Sue Livingston

Cooperative Learning Lesson Plan

EDP 621

Summer I, 2001

Objective: Students will able to identify 6 land biomes (ecosystems) and their climate, environment, plants and animals

1. Taiga (Coniferous forest)

2. Grasslands

3. Tundra (Arctic Grassland)

4. Rain forest

5. Deciduous forest

6. Desert

Grade Level: Fourth

Cooperative Learning Method and Objective: Jigsaw II Students will work cooperatively in groups to research and present information to their classmates.

Time Allotment: 2 weeks (10 forty minute class periods)

Materials:

· Science text

· Resource materials from the library on the 6 biomes

· Chart paper

· Scissors, pencils, markers

· Blank stapled booklets with a cover – 6 blank pages

Procedure:

Day One:

1. Students will be introduced to the biomes using information in their science texts and a map on the overhead with the biomes outlined.

2. Each student will have a world map of their own and will follow teacher’s modeling of shading in the map in various colors to represent the world’s biomes.

3. Students will illustrate and title the cover of their 6 page biome book

4. Students will list their top three choices of biomes to study and turn it in to the teacher.

5. Students will be grouped by the teacher into 6 groups of four students each, based on their preference choices, as well as making the groups heterogeneous in terms of academics, gender, and behavior considerations.

Day Two –Day Four

1. Groups will be assigned a biome to research. Within the groups they must divide the topics out among them so that they will all become “experts” on that biome.

2. The topics that need to be covered are a description of the environment, the climate, the plants and the animals native to that biome.

3. Each group is to complete a poster on chart paper depicting that biome’s environment, labeled plants and animals and a climate and interesting fact box to present to the class.

4. A brief discussion about the importance of everyone participating, sharing, and cooperating will take place, reminding the students that each one must be an “expert” and ready to answer any class questions.

Day Five – Day Ten

1. Each day a different group of “experts” will present their poster and facts.

2. Charts will be posted on the walls.

3. Every student in the class must then complete a biome page in their booklet that must include:

· Illustration of the environment and name of biome

· At least 2 labeled animals and plants

· At least 3 facts written in complete sentences (1 must be about the climate) that they learned from the presentation about that biome.

Evaluation:

1. After the students complete their presentation, they must complete a reflection sheet which asks them to rate their group in terms of:

· Sharing materials

· Dividing tasks

· Taking turns

· Staying on task

2. Each child’s biome books will then be turned in for a grade to determine individual learning.