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6th Grade
Biome Project Directions
Each group will have a biome to research, build a model, and write a report. The topic of your biome will be assigned. You are responsible for everything in these directions. You are required to bring back the parent signature form by October 30th.
The biomes are: See the Bio Presentation On-line
Each biome should include species that live in it. See choices below. Do not include more than three of any kind:
- herbivores
- carnivores/omnivores
- birds
- plants
- endangered or threatened species (plant or animal)
- insects
- reptiles
- amphibians
Each person in the group is to choose three species to research, write up, and make for the model. You may divide them up as you wish. You can do all three reports on birds, or you could choose a bird, a plant, and amphibian, for example. Be sure that you all do different ones. Sometimes the endangered species gets done by more that one person, because someone does it as a carnivore, etc
Each person writes up his own report. Proofreading will be done only by members of your group and yourself. (This is a time where your parents are not involved.) You are welcome to do your final draft on the computer, but you must type it in yourself. Handwritten copies are fine too. You will turn in your rough draft with proofreader’s comments with the final report.
Since there are many different kinds of plants and animals in these biomes, this is a suggested list of information for you to research for your report. About two hundred words per species is a "B" grade. (Choose whatever fits your species.)
Give a physical description. Be specific. ( IMPORTANT AND REQUIRED)
How it is adapted to live in its environment? ( IMPORTANT AND REQUIRED)
What adaptations does it have to protect itself? ( IMPORTANT AND REQUIRED)
- If it is a predator, what does it prey upon? How does it catch them?
- If it is prey, what are its predators? How does it avoid them?
- Where does it live? How is this a helpful place for this species?
- How does it reproduce? How is this an adaptation for this environment?
- How does it care for its young?
- Does it have behaviors that are adaptations to its environment?
- If it is a plant, what animals eat it?
- Is the species useful to humans? In what ways?
- How does the weather of the biome affect the species?
- (How is it adapted to fit into the climate that the biome has?)
- If it is an endangered or threatened species, tell why.
- (What attempts have been made to preserve it?)
You may also include other information that you find about your species that is not listed here.
Each person is responsible for researching his/her species, writing up a report, and making a model of each species that will go in the group model. Each person is also responsible to make a good contribution in putting the overall model together. Background may need to be added, rivers, mountains, etc.
In addition, these group jobs must be done:
- One person to get out the "box" of research materials each day, return everything to it at the end of class. Please be careful of the materials. This person is also responsible for getting and returning supplies that are used from the classroom. (glue, stapler, construction paper) Everyone is responsible for their own mess. This person is a "librarian", not a custodian.
- Two or three persons to proofread two or three reports each, looking for spelling, punctuation, and sentence errors. This depends on if your group has five or six members. These must be noted on the rough draft and signed by you.
- One person to fill in a world map showing where the biome is and to illustrate a nice cover for all the reports which shows something about the overall biome. (See me for the map.
- One chairperson to keep track of each person completing his/her part in a timely manner, supervising the building of the model, making sure each person brings their materials to work on assigned days.
- The plan for working on the project is:
- Assignment of which species each member will research and which jobs are assigned - one class period
- Researching and writing rough draft - four class periods. You may have to do more of this on your own, but that is all the class time you will get. (You will also get several classes in computer lab to do research.)
- Proofreading and writing final draft - three class periods. This is all the class time you will get, so be prepared to work at home too.
- Building model of three species -two class periods
- Putting models together - three class periods
- Assembling reports with map and cover, filling out completed project form, final touches everywhere. Prepare presentation for class. - two class periods
- This comes to fifteen class periods. I will allow an additional class period if it is necessary for the group work. If your group is not ready by then, your grade will be lowered one grade for each day it is not ready. Do not waste any class time. Some of the report writing will have to be done at home. If you are not doing your part for your group, you will not receive the same amount of credit for the group grade. If your report is not ready, it will be lowered one grade for each day it is late. Your grade will reflect the quality of your work.
Schedule:
- October 25- Choosing group jobs and species
- November 2, 3, 9, 16, 17 - computer lab time for research
- October 26, November 1,2, 6, - class periods for research and writing.
- November 20 - completed rough draft due.
- November 7 and 8 building models of species
- November 20, 21, and 23 - proofreading and final draft writing
- November 9, 28, and 29 - building models of biomes
- December 4 and 5 - preparation of group report and presentation
- December 7 - extra period if needed
- December 11 - final reports and models due
- December 11-13 Group presentations
The group grade will be based on the following:
- How well your group chose or assigned jobs
- How well each of you completed his/her job and contributed to the overall project
- How well you worked as a group
- The looks of the finished model
- Finished the project in a timely manner
- A group presentation to the class, with each member tell about his/her species in the project.. (fifteen minutes)
Reports will be individually graded for content and mechanics. You will earn a science grade, a composition grade, and a spelling grade.
This is the most important science project of the year, as far as time involved and amount of points possible to earn. Do not let things go until the last minute.
The chairperson is responsible for filling out this form with the help of the member of the group.
Name of biome:
Chairperson:
Librarian:
Proofreaders:
Illustrator:
List each person’s name and what species they researched.
1.
2.
3.
4.
5.
6.
Biome Evaluation for
Species
- 1)_______________________
- 2)_______________________
- 3)_______________________
___Physical description
___Adaptations to live in its environment
___Adaptations to protect itself
___Other topics covered:
___Points and grade earned in science
___ Points and grade earned for composition
___ Points and grade earned for spelling
The group grade for Biome Project
How well your group chose or assigned jobs
How well each of you completed his/her job and contributed to the overall project
How well you worked as a group
The looks of the finished model
Finished the project in a timely manner (13 - 15) class periods)
A group presentation to the class, with each member tell about his/her part in the project.. (5 -10 minutes)
____Grade
I have read the directions for the biome project and am aware of the schedule and due dates. My son/daughter is responsible for keeping up with the scheduled activities.
Parent signature
(Please return by October 30th.)
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