Biomes Curriculum

Week Six

People

During Week Six, children learn how environments affect human activities and how human activities affect physical environments.

  • Social Studies

    Two students work on biome projectSchedule
    Two 45-minute classroom periods

    Goals
    Students will return to the “social” aspect of this unit, that is, how people live in and interact with their biome. The goal is to deepen the understanding of the question of how does where people live affect how they live. Students also will learn how indigenous people live or lived in a particular biome.

    Materials
    Prior read alouds

    Procedures
    Students will return to the read aloud informational text picture books and note sheets. Students will review clothing, shelter, food, water, plants, and animals in each of the biomes profiled in the books.

    Suggestions for Teachers

    • Beware of stereotypes and address and correct if they arise.
    • Have conversations about people now versus long ago.
    • Have conversations around how humans have adapted to their particular biome.

    Assessment
    Informal: Asking children individually and in whole group about learnings, discoveries and questions about animals in their biome.

  • Integrated Arts

    Children sit at desk working on biomes projectSchedule
    One hour with classroom, art and student or volunteer teachers

    Goals
    While making people for their biome, students will be reflecting on the physical characteristics that make a person. Students will manipulate materials to enhance the wooden people and/or create a person from scratch using cardboard and pipe cleaners.

    Materials
    Cardboard, skin tone markers, wooden people, cloth, tissue paper, glue, brushes, scissors, thin sharpies

    Procedures
    Motivation Question
    Who are the people that live in your biome? How does the climate affect their clothing choice? How does their climate affect their physical characteristics? (Students have read and discussed skin tone, learning that it will vary according to location, ancestors, and melanin.)

    Visualization
    Today we will be making people for your biome. Here are some materials. What will you use for body? What will you use for hair? What will you use for arms?

    Introduction to materials
    I also brought skin tone markers so you can change either the cardboard or wooden figures.

    Assessment
    Informal: Observing children’s conversations, choices, and model-building decisions. Ask questions about their choice of shape and size.

    Suggestions for Teachers

    • Have students stand up while working; put chairs away.
    • Assign an adult to each group. This adult will be their mediator and role model during the duration of the construction. We have found that it helps to manage conflicts and progress if an assign teacher is dedicated to the group.
    • Provide one place for all art materials to be displayed.
    • Provide a hot glue station in case some materials are resistant to glue.
    • Think about the selection of cloth, including thick and thin fabrics.
    • Thin sharpies are often used to add eyes, nose, and hair.
    • Provide one tray to each group for them to collect and take to their workstation.
  • Handouts for Children