Student Guided Practice Activity #2: Location, Location, Location
● Next, students are given blank Frayer model vocab cards.
● Students get into groups based on biomes and brainstorm at least 10 specific scientific vocabulary terms for their biomes, trying to be as precise as possible.
(A fun competitive twist is to count points for each unique vocabulary word each
group identifies. If another group has the same term, no one gets the point. The
group with the most points wins.)
● Students complete 10 Frayer cards for their biome vocabulary terms.
● The class shares their vocabulary selections and see which group wins the “unique vocab game.”
Student Independent Practice
Activity #4: “Welcome Home” -Writing Lesson
● Individually, students write a one page description of their biome from the perspective of one of the inhabitants (fauna or flora) including the unique vocabulary terms from their group discussions.
1. R= fauna or flora inhabitant of biome
2. A= Inhabitants of other biomes
3. F= Descriptive essay on why their biome is the best/most unique
4. T= Selected biome using 10 biome specific vocabulary terms
● Each student must use 10 specific vocabulary words. So if groups had the same word, that word is thrown out and the students must come up with a replacement term. This is done individually in the RAFT writing activity and serves as a formative assessment to see if students can discover other vocabulary terms specific to their biome. They might need to research in other resources to find unique terminology.
Assessment Formative Assessment:
● The concept webs and 10 Frayer Vocab Cards serve as two formative assessments for this lesson.
● The 1 page descriptive essay following the RAFT guidelines and incorporating 10 biome specific vocabulary terms