Defined STEM: Biomes to Restore Biodiversity Honors Biology

Objective I can simulate a solution which could control or reverse the negative impacts of human activities on biodiversity.

GRASP Model: Goal You and your group work for a landscape firm that is competing for a grant The grant would allow your firm to select a terrestrial biome in the world and restore it to improve its aesthetics and utility after years of destruction due to human influenced climate change You will select 5 plants native to the region and educate people about them and why they were selected to restore the biome

GRASP Model: Role You are the lead landscape designer on this grant You will work with others on your team to gather research and prepare the redesign for flora of the terrestrial biome

GRASP Model: Audience You will be presenting your proposed redesign to the grant committee and representatives from the Department of Conservation and Natural Resources (your teacher and classmates)

GRASP Model: Situation Your firm has a vision for this grant, and would appreciate the chance to prepare a terrestrial biome that is restorative, aesthetically pleasing, incorporating elements of 5 native plants from that region and containing educational materials related to these plants. In creating your proposed design, keep in mind the wishes of the individuals from the biome's local community and the goals of the grant. The grant committee will be expecting to see that you maintained the integrity of the biome while also promoting the goals of the grant.

GRASP Model: Products Biodiversity webquest (counted as classwork points) To be turned in Friday, 2/10 Scientific report (counted as test points) Google doc - share with your teacher in “can edit” mode Due at start of class Tuesday, 2/14 (timestamp will be checked) Photostory presentation (counted as lab points) Google slides presentation - share with your teacher in “can edit” mode Presentations Tuesday, 2/14 and Wednesday, 2/15

Products: Webquest Completed outside of class time (class time should be dedicated to group work) INDIVIDUAL assignment Due: when you walk into class Friday (2/10)

Products: Science Report Google doc Biome dynamics: Longitude/latitude/altitude Climate: average temp and precip. (in metric units), seasons Impact of human activities on biome Flora selection: 5 plants selected are native to biome and will increase its biodiversity Explain how flora selected have adaptations that enable their success in the ecosystem Demonstrate understanding of how that flora influences the biome’s fauna (animals and other life forms) Design strategies Relate all flora selections to increasing/restoring biodiversity within the biome Relate all flora selections to reducing negative human impact on the biome Informational writing, mechanics, and citations Science report is the foundation of the photostory (use as your notes for photostory presentation) If you know the details within the report, you will do well in your presentation

Rubric: Science Report

Products: Photostory Google slides presentation Biome dynamics: Longitude/latitude/altitude Climate: average temp and precip. (in metric units), seasons Impact of human activities on biome Include a Google maps image of the area you will be restoring Design problem and solution: 5 native plants Cited images of the plants Justification for why each plant was selected (this should be a brief summary of the information contained in your scientific report) Graphics and slideshow aesthetics Graphics are appropriate and support the topic Layout is appropriate, font and transitions formatted to promote readability Citations Presentation (nonverbal and verbal skills)

Rubric: Photostory

Timeline & Groups Timeline: Groups: You have today, Friday, and Monday in class to work; presentations will be Tuesday (2/14) and Wednesday (2/15) Groups: You may choose who you would like to work with (recommend 3-4 people per group) Realize that you have a tight time frame to finish and choose your group wisely! Depending on your use of class time, some work may need to be done outside of class - choose reliable group mates!

Miscellaneous Notes Learn from your mistakes last time Use class time to it’s MAX Keep your group members accountable Follow the rubrics Ask questions

Biomes (from Biology textbook) Tropical rain forest Tropical dry forest Tropical grassland/savanna/shrubland Desert Temperate grassland Temperate woodland and shrubland (chaparral) Temperate forest Northwestern coniferous forest Boreal forest (taiga) Tundra

Resources Biology textbook (p. 110-115) EBSCO, OE LRC sources Gives examples of cities in the world/US that have these biomes Outlines adaptations that plants in this biome have EBSCO, OE LRC sources Websites: http://www.blueplanetbiomes.org/w orld_biomes.htm http://kids.nceas.ucsb.edu/biomes/ http://www.ucmp.berkeley.edu/gloss ary/gloss5/biome/ ALL sources (those provided or your own) must be MLA cited