High School AP Environmental Science Biome Vocabulary
H. Miano DoDEA K-12 Librarian
This lesson fuses Frayer’s model of vocabulary cards, concept web graphic organizers, and RAFT writing to progress through Costa’s or Bloom’s higher order thinking/questioning skills. The students first recall the names of 10 biomes and list characteristics of each on the concept web (low level). The “unique scientific terminology/vocab” competition brings this to a higher level as students need to analyze unique characteristics of their specific biome, selecting a term that would not be able to be included in the other biomes (compare/contrast). Next, students build a deeper understanding of each vocabulary word by completing the Frayer vocab cards. Finally, through synthesis (high level), students write a RAFT essay on the uniqueness of their selected biome utilizing the specific terminology.
The lesson was a lot of fun, with groups competing to win the “unique word challenge” and individual students being quite creative with their final RAFT essays!
State Standards (CCRSL) CCR- Literacy Anchor Standards
- CCSS.ELA-LITERACY.RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
- CCR.ELA-Literacy.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.W.11-12.2.D: Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
CCR- Science & Technical Subjects-Literacy
- CCR.ELA-Literacy.RST.11-12.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
- CCR.ELA-Literacy.RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
Stated Objective(s) Students will:
- gather research on biomes and biodiversity on online databases
- create Frayer model vocabulary cards on the biomes and their inhabitants
- Frey, N. & Fisher, D. (2007). Reading for information in the elementary school: Content literacy strategies to build comprehension. pg 92-93. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
- Biomes. Science In Context. Gale. Retrieved from ic.galegroup.com.
- Mission:Biomes. Earth’s Observatory. NASA.gov. Retrieved from http://earthobservatory.nasa.gov/Experiments/Biome/.
- The World’s Biomes. (1996) UCBerkley Biology 1B Fall 96 Biomes Group. Retrieved from http://www.ucmp.berkeley.edu/glossary/gloss5/biome/.