1. Defined STEM: Biomes to Restore Biodiversity
Honors Biology

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

3. 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

4. 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

5. 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)

6. 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.

7. 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

8. 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)

9. 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

10. Rubric: Science Report

11. 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)

12. Rubric: Photostory

13. 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!

14. 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

15. 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

16. 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:
orld_biomes.htm
ary/gloss5/biome/
ALL sources (those provided or your own) must be MLA cited