Collaborative Biome Research and Wiki Presentation

Erica Stover's picture
Content Area(s):  
Grade Level(s):  
Oregon Common Core State Standards: 
Lesson Plan Details
15 class sessions
Students will use iPads to research biomes of the Oregon Coast, prior to hands on experience at Science Outdoor School. They will take notes collaboratively, then create written documents from their notes, with live links on key vocabulary words to document resources.
Student iPads, iPad camera, internet links, Wikispaces, FlipBoom app., paper, and pencils.

Prior to instruction, the teacher must research iPad compatable (non flash-based) links that students can use to access information on Oregon Coastal biomes.

Teacher must also design a rotation or jigsaw plan for student teams (no larger than 4 students per team).

A rubric must be created, as both a student guide and scoring tool.


In this lesson, the teacher will assign biome study for student teams, so that teams are able to research, write, and create a wiki page on plants, animals, and the water cycle of estuaries, ocean, and coastal forests. Students will jigsaw through these assignments.

Each team will study an animal, plant and the water cycle of one biome, totalling three entries to the class wiki page.

Teacher will introduce students to the concept of a wiki and scaffold research with guiding questions:

Work Schedule:

Session 1: Study your biome and choose one topic (plant or animal )to research. Study water cycle and choose one way to present findings.

Session 2: Collect information and begin drafting.

Session 3: Edit for clarity and student words.

Session 4: Work on illustration/find photo

Session 5: Post all to wiki

Student teams will research and take notes collaboratively, then write their wiki entries from these notes. They must include a visual aid (drawing, photo or animation) of their topic and note their sources with links from key vocabulary words or from links posted at the end of their presentation.

Teacher should monitor student teams during research, writing, illustrating, and posting. Feedback can be given orally or written (in a different color) on the wiki page. This will stimulate revision and refine the editing process.



Students will have access to this scoring rubric throughout their work and will be scored with this to assess their understanding. 

Oregon Educational Technology Standards
Creativity and Innovation: 
1B. Create original works as a means of personal or group expression.
1C. Develop or apply models and simulations to explore complex systems, issues and trends.
Communication and Collaboration: 
2A. Interact and collaborate with peers, experts, or others employing a variety of digital environments and media.
2B. Effectively communicate and publish to multiple audiences using a variety of media and formats.
2D. Contribute to project teams. Produce original works or solve problems in a team setting.
Research and Information Fluency: 
3A. Plan strategies to guide inquiry.
3B. Locate, organize and use information ethically from a variety of sources and media.
3C. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
3D. Analyze, evaluate, and summarize information or data and report results.
Critical Thinking, Problem Solving and Decision Making: 
4B. Plan and manage activities to develop a solution or complete a project.
Digital Citizenship: 
5A. Advocate and practice safe, legal, and responsible use of information and digital technology.
5B. Model and practice a positive attitude toward using digital technology that supports collaboration, learning, and productivity.
5C. Demonstrate personal responsibility for lifelong learning.
Technology Operations and Concepts: 
6A. Select, use, and troubleshoot tools efficiently.
6B. Transfer current knowledge to learning of new technologies.
Career Related Learning Standards
Personal Management: 
CR1A. Identify tasks that need to be done and initiate action to complete the tasks.
CR2A. Plan, organize, and complete projects and assigned tasks on time, meeting agreed upon standards of quality.
CR3A. Take responsibility for decisions and actions and anticipate consequences of decisions and actions.
CR4A. Maintain regular attendance and be on time.
Problem Solving: 
CR2A. Identify problems and locate information that may lead to solutions.
CR2B. Identify alternatives to solve problems.
CR2E. Develop a plan to implement the selected course of action.
CR2F. Assess results and take corrective action.
CR3A. Locate, process, and convey information using traditional and technological tools.
CR3B. Listen attentively and summarize key elements of verbal and non-verbal communication.
CR3C Give and receive feedback in a positive manner.
CR3E. Write instructions, technical reports, and business communications clearly and accurately.
CR4B. Demonstrate skills that improve team effectiveness (e.g., negotiation, compromise, consensus building, conflict management, shared decision making and goal-setting).
Employment Foundations: 
CR5B. Select, apply, and maintain tools and technologies appropriate for the workplace.
CR5C. Identify parts of organizations and systems and how they fit together.
CR5D. Describe how work moves through a system.
CR5E. Describe the changing nature of work, workplaces, and work processes on individuals, organizations and systems.
CR5G. Explain and follow health and safety practices in the work environment.
Career Development: 
CR6C. Develop and discuss a current plan designed to achieve personal, educational, and career goals.