2. Where in the World? An Environmental Science Biome Unit Portfolio Unit Presentation Tammy Hanson

3. Planning a Vacation? Visit the best biome on Earth!  In this unit, students will be the newly hired tourist director for a major biome.  They will work in pairs to research the biome and to create a model, a travel poster, a presentation (PowerPoint or commercial), and an informational brochure that will encourage others to visit the biome.  Students will develop an understanding of ecological systems including the characteristics of major global terrestrial ecosystems (biomes).  To aid the students, a web quest has been created on the Quest Garden website. The web quest may be reached by copying this link and pasting it in the web browser. http://questgarden.com/85/47/1/090726231015

4. Curriculum Framing Questions What are the characteristics of the major biomes of the Earth? What would you tell someone about living in a particular biome? 1. Describe the abiotic and biotic factors that distinguish Earth’s major ecological systems? 2. Describe the characteristics of major biomes on Earth. 3. Determine the effects of limiting factors on a population and describe the concept of carrying capacity.

5. Where in the World? This project will help my students develop 21 st century skills by: Developing, implementing, and communicating new ideas to others. Assuming shared responsibility for collaborative work. Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Developing higher order thinking skills. Engaging students in exploring real-world issues and solving authentic problems using digital tools and resources.

6. Gauging Student Needs Assessment Pretest KWL Chart Pretest KWL Chart – Purpose of the Assessment – To gather information about what students already know and what they want to know about the biomes of the Earth. – What I want to learn from my students? – I want to find out what they already know about biomes and what they know about using technology to develop projects and artifacts. – How I have tried to promote higher-order thinking? – I plan my activities and questions to move students from knowledge and comprehension to analysis, synthesis, and evaluation. – How the assessment information helps me and my students plan for upcoming activities in the unit? – Assessment of student technology skills will allow me to determine what parts of the technology I will need to teach. – I can target misconceptions about biomes. – Assessments will help me facilitate self-direction. – What feedback or additional ideas I’d like? – I would like more help in using different types of assessment.

7.  To promote the use of technology resources in developing unit artifacts and presentations.  To learn more about my students’ work ethics and collaboration skills  To make learning of Science concepts relevent to real world situations

8. To be at the center of the learning process. To use technology in new and creative ways to accomplish goals. To learn to work collaboratively on a group project. To develop higher order thinking skills. To learn how to reflect on their work.