Lesson Plan | Active Learning | Environment: Biomes

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objective-setting stage is crucial for directing the focus of both students and the teacher during the lesson. By clearly establishing what is expected to be achieved, students can better prepare and engage more effectively in the proposed activities. This stage also serves to align expectations and learning goals among all parties involved, maximizing the effectiveness of classroom time.

Main Objectives:

1. Empower students to understand the concept of biome by identifying its main characteristics and the climatic variations that define them.

2. Develop students' ability to geographically locate the main biomes on the planet and understand how abiotic factors influence biological diversity.

3. Foster the ability to relate the characteristics of living beings in each biome to environmental challenges and the evolutionary adaptations necessary.

Side Objectives:

1. Encourage critical analysis of the interactions between biomes and human activities, promoting a deeper environmental awareness.

Introduction

Duration: (15 - 20 minutes)

The introduction serves to engage students with content they have previously studied, using problem situations to activate prior knowledge and contextualize the importance of biomes in the real world. This stage also helps bridge theory and practice, preparing students for the knowledge application activities that will occur during the lesson.

Problem-Based Situations

1. Imagine you are a scientist sent to study the Atlantic Forest in Brazil. What biotic and abiotic characteristics would you observe? How do these characteristics influence the biodiversity of the region?

2. Consider that a new mining project is being planned near the Arctic Tundra. What would be the immediate and long-term impacts of this project on local ecosystems? And how could these impacts affect the lives of indigenous peoples who rely on these lands for their livelihood?

Contextualization

Biomes are like chapters of a great book that tells the story of life on Earth. Each biome has its own richness and challenges, shaped by unique geographical and climatic factors. For example, the Amazon Rainforest, with its lush biodiversity, plays a crucial role in regulating the global climate. Understanding these dynamics is not only an academic issue but a necessity for environmental conservation and sustainable planning.

Development

Duration: (70 - 80 minutes)

The development stage is designed to allow students to practically and creatively apply their prior knowledge about biomes gained in previous studies. Through playful and collaborative activities, students can deepen their understanding of the unique characteristics of each biome, as well as the adaptations of living beings to these environments. This approach not only reinforces learning but also promotes teamwork, critical thinking, and problem-solving skills.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Biome in a Box

> Duration: (60 - 70 minutes)

- Objective: Develop a practical and visual understanding of the different biomes' characteristics, promoting creativity and teamwork.

- Description: In this activity, students will be challenged to create a physical representation of a mini-biome inside a box. Each group will receive a large box, various recyclable materials, paper, scissors, glue, and paints. They should use these materials to represent the biotic and abiotic characteristics of a specific biome, such as the Amazon Rainforest or the Sahara Desert.

- Instructions:

• Divide the class into groups of up to 5 students.

• Each group chooses a different biome to represent.

• Quickly research the main characteristics of the chosen biome, such as climate, flora, fauna, and curiosities.

• Use the available materials to build a creative and realistic representation of the chosen biome inside the box.

• Present the box to the class, explaining the choices made and the characteristics represented.

Activity 2 - Biome Expedition

> Duration: (60 - 70 minutes)

- Objective: Understand the practical challenges of studying and preserving different biomes, promoting critical thinking and planning skills.

- Description: Students will simulate a scientific expedition in one of the studied biomes. They will need to plan the logistics of the expedition, including the necessary equipment, transportation, food, and safety. Each group will present its plan to the class, which will vote on the most complete and realistic one.

- Instructions:

• Choose a biome for the expedition simulation.

• Research the chosen biome, focusing on practical aspects such as access, climate, and natural hazards.

• Develop a detailed expedition plan, including maps, equipment lists, and safety procedures.

• Present the plan to the class, justifying the choices and answering questions from peers and the teacher.

• Vote on the expedition plan that seems the most viable and well-planned.

Activity 3 - Biomes Theater

> Duration: (60 - 70 minutes)

- Objective: Explore creatively and interactively the main characteristics and dynamics of the biomes, promoting empathy and understanding of complex ecological relationships.

- Description: Students will create small plays that represent the interaction of living beings and abiotic factors in different biomes. Each group will receive a different biome to study and represent, using dialogues and scenarios to illustrate ecological dynamics.

- Instructions:

• Choose a biome to study and represent.

• Research the main ecological interactions in the chosen biome.

• Write a small theater script that illustrates these interactions, ensuring that all elements of the biome are represented.

• Prepare simple scenarios and costumes that help represent the biome.

• Present the play to the class, followed by a discussion about what was learned.

Feedback

Duration: (10 - 15 minutes)

The purpose of this stage is to consolidate learning, allowing students to articulate the knowledge acquired through practical activities. The group discussion helps reinforce understanding of biome concepts and their distinct characteristics, facilitates the exchange of ideas and perspectives among students, and promotes reflection on the importance of environmental conservation and sustainability.

Group Discussion

To initiate the group discussion, the teacher can use the following approach: 'Now that everyone has had the chance to explore different biomes in creative ways, let's share our discoveries and experiences. Each group will present a brief summary of what they created and what they learned about their chosen biome. After the presentations, we will discuss how the characteristics of each biome influence the life and interactions of living beings within it, and what environmental challenges these biomes face.'

Key Questions

1. What were the main characteristics of the biome you chose and how do they reflect in the adaptations of living beings?

2. How do abiotic factors, such as climate and soil, influence the biodiversity of the biome?

3. Is there any surprise or discovery you made during the activity that changed your perception of the biome?

Conclusion

Duration: (5 - 10 minutes)

The purpose of this conclusion stage is to reinforce learning, ensuring that students have a clear and consolidated understanding of the biome concepts discussed in class. Additionally, it aims to highlight the applicability of the knowledge acquired, encouraging students to reflect on how they can contribute to environmental preservation in their communities and the world.

Summary

In the conclusion stage, the teacher should summarize and recap the main points discussed about biomes, emphasizing their unique characteristics, geographical distribution, and the adaptations of living beings to both biotic and abiotic environments. This recap helps consolidate the knowledge gained during practical activities.

Theory Connection

Today's lesson was structured to connect theory with practice in an integrated manner. Activities like 'Biome in a Box', 'Biome Expedition', and 'Biomes Theater' allowed students to apply theoretical knowledge of biomes in practical and creative ways, reinforcing their understanding of the concepts through concrete experiences.

Closing

Finally, it is essential to highlight the relevance of studying biomes in daily life. Understanding the diversity and fragility of these ecosystems is crucial for developing sustainable practices and conserving biodiversity, aspects that are increasingly urgent in today's global scenario.