1. 34.7 Current, sunlight, and nutrients are important abiotic factors in freshwater biomes
Freshwater biomes
cover less than 1% of the Earth,
contain less than 0.01% of its water,
harbor 6% of all described species, and
include lakes, ponds, rivers, streams, and wetlands.
Student Misconceptions and Concerns
Students may benefit from a review of the general properties of water introduced in Modules 2.10–2.16, which provide insight into the abiotic properties of aquatic biomes.
Teaching Tips
1. The turnover of lakes and ponds in the fall often results in noticeable changes such as fish kills and alterations in water color and smell. If you are addressing this subject in the fall or early winter, you might instruct students to watch for this phenomenon.
2. Before lecturing about rivers and streams, ask students to speculate about how the qualities of a stream change between its source and the point where it joins a larger body of water many kilometers downstream. In particular, how do water temperature, water clarity, water speed, and the types of fish inhabiting the water change as the water flows away from its source?
3. The speed of water plays a key role in the removal and deposition of sediment in rivers and streams. Near the outer edge of a curve, a river or stream will erode the bank. However, in places where the river slows, such as along the inside of curves, sediment tends to be deposited, resulting in the winding shape of mature rivers. Satellite images of such rivers, such as the Mississippi, reveal the extensive curvature of these systems.
© 2012 Pearson Education, Inc. 1

2. 34.7 Current, sunlight, and nutrients are important abiotic factors in freshwater biomes
Freshwater biomes fall into two broad groups:
standing water biomes (lakes and ponds) and
flowing water biomes (rivers and streams).
Student Misconceptions and Concerns
Students may benefit from a review of the general properties of water introduced in Modules 2.10–2.16, which provide insight into the abiotic properties of aquatic biomes.
Teaching Tips
1. The turnover of lakes and ponds in the fall often results in noticeable changes such as fish kills and alterations in water color and smell. If you are addressing this subject in the fall or early winter, you might instruct students to watch for this phenomenon.
2. Before lecturing about rivers and streams, ask students to speculate about how the qualities of a stream change between its source and the point where it joins a larger body of water many kilometers downstream. In particular, how do water temperature, water clarity, water speed, and the types of fish inhabiting the water change as the water flows away from its source?
3. The speed of water plays a key role in the removal and deposition of sediment in rivers and streams. Near the outer edge of a curve, a river or stream will erode the bank. However, in places where the river slows, such as along the inside of curves, sediment tends to be deposited, resulting in the winding shape of mature rivers. Satellite images of such rivers, such as the Mississippi, reveal the extensive curvature of these systems.
© 2012 Pearson Education, Inc. 2

3. Photic zone Benthic realm Aphotic zone Figure 34.7A
Figure 34.7A Zones in a lake
Aphotic zone 3

4. Figure 34.7B
Figure 34.7B A stream in the Great Smoky Mountains, Tennessee 4

5. Figure 34.7C
Figure 34.7C A marsh at Kent State University in Ohio 5

6. TERRESTRIAL BIOMES
© 2012 Pearson Education, Inc. 6

7. 34.8 Terrestrial biomes reflect regional variations in climate
Terrestrial ecosystems are grouped into nine major types of biomes, distinguished primarily by their predominant vegetation.
The geographic distribution of plants and thus terrestrial biomes largely depends on climate. The key climate factors are
temperature and
precipitation
The same type of biome may occur in geographically distant places if the climate is similar.
Student Misconceptions and Concerns
Before addressing specific terrestrial biomes, consider providing some specific details about weather patterns with reference to the major factors that influence your local weather. Students may not understand the influences of mountains, large bodies of water, and latitude on the weather where they live, and will be engaged by an immediately observable, close-to-home example.
Teaching Tips
1. Many websites, some designed for pre-college students, introduce the diversity of biomes using varying degrees of detail and imagery. A list of them can be found at
2. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Students who are just beginning college may still need help learning the best ways to organize information.
3. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide encouragement to students saddened by negative human impacts on biomes.
© 2012 Pearson Education, Inc. 7

8. 34.8 Terrestrial biomes reflect regional variations in climate
The current concern about global warming is generating intense interest in the effect of climate on vegetation patterns.
Scientists are documenting
latitudinal shifts in biome borders and snow and ice coverage and
changes in length of the growing season.
Student Misconceptions and Concerns
Before addressing specific terrestrial biomes, consider providing some specific details about weather patterns with reference to the major factors that influence your local weather. Students may not understand the influences of mountains, large bodies of water, and latitude on the weather where they live, and will be engaged by an immediately observable, close-to-home example.
Teaching Tips
1. Many websites, some designed for pre-college students, introduce the diversity of biomes using varying degrees of detail and imagery. A list of them can be found at
2. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Students who are just beginning college may still need help learning the best ways to organize information.
3. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide encouragement to students saddened by negative human impacts on biomes.
© 2012 Pearson Education, Inc. 8

9. High mountains (coniferous forest and alpine tundra)
Figure 34.8
30N
Tropic of Cancer
Equator
Tropic of Capricorn
30S
Figure 34.8 Major terrestrial biomes
Key
Tropical forest
Chaparral
Coniferous forest
High mountains (coniferous forest and alpine tundra)
Savanna
Temperate grassland
Arctic tundra
Desert
Temperate broadleaf forest
Polar ice 9

10. 34.9 Tropical forests cluster near the equator
Tropical forests
occur in equatorial areas,
experience warm temperatures and days that are 11–12 hours long year-round, and
have variable rainfall.
Student Misconceptions and Concerns
Before addressing specific terrestrial biomes, consider providing some specific details about weather patterns with reference to the major factors that influence your local weather. Students may not understand the influences of mountains, large bodies of water, and latitude on the weather where they live, and will be engaged by an immediately observable, close-to-home example.
Teaching Tips
1. Many websites, some designed for pre-college students, introduce the diversity of biomes using varying degrees of detail and imagery. A list of them can be found at
2. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Students who are just beginning college may still need help learning the best ways to organize information.
3. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide encouragement to students saddened by negative human impacts on biomes.
© 2012 Pearson Education, Inc. 10

11. 34.9 Tropical forests cluster near the equator
The tropical rain forest is among the most complex of all biomes.
Tropical rain forests harbor enormous numbers of species.
Large-scale human destruction of tropical rain forests continues to endanger many species.
Student Misconceptions and Concerns
Before addressing specific terrestrial biomes, consider providing some specific details about weather patterns with reference to the major factors that influence your local weather. Students may not understand the influences of mountains, large bodies of water, and latitude on the weather where they live, and will be engaged by an immediately observable, close-to-home example.
Teaching Tips
1. Many websites, some designed for pre-college students, introduce the diversity of biomes using varying degrees of detail and imagery. A list of them can be found at
2. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Students who are just beginning college may still need help learning the best ways to organize information.
3. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide encouragement to students saddened by negative human impacts on biomes.
© 2012 Pearson Education, Inc. 11

12. Figure 34.9
Figure 34.9 Tropical rain forest 12

13. Figure 34.9_1
Figure 34.9_1 Tropical rain forest (photo) 13

14. 34.10 Savannas are grasslands with scattered trees
Savannas
are warm year-round,
have 30–50 cm annual rainfall,
experience dramatic seasonal variation,
are dominated by grasses and scattered trees, and
are mostly inhabited by large grazing mammals and insects.
Student Misconceptions and Concerns
Before addressing specific terrestrial biomes, consider providing some specific details about weather patterns with reference to the major factors that influence your local weather. Students may not understand the influences of mountains, large bodies of water, and latitude on the weather where they live, and will be engaged by an immediately observable, close-to-home example.
Teaching Tips
1. Many websites, some designed for pre-college students, introduce the diversity of biomes using varying degrees of detail and imagery. A list of them can be found at
2. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Students who are just beginning college may still need help learning the best ways to organize information.
3. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide encouragement to students saddened by negative human impacts on biomes.
© 2012 Pearson Education, Inc. 14

15. Figure 34.10
Figure Savanna 15

16. Figure 34.10_1
Figure 34.10_1 Savanna (photo) 16

17. 34.11 Deserts are defined by their dryness
Deserts are the driest of all terrestrial biomes.
They are characterized by low and unpredictable rainfall.
Desertification, the conversion of semiarid regions to desert, is a significant environmental problem.
Student Misconceptions and Concerns
Before addressing specific terrestrial biomes, consider providing some specific details about weather patterns with reference to the major factors that influence your local weather. Students may not understand the influences of mountains, large bodies of water, and latitude on the weather where they live, and will be engaged by an immediately observable, close-to-home example.
Teaching Tips
1. Many websites, some designed for pre-college students, introduce the diversity of biomes using varying degrees of detail and imagery. A list of them can be found at
2. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Students who are just beginning college may still need help learning the best ways to organize information.
3. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide encouragement to students saddened by negative human impacts on biomes.
4. In the 1960s and early 1970s, movies set in the American West were produced in portions of Europe with similar biomes. A Google search for “spaghetti westerns” will produce links to websites devoted to this genre of film.
© 2012 Pearson Education, Inc. 17

18. Figure 34.11
Figure Desert 18

19. Figure 34.11_1
Figure 34.11_1 Desert (photo) 19

20. 34.12 Spiny shrubs dominate the chaparral
The chaparral is a shrubland with
cool, rainy winters and
hot, dry summers.
Vegetation is adapted to periodic fires.
Student Misconceptions and Concerns
Before addressing specific terrestrial biomes, consider providing some specific details about weather patterns with reference to the major factors that influence your local weather. Students may not understand the influences of mountains, large bodies of water, and latitude on the weather where they live, and will be engaged by an immediately observable, close-to-home example.
Teaching Tips
1. Many websites, some designed for pre-college students, introduce the diversity of biomes using varying degrees of detail and imagery. A list of them can be found at
2. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Students who are just beginning college may still need help learning the best ways to organize information.
3. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide encouragement to students saddened by negative human impacts on biomes.
4. In the 1960s and early 1970s, movies set in the American West were produced in portions of Europe with similar biomes. A Google search for “spaghetti westerns” will produce links to websites devoted to this genre of film.
© 2012 Pearson Education, Inc. 20

21. Figure 34.12
Figure Chaparral 21

22. Figure 34.12_1
Figure 34.12_1 Chaparral (photo) 22

23. 34.13 Temperate grasslands include the North American prairie
Temperate grasslands
are mostly treeless, except along rivers or streams,
experience precipitation of about 25–75 cm per year, with periodic droughts and cold winters, and
in North America have historically been grazed by large bison and pronghorn.
Farms have replaced most of North America’s temperate grasslands.
Student Misconceptions and Concerns
Before addressing specific terrestrial biomes, consider providing some specific details about weather patterns with reference to the major factors that influence your local weather. Students may not understand the influences of mountains, large bodies of water, and latitude on the weather where they live, and will be engaged by an immediately observable, close-to-home example.
Teaching Tips
1. Many websites, some designed for pre-college students, introduce the diversity of biomes using varying degrees of detail and imagery. A list of them can be found at
2. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Students who are just beginning college may still need help learning the best ways to organize information.
3. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide encouragement to students saddened by negative human impacts on biomes.
© 2012 Pearson Education, Inc. 23

24. Figure 34.13
Figure Temperate grassland 24

25. Figure 34.13_1
Figure 34.13_1 Temperate grassland (photo) 25

26. 34.14 Broadleaf trees dominate temperate forests
Temperate broadleaf forests
grow where there is sufficient moisture to support the growth of large trees and
experience wide-ranging temperatures (–30°C to 30°C) and high annual precipitation (75–150 cm).
Nearly all of the original broadleaf forests in North America have been drastically altered by agriculture and urban development.
Student Misconceptions and Concerns
Before addressing specific terrestrial biomes, consider providing some specific details about weather patterns with reference to the major factors that influence your local weather. Students may not understand the influences of mountains, large bodies of water, and latitude on the weather where they live, and will be engaged by an immediately observable, close-to-home example.
Teaching Tips
1. Many websites, some designed for pre-college students, introduce the diversity of biomes using varying degrees of detail and imagery. A list of them can be found at
2. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Students who are just beginning college may still need help learning the best ways to organize information.
3. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide encouragement to students saddened by negative human impacts on biomes.
© 2012 Pearson Education, Inc. 26

27. Figure 34.14
Figure Temperate broadleaf forest 27

28. Figure 34.14_1
Figure 34.14_1 Temperate broadleaf forest (photo) 28

29. 34.15 Coniferous forests are often dominated by a few species of trees
Cone-bearing evergreen trees, such as spruce, pine, fir, and hemlock, dominate coniferous forests.
The northern coniferous forest, or taiga, is the largest terrestrial biome on Earth. The taiga is characterized by
long, cold winters and
short, wet summers.
Temperate rain forests of coastal North America are also coniferous forests.
Student Misconceptions and Concerns
Before addressing specific terrestrial biomes, consider providing some specific details about weather patterns with reference to the major factors that influence your local weather. Students may not understand the influences of mountains, large bodies of water, and latitude on the weather where they live, and will be engaged by an immediately observable, close-to-home example.
Teaching Tips
1. Many websites, some designed for pre-college students, introduce the diversity of biomes using varying degrees of detail and imagery. A list of them can be found at
2. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Students who are just beginning college may still need help learning the best ways to organize information.
3. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide encouragement to students saddened by negative human impacts on biomes.
© 2012 Pearson Education, Inc. 29

30. Figure 34.15
Figure Coniferous forest 30

31. Figure 34.15_1
Figure 34.15_1 Coniferous forest (photo) 31

32. 34.16 Long, bitter-cold winters characterize the tundra
The tundra covers expansive areas of the Arctic between the taiga and the permanently frozen polar ice.
The treeless arctic tundra
is characterized by permafrost, continuously frozen subsoil, and
experiences little precipitation.
Student Misconceptions and Concerns
Before addressing specific terrestrial biomes, consider providing some specific details about weather patterns with reference to the major factors that influence your local weather. Students may not understand the influences of mountains, large bodies of water, and latitude on the weather where they live, and will be engaged by an immediately observable, close-to-home example.
Teaching Tips
1. Many websites, some designed for pre-college students, introduce the diversity of biomes using varying degrees of detail and imagery. A list of them can be found at
2. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Students who are just beginning college may still need help learning the best ways to organize information.
3. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide encouragement to students saddened by negative human impacts on biomes.
© 2012 Pearson Education, Inc. 32

33. Figure 34.16
Figure Tundra 33

34. Figure 34.16_1
Figure 34.16_1 Tundra (photo) 34

35. 34.17 Polar ice covers the land at high latitudes
Polar ice covers
land north of the tundra,
much of the Arctic Ocean, and
the continent of Antarctica.
Temperatures are extremely cold year-round and precipitation is very low.
The terrestrial polar biome is closely intertwined with the neighboring marine biome.
Student Misconceptions and Concerns
Before addressing specific terrestrial biomes, consider providing some specific details about weather patterns with reference to the major factors that influence your local weather. Students may not understand the influences of mountains, large bodies of water, and latitude on the weather where they live, and will be engaged by an immediately observable, close-to-home example.
Teaching Tips
1. Many websites, some designed for pre-college students, introduce the diversity of biomes using varying degrees of detail and imagery. A list of them can be found at
2. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Students who are just beginning college may still need help learning the best ways to organize information.
3. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide encouragement to students saddened by negative human impacts on biomes.
4. Discussing the movements of water through your local community can help students relate to the concept of global water cycling at a local level. You may want to have them consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize the possibility that the outflow of water from one community is connected to the inflow of water into another community downstream.
© 2012 Pearson Education, Inc. 35

36. Figure 34.17
Figure Polar ice 36

37. Figure 34.17_1
Figure 34.17_1 Polar ice (photo) 37

38. 34.18 The global water cycle connects aquatic and terrestrial biomes
Ecological subdivisions such as biomes are linked by
nutrient cycles and
the water cycle.
Water in the form of precipitation and evaporation moves between the land, oceans, and atmosphere.
Over the oceans, evaporation exceeds precipitation.
Over the land, precipitation exceeds evaporation.
Student Misconceptions and Concerns
Before addressing specific terrestrial biomes, consider providing some specific details about weather patterns with reference to the major factors that influence your local weather. Students may not understand the influences of mountains, large bodies of water, and latitude on the weather where they live, and will be engaged by an immediately observable, close-to-home example.
Teaching Tips
1. Many websites, some designed for pre-college students, introduce the diversity of biomes using varying degrees of detail and imagery. A list of them can be found at
2. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Students who are just beginning college may still need help learning the best ways to organize information.
3. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide encouragement to students saddened by negative human impacts on biomes.
© 2012 Pearson Education, Inc. 38

39. 34.18 The global water cycle connects aquatic and terrestrial biomes
Human activities affect the global water cycle.
The destruction of tropical rain forests reduces the amount of water vapor in the air.
Pumping large amounts of groundwater to the surface for irrigation increases the rate of evaporation over land.
Student Misconceptions and Concerns
Before addressing specific terrestrial biomes, consider providing some specific details about weather patterns with reference to the major factors that influence your local weather. Students may not understand the influences of mountains, large bodies of water, and latitude on the weather where they live, and will be engaged by an immediately observable, close-to-home example.
Teaching Tips
1. Many websites, some designed for pre-college students, introduce the diversity of biomes using varying degrees of detail and imagery. A list of them can be found at
2. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Students who are just beginning college may still need help learning the best ways to organize information.
3. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide encouragement to students saddened by negative human impacts on biomes.
© 2012 Pearson Education, Inc. 39

40. Net movement of water vapor by wind
Figure 34.18
Solar heat
Net movement of water vapor by wind
Water vapor over the land
Water vapor over the sea
Precipitation over the sea
Evaporation from the sea
Evaporation and transpiration
Precipitation over the land
Figure The global water cycle
Oceans
Surface water and groundwater
Flow of water from land to sea 40

41. You should now be able to
Define and distinguish between the different levels within ecosystems.
Distinguish between the biotic and abiotic components of an ecosystem.
Summarize the subject and impact of Rachel Carson’s influential book Silent Spring.
Describe the abiotic factors that influence life in the biosphere.
Describe the adaptations that enable pronghorns to survive in the open plains and shrub deserts of North America.
© 2012 Pearson Education, Inc. 41

42. You should now be able to
Explain how global climate patterns are influenced by solar energy input as well as the movement of Earth through space.
Explain how landforms affect local climate.
Explain why the seasons of the year, prevailing winds, and ocean currents exist.
Describe the abiotic and biotic characteristics of the different ocean zones, adjacent aquatic biomes, and freshwater biomes.
Describe the different types of freshwater biomes.
© 2012 Pearson Education, Inc. 42

43. You should now be able to
Explain how the properties of a river change between its source and its outlet.
Explain why species in widely separated biomes may have similar features.
Explain why storms and fire are crucial factors in some biomes.
Describe the characteristics used to define terrestrial biomes.
Explain how all parts of the biosphere are linked by the global water cycle.
© 2012 Pearson Education, Inc. 43

44. Organismal ecology (individual)
Figure 34.UN01
Organismal ecology (individual)
Population ecology (group of individuals of a species)
Community ecology (all organisms in a particular area)
Ecosystem ecology (all organisms and abiotic factors)
Figure 34.UN01 Reviewing the Concepts, 34.1 44

45. Figure 34.UN02
Equator
Figure 34.UN02 Reviewing the Concepts, 34.8 45

46. 34.9 Tropical forests cluster near the equator.
Figure 34.UN03_1
34.9 Tropical forests cluster near the equator.
Savannas are grasslands with scattered trees.
Deserts are defined by their dryness.
Figure 34.UN03_1 Reviewing the Concepts, 34.9–34.11 46

47. 34.12 Spiny shrubs dominate the chaparral.
Figure 34.UN03_2
Spiny shrubs dominate the chaparral.
Temperate grasslands include the North American prairie.
Broadleaf trees dominate temperate forests.
Figure 34.UN03_2 Reviewing the Concepts, 34.12–34.14 47

48. 34.16 Long, bitter-cold winters characterize the tundra.
Figure 34.UN03_3
Coniferous forests are often dominated by a few species of trees.
Long, bitter-cold winters characterize the tundra.
Polar ice covers the land at high latitudes.
Figure 34.UN03_3 Reviewing the Concepts, 34.15–34.17 48

49. Figure 34.UN04
30N 0
Figure 34.UN04 Connecting the Concepts, question 1a
30S 49

50. March equinox June solstice Constant tilt of 23.5 December solstice
Figure 34.UN05
March equinox
June solstice
Constant tilt of 23.5
December solstice
Figure 34.UN05 Connecting the Concepts, question 1b
September equinox 50

51. Temperate zone Tropics Temperate zone
Figure 34.UN06
Figure 34.UN06 Connecting the Concepts, question 1c
Temperate zone
Tropics
Temperate zone 51

52. Mean annual temperature (C)
Figure 34.UN07 a. b. c. 30 d. 15
Mean annual temperature (C) e. f.
Figure 34.UN07 Applying the Concepts, question 19
15
100
200
300
400
Mean annual precipitation (cm) 52