Airline prices have been dropping lately, causing people to take more vacations. The owner of Journey4Less, a local travel agency, wants to offer special biome vacation packages. The owner has asked for your help to create an informational brochure for a vacation to one of the biomes.
Step 1: Introduction
Complete a Biomes KWHL chart as a class to get students thinking about biomes that exist around the world, activate prior knowledge, and assess what students already know about biomes. Then, using online resources, introduce students to the different biomes. If you have access to the unitedstreaming movie library, you may also want to show a movie about the biomes.
Once students have a strong under-standing about biomes, group students into teams of 3-4. Assign each team the task of creating a travel web site for a tour through a different biome.
Step 2: Online Research
Have student teams research the following questions about their biome:
Step 3: Project Work
Students will use Wixie to create a digital advertisement for a tour of their biome. Students can use the biomes category in Pics4Learning as a resource for adding pictures to their project. The biome advertisement should include:
Students can use a storyboard to organize their ideas before creating their travel brochure.
Students build their information into a multi-page Wixie project. Student projects can be published through the Wixie URL for each project, enbedded into a class web site, and saved as an interactive PDF.
Step 4: Present the Project
Have the students present their tours to parents and community members to encourage them to take their vacations in a specific biome!
The students will conduct research of their biome of choice.
The students will synthesize their knowledge based upon their research to create their digital travel brochure. This project must include various facts about the particular biome, including a persuasive argument as to why tourists should visit their biome.
Whitfield, Philip and Moore, Peter, Cox, Barry. (2003) Biomes and Habitats. Macmillan. ISBN: 0028656334.
Johnson, Rebecca and Saroff Phyllis. (2001) A Walk in the Tundra (Biomes of North America). Carolrhoda Books. ISBN: 1575055260.
Kalman, Bobbie. (1998) What is a Biome? Crabtree Publishing. ISBN: 086505875X.
Lindeen, Carol and Smith-Saunder Gail. (2003) Life in a Desert (Pebble Plus: Living in a Biome). Capstone Press. ISBN: 0736833994.
CONTENT STANDARD C
As a result of their activities in grades 5-8, all students should develop understanding of:
Structure and function in living systems
Reproduction and heredity
Regulation and behavior
Populations and ecosystems
Diversity and adaptations of organisms
CONTENT STANDARD C
As a result of activities in grades K-4, all students should develop understanding of:
The characteristics of organisms
Life cycles of organisms
Organisms and environments
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Speaking and Listening
Comprehension and Collaboration
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:
a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
b. create original works or responsibly repurpose or remix digital resources into new creations.
c. contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
d. publish or present content that customizes the message and medium for their intended audiences.
Ideas for engaging elementary students in science as they explore the curriculum through creative projects.
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