes
 Key question for lesson – what information do we want to share about our biome to others?

Overview:
● When students have completed their diorama they will then work on the informative portion of the project. Creating a
written ‘paper’, a poster or a video of them explaining their project – other options can be discussed with teacher.
● If this is complete they can work on practicing their presentation.

Teaching and/or Learning Strategies:

● Observation as students work on their project – provide assistance as needed
● Group work as they work on the project.
○ As the students are working, the teacher will circulate to check for understanding and ensure everyone is on the
right track and focused on working.
● Formative assessment as the students’ work – check to see that they are finding appropriate information and working on
task

Notes:
● Groups will likely be at different points in this project – some students may require more assistance than others.

Resources:
● Writing sheets for students.
● Materials for building dioramas.
Outcome(s):
● Big Idea – all living things sense and respond to their environment
○ Animals, plants, biomes

Key question for lesson – what else can we learn about biomes from our classmates?
Overview:
● The students will present their dioramas and research to their classmates
○ Review expectations for presenting and listening
● The students goal is to inform their classmates about their biome.
● When they are done presenting the students will hand in their biome diorama and informative piece.

Teaching and/or Learning Strategies:

8
● Summative assessment as students present their presentations
Presentation ● Observation of students presenting and listening
Day
Notes:
● It may take more than one class to work through the presentations.

Resources:
● Presentation rubric
 Assess and Reflect (Stage 4)
Considerations
Required Areas of Study:
Is there alignment between outcomes, performance
assessment and learning experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs of
all my students?
Instructional Approaches:
Do I use a variety of teacher directed and student-
centered instructional approaches?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring
each child’s identity?
Comments
Big Idea
All living things sense and respond to their environment
● The students learn about how animals adapt to their environment in specific
Biomes of Canada.
● The learning is completed through activities and the final project
○ opportunity to work in groups to have peer support
○ work periods for projects and assignments give students the teachers help
if needed and makes it so they don't have to meet up outside of class time
○ introduction activities at the beginning of each class to introduce the
students to the day’s tasks and lessons.
○ Lots of project based learning rather than direct instruction every day.
● Direct instruction to learn definitions and course material
● group work of biome project
● Activities to introduce lessons
● Discussion of terms, ideas and things that the students should be focusing on for
the day
● Learning about how different people and animals adapt to their environments
(biomes)
● Students get to work in small groups and research a biome that interest them
RATIONALE

The above unit has been created for a Grade 4 Science class on Biomes. The unit focuses on the biomes found in Canada and adaptations that
animals use to survive in these biomes. Students will learn vocabulary that is relevant to biomes and engage in inquiry as they research a biome in a small
group and create a final project on their chosen biome. Throughout this unit, students will explore the essential questions: What are Biomes? How do
living things sense, respond and adapt to stimuli in their environment?

This unit relies on prior understanding from Grades K-3 in areas related to habitats and biomes, including environments, ecosystems and
adaptations. In future science classes, the students will use knowledge learned in this unit to further develop their knowledge and understandings of
interconnectedness in the environment, organism evolution and survival needs. Connecting to the British Columbia Program of Study for Grade 4 Science,
the students are engaging in curricular competencies of questioning and predicting, planning and conducting, processing and analyzing data and
information, applying and innovating as well as communicating.

This unit focuses on different Biomes, what they are, what is in them and what the animals in each of them do to survive. While this unit is
primarily project based, the students have the opportunity to research a Biome with a small group; each group will research what their Biome is and what
lives in it, they will then create a diorama of their biome along with an informative portion to accompany the diorama. At the end of the unit, each group
will present their diorama and information to their classmates. While it is mentioned that the students will complete an informative portion of the project,
this is open ended for the students to choose a method of delivery that they feel will showcase their strengths. Through project based learning students
can use their strengths to create a final product rather than writing tests or essays where some students excel and others do not.

While there is only one summative assessment used in this unit, each day the students are participating in some form of formative assessment.
Throughout this unit the students are most often able to work in small groups or pairs and provided options within lessons. The bulk of this unit is having
the students work on their projects in small groups. Having an activity at the beginning of every class introduces the students to new information and
encourages them to extend their research on their own Biome. These activities allow opportunities for formative assessment and observation to see what
the students are understanding and what they may need extra support on. Throughout this unit there will be some groups who work quickly and others
that take more time to complete tasks. In turn, some lessons may take longer to complete than others. Having extra work days allows for a buffer in the
event that students need more or less time to work on their projects – or if an idea needs to be reviewed as a class before they continue. The use of
observation throughout working and group discussion as formative assessment allows student progress to be monitored informally throughout every class.
For example, as students are completing activities or answering questions, the teacher can observe which students are understanding what is being
taught and which students may require some more attention on specific topics.

Connecting back to the essential questions of this unit, the students are learning what a biome is and how living things adapt to their
environments through their own inquiry and research. The groups will become experts on their own topic and share their knowledge with the rest of their
classmates.

**In the event that school goes online – this unit can still be done however students will complete the biome project on their own in any format (poster,
written paragraph, video, diorama, etc.) Each student will be provided with information on each of the biomes so that they can learn about them all.
 “Biorama”
Biome Diorama Project and Presentation

What: Diorama depicting on of the biomes discussed in class – tundra,

temperate forest, boreal forest (taiga), savanna, grasslands, desert or
tropical rainforest.

When: Due Students will give their presentations

on this day.

How:

● Students were assigned a biome in class

● The diorama must include 3 or more plants and 3 or more
animals
● Build a scene on the inside of a shoebox showing the biome you
researched.
● Students do not need to label the plants and animals
● Use materials such as paints, crayons, paper, glue, scissors, pictures
of animals and plants or small replicas of items that will fit into the
shoebox. Be neat and creative!
● Complete the research page.
● Create an informative piece from your research. This could be a
poster, a written paragraph, a video – discuss with teacher. This
should include a general description of the biome, plants and animals
in the biome and adaptations of these animals.
● Prepare to share what you’ve researched with the class and briefly
describe your diorama.
 ‘Biorama’ Rubric

Name: Biome:

Category 20 15 10 5
Accuracy of Animals Three or Two animals One animal No animals
more are is accurately accurately
animals accurately shown. shown.
accurately shown.
shown
Accuracy of Plants/Trees Three or Two plants One plant is No plants
more plants are accurately accurately
accurately accurately shown. shown.
shown shown.
Background Box Background Background Box does not
realistically somewhat barely accurately
depicts the depicts the depicts the depict the
biome. It is biome. It is biome. Not biome. No
clear that clear that much research was
research was some research was done.
done. research was done.
done.
Creativity/Attractivenes Box is very Box is Box is not Box is messy
s attractive somewhat very and
and attractive attractive unattractive.
creativity is and some and little
evident. creativity is creativity is
evident. evident.
Description It is clear The biome Little No research
that the was research was was done
biome was researched done and and/or
researched and most of very little provided in
and all of the the information the
information information is included in informative
needed is is included in the piece
included in the informative
the informative piece.
informative piece.
piece.
 Bear Deer Raccoon

Mo Pr
ose Monarch Butterflies airie Dog

Prairie Rattlesnake Plains Bison Burrowing Owl

 Wolf River Otter Porcupine

Snow
Arctic Hare y Owl Arctic Fox

Scorpion Camel Reindeer

 Pr
Squirrel onghorn Antelope Red Fox

P
Polar Bear Desert Fox enguin