Activity 3 Biomes

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Warm Up What would happen if the cane toads from Case Study 1 were introduced to Las Vegas or Alaska? Would you expect similar results to what happened in Australia? This class discussion should take approximately 5-10 minutes. More information on having this discussion can be found in your Teacher’s Edition.

Open your textbooks and read the introduction for Activity #3 Discussion Review the definition of evidence. This term will be used throughout this unit and Science and Global Issues as students collect and analyze information, which they may then apply as evidence to support or refute claims.

Vocabulary Abiotic Biodiversity Biomes Biotic Evidence

Abiotic: Refers to nonliving factors

Biodiversity: is the number of species found in a given ecosystem or area.

Biomes: Regions across the world with similar abiotic conditions.

Biotic: Refers to living factors

Biotic Vs. Abiotic

Let’s Practice

Biotic vs. Abiotic Outdoor Activity Students will go outside and identify abiotic and biotic factors found throughout the school grounds.

Evidence Information that supports or refutes a claim.

Intro To Biomes Video https://www.youtube.com/watch?v=hIy0Zl yPPDg

Tropical Rain Forest Warm and Humid Constant Temps. 20-30°C (68-86°F) 2,000-4,000 mm of annual rainfall (80-160 inches)

Desert Low Precipitation 15-30 mm (0.5-12 inches) Low humidity allows temperatures to become cold at night

Savanna Warm Temperatures 25-30°C (77-95°F) 500-1500 mm (20-60 inches) of rainfall. Although not evenly distributed Dry Season / Rainy Season

Chaparral Experiences Seasonal Variation of Temperatures 200-700mm (8-28 inches) of annual rainfall Vegetation includes shrubs, wildflowers and grasses Vegetation is usually dense. Most precipitation occurs as rainfall during winter months.

Temperate Grassland Wide range of temperature and precipitation throughout the year 500-900mm (20-35 inches) Most rainfall occurs in spring and summer. Most vegetation consists of tall grasses that have adapted to cold winters.

Taiga Winters are long and cold Extensive Forests 300-800mm (12-34 inches) of precipitation per year. Summers are short but generally allow for the ground to thaw. Mostly Evergreen Conifers

Temperate Deciduous 4 Distinct Seasons 700-2000mm (28-80 inches) of annual precipitation Temperatures vary greatly Wide variety of vegetation due to fertile soil. Most trees lose leaves before winter. Animals hibernate/migrate during winter months

Tundra Very cold and low precipitation 120-250mm (5-10 inches) Winters are long Average temperature -30°C (-22°F or lower) Short growing season Vegetation grows close to the ground

Challenge How do the characteristics of a biome determine the types of organisms found there? Another way to think of this question is: How do the factors in an environment affect which species are found there?

Today’s Activity Students, in this activity, you will work with climate graphs and biome descriptions to match locations to biomes and organisms to biomes.

Today’s Activity Continued… With your partner, complete steps 1-7. As you compare the climate information, pay close attention to the range of the temperature and rainfall, as well as to any patterns you see over time. If appropriate, introduce the Understanding Concepts (UC) assessment variable here. More information on how to introduce and use this assessment variable is available in your Teacher’s Edition for this Activity and in Teacher Resources IV: Assessment.

Exit Ticket How are organisms acclimated to the environments where they are found? Why is there not a single, universal set of biomes agreed on by scientists? This class discussion should take approximately 5-10 minutes.

Revisit the Challenge How do the characteristics of a biome determine the types of organisms found there? Return to the KWL chart from Activity 1 and add to the “What I Learned” column. Make sure students understand that some organisms may be able to live in a variety of environments (e.g., rats), while others are more restricted in their range (e.g. cacti). Note that in addition to adding to the KWL chart in this Activity, you will revisit the chart again in Activity 7, “Energy Flow Through an Ecosystem.” Sample answers to the KWL for this Activity can be found in your Teacher’s Edition.

abiotic biodiversity biomes biotic ecosystem evidence Key Vocabulary See Teacher Resources III: Literacy for more information on key vocabulary and the most effective strategies to enhance student vocabulary learning. Note that bold words are formally defined in this activity. Words in regular font are used in the activity, but not formally defined. The definition of a key vocabulary word should not be discussed as a class prior to the formal definition being introduced.