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TEKS 7.12 C Biomes

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TEKS 7.12 C Biomes TAKS Objective 2 – The student will demonstrate an understanding of living systems and the environment. Learned Science Concepts: Species can change through generations. Responses of organisms are caused by internal and external stimuli. There is a relationship between organisms and their environment. TEKS Science Concepts 7.12 The student knows that there is a relationship between organisms and their environment. The student is expected to: (C) describe how different environments support different varieties of organisms.
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TEKS 7.12 CBiomes

TAKS Objective 2 – The student will demonstrate an understanding of living systems and the environment.

Learned Science Concepts:

Species can change through generations. Responses of organisms are caused by internal and external stimuli.

There is a relationship between organisms and their environment.

TEKS Science Concepts 7.12The student knows that there is a relationship between organisms and their environment. The student is expected to:

(C) describe how different environments support different varieties of organisms.

OverviewIn the lesson the student creates a biome box that will be used to explore various biomes and the dominant lifeforms and characteristics of terrestrial and acquatic biomes (e.g., tundra, grasslands, rainforest, coniferous forest, deciduous forest, desert). The students will present their biome boxes to the class. Next, the student will play the game “Pick

Six” in which students match biome cards with classmates for the various biomes.(TEKS 7.12 C).

Instructional StrategiesStudents will work individually to create a biome box. Students will present their biomes in groups. As students gain an understanding of biomes, they cement understanding through a large group activities in which students match up maps, and other pictures of unique biome characteristics.

Lesson Objectives1. The student will list at least 5 biomes.

2. The student will describe at least 3 characteristics for each of 5 biomes.

3. The student will describe how different environments support different varieties of organisms.

For Teacher’s Eyes OnlyTeacher Background: The combination of abiotic factors and communities in a climax environment is called a biome. Abiotic factors include water, soil, wind, temperature, and light. A community includes the different species which interact in the system and depend on one another for survival. A biome is a region in the world that shares similar plant structures, plant spacing, animals, climate and weather. Biomes are classified as either terrestrial or aquatic. Scientists disagree over the exact number of biomes, but in general there are around 7-10 biomes. For a description of biomes, the following websites are useful.

http://www.ucmp.berkeley.edu/exhibits/biomes/index.php

http://www.mbgnet.net/

http://www.blueplanetbiomes.org/world_biomes.htm

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/B/Biomes.html

http://www.nceas.ucsb.edu/nceas-web/kids/biomes/biomes_home.htm

Misconceptions Misconception

Ecosystems are biomes.

Science ConceptAn ecosystem is smaller than a biome and will fail if it does not remain in balance. An ecosystem can be as small as an acquarium.

Rebuild ConceptProvide experiences that teach about biomes such as building biome boxes and becoming familiar with the unique characteristics of a biome.

Student Prior KnowledgeThe teachers should make sure students are familiar with the components of an ecosystem (TEKS 7.12 A) and the flow of energy in living systems including food chains and food webs (TEKS 6.8 C). The role of ecological succession with regard to environmental change and equilibrium (7.12 D and 7.5 B) as well as the relationship between producers, consumers, and decomposers in an ecosystem should be reviewed.

5 E’s

ENGAGEListen to the sounds in the El Yunque Rainforest in Puerto Rico. This is the only rainforest in the U.S. and its territories.

http://www.hear.org/alienspeciesinhawaii/species/frogs/index.html#frogcalls

EXPLORE

Create a biome box to help students learn about the major terrestrial and aquatic biomes and the unique characteristics of each biome. See blackline master for “Biome Box.”

Materials:

Empty cereal box for each student

White bulletin board paper to wrap cereal boxes

Markers, map pencils, etc.

Pictures from magazines or the Internet.

Procedure:

Create a biome box to describe how different environments support different varieties of organisms. Use the Internet or books in your library to locate the following information for your biome box.

Biomes

1. Wrap an empty cereal box in white bulletin board paper.2. Front of box: Write the name of the biome you are assigned. Place a map showing

the location of your biome on Earth.3. Back of box: Glue pictures of plants and animals that live in your biome. You

may also draw the plants and animals.4. Side of box: Provide information about the yearly precipitation, average

temperature, latitude, and climate of your biome.5. Other side of box: Provide information about the unique characteristics of your

biome.6. Bottom of box: Write your name.

Websites:

The World’s Biomes: http://www.ucmp.berkeley.edu/exhibits/biomes/index.php

Biomes of the World: http://www.mbgnet.net/

World Biomes: http://www.blueplanetbiomes.org/world_biomes.htm

Biomes: http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/B/Biomes.html

Biomes: http://www.nceas.ucsb.edu/nceas-web/kids/biomes/biomes_home.htm

EXPLAINAsk students to present their findings from their biome box project. Students should be able to list the major biomes of the world and the unique characteristics of the biomes. The student should also be able to explain how climate of a biome affects the flora and fauna found in that region.

ELABORATEUse the “Pick Six” blackline master. In advance, the teacher should laminate and cut out each picture associated with the biomes. Pass out pictures to students. Take care that each set of 6 pictures is passed out to the students. Students will circulate and find students

with other pictures that represent the following biomes: tundra, grassland, acuatic, deciduous forest, coniferous forest, rainforest, and the desert. The first group to locate the members of their biome wins. Collect the cards and redistribute them for another round.

Terrestrial biome pictures from:

http://www.blueplanetbiomes.org/world_biomes.htm

Aquatic biome pictures from:

http://www.ucmp.berkeley.edu/exhibits/biomes/marine.php

EVALUATEUse the science journal and list 5 biomes describing at least 3 characteristics for each of the 5 biomes. Describe how different environments support different varieties of organisms.

Biome Box

Biomes are regions in the world that share similar plant structures, plant spacing, animals, climate and weather. There is really no set number of biomes, but all biomes are either aquatic or terrestrial. Common examples include the rain forest, desert, tundra, grassland, savannah, coniferous forest, deciduous forest, and marine biomes.

Create a biome box to describe how different environments support different varieties of organisms. Use the Internet or books in your library to locate the following information for your biome box.

1. Wrap an empty cereal box in white bulletin board paper.2. Front of box: Write the name of the biome you are assigned. Place a map showing

the location of your biome on Earth.3. Back of box: Glue pictures of plants and animals that live in your biome. You

may also draw the plants and animals.4. Side of box: Provide information about the yearly precipitation, average

temperature, latitude, and climate of your biome.5. Other side of box: Provide information about the unique characteristics of your

biome.6. Bottom of box: Write your name.

Websites:

The World’s Biomes: http://www.ucmp.berkeley.edu/exhibits/biomes/index.php

Biomes of the World: http://www.mbgnet.net/

World Biomes: http://www.blueplanetbiomes.org/world_biomes.htm

Biomes: http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/B/Biomes.html

Biomes: http://www.nceas.ucsb.edu/nceas-web/kids/biomes/biomes_home.htm

Directions:

Cut out each picture. Pass out pictures to students. Take care that each set of 6 pictures is passed out to the students. Students will circulate and find students with other pictures that represent the following biomes: tundra, grassland, acuatic, deciduous forest, coniferous forest, rainforest, and the desert. The first group to locate the members of their biome wins. Collect the cards and redistribute them for another round.

Terrestrial biome pictures from:

http://www.blueplanetbiomes.org/world_biomes.htm

Aquatic biome pictures from:

http://www.ucmp.berkeley.edu/exhibits/biomes/marine.php


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