Create the Perfect Biome
The Task -
After researching the land biomes and at least one marine biome, student groups worked together to create what they defined as the perfect biome. The students needed to include geography, climate, animals, food web, adaptations and limiting factors for the biome they created. The elements they chose needed to work together as they would on Earth. For example, a biome geographically located near the equator could not have an Arctic climate.
Several groups had difficulty coming to consensus and created split biomes. In most cases, the biomes were geographically located in close proximity but did not share all elements. The end results were similar to several real world biomes that have variations within the biome.
Each group was responsible for presenting their biome to the class and explaining their choices for the various elements. The format of the presentation was open ended allowing students to choose the presentation style that best suited both them and their perfect biome. Presentations ranged from no technology use to a blended presentation, to solely presented using technology tools. In addition, there was a wide range of interpretations of the expectations. As this is only our third group project of the year, the variations of project creations are a positive indication of our developing creativity and freedom to interact with curriculum in a personally meaningful way.
After researching the land biomes and at least one marine biome, student groups worked together to create what they defined as the perfect biome. The students needed to include geography, climate, animals, food web, adaptations and limiting factors for the biome they created. The elements they chose needed to work together as they would on Earth. For example, a biome geographically located near the equator could not have an Arctic climate.
Several groups had difficulty coming to consensus and created split biomes. In most cases, the biomes were geographically located in close proximity but did not share all elements. The end results were similar to several real world biomes that have variations within the biome.
Each group was responsible for presenting their biome to the class and explaining their choices for the various elements. The format of the presentation was open ended allowing students to choose the presentation style that best suited both them and their perfect biome. Presentations ranged from no technology use to a blended presentation, to solely presented using technology tools. In addition, there was a wide range of interpretations of the expectations. As this is only our third group project of the year, the variations of project creations are a positive indication of our developing creativity and freedom to interact with curriculum in a personally meaningful way.
Project links and photos coming soon.