Earth+Matters+Reinforcing+Activity



**NCSS Notable Trade Book Lesson Plan 2009** Lesson Plan Author: Nancy P. Gallavan, Ph.D. University of Central Arkansas ngallavan@uca.edu

de Rothschild, D. (Consult. Ed.) (2008). //Earth matters; An encyclopedia of ecology//. New York, NY: Dorling Kindersley Limited. || This reference book is a 250-page encyclopedia with 10 sections. Opening with the Introduction, this section gives the historical overview of Earth. The next eight sections provide in-depth descriptions of the eight biomes. The conclusion is a section offering various suggestions to help Earth. The eight biomes included in this book are: Polar Regions, Temperate Forests, Deserts, Grasslands, Tropical Forests, Mountains, Freshwater, and Oceans. Written for students in grades 3-8, this book offers a great amount of easily understood and useful information illustrated with brilliant photographs and detailed drawings on every page. || Earth Matters offers links to all ten of the NCSS Standards: I. Culture and Cultural Diversity-people around the world live differently due to their unique physical and human geography II. Time, Continuity, and Change–concerns around the world in each biome have changed over time III. People, Places, and Environments-each biome is unique yet shares common concerns IV. Individual Development and Identity–each biome is known for its unique characteristics V. Individual, Groups, and Institutions–various groups around the world are concerned about the Earth VI. Power, Authority, and Governance–laws have been passed related to concerns about the Earth in every part of the world VII. Production, Distribution, and Consumption–there are infinite relationships between resources and consumers that impact the physical and human geography VIII. Science, Technology, and Society–learning about Earth and preserving Earth relate to science, technology, and society in our problem solving and decision making IX. Global Connections–all biomes and their concerns impact all other biomes and people around the world X. Civic Ideals and Practices–responsibility for the Earth and concerns about the earth connect with our respect for one another and the Earth || For this lesson, you will need Ø at least one copy of the book. If you can borrow additional copies, you can modify the lesson. Ø one copy of the report form for each student in your class. Ø five large sheets of paper for the KWL and vocabulary. Ø a pencil for each student to complete the form. Ø ten large sheets of paper (used to cover bulletin boards). Ø colorful markers. Ø large world map. Ø individual world maps, if possible. || The objectives of this lesson are Ø to examine the location, description, cultures, resources, and concerns related to the eight biomes of the Earth; Ø to connect the eight biomes with common concerns; Ø to establish one individual goal related to stewardship of the Earth. || || These procedures are designed using one copy of the book. Part I. 1. The teacher will begin by conducting a KWL by asking students what they know about biomes and what they want to know about biomes by recording students’ responses on the board or on two large sheets of paper. 2. Then the teacher will ask students what concerns they have or have heard about the future of the Earth, again recording students’ responses on the board or another large sheet of paper.
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Part II. 3. The teacher will show the book to the entire class and read aloud some important facts from the Introduction connecting the information to both the large world map and the individual world maps passed out to students. 4. The teacher will distribute the report forms to students and show them how to take notes recording the main ideas in Part One of the report form during the presentation of the Introduction. The teacher should list key vocabulary on the board or on another large sheet of paper. The teacher will need to align the important information and key vocabulary with the academic expectations and developmentally appropriate outcomes for the grade level and specific group of students. 5. This portion of the lesson may take a full class period or a portion of several class periods.

Part III. 7. The class will be divided into eight groups. 8. The book will be placed in a central location with a table where one group of students can work at one time. 9. The teacher will allocate approximately 20 minutes for each working group. Therefore, for eight groups, this lesson will require 80 minutes, which could be divided over two or three days of class. 10. Each student in each group will complete Part Two of the report form in the 20-minute time allocation. 11. Other students need activities perhaps related to biomes. Part IV. 12. Each of the eight groups will create a poster highlighting the information pertaining to their assigned biome. 13. Each group will make a five-minute presentation sharing their information with the entire class. Using a document camera would be useful. The other class members will record notes on Part Three on their report forms.

Part V. 14. To conclude this lesson, the teacher will return to the KWL sheets to connect with the ideas students shared with what they know and what they want to know about biomes. Then the teacher will concentrate on the students’ original concerns. 15. Finally, students will suggest ways to help the Earth. Perhaps an authentic project may be organized from this list of suggestions.

Part VI. 16. This unit of learning can be integrated across the curriculum to include reading, writing, speaking, listening, viewing, math, science, technology, and the fine arts to discover additional information about each of the world’s eight biomes. || Each student’s report form will be assessed through self-assessment and teacher assessment as noted on the rubric. || To extend this unit of learning, videos, guest speakers, Internet searches, and additional literature can be added. Resources may be available in the area for field trips. || Ø Biomes: [] Ø Biomes: [] Ø Geography World: [] Ø Kids’ Connect: http://www.kidskonnect.com/content/view/62/27/ Ø National Geographic, Habitats: [] Ø<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Teachers First: [] Ø<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> University of California, Museum of Paleontology; The World’s Biomes: [] Ø<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Wild World: http://www.nationalgeographic.com/wildworld/terrestrial.html Ø<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> World Biomes: [] ||
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//Earth Matters// Report Form Part One: Introduction 1. Main ideas ____________________________________________________________ ________________________________________________________________________ Part Two: Individual Biome 1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Name of biome: _______________________________________________________ 2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Group members’ names: ________________________________________________ 3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Location of the biome: __________________________________________________ 4.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Description of the biome: ________________________________________________ 5.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Peoples living in the biome: ______________________________________________ 6.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Resources available with the biome: _______________________________________ 7.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Types of a.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> water: ____________________________________________________________ b.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> land: _____________________________________________________________ c.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> plants: ____________________________________________________________ d.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> animals: __________________________________________________________ e.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> communities: ______________________________________________________ f.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> special features: ____________________________________________________ 8.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Concerns within the biome: ___________________________________________ Part Three; Information about Other Biomes Learned from the Class Groups 1. ______________________________________________________________________ 2. ______________________________________________________________________ 3. ______________________________________________________________________ 4. ______________________________________________________________________ 5. ______________________________________________________________________ 6. ______________________________________________________________________ 7. ______________________________________________________________________ 9. Connections between and among this biome and other biomes: ___________________ ________________________________________________________________________ 10.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> My goal related to this unit of learning: _____________________________________ ________________________________________________________________________ //Earth Matters// Assessment Rubric Name: |||||| Student Self-Assessment |||||||||| Teacher Assessment || Proficient || Basic || Insufficient |||| Proficient |||| Basic || Insufficient || 1. Report Form || More than Basic. || Completely finished. Almost all correct grammar and punctuation || Less than Basic. |||| More than Basic. |||| Completely finished. Almost all correct grammar and punctuation || Less than Basic. || Comments |||||| |||||||||| || 2. Group Work || || contributed and cooperated || || |||| contributed and cooperated |||| || Comments |||||| |||||||||| ||