Biomes Around the World
                         
​                            by:  Tracey Carter and Julie Hazard
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OVERVIEW:

Students will research biotic and abiotic factors in one biome.  After completing the research, students will create 2-3 artifacts, in addition to a food web and map of the biome’s location across the world.    

• 5-PS3-1.  Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun.
• 5-LS2-1.  Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.​

How do living things get what they need to survive?

• Students continuously revised their written descriptions throughout the project.  One full class period was spent editing the paragraphs with the help of the team’s language arts teacher.
• A checklist and single point rubric were used to guide the students in the revision process. 

• A Lakeshore Museum employee presented to the students about the different steps that are taken to create a museum exhibit. 
• Students investigated museum displays to determine what is necessary for a quality museum exhibit.
• Students were tasked with the responsibility of ensuring that their artifacts were of museum quality.  They followed the guidelines provided by the museum employee.​​

• Each group of students created 2-3 artifacts for their selected biome.  They colored a map to represent the location of the biome around the world.  In addition, they made a food web to represent the movement of matter in the biome. Each part of the display had a written description that illustrated the artifact.  Each group also created a QR code with additional information about the selected biome.  Four displays were chosen by school staff to be displayed at the Lakeshore Museum Center.

• After researching the biomes of the world and taking a 3D tour of different biomes, students chose their top three biomes of interest via a google form.  Teachers then formed student groups based on the data.  Students were able to choose what artifact they wanted to create and which description they wanted to write.
• A variety of materials were provided to students, as well as items from home to create their display.   ​

• Chani Collins and Pat Horn with the Lakeshore Museum Center, 430 W. Clay Ave, Muskegon, MI 49440

        ​STUDENT REFLECTIONS

     "The biome project was fun and challenging.  I had so much fun planning and building artifacts for our biome.  I felt like I was a part of our world."  ~Sophia

     "My experience was challenging but rewarding when our group saw what we were able to accomplish."  ~Kate

• A single point rubric was used as a guide to give students feedback during their work sessions.
• At the end of the project, all of the students completed a self reflection.  Each student also assessed each of his/her group members.  ​

• Ecosystem Project Planner   
• Project Template 
• ​Project Card                                           

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Meet the Educators:
​
Tracy Carter teaches Math and Science, Julie Hazard teaches Science and ELA at Reeths Puffer Intermediate School. 

     "Some of my favorite parts of this project were it enhanced student voice and choice in their learning through their final product. There was a rich authenticity in this experience and the learning they shared with their parents at the Museum night supported that authenticity."
                                                                                                       - Tracey Carter

     "This project brought forth something real for our students by producing a real museum exhibit. It was great including the community partnership with the Lakeshore Museum’s Exhibitor."
                                                                                                       - Julie Hazard