Exploring+Peru's+Biomes


 * __Exploring Peru’s Biomes__ **

Please send comments to cmanka01@hotmail.com
 * __ Level __**** : ** Grade 6, Novice
 * __ Content __**** : ** Social Studies, Music, Art appropriate for grade 6
 * __Language__:** Spanish, but could apply to different countries
 * __Author__:** Christine Romero, Tyrrell Middle School, Wolcott, CT

How do the characteristics of the biome (climate, plants, & animals) affect where people live and the types of archaeological sites found in a country?
 * __Essential/Guiding Questions__:**

This unit relates directly to the Connecticut Department of Education Grade 6 Social Studies, Music, and Art standards. In this unit, students will be able to identify the geographical location of Peru, the 5 biomes of Perú, and the climate, two plants, three animals, one city, and an archaeological site for each biome. This unit is filled with many, fun, engaging partner activities including activity charts of the biomes. Students will review the climate, plants, animals, and archaeological sites and choose which pictures and written words (vocabulary) belong in the correct spaces and which pictures do not belong. Students will complete an Information Gap Activity as they give and follow directions to create a replica of a picture of the desert biome. Students will learn the importance of the animals in the biomes and how the native Peruvians used these animals to create instruments. Students will also create miniature arpilleras to illustrate one biome of Peru. After reading, “El Gran Capoquero,” students will discuss the importance of the rainforest and why people and the animals need the rainforest. Students will also create an animal mask of a biome and identify and write the name of the animal, where they live, the plants, climate, and archaeological site of their biome. For a community activity, a Peruvian musical group from the Andes, Inkaswasi, dressed in traditional Peruvian clothing will do an interactive performance with the students. They will bring instruments and clothing from the Andes and will share them with the students. Students will review ¿Cómo te llamas? and ¿Dónde vives? questions to prepare for their summative presentational assessment where they will work with partners and interview each other about their biome. They will ask each other their animal names, where they live, the plants, animals, and archaeological sites of each biome they visit. Students will switch stations in a conversation circle and interview new animals and ask about their biome stations.
 * __Summary__**:

** __[|Exploring Peru's Biomes Unit.pdf]__ **


 * __[|Justina and her llama & VENN diagram handout.pdf] __ **


 * __[|culminating costa desierto altiplano assessment.pdf]__ **