Survivor! Plant Edition

1月 05 2012

Source: amandasolarsh

Summary Information

Keywords:

adaptations, biomes, plant, global warming, climate, weather, habitat, biology

Estimated Time Required:

5-8 hours

Diversity Indicators:

This lesson plan is suitable for all learners but it best if done in heterogeneous groups by skill and ability levels.

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LESSON

Goals and Prerequisites

Goals:

1) Students will learn about adaptations and how they relate to plants in differing biomes.

2) Students will create a plant that can adapt to future climate change predictions.

Prerequisites:

Students should have a basic understanding of plant structures and how plants obtain food, reproduce, and grow.

Students should also have a basic understanding of the characteristics of different biomes (reviewed in this lesson).

Students should know how to use Microsoft PowerPoint

Students should have a basic understanding of global warming and how it causes climate change.

Instructional Objective(s)

Objectives:

1) SWBAT define what an adaptation and identify adaptations in different biomes.

2) SWBAT research different biomes and the requirements for plants and animals to survive there.

3) SWBAT identify the different functions of a plant.

4) SWBAT discuss how global warming will affect different biomes in the future.

5) SWBAT to develop/create a plant that will be able to adapt to climate change in a designated biome.

Instructional Resources

Background:

Background Research:

Adaptation- special features that enable a plant or animal to live in a particular place or habitat.

Biome- a large area on the Earth's surface that is defined by the types of animals and plants living there

Habitat- the type of environment in which an organism or group normally lives or occurs.

Climate- the average weather pattern in a region over a long period of time

Weather- the day-to day state of atmospheric conditions in any given place influenced by temperature, precipitation, humidity, pressure, wind and clouds.

Climate change- significant changes in a region’s weather-related phenomena such as temperature and precipitation for a long period of time.

Global warming- when the Earth heats up due to greenhouse gases thickening the Earth’s atmosphere trapping in solar radiation which heats up the Earth’s atmosphere.

Materials:

Biome Trek Supply Cards (12 sets, pre cut)
Biome Trek Survivor Sheet
Laptops or book on plants/adaptations/biomes (8 sets) with PowerPoint
Earth Biomes Sheet
Biome Adaptation Sheet
Biome Adaptation PowerPoint Assignment Checklist/Rubric
Biome Adaptation PowerPoint/Poster Evaluation Sheet
Biome Precipitation Sheet
Design a Global Warming Survivor Species Poster Project Sheet
Poster Paper
Markers

Procedure:

Day 1

Step 1: Pre-lesson discussion- Post the following question on the board and have students respond

“If an alien’s spaceship were all of a sudden to crash into the middle of NYC, what would the alien need to survive? Make a list of as many different things as you can think of (but come with at least three different things).

Elicit student answers and post their answers under “ALIEN NYC SURVIVAL GUIDE”

Step 2: Mini Lecture- Introduce students to the following terms using a Smartboard Presentation and make connections to their Do Now Responses. (10 mins)

Adaptation

Climate vs. weather

Biome

Habitat

Step 3: Main Activity: Biome Trek Survival (15 minutes

A) Divide class into 12 different groups with a pack of a Biome Trek Supply Cards and a Earth Biomes Chart

B) Assign each group one of the following biomes: Tropical Rainforest (winter) Tropic Rainforest (summer) Desert (winter), Desert (summer), Grassland (summer), Grassland (winter), Deciduous Forest (winter), Deciduous Forest (summer) Coniferous Forest (winter) and Coniferous Forest (summer), Arctic Tundra (winter), Arctic Tundra (summer)

C) Give groups about 5 minutes to debate, which 10 items they would need to survive in their biome during their assigned time of year and record results.

D) Have each group share their results and debate whether their group would survive or not given the supplies they decided to bring with them.

Step 4: Reflection- Have the students answer the following questions on an exit slip. (5 minutes).

1. How did the climate of your biome determine what items your group decided to bring?

2. Since plants and animals are unable to buy these items at stores, list two adaptations you can infer that plants and animals in your assigned biome have in order to survive.

Day 2/3- Biome Research

Step 1: Pre-lesson discussion- Post the following question on the board and have students respond.

“What type of biome do you think we live in? Describe our climate and the types of plants and animals we can find where we are living.”

Elicit student responses

Step 2: Biome Research

Break students up into 6 different heterogeneous groups and assign each group one of the following biomes.

Desert

Tropical Rainforest

Grassland

Deciduous Forest

Coniferous Forest

Arctic Tundra

Each group will receive a laptop with internet and a reference packet on their biome to fill out their Biome Adaptation Sheet and to create a PowerPoint on their biome (focusing on how plants adapt to live in their biome). Students will follow the Biome PowerPoint Assignment and Rubric Sheet.

Day 4- Effects of Global Warming

Step 1: Pre-lesson discussion- Post the following question on the board and have students respond.

“Define what global warming is in your own words. How do you think it might affect your biome.”

Elicit student responses and make a list of entitled “The Effects of Global Warming”.

Step 2- Climate Change Video

Watch the following video A Way Forward: Facing Climate Change and have students take notes on the impacts of global warming.

http://video.nationalgeographic.com/video/player/environment/global-warming-environment/way-forward-climate/

Have students share out answers and add to the class list, “The Effects of Global Warming”. Guide students to make this type of list.

Drought/Wildfires

Excessive Rainfall/Storms/Flooding

Decrease or increase in temperature

Sea-level rise

Beach erosion

Threats to biodiversity

Step 3- Biome Precipitation Sheet

Have students make a bar graph of the levels of rainfall in all of the biomes.

Step 4- Reflection

Have students answer the following questions in their group.

1. After reviewing your biome precipitation sheet, how do you think global warming will impact the rainfall of your assigned biomes?

2. Which biomes will receive more rainfall? Which do you think will receive less? Explain your answer choices.

3. How do you think changes in the amount of rainfall will affect plants in your biome? How can they adapt?

Day 5- Design a Species

Step 1: Pre-lesson discussion- Post the following question on the board and have students respond.

Review the class list from yesterday on the Effects of Global Warming. Which problems do you think will affect the plants in your biome the most? Explain why in complete sentences.

Step 2: Design a New Plant Species

In their groups students will design a new plant species that they believe will be able to survive in their biome and to adapt to the future effects of global warming. Students will fill out their Design a New Plant Survivor Species Sheet and draw and label their new plant on poster paper.

Day 6- Presenting New Survivor Species

Step 1: Pre-lesson discussion- Post the following question on the board and have students respond.

“How hard or easy was it for you and your group to design a new plant species that could survive global warming? How hard or easy do you think it will be for plants to do this in real life? Explain your answers in complete sentences.

Step 2: Group Presentations

Each group will present their Biome PowerPoints and their newly designed Survivor Species.

Other groups will fill out their Biome Presentation Evaluation Sheet

Assessments and Rubrics

Students will be assessed on their Biome Adaptation Powerpoint Presentations, Poster Project, and Presentation

External Resources

Biome/Adaptation Research Sites

http://www.blueplanetbiomes.org/tundra.htm

http://library.thinkquest.org/C0113340/main.php?section=biomes

http://www.cotf.edu/ete/modules/msese/earthsysflr/dforest.html

http://www.playlearnschool.com/Science/3/Plants/Plant-Adaptations-3.aspx

http://www.thewildclassroom.com/biomes/speciesprofile/index.html

National Geographuc Global Warming Video

http://video.nationalgeographic.com/video/player/environment/global-warming-environment/way-forward-climate/

Credits

The following were developed or modififed from the New York Botanical Garden (Juddith Hutton)

Biome Trek Survivor

Design a New Plant Species

Biome Precipitation Sheet

Earth Biome Reference Charts

Picture- http://www.google.com/imgres?um=1&hl=en&sa=N&biw=1280&bih=579&tbm=isch&tbnid=2BBzrpBPgmS4lM:&imgrefurl=http://howdone.info/37232-adaptations-in-leaves-that-desert-plants-have.html&docid=0ffURvweuqNCDM&imgurl=http://i.ehow.com/images/a07/7p/35/adaptations-leaves-desert-plants-1.1-800x800.jpg&w=400&h=267&ei=uL3uTtGTAoHu0gGVos3oCQ&zoom=1&iact=rc&dur=414&sig=107883380273966085247&page=18&tbnh=166&tbnw=216&start=180&ndsp=11&ved=1t:429,r:2,s:180&tx=169&ty=27

The other parts were developed by myself.

RESOURCES

Original Resources

Worksheets

Biome Adaptation PowerPoint Assignment Outline Checklist/Rubric

Biome Adaptation PowerPoint Presentation/ Poster Peer Evaluation Sheet

Biome Precipitation Sheet

Biome Trek Supply Cards

Biome Trek Survivor

Earth Biomes Chart 1

Earth Biomes Chart 2

Rubrics

Design a Global Warming Survivor Plant Species Poster Assignment and Rubric

Contributed Resources

Contribute a Resource

Click the button above if you would like to contribute a resource to this lesson.

STANDARDS

Click here to add Standards

Texas Standard: Survivor! Plant Edition

Standard Type: State Texas

Grade 5

Scientific investigation and reasoning.The student uses scientific methods during laboratory and outdoor investigations. The student is expected to:

construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, andevaluate information

Scientific investigation and reasoning. The student usescritical thinking and scientific problem solving to make informed decisions. The student is expected to:

in all fields of science, analyze, evaluate, and critique scientific explanationsby using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:

demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky

Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:

compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals

Grade 7

Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

Organisms and environments. The student knows that there is a relationship between organisms and the environment. The student is expected to:

observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms

Grade 8

Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to:

explore how short- and long-term environmental changes affect organisms and traits in subsequent populations.

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Keywords:

Estimated Time Required:

Diversity Indicators:

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Goals:

Prerequisites:

Background:

Materials:

Procedure:

Watch the following video A Way Forward: Facing Climate Change and have students take notes on the impacts of global warming.

Original Resources

Worksheets

Rubrics

Contributed Resources

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语言

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主菜单

Keywords:

Estimated Time Required:

Diversity Indicators:

Tab Wrapper

Goals:

Prerequisites:

Background:

Materials:

Procedure:

Watch the following video A Way Forward: Facing Climate Change and have students take notes on the impacts of global warming.

Original Resources

Worksheets

Rubrics

Contributed Resources