Lesson-Plan-Biomes-M4-By-JJ-Final

Lesson plan
Learning Area of Science and Technology

Biological Science (Biology) (SC31101)
Grade Level 10
Topic Biomes

Mrs. Prawpisut Iewchaona
Student ID 60204170

Curriculum and Instruction
College of Education University of Phayao

Lesson Plan

Learning Area of Science and Technology Grade Level 10

Subject Code: SC 31101 Course Subject: Biological Science (Biology)

Unit: Ecosystem and Population Topic: Biomes Time: 1 hour

Learning Standards and Indicators
Standard SC1.1 Understanding of the biodiversity; local environment; the relationship

between the environment and living things; the relationship between living things in the eco-
system; energy transferring; ecological succession; meaning of population; equilibrium of the eco-
system; having investigative process for seeking knowledge and scientific reasoning; transferring
and putting the knowledge into practice.

Indicators SC1.1 Gr10/1 Search for data and explain the relationships between Earth’s
geography and various of biomes and illustrates each biomes.

Learning concept
Each area of the world has a different geographical condition. It is divided into several

zones based on climate and rainfall, providing a wide range of ecosystems, resulting in a variety
of biomes; Terrestrial biomes and aquatic biomes.

Learning Objectives
1. Students will be able to tell important characteristics of each biome. (Cognitive

Domain/Knowledge)
2. Students will be able to organize and communicate information and have critical

thinking capacity (Psychomotor Domain/Skill/Process)
3. Students will be able to avidity for learning. (Affective Domain/Attitude)

Learning Contents - Savanna - Taiga
1. Meaning of biomes - Temperate grassland
2. Type of biomes
2.1 Terrestrial biomes
-Tundra - Rainforest
-Desert - Temperate forest

2.2 Aquatic biomes
- Freshwater
- Marine

3. Main Characteristic of each biome

Learners’ Key Competency
1. Thinking Capacity
Capacity for analytical, synthetic, constructive, critical and systematic thinking, leading to

bodies of knowledge creation or information for judicious decision-making regarding oneself and
society.

Desirable characteristic
Avidity for learning

Tasks
1. Activities assigned in the activities book.
2. Mind mapping about “Biomes”

Learning Activities (Inquiry Based learning)
Introduction: Teacher greets to students

Teacher: Good morning/Good afternoon, everybody. How are you today?
Students: I am fine thank you and you?
Teacher: I am very excited because this is my first time to teach Biology in English. Can you tell me
who are absent today?
Students: Nobody absent today.
Teacher: I hope you are all ready for your biology lesson. If you ready clap your hand, please.
Students: Thank you, teacher.

Step 1 Engagement
1.1 The teacher arranges the classrooms into groups and makes a clarification agreement in the
classroom. After that, teachers give out a set of learning activities and explain internal
components.

Teacher: Today we will do group activities. I would like you to work in group of 2 or 3 people. Does
everyone already have a group?
Students: Yes, Teacher!!
Teacher: Very Good! In our class today, we have rules for studying that you must concentrate and
pay attention because there are many activities today. And in each activity, I will give points to
accumulate. Anyone who accumulates the most points will receive special things at the end of the
class. Everyone have a learning set, Right? Can you show on tour camera?
Students: Yes.
Teacher: So in a learning set, we have an emotional sign, activities book and knowledge sheet. I will
explain about emotional sign. In learning, when you want to express your opinions, you can use colors
instead of the following meanings:

Green = Agree / Yes / Understand / Pass / Feel happy
Red = Disagree / No / don’t understand / Not pass / Feel unhappy
Yellow = Feel So-so / uncertain
If you understand show your sign, please.
Students: Yes.

1.2 The teacher reviews students’ knowledge about the ecosystem and population by allowing
students to answer the questions in groups. Teacher displays the text through power point. After
that, the students read the text and answers whether the message is true or false.

If the students think the text is correct, hold the green card.
If students think that the message is incorrect, hold a red card.
If students are unsure, hold a yellow card. If the answer is correct, the students should
write 1 point on the score accumulation page.

There are 5 questions, which are
1. A population is all of the individuals of the same species within an ecological

community. (True)

2. In ecology, a habitat is the type of natural environment in which a particular species of
organism lives (True)

3. Ecology is a group or association of populations of two or more different species
occupying the same geographical area at the same time. (False, this is meaning of word
“communication”)

4. An ecosystem is a community of living organisms in conjunction with the nonliving
components of their environment, interacting as a system. (True)

5. Biomes are very large ecological areas on the earth’s surface, with fauna and flora
(animals and plants) and often defined by abiotic factors such as temperature, climate, relief and
geology. (True)

Teacher: First of all, I want to review your knowledge about the ecosystem and population. I will
show some questions on the screen. After that, I also want you to read the text and answer whether
the message is true or false.

If the students think the text is correct, hold the green card.
If students think that the message is incorrect, hold a red card.
If students are unsure, hold a yellow card. Are you ready?
Students: Yes, teacher!!
Teacher: The first sentence is............................ What do you think about this sentence. Is it true or
false? I will count down for 5 seconds and have everyone raise the sign at the same time.
Students: ...............................................
Teacher: The answer is yes! This sentence is true. Very Good! If the answer is correct, write down 1
point on your score accumulation page.
Students: ...............................................

Step 2 Exploration
2.1 The teacher asks guided questions to encourage students to ask questions using observe
pictures.

Teacher: Look at the picture carefully. What do you see in the 3 areas? Could you tell me what is the

different between these three areas?

Students: (The temperature, rainfall, plants and animals.)

Teacher: Good job! And why each area is different?

Students: (Because there are locate on difference area.)

(Latitudes and Longitudes)

(There have difference geography)

Teacher: Yes! Very Good! Each area are located in a different geographical area. Causing each area

to have different ecological characteristics. The large ecosystems that are geographically classified are

called biomes. So today we will learn about biomes. In your opinion, what are biomes? Who can tell

me?

Students: Biomes are regions of the world. It’s a big ecosystem that split by geography.

Teacher: Wow! Excellent! Biomes are regions of the world with similar climate (weather,

temperature) animals and plants. There are terrestrial biomes (land) and aquatic biomes, both

freshwater and marine. What kind of Biomes that you know?

Students: - Tropical rain forest - Temperate deciduous forest

- Coniferous forest, Taiga, Boreal - Temperate grassland

- Savanna - Desert

- Tundra - Freshwater biomes

- Marine biomes

Teacher: Very good! I will give 3 point for everyone!

2.2 Teacher lets students ask questions about biomes and find answers on the knowledge sheet or

on the internet. Writing on your activities book. (20 minutes)

- Tropical rain forest - Temperate deciduous forest

- Coniferous forest, Taiga, Boreal - Temperate grassland

- Savanna - Desert

- Tundra - Freshwater biomes

- Marine biomes

Teacher: This is 3rd activities; I will give time around 20 minutes for write questions about biomes and
find answers on the knowledge sheet or on the internet. After that, write the answers on your
activities book.
Students: Teacher, this is a group work, Right?
Teacher: Yes, you can brainstorm in your group. I will have an extra points for the group that ask the
most questions and answers. Are you ready?
Students: ...............................................
Teacher: Let’s start! Remember, you can ask me in every time as well as you want.
Student: ...............................................
Teacher: Have you finished? Wow! Excellent! How many questions that you have, Group 1?
Student: ...............................................
Teacher: How about group 2?
Student: ...............................................
Teacher: And group 3?
Student: ...............................................
Teacher: How about group 4?
Student: ...............................................
Teacher: Wow! The group that received the most questions is group....... you will get 5 point. And
another group get 3 point.

Step 3 Explanation
3.1 Teacher lets each group of students write mind mapping to answer the questions and discuss
altogether, as well as whether or not each topic and question we are able to find answers to all
topics. And how are they related?

Teacher: After finished, I want each group to write mind mapping in order to answer the questions
and summarize the concept of biomes on your activities book.
Students: ...............................................
Teacher: After that, we will present the work together.
Students: Okay, I get it.

Step 4 Elaboration
4.1 Teacher lets each group of students select 1 representative to present what their own group
has studied. Then the group with the most points will choose the order in the presentation to
others. (1 minute/group)

Teacher: The next activity is presentation!
Students: .................Yeah.............................
Teacher: Directions is each group of students select 1 representative to present what your own group
has studied. Then the group with the most points will choose the order in the presentation to others.
Who have the most points?
Students: .............................................
Teacher: What group is you selected to present first?
Students: .............................................
Teacher: How about the second, third, fourth and the last?
Students: .............................................
Teacher: Let’s start with group..... Everybody clap your hand, please.
Students: My question is how many biomes are there? And the answer is there is really no
completely right answer to this question. Some people say there are only 5 major types of biomes:
aquatic, desert, forest, grassland, and tundra. Others split biomes further. Forests are separated into
rainforest, temperate forest, chaparral, and taiga; grasslands are divided into savanna and temperate
grasslands; and the aquatic biome is split into freshwater and marine.
Teacher: Very good! This is the interesting question, next!
Students: ................... (Following the question and answer from student)..........................
Teacher: If you have new information you can write it on your mind mapping, next!
Students: ................... (Following the question and answer from student).........................
Teacher: I am so surprised about your question, next!
Students: ................... (Following the question and answer from student)..........................
Teacher: Very Good!

4.2 After the presentation was completed, the teacher asks the question “What’s your favorite
country?” If any, think about what kind of biomes in this country?" And teacher asks randomly
student 3-4 people to answer.

Teacher: I have some question to ask everyone.
Students: .............................................
Teacher: What’s your favorite country? Can you tell me (Student’s name)
Students: .............................................
Teacher: Why do you like this country?
Students: .............................................
Teacher: And what kind of biome in this country?"
Students: .............................................
Teacher: Very good! Anyone else?
Students: ................... (Following answer from student)..........................
Teacher: Excellent!

Step 5 Evaluation
5.1 After that, the teacher asks students to pick up their mobile phones to visit the
www.menti.com website and encode the room as the teacher created, students can reflect their
lessons and explain how they feel about today's teaching, and then the teacher ends the activity,
which appears the following window:

Teacher: This is the last activity for today! All students access the internet, search for the website
www.menti.com and enter the room code 66 93 10 and give feedback for teacher. You can reflect
about our lesson today in this website. Can you access the website?
Student: ..................Yes.....................

The end of the lesson: Say Goodbye.

Teacher: Finally, Do you have any question for today?
Students: No, I don’t have a question.
Teacher: You don’t have question but I have something to tell you. Don’t forget to do exercise 5 on
page 10 because this is your homework for this week. Do you understand?
Students: Yes, teacher! When do we have to send this homework?
Teacher: How about next Friday in class?
Students: That’s great!!
Teacher: Today is good job! I am so proud of everyone and see you again next week. Goodbye
everyone.
Studenst: Thank you, teacher. See you next time.

Learning Material and Recourses
1. Power Point Presentation
2. Knowledge Sheet
3. Activities book
4. Emotional card/Emotional sign.
5. Mobile Phone
6. Biology Book for Grade 10
7. www.menti.com (for give reflect to teacher)
8. Video List major biomes from https://www.youtube.com/watch?v=lqxNQpajdpQ
9. Video Biomes - The Living Landscapes of Earth from
https://www.youtube.com/watch?v=o_AfNcjlOgU

Learning Assessment

Learning Objective Method Assessment from Criteria for Assessment Form
Exercise and Mind Passing score in up to level
1. Students will be able to Check the mapping fair.

tell important characteristics activities book.

of each biome.

2. Students will be able to Check the Exercise and Mind Passing score in up to level

organize and communicate activities book. mapping fair.

information and have critical

thinking capacity

3. Students will be able to Observation Observation behavior Passing score in up to level
form. fair.
avidity for learning. behavior.

Learners’ Key Competency

Thinking Capacity Check the Exercise and Mind Passing score in up to level
mapping fair.
activities book.

Suggestion Activity
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Director’s comment
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(...............................................)
School Director................................................

Date.................................................

Post Notes
Production and Teacher’s Comment

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Problems
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Suggestion
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(...............................................)
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Date.............................

APPENDIX

Mind mapping checking form

Course Subject: Biological Science (Biology) Grade level: 10 Topic: Biomes

Name............................................................................ Class...........................Number....................

Directions: The teacher observes the behavior of the learner during the class, and then ticks 

into the column according to the score level.

The assessment score Total

0123

Mind mapping

1. Content completeness

2. Linking primary ideas, secondary

ideas, and sub-ideas

3. Color, Codes, links used for

connections.

Note:

3 = Very Good 2 = Good 1 = Fair 0 = Improvement
 Fair Improvement
Quality Criteria:

Score range 7-9 = Very Good

Score range 4-6 = Good

Score range 2-3 = Fair

Score range 0-1 = Improvement

Summary of judgment

 Very Good  Good

Passing score is up to level fair

 Pass  Fail

(...............................................)
..............................................

Date.............................

The assessment criteria of Mind mapping

Topic: Biomes

The assessment Quality level

1. Content 0 (Improvement) 1 (Fair) 2 (Good) 3 (Very good)
completeness
Writing less than 3 Writing between Writing between Writing all type of
2. Linking primary
ideas, secondary types of content 3-5 types of 6-8 types of content about
ideas, and sub-
ideas about biomes. content about content about biomes (9 types)

3. Color, Codes, biomes biomes
links used for
connections. Writing, linking and Writing, linking and Writing, linking and Writing, linking and

summarizing the summarizing the summarizing the summarizing the

main ideas. main ideas. main ideas. main ideas.

Secondary and Secondary and Secondary and Secondary and

sub-ideas of sub-ideas of sub-ideas of sub-ideas of

Biomes less than 3 Biomes between Biomes between Biomes about 9

types 3-5 types 6-8 types types

A little use of color, Obvious attempt is Clearly uses color, Craftsmanship is

codes or links to made to use color, codes, or links to skillful and uses

illustrate codes or likes to clarify connections color, codes, or

connections enhance clarity, and to assist with links to

between ideas but there is memory for most meaningfully

inconsistency of aspects clarify connections

application for all aspects of

Mind Map

Activities book checking form

Course Subject: Biological Science (Biology) Grade level: 10 Topic: Biomes

Name............................................................................ Class...........................Number....................

Directions: The teacher observes the behavior of the learner during the class, and then ticks 

into the column according to the score level.

The assessment score Total

0123

Activities book

1. Accuracy of the answer to the

question in the activity book

2. Cooperation and initiative in asking

questions within the group

3. Group presentation

Note:

3 = Very Good 2 = Good 1 = Fair 0 = Improvement
 Fair Improvement
Quality Criteria:

Score range 7-9 = Very Good

Score range 4-6 = Good

Score range 2-3 = Fair

Score range 0-1 = Improvement

Summary of judgment

 Very Good  Good

Passing score is up to level fair

 Pass  Fail

(...............................................)
..............................................

Date.............................

The assessment criteria of Activities book

Topic: Biomes

The assessment Quality level

0 (Improvement) 1 (Fair) 2 (Good) 3 (Very good)
The answers to
1. Accuracy of the The answer to the The answers to The answers to the questions on
the activity sheets
answer to the question in the the questions on the questions on are correct more
than 80 percent of
question in the activity sheet is the activity sheet the activity sheet all questions.

activity book less than 39 are correct are correct Cooperating with
friends in group
percent of the total between 40-59 between 60-79 work well and
asking more than
question. percent of all percent of all 7 creative
questions.
questions. questions. Consistent use of
direct eye contacts
2. Cooperation and Not cooperating Cooperating with Cooperating with with audience and
speak clear
initiative in asking with friends in friends in group friends in group articulation, proper
volume, good
questions within group work and work well and work well and posture and
confidence.
the group asking less than 3 asking 3-4 asking 5-6

creative questions. creative questions. creative questions.

3. Group No eye contact Consistent use of Consistent use of
presentation with audience.
Speaker seemed direct eye contacts direct eye contacts
uninterested and
used monotone with audience and with audience and
voice.
speak some speak clear

mumbling, little articulation but not

expression. as polished.

Observation behavior form: avidity for learning

Course Subject: Biological Science (Biology) Grade level: 10 Topic: Biomes

Name............................................................................ Class...........................Number....................

Directions: The teacher observes the behavior of the learner during the class, and then ticks 

into the column according to the score level.

Desirable characteristic score Total

012 3

Avidity for learning

1. Researching and selecting reliable

data sources

2. Answering questions, making

comments and reflecting in the class

3. Reading in advance by observing the

answer to the question before entering

the lesson.

Note:

3 = Very Good 2 = Good 1 = Fair 0 = Improvement

Quality Criteria:

Score range 7-9 = Very Good

Score range 4-6 = Good

Score range 2-3 = Fair

Score range 0-1 = Improvement

Summary of judgment

 Very Good  Good  Fair Improvement

Passing score is up to level fair

 Pass  Fail

(...............................................)
..............................................

Date.............................

The assessment criteria of Desirable characteristic

Avidity for learning

The assessment Quality level

0 (Improvement) 1 (Fair) 2 (Good) 3 (Very good)

1. Researching and Researching data Researching data Researching data Researching data

selecting reliable from unreliable from 2 or more from 2 or more from 3 or more
data sources sources, No data reliable sources. sources of reliable sources of reliable
reference. No data reference. data and reference data and reference

data data

2. Answering Participation in Participation in Participation in Participation in

questions, making class discussions class discussions class discussions class discussions
comments and and answering and answers in and answers in and answers more
reflecting in the questions in class 1 class 2 times / class 3 times / than 3 times per
class time / week week week week

3. Reading in Answering Answering Answering Answering

advance by questions before questions before questions before questions before

observing the entering the lesson entering the lesson entering the lesson entering the lesson

answer to the And less than 30% And can test And can test And can take the

question before before taking the before studying before studying test before

entering the lesson. test more than 30% more than 50% studying more

than 70%





Biome word search

Before learning, can you find all the words listed below? Remember, they
can be spelled forwards, backwards or diagonally.

My Questions

Directions: Write a question about Biome that you want to know.

Item Question?
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My question Group question

Items Items

My Answers

Directions: Write an answer to the question that you want to know.

Item Answer
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Correct answers All items

% Correct
Items

Mind Mapping

References



Homework1

Homework2

Homework3



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Power Point