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Biological Exploration Research Project: Tropical

Biological Exploration Research Project: Tropical
Biological Exploration Research Project: Tropical
Biological Exploration Research Project: Tropical
Biological Exploration Research Project: Tropical
Biological Exploration Research Project: Tropical
Biological Exploration Research Project: Tropical
Biological Exploration Research Project: Tropical
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1 MB|10 pages
Product Description
Teachers your students are about to take a research trip! This is a touring research project during which the student’s job will be to study the local weather, geology, flora and fauna (plants and animals) of a tropical location and report what they find.

The whole thing takes between 1-2 weeks depending on ability level and technology availability.

This project covers the following curriculum descriptions in the Ohio State Standards for 7th and 8th grade.

Biomes are defined by abiotic components of the environment – topography, soil types, precipitation, solar radiation and temperature.
Diversity can result from sexual reproduction. The sorting and combination of genes results in different genetic combinations, which allow offspring to be similar to, yet different from, their parents and each other.
These variations may allow for survival of individuals when the environment changes. Diversity in a species increases the likelihood that some individuals will have characteristics suitable to survive under changed conditions.

Outline:
Page 1 – Engage – students are asked to make packing lists and explain why they think they may need each item.

Page 2-5 – Explore – students research different abiotic and biotic parts of this biome and climate. Students make choices as to which information to include based on their interests.

Page 6 – Explain – students must use a journal entry format to explain what they have learned and apply it as if they were an explorer seeing it with their own eyes.

Page 7-9 – Elaborate – students take the information they have gathered and extend it into new areas of predator/prey, producer/consumer, niches, adaptations, and variety of traits in offspring.

Page 10 – Evaluate – students are asked to use the information they have gathered about tropical biomes/climates to try and describe where and how an organism might live.
sample answers
- large eyes – looking for predators. Might be prey
- Gripping fingers and hangs to climb to the canopy for safety or food
- gray and brown body to blend into dark surroundings in the shaded under canopy
- large ears to listen for prey

Requirements:

You must supply some way for the students to research the information – I let my students research on their cell phones in groups of 2, but library time, chromebooks, or library book loans are also good choices.

Differentiate:

Eliminate pages or reduce the writing. Instead of blank flora and fauna pages fill in names of organisms for students to research. Have some students work on their own and others in groups of 3 for support. Instead of this project have students build a model of a canopy niche from a photograph – use in your discussions with the class after their research is complete.

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Total Pages
10 pages
Answer Key
N/A
Teaching Duration
1 Week
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