Objectives (5 - 7 minutes)

• The teacher will present the topic of Terrestrial Biomes and its importance in understanding the Earth's diversity and ecological balance.
• The teacher will explain the flipped classroom methodology, emphasizing the students' responsibility to study the materials at home before the class.
• The teacher will outline the specific objectives of the lesson, such as identifying the different types of terrestrial biomes, understanding the factors that influence their formation, and appreciating the diversity of life within each biome.

Secondary objectives:

• The teacher will encourage students to develop critical thinking skills by asking questions that provoke thought about the relationship between climate, geography, and the life forms that can survive in each biome.
• The teacher will foster collaborative learning by suggesting that students form study groups to discuss the pre-class material and prepare questions for the in-class activities.

Introduction (10 - 12 minutes)

• The teacher will begin by reminding students of the basic concepts of ecology that they have previously learned, such as the interaction between organisms and their environment. This will serve as a foundation for the more specific study of terrestrial biomes. (2 - 3 minutes)

• To engage students in the topic, the teacher will present two problem situations:

  1. The teacher will ask students to imagine that they are explorers who have just discovered a new land. This land is vastly different from where they live, with different types of plants, animals, and even a different climate. The question to consider is, how would they explain these differences? (3 - 4 minutes)
  2. Then, the teacher will show two pictures, one of a rainforest and one of a desert, and ask students to identify the differences and similarities. The question to consider is, why do these two very different environments both exist on Earth? (3 - 4 minutes)

• The teacher will then contextualize the importance of studying terrestrial biomes by discussing real-world applications. For instance, understanding biomes can help in predicting the effects of climate change, planning for sustainable land use, and even in the design of cities and buildings. The teacher can also mention how this knowledge can be applied in various careers such as environmental science, conservation, and urban planning. (2 - 3 minutes)

• To grab the students' attention, the teacher will share two interesting facts about biomes:

  1. The teacher will mention that the largest terrestrial biome is the Taiga, also known as the boreal forest, which covers a huge portion of Canada, Europe, and Asia. The teacher can explain how this massive biome plays a crucial role in the Earth's climate regulation. (1 minute)
  2. The teacher will then share a curiosity about the smallest terrestrial biome, the tundra, which is known for its extremely cold temperatures and little precipitation. The teacher can mention that despite the harsh conditions, the tundra is home to several unique species that have adapted to survive, such as the Arctic fox and the polar bear. (1 minute)

Development

Pre-Class Activities (10 - 15 minutes)

• The teacher will assign students to read a chapter from their textbook or an online resource, and watch a short educational video on Terrestrial Biomes. This material will provide students with a basic understanding of what biomes are, the different types of terrestrial biomes, and factors that influence their formation. It should also touch on the unique characteristics of each biome, such as the type of climate, vegetation, and animal life found within each.
• After studying the material, students will be asked to write down at least three questions about Terrestrial Biomes that they would like answered during the class. They will be encouraged to think critically and use the information they've learned to formulate these questions.

In-Class Activities (20 - 23 minutes)

• Group Activity: "Biome Brochures" (10 - 12 minutes)

  • The teacher will divide the class into groups of 4-5 students and provide each group with a specific terrestrial biome (rainforest, desert, temperate forest, grassland, etc.), along with art supplies (colored pencils, markers, construction paper, etc.), and a list of key points that should be covered in their "Biome Brochure."
  • The key points include the biome's location, climate, types of vegetation, animal life, and any unique features or adaptations of the organisms within that biome.
  • The groups will work together to create an informative and visually appealing brochure that could be used to educate others about their assigned biome.
  • The teacher will circulate around the classroom, offering guidance and answering any questions the students may have. This activity will allow students to apply what they've learned and work collaboratively as they create their brochures.
  • Each group will then present their brochure to the class, explaining the key points they covered and answering any questions from their classmates. This will give all students a broad overview of each terrestrial biome.

• Individual Activity: "Biome Detective" (10 - 11 minutes)

  • After the group activity, the teacher will pass out "Biome Detective" worksheets to each student. These worksheets will include brief descriptions of different real-world locations and their characteristics (climate, types of vegetation, etc.), without specifying which biome each location represents.
  • The students' task will be to use their knowledge of terrestrial biomes to correctly identify which biome each location corresponds to. They will also need to provide reasoning for their choices, based on the characteristics described.
  • The teacher will encourage students to think critically and discuss their reasoning with their peers, fostering a deeper understanding of the subject matter.
  • Once the students have completed their worksheets, the teacher will go over the correct answers with the whole class, reinforcing the main points about each biome and addressing any misconceptions.

Feedback (5 - 7 minutes)

• The teacher will start by asking each group to share the key findings from their "Biome Brochure" activity. This will give students a chance to present their work, express their understanding of the topic, and answer any questions their classmates might have. This will also help the teacher to assess the overall understanding of the class and address any common misconceptions that might have arisen. (2 - 3 minutes)

• The teacher will then ask the students to reflect on the connections they made between the pre-class material and the in-class activities. The teacher will encourage students to share their thoughts on how the information they learned at home helped them to complete the activities in class. For instance, how did understanding the characteristics of different biomes help them in creating the brochures or solving the "Biome Detective" activity? (1 - 2 minutes)

• The teacher will also ask the students to reflect on the most important concept they learned during the lesson. This will give the students an opportunity to consolidate their learning and identify any areas they may need to review. The teacher can guide this reflection by asking questions such as, "What was the most interesting fact you learned about a specific biome?" or "What was the most challenging part of identifying the biomes in the 'Biome Detective' activity?" (1 - 2 minutes)

• To conclude the feedback session, the teacher will remind the students about their responsibility to review the material at home, noting that this will reinforce their learning and prepare them for future lessons. The teacher can also suggest additional resources for students who wish to delve deeper into the topic, such as documentaries about different biomes or virtual tours of national parks. (1 minute)

Conclusion (3 - 5 minutes)

• The teacher will begin by summarizing the main points of the lesson. They will reiterate the definition of Terrestrial Biomes, the factors that influence their formation (such as climate and geography), and the unique characteristics of each biome (such as the types of vegetation and animal life). The teacher will use the brochures and "Biome Detective" activity as visual aids to reinforce these key points. (1 - 2 minutes)

• The teacher will then explain how the lesson connected theory, practice, and applications. They will highlight how the pre-class reading and video provided the theoretical understanding of the topic, which was then put into practice during the in-class activities. The teacher will also mention how the real-world applications of this knowledge were discussed throughout the lesson, emphasizing how understanding biomes can be used in various careers and in addressing global issues like climate change. (1 - 2 minutes)

• The teacher will then suggest additional materials for students who wish to further their understanding of the topic. These could include more in-depth resources on each biome, further readings about the impact of human activity on biomes, or links to virtual tours of different biomes. The teacher will emphasize that these resources are optional but can greatly enhance the students' understanding and appreciation of the Earth's biomes. (1 minute)

• Finally, the teacher will discuss the importance of understanding Terrestrial Biomes in everyday life. They will highlight how this knowledge can help students make more informed decisions about environmental issues, such as deforestation or urban development. The teacher will also mention how understanding biomes can help in many aspects of life, from planning a vacation (by considering the climate and terrain of different biomes) to understanding the diversity of life on Earth. The teacher will conclude by encouraging students to apply this knowledge in their daily lives and to continue exploring the fascinating world of Terrestrial Biomes. (1 minute)