Objectives (5 - 7 minutes)

1. Introduce the Concept of Terrestrial Biomes: The teacher will provide a brief overview of what biomes are and why they are important to the study of environmental science. The students should understand that biomes are large, distinct regions on Earth with similar climates, plants, and animals.

2. Identify the Main Terrestrial Biomes: The teacher will present a list of the world's main terrestrial biomes, including deserts, forests, grasslands, and tundra. The students should be able to name and briefly describe each biome.

3. Understand the Unique Characteristics of Each Biome: The teacher will explain that each biome has its own unique characteristics, such as temperature, precipitation, and types of plants and animals. The students should understand that these characteristics determine the type of biome and the life that exists within it.

Secondary Objectives:

1. Promote Teamwork and Collaboration: The teacher will emphasize the importance of working together and sharing ideas during the hands-on activities. The students should understand that collaboration is key to successfully completing the activities.

2. Develop Observation and Identification Skills: The teacher will encourage the students to carefully observe the materials and organisms used in the activities. The students should be able to identify the unique characteristics of each biome based on their observations.

3. Enhance Communication Skills: The teacher will provide opportunities for the students to share their findings and ideas with the class. The students should be able to effectively communicate their thoughts and observations.

Note: The teacher will remind the students that the objectives of the lesson are not only to learn about the different terrestrial biomes but also to develop important skills that will be useful in their future studies and careers in environmental science.

Introduction (10 - 12 minutes)

1. Recap Previous Knowledge: The teacher will start by reviewing the definition of biomes that the students learned in previous lessons. They will ask students to recall the main characteristics of biomes and the factors that define them such as climate, geography, and the types of plants and animals that reside within them. This will serve as a foundation for the introduction of the new topic of terrestrial biomes. (2-3 minutes)

2. Problem Situations: The teacher will then propose two problem situations to the class. The first situation could be, "Imagine you are planning a trip around the world to study different environments. How would you decide which locations to visit based on their biomes?" The second situation could be, "If you were a plant or animal, which biome would you prefer to live in and why?" These scenarios will stimulate the students' thinking and highlight the practical applications of understanding biomes. (3-4 minutes)

3. Real-world Contextualization: The teacher will then contextualize the importance of understanding terrestrial biomes by discussing real-world situations. They can mention how the knowledge of biomes is crucial for conservation efforts, urban planning, and even weather prediction. The teacher can also highlight the role of biomes in providing us with essential resources like food, water, and oxygen. (2-3 minutes)

4. Attention Grabbing Introduction: To pique the students' interest, the teacher will share two curious facts about biomes. The first fact could be about the Sahara Desert, which is the largest hot desert in the world and has an average annual rainfall of less than 25 millimeters. The second fact could be about the Amazon Rainforest, which covers over 5.5 million square kilometers and is home to more than half of the world's species, yet it has a very thin layer of nutrient-rich soil. These facts will highlight the extreme diversity and uniqueness of biomes. (2-3 minutes)

By the end of the introduction, the students should be intrigued and prepared to delve deeper into the study of terrestrial biomes.

Development (20 - 25 minutes)

1. Activity 1: Biome Sorting (7-10 minutes)

   In this activity, the students will work in small groups to sort and match biome cards with their corresponding characteristics. The biome cards should contain the names of the biomes (deserts, forests, grasslands, and tundra) and their unique characteristics such as climate (temperature and precipitation), geographical features, and the types of plants and animals found in each.

   Materials needed: Biome cards (prepared by the teacher prior to the class with the name of the biome and its characteristics), large chart paper or whiteboard to paste the cards.

   Instructions:

   • The teacher will divide the class into small groups of 4-5 students.
   • Each group will receive a set of biome cards and a large chart paper or whiteboard.
   • The groups will sort the biome cards and match them with the correct characteristics, pasting them on the chart paper or whiteboard.
   • The teacher will monitor the groups' progress, provide assistance if needed, and ensure that the cards are correctly sorted.

2. Activity 2: Biome in a Jar (10 - 15 minutes)

   In this hands-on activity, students will create a model of a biome in a jar. They will use various materials to represent the different components of the biome such as soil, plants, and animals. The activity will help students visualize the different elements that make up a biome and understand how they interact with each other.

   Materials needed: Empty transparent jars with lids (one for each group), soil, sand, pebbles, various small plants (representing the vegetation of the selected biome), small plastic animals (representing the animal life of the selected biome), water.

   Instructions:

   • The teacher will explain that each group will be creating a model of one of the terrestrial biomes (desert, forest, grassland, or tundra) in a jar.
   • The groups will decide on a biome they want to create, and the teacher will distribute the required materials accordingly.
   • Each group will fill their jar with layers of soil, sand, and pebbles to represent the geographical features of the biome.
   • They will then carefully place the plants and animals inside the jar, arranging them according to their natural habitat.
   • Finally, they will add a small amount of water to the jar to represent the biome's precipitation.
   • The teacher will circulate the room, observe the students' work, and provide guidance as necessary.

At the end of the development stage, the students should have a clear understanding of the main terrestrial biomes and the unique characteristics that define them. They should also have a visual representation of how these characteristics interact to form a distinct biome.

Feedback (10 - 12 minutes)

1. Group Discussion (5-6 minutes):

   The teacher will facilitate a group discussion where each group will share their conclusions from the activities. Each group will have up to 3 minutes to present their biome sorting and their Biome in a Jar. They will explain how they identified the characteristics of each biome and how they represented these characteristics in their jar. The teacher will encourage other students to ask questions and provide feedback on each group's work.

2. Connecting Theory and Practice (2-3 minutes):

   After all the groups have shared their work, the teacher will summarize the key points. They will emphasize how the hands-on activities helped the students to understand the theoretical concept of terrestrial biomes. The teacher will explain that by physically sorting the biome cards and creating a model in a jar, the students were able to visualize the characteristics of each biome and how these characteristics interact to form a unique ecosystem.

3. Reflection (3-4 minutes):

   The teacher will then propose that the students take a moment to reflect on what they have learned during the lesson. They will ask the students to consider the following questions:

   1. What was the most important concept you learned today?
   2. Which questions do you still have about terrestrial biomes?

   The students will be given a minute to think about these questions, and then a few volunteers will be asked to share their reflections with the class. The teacher will write down any remaining questions on the board and promise to address them in the next lesson or during class discussions.

By the end of the feedback stage, the students should have a clear understanding of the main terrestrial biomes and their unique characteristics. They should also be able to connect the hands-on activities they did with the theoretical concepts they learned.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2-3 minutes):

   The teacher will begin the conclusion by summarizing the main points of the lesson. They will reiterate the definition of terrestrial biomes and remind the students of the key characteristics of the four main biomes studied during the lesson (deserts, forests, grasslands, and tundra). The teacher will also highlight the unique features of each biome and how these features determine the type of biome and the life that exists within it.

2. Connecting Theory, Practice, and Applications (1-2 minutes):

   The teacher will then explain how the lesson connected theory, practice, and real-world applications. They will highlight how the hands-on activities, such as the Biome Sorting and Biome in a Jar, allowed the students to apply the theoretical knowledge they learned about biomes. The teacher will also mention how understanding biomes is not only important for environmental science but also has practical applications in fields such as conservation, urban planning, and weather prediction.

3. Additional Materials (1 minute):

   To further enhance the students' understanding of terrestrial biomes, the teacher will suggest a few additional materials. These could include:

   1. Videos: The teacher can recommend educational videos, such as those from National Geographic or BBC Earth, that provide a visual tour of each biome and the plants and animals that live in them.
   2. Books: The teacher can suggest age-appropriate books about biomes, such as "Biomes of the World in Action: Grasslands" by Lynn M. Stone or "Deserts" by Gail Gibbons.
   3. Websites: The teacher can direct the students to reputable websites, like the World Wildlife Fund or the National Oceanic and Atmospheric Administration, where they can find more information about biomes and the latest research in the field.

4. Relevance to Everyday Life (1-2 minutes):

   Lastly, the teacher will briefly explain the importance of understanding terrestrial biomes in everyday life. They can mention how biomes play a crucial role in providing us with essential resources like food, water, and oxygen, and how they are impacted by human activities. The teacher can also highlight how the knowledge of biomes can help us make informed decisions about environmental issues and contribute to the conservation of our planet's biodiversity.

By the end of the conclusion, the students should have a comprehensive understanding of terrestrial biomes and their importance. They should also feel motivated to explore the topic further and apply what they have learned in their everyday life.