1. The Biosphere: An introduction to Earth’s Diverse Environments
Chapter 34
The Biosphere: An introduction to Earth’s Diverse Environments

2. Chapter 34: Big Ideas The Biosphere Aquatic Biomes Terrestrial Biomes
Figure 34.0_2
Chapter 34: Big Ideas
The Biosphere
Aquatic Biomes
Figure 34.0_2 Chapter 34: Big Ideas
Terrestrial Biomes 2

3. Introduction
For most of life on Earth, the sun is the main source of energy.
From the roof of the world to the deepest oceans, Earth’s diverse environments are bursting with life.
But around hydrothermal vents, organisms have evolved to use energy from chemicals
These organisms are called chemoautotrophs. Eg: sulfur bacteria. These bacteria obtain energy by oxidizing hydrogen sulfide.
Another adaptation for deep ocean is bioluminescence.
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4. Tube worms (Riftia pachyptila) near hydrothermal vent
These are heterotrophs that depend on sulfur bacteria
These are heterotrophs that depend on sulfur bacteria

5. The rocky slopes of the eastern Himalayas
Figure 34.0_3
The rocky slopes of the eastern Himalayas
Figure 34.0_3 The rocky slopes of the eastern Himalayas 5

6. THE BIOSPHERE
The biosphere extends from the atmosphere several kilometers above the earth to the depth of the oceans
The biosphere is composed of living communities and nonliving physical and chemical factors.
Biospehre is all of the Earth that is inhabited by life.
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7. This was the first picture of earth taken from a surface outside earth

8. 34.1 Ecologists study how organisms interact with their environment at several levels
Ecology is the scientific study of the interactions of organisms with their environments.
Student Misconceptions and Concerns
Students may confuse the terms ecology and environmentalism. The science of ecology and the environmental issues that it often raises are related but distinct processes.
Teaching Tips
In the first chapter of the text, Module 1.2 introduces the levels of biological organization extending from an atom to the biosphere. Reviewing these with students will help them to place these ecology chapters in context.
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9. 34.1 Ecologists study how organisms interact with their environment at several levels
Ecologists study environmental interactions at the levels of the
organism,
population, a group of individuals of the same species living in a particular geographic area,
community, an assemblage of all the populations of organisms living close enough together for potential interaction, and
ecosystem, both the abiotic and biotic components of the environment.
Student Misconceptions and Concerns
Students may confuse the terms ecology and environmentalism. The science of ecology and the environmental issues that it often raises are related but distinct processes.
Teaching Tips
In the first chapter of the text, Module 1.2 introduces the levels of biological organization extending from an atom to the biosphere. Reviewing these with students will help them to place these ecology chapters in context.
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10. Figure 34.1A
Organism
Figure 34.1A An organism 10

11. Group of individuals of the same species
Figure 34.1B
Population
Group of individuals of the same species
living in a particular geographic area
Figure 34.1B A population 11

12. All populations of organisms living in a geographic area
Figure 34.1C
Community
All populations of organisms living in a geographic area
Figure 34.1C A community 12

13. Includes both biotic and abiotic components of the
Figure 34.1D
Ecosystem
Includes both biotic and abiotic components of the
environment
Figure 34.1D An ecosystem 13

14. 34.1 Ecologists study how organisms interact with their environment at several levels
An organism’s habitat includes the biotic and abiotic factors present in its surroundings.
Organisms are affected by both biotic and abiotic factors.
1. Biotic factors include all of the organisms in an area, the living component of the environment.
2. Abiotic factors are the environment’s nonliving component, the physical and chemical factors.
Student Misconceptions and Concerns
Students may confuse the terms ecology and environmentalism. The science of ecology and the environmental issues that it often raises are related but distinct processes.
Teaching Tips
In the first chapter of the text, Module 1.2 introduces the levels of biological organization extending from an atom to the biosphere. Reviewing these with students will help them to place these ecology chapters in context.
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15. 34.3 Physical and chemical factors influence life in the biosphere
The most important abiotic factors that determine the biosphere’s structure and dynamics include
the energy source, usually solar energy,
temperature,
abundance and type of water,
nutrients,
other aquatic factors such as availability of oxygen, and
other terrestrial factors including wind and fire.
Student Misconceptions and Concerns
Students may confuse the terms ecology and environmentalism. The science of ecology and the environmental issues that it often raises are related but distinct processes.
Teaching Tips
1. As a class focusing exercise, consider challenging students to make lists of all the abiotic components in a given ecosystem. You might suggest a particular place to consider, such as a nearby park or other nearby area of natural interest. They may work in class in small groups, or turn the lists in as a short homework assignment (perhaps via ).
2. In general, the sun is the primary source of energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy researching additional details about these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good information about hydrothermal vent communities is
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16. 34.2 CONNECTION: The science of ecology provides insight into environmental problems
Human activities affect all parts of the biosphere.
Cities, farms, and highways change the landscape.
The widespread use of chemicals such as fertilizers and pesticides poses problems to people and other organisms.
Student Misconceptions and Concerns
Students may confuse the terms ecology and environmentalism. The science of ecology and the environmental issues that it often raises are related but distinct processes.
Teaching Tips
A website devoted to Rachel Carson can be viewed at
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17. Figure 34.2A
Figure 34.2A An aerial view of a landscape changed by humans 17

18. 34.2 CONNECTION: The science of ecology provides insight into environmental problems
Two events raised questions about the long-term effects of widespread DDT use.
The evolution of pesticide resistance in insects and
Rachel Carson’s 1962 book Silent Spring, which played a key role in the awakening of environmental awareness.
Student Misconceptions and Concerns
Students may confuse the terms ecology and environmentalism. The science of ecology and the environmental issues that it often raises are related but distinct processes.
Teaching Tips
A website devoted to Rachel Carson can be viewed at
© 2012 Pearson Education, Inc. 18

19. The respiratory surface of a giant tube worm
Figure 34.3A
The respiratory surface of a giant tube worm
A snowy owl
Figure 34.3A The respiratory surface of a giant tube worm 19

20. 34.4 EVOLUTION CONNECTION: Organisms are adapted to abiotic and biotic factors by natural selection
One of the fundamental goals of ecology is to explain the distribution of organisms.
The presence of a species in a particular place has two possible explanations.
The species may have evolved from ancestors living in that location, or
it may have dispersed to that location and been able to survive once it arrived.
Student Misconceptions and Concerns
Students may confuse the terms ecology and environmentalism. The science of ecology and the environmental issues that it often raises are related but distinct processes.
Teaching Tips
Consider challenging your students to explain why organisms are typically limited to living in only certain parts of the biosphere. Module 34.4 notes that a species range may be limited by adaptations to particular environmental conditions. The same adaptations that permit survival under certain conditions may reduce survival rates under other conditions. Such trade-offs between specialization and generalization are a normal part of biology. If you want to emphasize the point with an analogy, you might note that choosing a particular major in college increases the student’s skills in that field, but comes at the cost of detailed study in other fields.
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21. 34.4 EVOLUTION CONNECTION: Organisms are adapted to abiotic and biotic factors by natural selection
The pronghorn is a highly successful herbivorous running mammal of open country.
It is a descendent of ancestors that roamed the open plains and shrub deserts of North America more than a million years ago.
It is found nowhere else and is only distantly related to the many antelope species in Africa.
Student Misconceptions and Concerns
Students may confuse the terms ecology and environmentalism. The science of ecology and the environmental issues that it often raises are related but distinct processes.
Teaching Tips
Consider challenging your students to explain why organisms are typically limited to living in only certain parts of the biosphere. Module 34.4 notes that a species range may be limited by adaptations to particular environmental conditions. The same adaptations that permit survival under certain conditions may reduce survival rates under other conditions. Such trade-offs between specialization and generalization are a normal part of biology. If you want to emphasize the point with an analogy, you might note that choosing a particular major in college increases the student’s skills in that field, but comes at the cost of detailed study in other fields.
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22. 34.4 EVOLUTION CONNECTION: Organisms are adapted to abiotic and biotic factors by natural selection
A pronghorn’s habitat is arid, windswept, and subject to extreme temperature fluctuations.
Their ability to survive and reproduce under these conditions left offspring that carried their alleles into subsequent generations.
Until around 12,000 years ago, one of their major predators was probably the now extinct American cheetah, similar to African cheetahs alive today.
Student Misconceptions and Concerns
Students may confuse the terms ecology and environmentalism. The science of ecology and the environmental issues that it often raises are related but distinct processes.
Teaching Tips
Consider challenging your students to explain why organisms are typically limited to living in only certain parts of the biosphere. Module 34.4 notes that a species range may be limited by adaptations to particular environmental conditions. The same adaptations that permit survival under certain conditions may reduce survival rates under other conditions. Such trade-offs between specialization and generalization are a normal part of biology. If you want to emphasize the point with an analogy, you might note that choosing a particular major in college increases the student’s skills in that field, but comes at the cost of detailed study in other fields.
© 2012 Pearson Education, Inc. 22

23. 34.4 EVOLUTION CONNECTION: Organisms are adapted to abiotic and biotic factors by natural selection
Ecologists hypothesize that the selection pressure of the cheetah’s pursuit led to the pronghorn’s blazing speed, which far exceeds that of its main present-day predator, the wolf.
Like many large herbivores that live in open grasslands, the pronghorn also derives protection from living in herds.
Populations of organisms are adapted to local environmental conditions, which may limit the distribution of organisms.
Student Misconceptions and Concerns
Students may confuse the terms ecology and environmentalism. The science of ecology and the environmental issues that it often raises are related but distinct processes.
Teaching Tips
Consider challenging your students to explain why organisms are typically limited to living in only certain parts of the biosphere. Module 34.4 notes that a species range may be limited by adaptations to particular environmental conditions. The same adaptations that permit survival under certain conditions may reduce survival rates under other conditions. Such trade-offs between specialization and generalization are a normal part of biology. If you want to emphasize the point with an analogy, you might note that choosing a particular major in college increases the student’s skills in that field, but comes at the cost of detailed study in other fields.
© 2012 Pearson Education, Inc. 23

24. Biomes of the world
A biome is a major ecological association that occupy a broad geographic regions of land or water.
Aquatic biomes
marine - oceans
fresh water –lakes, ponds rivers
Terrestrial biomes
categorized by climate and plant life
A biome is a major ecological association that occupy a broad geographic regions of land or water.
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25. AQUATIC BIOMES
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26. 34.6 Sunlight and substrate are key factors in the distribution of marine organisms
Oceans cover about 75% of the Earth’s surface
Aquatic biomes are shaped by the availability of
light and
nutrients.
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. Before addressing aquatic biomes, consider asking your students to explain (a) why fog frequently forms over large bodies of water in the spring and fall and (b) how life would be different in aquatic environments if ice sank when it froze.
2. Consider exploring with your students the many ways that the Gulf of Mexico was impacted by the BP 2010 spill and the natural mechanisms in this biome that are helping it to recover.
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27. Benthic realm (seafloor from continental shelf to deep-sea bottom)
Figure 34.6A
Ocean life (zone depths and organisms not drawn to scale)
High tide
Low tide
Pelagic realm (open water)
Oarweed (to 2 m)
Man-of-war (to 50 m long)
Turtle (60180 cm)
Sea star (to 33 cm)
Brain coral (to 1.8 m)
Photic zone
Phytoplankton
Zooplankton
Blue shark (to 2 m)
200 m
Intertidal zone
Continental shelf
Sponges (1 cm1 m)
Sperm whale (1020 m)
“Twilight”
Sea pen (to 45 cm)
Octopus
(to 10 m)
Hatchet fish (260 cm)
Aphotic zone
Benthic realm (seafloor from continental shelf to deep-sea bottom)
Sea spider
(190 cm)
Gulper eel (to 180 cm)
1,000 m
Rat-tail fish (to 80 cm)
Figure 34.6A Ocean life (zone depths and organisms not drawn to scale)
Angler fish (45 cm2 m)
No light
Brittle star (to 60 cm)
Glass sponge
(to 1.8 m)
Sea cucumber (to 40 cm)
Tripod fish
(to 30 cm)
6,000 10,000 m 27

28. 34.6 Sunlight and substrate are key factors in the distribution of marine organisms
Within the oceans are the
pelagic realm, which includes all open water,
benthic realm, which consists of the seafloor,
aphotic zone, where there is insufficient light for photosynthesis, and
photic zone, where light penetration is sufficient for photosynthesis and phytoplankton can occur.
Zooplankton are abundant in the pelagic photic zone.
Coral reefs also occur in the photic zone.
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. Before addressing aquatic biomes, consider asking your students to explain (a) why fog frequently forms over large bodies of water in the spring and fall and (b) how life would be different in aquatic environments if ice sank when it froze.
2. Consider exploring with your students the many ways that the Gulf of Mexico was impacted by the BP 2010 spill and the natural mechanisms in this biome that are helping it to recover.
© 2012 Pearson Education, Inc. 28

29. A coral reef with its immense variety of invertebrates and fishes
Figure 34.6B
A coral reef with its immense variety of invertebrates and fishes
Figure 34.6B A coral reef with its immense variety of invertebrates and fishes 29

30. 34.6 Sunlight and substrate are key factors in the distribution of marine organisms
The marine environment includes distinctive biomes where the ocean meets the land or fresh water.
Intertidal zones are where the ocean meets the land and the shore is
pounded by waves during high tide and
exposed to the sun and drying winds during low tide.
Estuaries are productive areas where rivers meet the ocean.
Wetlands are transitional between aquatic and terrestrial ecosystems.
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. Before addressing aquatic biomes, consider asking your students to explain (a) why fog frequently forms over large bodies of water in the spring and fall and (b) how life would be different in aquatic environments if ice sank when it froze.
2. Consider exploring with your students the many ways that the Gulf of Mexico was impacted by the BP 2010 spill and the natural mechanisms in this biome that are helping it to recover.
© 2012 Pearson Education, Inc. 30

31. An estuary in Georgia Figure 34.6D Figure 34.6D An estuary in Georgia31

32. Consequences of human activities
Increased use of agricultural fertilizers can lead to dead zones in oceans
Courtesy of Susan Hall

33. 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.
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34. 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.
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35. Zones in a lake Photic zone Benthic realm Aphotic zone Figure 34.7A
Figure 34.7A Zones in a lake
Aphotic zone 35

36. A stream in the Great Smoky Mountains, Tennessee
Figure 34.7B
A stream in the Great Smoky Mountains, Tennessee
Figure 34.7B A stream in the Great Smoky Mountains, Tennessee 36

37. A marsh at Kent State University in Ohio
Figure 34.7C
A marsh at Kent State University in Ohio
Figure 34.7C A marsh at Kent State University in Ohio 37

38. TERRESTRIAL BIOMES
Location/latitude impact climate  climate impacts life  the combination of all factors yields biomes found at different locations across the Earth’s surface
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39. 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.
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40. 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. 40

41. 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 41

42. 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. 42

43. 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. 43

44. Figure 34.9
Figure 34.9 Tropical rain forest 44

45. 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. 45

46. Figure 34.10
Figure Savanna 46

47. 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. 47

48. Figure 34.11
Figure Desert 48

49. 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. 49

50. Figure 34.12
Figure Chaparral 50

51. 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. 51

52. Figure 34.13
Figure Temperate grassland 52

53. 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. 53

54. Figure 34.14
Figure Temperate broadleaf forest 54

55. 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. 55

56. Figure 34.15
Figure Coniferous forest 56

57. 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. 57

58. Figure 34.16
Figure Tundra 58

59. 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. 59

60. Figure 34.17
Figure Polar ice 60

61. 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. 61

62. 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. 62

63. 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 63

64. Reviewing the Concepts, 34.1
Figure 34.UN01
Reviewing the Concepts, 34.1
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 64