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Planning for Reflective Teaching


Students will recognize differences in the climates of each biome. ... Has anyone visited/lived a biome different than the one they currently reside? ... – PowerPoint PPT presentation

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Title: Planning for Reflective Teaching

Planning for Reflective Teaching
  • Nekiba Mayes and Angela Resos
  • EDUC 3308/02
  • May 5, 2004

National Standards
  • NBTS
  • I.- Understanding Early Adolescents
  • II. Knowledge of Science
  • III- Instructional Resources
  • IV. Diversity, Equity, and Fairness
  • V. Engagement
  • VI Learning Environment
  • VII Understanding Science Pedagogy
  • VII Science Inquiry
  • IX Contexts of Science
  • X Assessment
  • NSTA
  • B.3, B.4, C.1, C.2a

Georgia QCCs
  • Topic Ecology/Interdependence of Life
  • Standard Describes the characteristics of major
  • Describes the location of major biomes.
  • Describes the climate and other abiotic factors
    of major biomes.
  • Describes the major organisms found within
  • Topic Reference Skills
  • Standard Selects and uses multiple types of
    print and nonprint sources for information on
    science concepts.

Class Profile
  • Our 7th grade Earth science class has 30
    children. 40.4 or 12 students receive free or
    reduced lunch. 93 or 28 students are white. 4
    or 1 is Hispanic and 3 or 1 is other. 5 of our
    students are entitled to some form of special
    education. Three of these students are diagnosed
    with ADD/ADHD. In addition, we have one student
    who first language is not English. As a whole the
    students are of average intelligence and ability.
    Because the majority of the students are visual
    or tactile learners, our class is designed for
    discovery and cooperative learning.

Lesson Objective
  • Students will demonstrate understanding of what
    defines a biome.
  • Students will identify five major biomes found on
    the earth.
  • Students will recognize differences in the
    climates of each biome.
  • Students will describe the types of organisms
    found in each biome.
  • Students will be able to use various resources to
    research on biomes

Lesson Introduction
  • The lesson is introduced by asking the class to
    tell what if anything the class knows about
    biomes. The student responses are listed on the
    board and on the KWL chart. (This is intended to
    record student responses and keep students
    focused throughout the lesson.)
  • Examples of typical question
  • Describe the area where you live in. What types
    of native plants and animals live there?
  • This leads to the next questions
  • What is a biome?
  • How many types of biomes can be found on Mother
  • What kind of animals and plants exists in
    different biomes?
  • Has anyone visited/lived a biome different than
    the one they currently reside?

Lesson Procedures
  • This lesson utilizes co-operative group learning,
    and lecture and discussion teaching methods.
  • Display transparency defining a biome for
    students to copy definition into their notebooks.
    Explain they are going to explore five major
    biomes of the earth. Ask students, Based on the
    definition can anyone name any biomes? Then ask
    students, What do you want to learn about
    biomes? Divide students into groups of two or
    three (with our class there is 12 groups of two
    and two groups of six people).
  • List five major biomes on board or on overhead
    transparency. (Aquatic, desert, forest,
    grasslands, tundra). Children are to list at
    least two characteristics for each biome. Use an
    example to show how to record the information.
    Assign one person in each group as task manager
    to help keep up with the time.

Lesson Procedures (cont)
  • Assign one person as the recorder to the
    information. Student will proceed with exploring
    the web for further information beginning with
    this website http//
    y/gloss5/biome. Additional info. will also be
    available in encyclopedias, classroom text.
    Allow 30 minutes for completing the complete
  • Who Am I Game
  • Direct students back to their seats. Tell student
    they will remain with their partners for this
    activity. Then have the students share the
    information they found in the form of a guessing
  • Assign homework Students are to pick 2 biomes
    and write two paragraphs on why they think
    specific animals might live in particular biomes.
    Write the following on the overhead or board.
    Components of homework based on the class
  • Are the animals in a particular biome
    predominately mammals or reptiles?
  • Why do they think that particular biome can
    support that form of animal life?
  • Does rainfall affect the types of animals?
  • Does temp affect types of animal life?
  • Research Project

Implementation of Technology
  • Teacher Technology
  • Overhead projector
  • Websites
  • Word program (to create the KWL worksheet)
  • Power point (pictures of specific biomes that
    correlate to the what am I? game)
  • Video National Geographic Special or Nova
  • Student Technology
  • Internet database (e.g. Gaileo)
  • Encyclopedias on CD ROM
  • Word program for journal entries
  • Power point (for presentations)
  • Printer

Ancillary Resources
  • A. Teacher will
  • Familiarize herself with multiple websites the
    students can use for research.
  • Use the world map to point out where different
    biomes exist.
  • Be familiar with library books that give more
    information for further research.
  • Create the KWL sheet for students to use.
  • Set an assignment sheet for students to decide
    which biome they want to research about.
  • B. Students will
  • Use the World Wide Web for research
  • Use encyclopedias on CD ROM
  • Use the KWL sheet to focus research goals.
  • Use the Who Am I game to help students become
    familiar with the content.

Identifiable Motivation Strategies
  • The leading questions at the open of the lesson
    are a motivational strategy. The questions are
    designed to get the students thinking about where
    they live and where they have visited and how
    they may differ.
  • Using the computers for research is motivational
    because they are being allowed to explore, with
    guidance, the Web instead of book/periodical
  • The computer is a novelty because some students
    may not have a computer.
  • Working in teams is motivational because the
    students are competing to see who can find the
    most interesting information.
  • Working in groups would create opportunities for
    students to interact with other students they
    usually dont interact with outside school.
  • What am I? game is motivational because it is
    fun activity students involved in and offers
    friendly competition with groups trying to stump
    the other teams.
  • The assigned homework is motivational because it
    allows the students further exploration of how
    different biomes support different animal life.

Assessment Methods
  • Informal and Formative Assessment
  • Informal assessment for this lesson will take the
    form of student participation in class discussion
    and participation in the
  • Who am I? game. The teacher will observe
    which students are participating and which are
  • Formal and Summative Assessment
  • The students are required to turn in the research
    done by each group. The assigned homework will
    also serve as formal assessment.

Post Lesson Reflection
  • We believed the lesson we planned for our
    students went very well because it gave all of
    our students the opportunity to learn fairly
    satisfying both our visual and kinesthetic
    learners, special needs, and students with
    spatial and bodily-kinesthetic intelligences.
  • We provided students an exciting and interesting
    lesson by helping students evaluate their own
    experiences then relating it to our lesson. Also
    by playing games.
  • We also encouraged creativity among our students
    with their research presentations.
  • Group activities helped students to get to know
    each other and to work with students not like
    themselves (eg. ESOL student. And give the lesson
    in a more localized, more personal way (teacher
    going group to group or students helping each
  • Our objectives were based on Blooms Taxonomy and
    were appropriate based on age, grade level, and
    cognitive skills.
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