- Identify the world's major biomes.
- Study one biome and its key features.
- Create a map of each biome showing its location and key features.
- Write a descriptive paragraph about the temperature and climate of the biome.
- Elements of Biology: Biomes video
- Computer with Internet access
- Print resources such as atlases and encyclopedias
- Newsprint and markers
- Large outline of a world map
- Colored pencils
- Begin the lesson by having students watch the program entitled Elements of Biology: Biomes. Tell them to focus on the following segments: "Tundra and Taiga," "The Temperate Zone," and "Deserts and Tropics."
- After watching, hold a brief discussion about biomes. Make sure students understand that a biome is a major ecological community that includes ecosystems with similar climates and organisms. Then make a class list of the world's major biomes. The list should include the following biomes:
- deciduous forest
- tropical forests
- Divide students into groups of four or five. Assign each group to one of the seven biomes on the class list, explaining that their task is to create map of a biome that includes the following elements:
- The biome's location
- A color-coded system indicating the climate and the vegetation
- A representation of the animals that live in the biome
- Allow enough class time to work on maps. Tell students that they can find outline maps to use on the following Web site: http://www.eduplace.com/ss/maps/. Many reference books have this information. Suggest that they refer to an atlas or an encyclopedia. In addition, students can take a look at the following Web sites for additional information:
- After students have completed the maps, tell each group to write a descriptive paragraph about the biome, including such information as climate, average temperature, and unique features.
- During the next class, have each group share its map. At the end of each presentation, post the map on the bulletin board so that students can see a visual display of the diversity of biomes in the world.
- Conclude the lesson by asking students what they learned about biomes as a result of completing this activity. What do they know now that they didn't know before? Do they have a greater appreciation of the diversity of regions in the world?
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Use the following three-point rubric to evaluate students' work during this lesson.
- 3 points: Students identified all seven biomes; created an attractive, accurate map in their group; and contributed significantly to the group's accurate, descriptive paragraph.
- 2 points: Students identified five of the seven biomes; created a satisfactory map in their group; and contributed to the group's satisfactory paragraph.
- 1 point: Students identified fewer than four of the seven biomes; did not work with their group to create a map; and did not contribute to the group's paragraph.
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Definition: A major ecological community that includes ecosystems with similar climates and organisms
Context: Biomes are based on climate, so similar ones are found in different parts of the world.
Definition: A biome in eastern North America, Asia, Australia, and Western Europe characterized by moist, temperate climates
Context: A deciduous forest includes trees such as elm, maple, and oak that have leaves that change color in autumn and fall off every winter.
Definition: The driest biome on Earth; arid land with usually sparse vegetation and less than 10 inches of sporadic rainfall annually
Context: Although little rain falls in a desert, a wide array of plants and animals thrive there.
Definition: A biome in a temperate climate, including the American Midwest, the pampas in Central South America, and the steppes in central Eurasia
Context: Antelope, bison, and wolves are among the animals that live in grasslands.
Definition: A biome in tropical latitudes characterized by a long, dry season and grasses and shrubs
Context: Africa has the world's largest savannas, where herds of wildebeest, elephants, and zebras live.
Definition: A biome just south of the tundra characterized by cold winters, a short growing season, and forests of coniferous trees
Context: The area that separates the tundra from the taiga is known as the tree line.
Definition: A biome characterized by a hot, wet climate found near the equator
Context: Some tropical forests are rain forests, where it rains much of the time; others have a wet and a dry season.
Definition: A biome in the northernmost parts of world characterized by long winters and short summers
Context: The tundra has permafrost, a hardened layer underneath the topsoil that remains frozen throughout the year.
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National Academy of Sciences
The National Science Education Standards provide guidelines for teaching science as well as a coherent vision of what it means to be scientifically literate for students in grades K-12. To view the standards, visit this Web site: http://books.nap.edu/html/nses/html/overview.html#content.
This lesson plan addresses the following national standards:
- Life Science: Matter, energy, and organization of living systems
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education addresses 14 content areas. To view the standards and benchmarks, visithttp://www.mcrel.org/compendium/browse.asp.
This lesson plan addresses the following national standards:
- Science: Life Sciences ? Understands relationships among organisms and their physical environment
- Geography ? Understands the concept of regions
- Language Arts: Viewing ? Uses viewing skills and strategies to understand and interpret visual media; Writing: Uses the general skills and strategies of the writing process, Gathers and uses information for research purposes; Reading: Uses reading skills and strategies to understand and interpret a variety of informational texts
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In this activity, students collect information about different biomes by watching videos and doing research on the Web. They share their information in a carousel brainstorm activity and locate the biomes on a world map. Then student teams research different biomes and present their information to the class. As an option, students design an imaginary plant or animal that is adapted to a particular biome.
Note: This lesson plan was revised in September 2009, and now makes use of a Biomes interactive rather than two printable PDFs in the earlier version.
- Identify terrestrial and aquatic biomes
- Describe the environmental factors and the plants and animals of each biome
- Identify the location of different biomes on a world map
- Understand the interrelationship between environmental factors and the plants and animals within a biome
- Describe examples of plant and animal adaptations to specific biomes
- Two to three class periods.
Use these resources to create a simple assessment or video-based assignment with the Lesson Builder tool on PBS LearningMedia.
Before the Lesson
- Make a copy of the Biome Worksheet (PDF) and the World Map (PDF) for each student.
- Make a transparency of the Biome World Map.
- Set up carousel brainstorm stations with newsprint and markers. Include the same categories on the newsprint as those on the Biome Worksheet (PDF)
- Review the concepts of abiotic and biotic factors in ecosystems and plant and animal adaptations.
1. Give a copy of the Biome Worksheet (PDF) and a World Map (PDF) to each student. Then show the following biome videos:
You or your students can search PBS LearningMedia for other videos available on grassland/savanna, shrubland/chaparral taiga/coniferous forest, or temperate deciduous forest biomes. Ask students to take notes on each biome, using the Biome Worksheet (PDF).
2. Have student teams do a carousel brainstorm with a different newsprint station for each biome. Include the same categories on the newsprint as those on the Biome Worksheet (PDF). Place a blank World Map (PDF) at each station, and have students sketch in pencil where they think that biome is located. If teams disagree about the location, have them sketch in a different color pencil or pen. Rotate teams through each biome station. Then discuss the following as you review each station:
- What are the unique characteristics of each biome?
- How are the plants and animals of each biome adapted to their environment?
- How are the biomes similar to one another?
- Where in the world is each biome located? Use a pencil to mark the locations on your World Map (PDF).
- Which biome do you live in?
- What other biomes have you visited? What do you know about each one?
Display the Biome World Map, which uses different colors to represent the location of each biome station.
3. Show all groups a sample climograph (temperature and precipitation charts) from Biomes Interactive. Then discuss the following:
- How does the physical environment affect the organisms that can live in a certain area? What is the interrelationship between abiotic and biotic factors?
4. Divide the class into biome teams:
- Tundra (Arctic/Alpine),
- Taiga/Coniferous Forest,
- Temperate Deciduous Forest,
- Tropical Rain Forest,
- Shrubland/Chaparral, and
(You may not have enough students or materials to cover each of the biomes.) Have each team research their biome using at least three different resources, including Biomes, the Web, and the library. Their research should include climate information, important physical factors (such as soil type, tides, salinity, etc.), plants and animals, adaptations of the plants and animals to their environment, and environmental issues that affect the biome. In addition, ask students to create a climograph for their biomes, using a resource such as Weatherbase.com (http://www.weatherbase.com/).
Check for Understanding
Have student teams present information on their biomes in creative ways—for example, using models, illustrations, travel brochures, skits, and so on. After each team presents, have them map their biome on a transparency or wall version of a World Map (PDF), using a different color for each biome.
Optional: Have students design an imaginary plant or animal that is adapted to the biome of their choice. Ask them to write a description of the organism and its adaptations and to make a drawing of it in its environment. Have students share their organisms with the class and display them.