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Groups create a Photo Story 3 presentation about a researched biome here


Art, Computers & Internet, Language Arts, Science, Social Studies  


9, 10, 11, 12  

Title – Biome Digital Presentation
By – Sheri Higgs
Primary Subject – Science
Secondary Subjects – Social Studies, Music, Art, Language Arts, Computers / Internet
Grade Level – 9-12

Concept / Topics To Teach:

  • Species form various relationships with other species within ecosystems to increase chances of long-term survival.
  • Species may adapt to overcome limiting factors in an ecosystem
  • Limiting factors of a biome may prevent certain species from living in that biome.

Texas Essential Knowledge and Skills Standards for Science (High School):

      112.43.c Biology:
      (1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

        (A) demonstrate safe practices during field and laboratory investigations.


      (2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:

        (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;


        (B) collect data and make measurements with precision;


        (C) organize, analyze, evaluate, make inferences, and predict trends from data.


      (3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

        (E) evaluate models according to their adequacy in representing biological objects or events.


      (4) Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to:

        (B) investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules.


      (7) Science concepts. The student knows the theory of biological evolution. The student is expected to:

        (B) illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction.


      (8) Science concepts. The student knows applications of taxonomy and can identify its limitations. The student is expected to:

        (B) analyze relationships among organisms and develop a model of a hierarchical classification system based on similarities and differences using taxonomic nomenclature; and


        (C) identify characteristics of kingdoms including monerans, protists, fungi, plants, and animals.


      (9) Science concepts. The student knows metabolic processes and energy transfers that occur in living organisms. The student is expected to:

        (D) analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment.


      (11) Science concepts. The student knows that organisms maintain homeostasis. The student is expected to:

        (D) summarize the role of microorganisms in maintaining and disrupting equilibrium including diseases in plants and animals and decay in an ecosystem.


      (12) Science concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to:

        (B) interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism;


        (C) compare variations, tolerances, and adaptations of plants and animals in different biomes;


        (D) identify and illustrate that long-term survival of species is dependent on a resource base that may be limited; and


        (E) investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids.


    (13) Science concepts. The student knows the significance of plants in the environment. The student is expected to:

      (A) evaluate the significance of structural and physiological adaptations of plants to their environments.

General Goal(s):

    Using the “Jigsaw” format of collaborative learning, students will explore biomes and compare variations, tolerances, and adaptations of organisms in different biomes and present their information to the class.

Specific Objectives:

    Students will select a biome and produce a digital story between 10 and 20 minutes in length depicting:

    • Climate of the biome
    • Characteristics of the topography of the biome
    • Limiting factors in the biome that may limit carrying capacity
    • Variations, tolerances, and adaptations of plants and animals that enable them to survive in the selected biome.
    • Five animals native to the biome and a description of each animals niche
    • Five plants native to the biome and description of each plants niche
    • Three food chains the species may be involved in (minimum four trophic levels)
    • Three food webs including the species may be involved in (minimum four tropic levels

Required Materials:

  1. Computer with Photo Story 3 and PowerPoint (or similar software), internet access, and USB port
  2. Microphone
  3. Headset
  4. USB “thumb” drive to save project
  5. Vocabulary list
  6. Index cards
  7. Tape
  8. Names of biomes written on slips of paper and placed in a box (used for groups to randomly select the biome they will research and present)
  9. Various texts containing information on biomes (textbooks, magazines, newspapers, etc.)

Anticipatory Set (Lead-In):

  1. Review the following
    1. Matter and energy in organisms pass through food webs.
    2. At each trophic level in a food web, energy is used and lost.
    3. Energy from the sun continually provides energy to fuel this cycle in most ecosystems.
    4. Matter is recycled through these systems and various cycles such as the carbon, oxygen, nitrogen, and water cycles.
  2. Introduce the following websites:
    1. Biomes of the World (Missouri Botanical Garden)
    2. The World’s Biomes (University of California Museum of Paleontology)
  3. Introduce Photo Story 3.
    1. Show example photo story.
    2. Show students how to access the online tutorials
    3. Discuss copyrights and crediting of photos and music.

Step-By-Step Procedures:

  1. Break students into partner groups.
  2. Give each group the following:
    1. Vocabulary list
    2. Package of index cards
    3. Tape
  3. Each group will draw a biome name from the biome box (Required Materials #8).
  4. Students will research their biome and gather information about:
    1. Climate
    2. Characteristics of abiotic factors (humidity, precipitation, temperatures, etc.)
    3. Characteristics of biotic factors
  5. Students will choose five plants and five animals and gather specific information on each species and the interrelationships between those species (adaptations, variations, niches, migratory patterns, relationships, types of reproduction in plants, etc.). Species must be representative of taxonomic classifications (bear, bird, fish, etc.).
  6. Students will place the information gathered onto index cards to be used for “storyboarding” their presentation.
  7. Students will make a preliminary storyboard of their presentation using the index cards. They will number each index card to be used as a reference for photos.
  8. Students will research and prepare digital images representing the information found for their presentation with approval of teacher .
  9. Students will research and prepare music for their presentation with approval of teacher .
  10. Students will write their narrative for their presentation.
  11. Students will create their presentation using a combination of PowerPoint and Photo Story (or similar software).
  12. Students will also create 15 test questions and answer keys for the questions over their biome. These questions will be utilized in developing the final lesson test.

Plan For Independent Practice:

    Independent practice will be accomplished through the research, creation of the presentation and creation of test questions.

Closure (Reflect Anticipatory Set):

  • Students will present their projects to the class.
  • They will take notes on other students’ projects to be used for study.

Assessment Based On Objectives:

  • A rubric will be used to grade each groups presentation on content and proper use of the software.
  • An end-of-lesson test will be given to the class as a whole over all Biomes.

Adaptations (For Students With Learning Disabilities):

    All adaptations for students with learning disabilities will be based upon their IEP (Individual Education Plan).

Extensions (For Gifted Students):

    Gifted students will also create a digital presentation over one animal or plant in their biome. This presentation will cover the entire life cycle of the specie.

Possible Connections To Other Subjects:

    Technology, World Geography, Art, English, Music

E-Mail Sheri Higgs !

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