GPISD Curriculum Map
Environmental Systems 11-12
Unit 4 - Biomes
Dates:
Big Idea:
10 Days Dates: Sep 28 Oct 9
The ability of organisms to survive in a given biome is primarily dependent on the biome s climate.
Teaching
Targets
TEKS:
(4) Science Concepts. The student knows the
relationships of biotic and abiotic factors within
habitats, ecosystems, and biomes. The student is
expected to:
(A) identify native plants and animals using a
dichotomous key;
(B) assess the role of native plants and animals
within a local ecosystem and compare them
to plants and animals in ecosystems within
four other biomes;
(D) make observations and compile data about
fluctuations in abiotic cycles and evaluate
the effects of abiotic factors on local
ecosystems and local biomes.
ELPS
Student Objectives:
1. I can explain the difference between native and non-native species.
2. I can describe native plants and animals in my ecosystem.
3. I can identify native plants of Texas using a dichotomous key.
4. I can identify native animals of Texas using a dichotomous key.
5. I can assess the role of native plants and animals in my ecosystem
compared to plants and animals in a forest, tundra, grassland, and
desert biome.
6. I will be able to identify the abiotic factors that affect local ecosystems
and local biomes.
7. I will be able to make observations and compile data fluctuations in
abiotic cycles.
8. I will be able to evaluate the effects of abiotic factors on local
ecosystems and local biomes.
Carbon cycle and pH
Water cycle and temperature
As a part of language acquisition, students will:
Suggested Teacher Behaviors by Level and Domain
1. Introduce students to words that can have more than one meaning,
focusing on words that have specific scientific meanings different from
their meanings in general use.
30TU
2D
monitor understanding of spoken language
during classroom instructiona ns interactions
and seek clarification as needed (listening)
3E
share information in cooperative learning
interactions. (speaking)
4F
Page 1 of 3
use visual and contextual support and support
from peers and teachers to read gradeappropriate content area text, enhance and
confirm understanding, and develop
vocabulary, grasp of language structures, and
background knowledge needed to comprehend
increasingly challenging language. (reading)
2015-2016
U30T
2. Assign English learners to groups. Provide groups with guidelines and
requirements that support the participation of all students. Teach
English learners phrases and communication skills that they can use
when working with lab partners or in groups.
3. Either as a prereading activity or during reading, help students learn
to use photos and figures, such as graphs and drawings, in their
science
texts to learn new vocabulary and concepts or processes.
updated: 6/10/2015
GPISD Curriculum Map
5F
Prior
Knowledge
Distractor
Factors
Environmental Systems 11-12
Unit 4 - Biomes
write using a variety of grade-appropriate
sentence lengths, patterns, and connecting
words to combine phrases, clauses, and
sentences in increasingly accurate ways as
more English is required. (writing)
7.11A
BIO 8B
2015-2016
4. Students create and use as references their own dictionaries of
science vocabulary.
TSW examine organisms or their structures such as insects or leaves and use dichotomous keys.
TSW categorize organisms using a hierarchical classification system based on similarities and differences shared among groups.
Misconception: Students incorrectly assume that the common name of organisms implies how the organism should be
classified.
Correction: Students may incorrectly believe that a jellyfish and starfish should be classified as fish. Just because the name of
39T
are categorized as a fish. This misconception has to do with the misleading common names that are given to some
animals and the fact that not all aquatic organisms are classified with fish. This misconception can be expanded to
include any misleading common names.
Recommended Lessons
Quick Lab Plant Adaptations (p.158)
Resources
HMH pp.143-171
Technology Integration
Build a Biome
Extensions and Interventions
Interventions: TE wrap-around p. 144
Exensions: TE wrap-around p. 146
http://www.texaspsp.org/
Writing Prompts
Describe how deforestation contributes to a change in local climate within a biome.
Essential Questions
What are the two main factors that determine where organisms live?
What effect do drastic fluctuations in abiotic cycles have on ecosystem
stability in given biome?
Page 2 of 3
Assessment
Traveling southward from the Arctic regions of Canada to the tropics
of Panama, one passes through several biomes. This pattern of
change in vegetation is primarily the result of A Primary and secondary succession
B The invasion of exotic species
C An increase in both mean annual temperature and mean
annual precipitation
D An increase in the total annual hours of sunlight
updated: 6/10/2015
GPISD Curriculum Map
Environmental Systems 11-12
Unit 4 - Biomes
2015-2016
Vocabulary
Biome, climate, latitude, altitude, dichotomous key
LEP Accommodations
Bilingual Dictionaries
Extended Time spreadsheet
STAAR L accommodations in computer
30TU
30TU
U30T
30TU
SPED Accommodations
Supplemental Aids
Manipulatives
Extended Time
TEA Accommodation Triangle
Lead4ward Accommodations Sheet
U30T
30TU
U30T
U30T
30TU
U30T
SPED/LEP Accommodations
Bilingual Glossary
Bilingual Dictionary
Extended Time
Reading Aloud of Text
Oral Translation
Clarification in English of Word Meaning
Note: Expected to be used in class routinely and
can ONLY be used on tests with students who
meet eligibility as documented on IEP. Should be
specific to individual student.
Page 3 of 3
updated: 6/10/2015