Biomes in Multimedia

Overview: Fifth graders do a unit study on biomes for science class. After spending two weeks studying vocabulary and general information about each biome, students were divided into groups of four to study more detailed information about each biome. They researched information about their particular biome using books from the library, reference books, and the internet. Students then put together a slide presentation about their biome using SuperLink on the computer with pictures, captions, audio, and music. The finished project is then recorded on a VCR.

Goals and objectives:

Behavioral:
Students work cooperatively in groups.

Performance:
Students use technology to achieve a better understanding of biomes.
Students learn research skills.
Students learn organization skills.
Students learn about timing, sequence, and main ideas.

Process:
Students follow sequence and understand value of sequence and logical order.

Science -
1. Students participate in investigations.
2. Students gain knowledge of scientific process.

Reading/Language Arts
1. Students speak clearly and fluently.
2. Students acquire and use vocabulary.
3. Students identify main ideas in research.
4. Students make a plan before writing.
5. Students make revisions in written work
6. Students edit and use appropriate grammar, spelling, and punctuation.

Technology
1. Students access files.
2. Students import files from outside sources.
3. Students learn about copyright and acceptable use.
4. Students learn to search electronic sources.
5. Students incorporate a variety of file formats including video files.
6. Students select which files would be appropriate for their project.
7. Students solve problems dealing with timing on scripts.
8. Students present their work through a slide show.
9. Students design and lay out pages for each slide.
10. Students print to video.

Prerequisite skills/knowledge:

Vocabulary: Biomes, taiga, tundra, prairie, deciduous forest, desert, tropical rain forest

Skills: Using SuperLink program, scanning pictures, saving pictures from internet, using research materials, organizing, planning, communication, open/closing files, changing directories and drives

Levels of understanding: Students have derived a mastery of Microsoft windows management, in-depth knowledge of content area, and have seen their work through all stages to fulfillment for success. Students will be working at the highest levels of Bloom's taxonomy.

Materials/equipment:

Hardware

Computers
VCR
TV

Software

SuperLink
Deskscan
ICLAS
Windows
Netscape Navigator

  Printed Materials

Reference information in library, World Wide Web

Instructional activities/strategies:

Size of groups: We started with groups of four to do all research, then paired off to complete folders. This was done so that more individualism could be seen in finished project (student voices, presentation).

Questions: Students had to know about plants and wildlife of their biome as well as climate seasons. Pictures were to reflect some of each. They also had to show a world map with their biome area colored to show how much of the earth's surface was in their particular biome.

Sequence of lesson:

1. Students must know how to use the software SuperLink

2. Students plan a project on paper after researching to get pictures and information about their biome.

3. Students scan pictures and save pictures from Internet to place in folders.

4. Students organize so that their project follows a logical sequence.

5. Students complete folders and add sound waves to project.

6. Students choose music to complement their project and add it.

Communication:

Students show completed slide presentation to the rest of the class and share with families and friends at Open House in March.

 

Assessment options:

Students were graded on paperwork, facts found in research, organization, and final presentations.

Students demonstrated learning through final presentation.

 

Teaching suggestions/extensions:

Students used English skills in organizing and writing research. They used speaking skills in making their sound waves (Sound waves reflected information gathered in research.) This project can be used for a variety of research options. My class is now involved in a wagon train simulation. They are researching different trails used, Native American tribes, etc. that have to do with a real wagon train group. This accumulation of this information will also be published in multimedia form.

 

Contributors:

Judy Peterson
Prairie Trail Elementary
Flower Mound, Texas  

          Lewisville ISD