Digital Unit Plan Template

Unit Title: Biomes and Human Interaction Name: Hannah Briggs

Content Area: Science Grade Level: 9th
CA Content Standard(s)/Common Core Standard(s):
HS. Human Sustainability

HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have
influenced human activity.

HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefits ratios.

HS.ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Big Ideas/Unit Goals:

What is a biome?
How does human behavior impact biomes?
If human behavior impacts biomes, what can be done to limit the negative effects of said behavior?
Unit Summary:
In this unit students will dive into the biosphere, learning all the different aspects of each of Earth’s biomes. Once students are familiar with biomes, they will
learn about major issues plaguing biomes due to human action. After demonstrating knowledge on biomes and these major issues, students will research
possible solutions to combat said issues. The unit will conclude in a research assignment in which student groups will create a flyer on a specific biome issue (i.e.
deforestation, pollution) and then present their issue and solution(s) to the class.

Assessment Plan:
Entry-Level: Formative: Summative:

Brainstorm – How do humans impact the
environment?
Lesson 1 (Teacher Lecture)
Student Learning Objective:
-Students can identify all of
Earth’s biomes
- Students can identify negative
human interaction involved
with Earth’s biomes
Webercise Research Assignment – Human Solutions
Crossword Puzzle Presentation – Human Solutions Flyer
Quizlet flashcards
Graphic Organizer Assignment – Popplet
Acceptable Evidence: Lesson Activities:
- Ability to describe a biome in their own - Students will be provided with a notetaking sheet for lecture. During the lecture,
words there will be stopping points to clarify information with students and to ask them
- Ability to think about and describe questions related to the unit topic. Some portions of the notetaking sheet require
human interaction with the environment students to describe things in their own words.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective:
- Students will provide detailed
information on each of Earth’s
major biomes and their
subcategories
Lesson 3 (Graphic Organizer)
Student Learning Objective:
- Students will use information
from text, online literature, and
class activities to provide an
overview of biomes
- Students will describe a
negative consequence of human
interaction with the
environment and suggest a
possible solution
Unit Resources:
The World's Biomes
Popplet
Useful Websites:
Canva
Quizlet
Acceptable Evidence:
- Ability to identify climate, dominant
plant life, and dominant wildlife of a
given biome
Acceptable Evidence:
- Ability to organize information on
biomes based on their category
- Ability to research and describe a
negative consequence of human
interaction
- Ability to use content vocabulary to
describe biomes and
- Ability to research and suggest solution
for negative consequences of human
interaction
Lesson Activities:
- Students will be provided with a link and a webercise activity. Students will use said
link to navigate through multiple subpages on a main site. With each subpage,
students will answer the webercise activity questions in detail.
Lesson Activities:
-After doing a short review, students will be presented with a graphic organizer
assignment. Using Popplet, with a partner or alone, students will create a biome
information map. They will be given clear instructions and a rubric. They will address
specific details of each biome as well as address at least two issues related to biome
destruction and human interaction.