The Arizona STEM Acceleration Project

ARIZONA BIOME 3D-MODEL MAKING: The Interrelationships Between Biotic and Abiotic Factors

ARIZONA BIOME �3D-MODEL MAKING:�The Interrelationships Between Biotic and Abiotic Factors

A 6^th-Grade STEM Lesson

Author:�Mr. Michael Angelo�B. De La Cruz

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Date: �June 26, 2023

Notes for teachers

• This lesson might take place in a classroom for one to three sessions based on the skills of the students and project making takes time.
• Project grade could be considered part of the Performance Task.
• Students will be working in a group which must be composed of students with different abilities.
• Creative ideas and environment-friendly materials are highly encouraged.
• Make sure students show the different interaction of biotic and abiotic factors in their chosen biome.

List of Materials

Students need the following:

• thick and firm cardboard sheet
• art/coloring materials
• scissors, glue, masking tapes
• recyclable papers or magazines
• miniature biotic and abiotic factors depending on the chosen biome
• LED lights, cotton balls (optional)

Arizona Science Standards

Life Science Standards– 6^th Grade

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6.L2U1.13: Develop and use models to demonstrate the interdependence of organisms and their environment including biotic and abiotic factors

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Core Idea

L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.

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Core Ideas for Using Science for 6^th Grade

U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

U3: Applications of science often have both positive and negative ethical, social, economic, and/or political implications.

Objectives:

• Today we will choose a specific biome in Arizona for 3D model making.
• Today we will create a 3D model of our chosen / particular biome in Arizona.
• Today we will show how the biotic and abiotic factors interact by making a 3D biome model.
• Today we will collaborate and communicate effectively with our peers to complete our project.
• Today we will present and discuss our project in front of the class and answer their questions.

Agenda (20 minutes)

RECALL TIME

Note: Before doing this project, the teacher must teach first the different biomes in the world or specifically in Arizona. Since the different biomes were taught, the teacher will start the session by asking these questions:

• What are biomes?
• How is biome different from other levels of biological hierarchy?
• What are the differences between biotic and abiotic factors?
• Give examples for biotic and abiotic factors.

With this flow, students can recall the previous lessons and entice their interest about the lesson.

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Biomes

A biome is an area classified according to the species that live in that location. Temperature range, soil type, and the amount of light and water are unique to a particular place and form the niches for specific species allowing scientists to define the biome.

Biomes of the World:

• Tropical Rainforest
• Temperate Forest
• Desert
• Tundra
• Taiga (Boreal Forest)
• Grassland
• Savanna

Please include photos and videos while doing a review.

Biotic and Abiotic Factors

Biotic and abiotic factors are what make up ecosystems. Biotic factors are living things within an ecosystem; such as plants, animals, and bacteria, while abiotic are non-living components; such as water, soil and atmosphere. The way these components interact is critical in an ecosystem.

Examples:

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• Biotic factors include animals, plants, fungi, bacteria, and protists.

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• Some examples of abiotic factors are water, soil, air, sunlight, temperature, and minerals.

Please include photos and videos while doing a review.

Arizona Biome Videos:

• Arizona Biome (https://www.youtube.com/watch?v=W_XyU8iIynE)
• Biomes of the Sonoran Desert (https://www.youtube.com/watch?v=BpnDRo3wnKg)

Instructions and Collaboration Time

Note: Before this day, students must be informed about the project so students can have creative ideas and bring materials.

Collaboration Time

1. Students must be grouped at random, but the teacher must make sure that groups are composed of students with different abilities.
2. For 10 to 15 minutes, if laptops, computers, or tablets are available, let the students research on a particular biome in Arizona that they want to make for their project.
3. Once students are ready, let them start doing their 3D model for a specific Arizona biome.
4. Once all groups are done, start with the group presentation.

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Assessment

Performance Task Grading

1. Students will be presenting their projects in front of the class and should be ready to explain the details about biotic and abiotic factors and their interactions.
2. The class and the teacher will be allowed to ask questions about the details of their project.
3. Optional: Other groups can grade the presenters.
4. The rubric attached on the next slide can be used as a guide to assess or evaluate students.

Performance Task Rubric

Source: https://www.studocu.com/en-us/document/university-of-the-people/introduction-to-environmental-sciences/performance-task-1-rubric/18378795

Differentiation

Since this is group project, just in case, for the students who were not able to perform at their best capabilities, especially the IEP and 504 individuals, the teacher could give them a second chance to improve their performance task grade by presenting independently in private.

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Provide alternative options for how students demonstrate what they learn (video, podcast, poster, 1 on 1 presentation with teacher, etc)

Remediation

Extension/Enrichment

To end the chapter:

After the presentation, the teacher can make a Kahoot, Quizziz, or Blooket game about the different biomes, and let the students play.