Global Classroom Module Lesson Plans

Created by Amber Kivett

EDTC 645

Professor Wieczorek
 Lesson Plan 1: Our World’s Biomes and Habitats
Grade Level: 4 Subject: Science
Overview & Purpose
Students will communicate via ePals and Skype to
other classrooms around the world based on their
surrounding biomes. Students will fill out a chart for
each biome with characteristics that make up that
biome, including the plants and animals that live
there.
Students will collaborate with peers their age from
different areas of the world. They will get to
communicate their area’s biome, and what makes
them similar and different from one another. They will
get to see that although we are in different parts of
the world, we have similar and different parts of our
environment that make it our home.
Objectives/Essential Questions
• How do plants and animals survive their habitat?
• Why do plants and animals live in different
environments?
Website Links & Global Networks Used
• ePals
• Skype in the Classroom
• Biomes video clip:
https://www.youtube.com/watch?v=0fb8143ndo8
Formative Evaluation
After learning about the different biomes of the world,
write a paragraph describing which biome you would
like to live in and why.
Lesson Length: 2 weeks
Education Standards Addressed
• MDK12 Curriculum
o Explain that individuals of the same kind
differ in their characteristics, and
sometimes the differences give individuals
an advantage in surviving and
reproducing.
o Describe ways in which organisms in one
habitat differ from those in another habitat
and consider how these differences help
them survive and reproduce.
• National Education Tech. Standards
(NETS):
o Technology Communications Tools- use
telecommunications to collaborate,
publish, and interact with peers, experts,
and other audiences.
Materials & Other Resources Needed
• Chromebook with Internet access and web
camera with microphone
• Formative assessment worksheet
• Recording sheet worksheet
• Pencil
• Teacher materials- Smartboard
Prior Knowledge
In third grade, students learned about habitats of
animals near the Chesapeake Bay. This year,
students are learning about habitats of the world.
Prior to teaching this lesson, a pre-test will be
given to see what students already know about
habitats.
Differentiated Instruction
• Pre-teach necessary vocabulary to ELL
• Provide frequent check ins for IEP students
Step-by-step Procedures

1. Show students this short video clip on biomes; https://www.youtube.com/watch?v=0fb8143ndo8.

2. Ask students:
• Which biome matches our area?
• Which biome would you like to learn more about?
3. Refer to the lesson’s objective. Explain the process of using Skype (communication tool) and epals
(teacher lesson set up to connect with other schools). Show and explain the summative assessment
from lesson 2.
4. Day 1- Review online etiquette, assuming students have no prior experience communicating with other
students around the world. Practice modeling conversations with the students, having them take turns
with partners independently.
5. Day 2- break students into groups by the biomes. Review the worksheet with the students, having
them draft conversational questions to ask during the Skype call. Monitor and assign students to each
question for each biome, allowing all students to be able to communicate. Be sure to practice asking
questions that the partner classroom will need to know for themselves. Student groups will be taking
turns asking questions to the partner class, with the teacher as the facilitator.
6. Day 3- log onto Skype for the classroom to speak with students from Northern Africa/Sahara Desert
area to fill in the worksheet on the desert biome, including its location, 3 plants and 3 animals, the
climate, and a fun fact. Students will record their information on the Biomes of the World! worksheet.
7. The schedule below will be for the remaining days, following the teacher and student procedures
above.
Week 1 Day 1 Online etiquette
Day 2 Drafting questions
Day 3 Desert interview
Day 4 Grasslands interview
Day 5 Rainforest interview
Week 2 Day 6 Taiga interview
Day 7 Temperate deciduous
forest interview
Day 8 Review worksheet
Day 9 Formative assessment
8. Day 8- Review to make sure all students have their charts completed. Ask students, “Which biome
does our area relate to the most?” Review back to the objective about how biomes have certain plants,
animals, climates, and characteristics that allow the animals and plants to survive and reproduce.
9. Day 9- Ask students to complete the formative assessment- “Which biome would you like to live in and
why?” using facts and details from the Skype interview calls to support their answers.
Addendum
 Lesson Plan 2: Biomes Presentation
Grade Level: 4 Subject: Science
Overview & Purpose
Students will pick a biome they want to
learn more about and research it using the
Internet. Students will learn more specific
details about that biome, including its
climate and interesting facts. They will then
use this information to create the
summative assessment.
Objectives/Essential Questions
• How do plants and animals survive their
habitat?
• Why do plants and animals live in
different environments?
Website Links & Global Networks Used
• Google Classroom
• Pebble Go
• Britannica Kids
Summative Evaluation
Students will present their biome Slide
presentations to the class.
Lesson Length: 2 weeks
Education Standards Addressed
• MDK12 Curriculum
o Explain that individuals of the same kind
differ in their characteristics, and sometimes
the differences give individuals an
advantage in surviving and reproducing.
o Describe ways in which organisms in one
habitat differ from those in another habitat
and consider how these differences help
them survive and reproduce.
• National Education Tech. Standards (NETS):
o Technology Productivity Tools- use
technology tools to enhance learning,
increase productivity, and promote
creativity.
Materials & Other Resources Needed
• Chromebook
• Recording sheet they used to take notes in
lesson 1
• Pencil
• Notebook to take notes
• Teacher materials- Smartboard
• Google slides example presentation
Prior Knowledge
In third grade, students learned about habitats of
animals near the Chesapeake Bay. This year,
students are learning about habitats of the world.
Prior to teaching this lesson, a pre-test will be given
to see what students already know about habitats.
Differentiated Instruction
• Provide completed slides template for those with
organizational struggles
Step-by-step Procedures

1. Review the biomes chart from lesson 1 with students, asking them what they learned from the
2 week lesson.
2. Explain to students that the final project/summative assessment is to create and present a
Google slides presentation on a biome of their choice, using information from their Skype
interviews and research. Provide rubric and explain expectations.
3. Day 1- Teach students how to create a Google slides presentation. Model with an example
from the previous year. Explain the features of a good Google slides presentation- headings,
facts, quotes, pictures.
4. Day 2- Set up student notebooks for note taking. Provide mini lesson on good note-taking.
Provide Chromebooks for students to use for research, including Pebble Go and Britannica
Kids.
5. Day 3- Use this day for students to take notes using the Chromebooks.
6. Day 4- Use this day for students to take notes again.
7. Day 5, 6, and 7- Students begin to create their Google Slides presentation. Monitor student
work while providing assistance as needed.
8. Day 8 and 9- students present their Google Slides presentations. Students provide feedback to
each other with a “glow”- something they did good on, and a “grow”- something they could do
better next time.

Week Day 1 How to make a Google

1 Slides presentation
Day 2 Set up notebooks
Day 3 Note-taking
Day 4 Note-taking
Day 5 Create Slides presentation
Week Day 6 Continue working on Slides
2 presentation
Day 7 Continue working on Slides
presentation
Day 8 Presentations
Day 9 Presentations
Addendum