Biomes Project. Outline of Assignments. Beginning September 25, Ends December 15, 2017

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1 Biomes Project Outline of Assignments Beginning September 2, 2017 Ends December 1, 2017 Special thanks to PROJECT ASPIRE for the funding that has made this biomes project possible.

2 Land Biomes Project Table of Contents 1 Course syllabus/timeline 2 Course syllabus/timeline 3 Land Biomes Project Lesson Plan 4 Land Biomes Project Lesson Plan Land Biomes Project Overview 6 Land Biomes Project Overview 7 Topical Facts Sheet--Biomes 8 Lined Note Sheet 9 Land Biome-Research Info. Sheet 10 World Map Biome Distribution 11 Organism Research Sheet 12 Organism Research Sheet 13 Biome Research Grading Rubric 14 Organism Research Grading Rubric 21 Food Web Grading Rubric 22 Photosynthesis Picture Book 23 Lined Note Sheet 24 Lined Note Sheet 2 Theme Park Flyer Instructions 26 Theme Park Flyer Grading Rubric 27 Lined Note Sheet 28 Biome Resort Grading Rubric 29 Judges Scoring Sheet 30 Judges Scoring Sheet 31 Unit Plan Biomes/Energy Flow 32 Unit Plan Biomes/Energy Flow 33 Unit Plan Succession/Cat. Events 34 Unit Plan Succession/Cat. Events 1 Topical Facts Sheet Succession 16 Succession Project Grading Rubric 17 Topical Facts Sheet Energy Flow 18 Topical Facts Sheet Energy Flow 19 Topical Facts Sheet Energy Flow 20 Topical Facts Sheet Energy Flow

3 In-class Biome Project Time Line 1 Monday 9/2 Tuesday 9/26 Wednesday 9/27 Thursday 9/28 Friday 9/29 Monday 10/2 Tuesday 10/3 Wednesday 10/4 Thursday 10 Friday 10/6 Monday 10/9 Tuesday 10/10 Wednesday 10/11 Thursday 10/12 Friday 10/13 Monday 10/16 Tuesday 10/17 Wednesday 10/18 Thursday 10/19 Friday 10/20 Monday 10/23 Tuesday 10/24 Wednesday 10/2 Thursday 10/26 Friday 10/27 Monday 10/30 Tuesday 10/31 Wednesday 11/1 Thursday 11/2 Begins 7.10 ABC-- Biomes Reading Assignment Biomes Rotation Lab Biomes Rotation Lab Bell Library Lessons (Biomes reading assignment) Bell Library Lessons Freeman Library Lessons Freeman Library Lessons Terry Library Lessons Terry Library Lessons Ecological Succession Project Ecological Succession Project Ecological Succession Project Flex Day Flex Day Video Day Biomes Test Review Biomes Test Begins 7.ABC Matter and energy Energy flow and photosynthesis Intro video Blind Food web Exercise Energy Flow Notes Intro to Food web project (current research biome) Research organisms for biome Photosynthesis in your biome Begin construction of your Food web Continue food web Finish food web Begin photosynthesis picture book Continue picture book Complete picture book Test Review Energy Flow

4 Friday 11/3 Monday 11/6 Tuesday 11/7 Wednesday 11/8 Thursday 11/9 Friday 11/10 Monday 11/13 Tuesday 11/14 Wednesday 11/1 Thursday 11/16 Friday 11/17 Monday 11/27 Tuesday 11/28 Wednesday 11/29 Thursday 11/30 Friday 12/1 Monday 12/4- Energy Flow Test 2 Flex Day Catastrophic Events Introduction Catastrophic Events and your Biome Catastrophic Events and Your Biome Begin Biomes Theme Park Project Research Theme Park Project Begin Individual Theme Park flyers Continue Individual Theme Park Flyers Continue Individual Theme Park Flyers Complete Individual Theme Park Flyers Begin Designing Final Theme Park Presentations Design Final Theme Park Presentations Design Final Theme Park Presentations Design Final Theme Park Presentations Design Final Theme Park Presentations Shark Tank Presentations Friday 12/8

5 Land Biomes Project Lesson Plan 3 Students will work together in committees to research one of Earth s biomes. As a committee, the students will focus their research on the climate, typical flora and fauna, as well as the world distribution of their biome. The committee will present work to potential investors in an effort to attain funding for the purpose of building a resort destination for travelers. A successful team will receive funding from investors where other teams may not be able to do so. Primary Learning Outcomes/Assessed TEKS Students will describe different biomes and biodiversity of each 7.10 AB Students will observe, record and describe role of ecological succession in living systems 7.10C Students will recognize the role of radiant energy (photosynthesis) on earth 7.A Students will explain the cycling of matter within a living system 7.B Students will diagram flow of energy in a living system 7.C Students will predict and describe the effects of catastrophic events on living systems 7.8A Secondary Learning Outcomes Students will utilize the Internet and library resources to research their assigned topic Students will enhance their presentation skills Background Students will be able to use their creativity and develop scientific knowledge in this project. Some biomes you may choose to assign to your class include: desert, tundra, savannah, grassland, tropical rain forest, deciduous forest, coniferous forest, Procedures/Activities Step 1: Introduction and team building Assign teams and biomes for research. Go over project expectations with the students and the expected timeline for completion of the project.

6 Step 2: Research 4 Students will travel to library for lessons in research to compile information for biomes products. On the final day of the project plan to have group presentations, each about 10 minutes long. During the presentations, students should complete the Land Biomes Summary Sheet as well as the Organisms and Their Adaptations. This provides all students in the class with a summary of the biomes and a study guide for the test. Students will be evaluated for their products based on their individual participation during the project. Materials and Equipment Teacher will provide materials for the presentations (i.e. blank white paper, colored pencils, markers, rulers, etc.) Access to technology and the media center resources (encyclopedias, books, etc.) is useful if this is to be completed as an in-class project. Total Duration 3 classroom days (including time for formative and summative assessments) Assessment Students are assessed individually based on their levels of participation during the assignment. Scoring rubrics will be used for all evaluations.

7 Land Biomes Project Overview Due: Biome: Committee Members: INTRODUCTION As a committed conservationist, you are concerned about the state of your biome. To ensure the survival of your biome, you need to get money for your conservation projects. Since your biome is the best tourist destination in the world, you have decided that perhaps you could make some money by hosting guests as you build environmentally friendly resorts. TASKS Your objective is to convince the investors to help you build the world s greatest (and ecologically responsible) tourist attractions. You and your committee are assigned the following responsibilities: 1 Create a flyer describing your (e.g. average temperature & precipitation) biome and its organisms, outlining what ecological concerns in your biome deserve the investment of money from donors 2 As a team, design a food web and energy pyramid describing the energy flow specific to your biome. 3 Explain how ecological succession has impacted your biome by researching into the past as far as you are able. 4 Design a menu of attractions/activities prices included. Make a presentation to the investors (ALL MEMBERS WILL SPEAK DURING PRESENTATION) 6 Evaluate the suitability of each biome as a destination for tourists

8 Guidelines set by the investors: 6 There will be 4- committee members. The flyer will contain the following information --name of the biome destination (like Echoes of Time Deciduous Forest ) --where throughout the world can we find more biomes like these (you may include a map) --location within the biome you want resort located --climate of the biome (i.e. average temperature & precipitation) --typical plants --typical animals --ecological challenges, current & future conservation efforts --visuals (pictures, diagrams) to enhance the appeal of the flyer Each committee member will choose one plant or animal that lives in their biome and make an individual flyer that describes the organism and its adaptations. Pictures must be included. Biome/Organism Research Instructions 1 For each empty box, completely fill with information regarding the topic to the left of each box. 2 If you need to know how much information to collect, you are researching incorrectly. 3 You research each topic until you can no longer find new information. However... A B You should have a minimum of pieces of information per topic box Information should be directly related to topic/question 4 Do not assume you have all facts just because you have found from one resource. Do not assume that your facts are absolutely true. You may need to verify information. 6 This research assignment is a formative grade. Leaving boxes blank is a VERY VERY bad thing.

9 Topical Facts Sheet Biomes 7 Biome Geographic area on Earth that contains ecosystems with similar biotic and abiotic features Abiotic Factors non-living parts of a biome (soil, rock, sand, air, sunlight, climate, etc.) Biotic factors living parts of a biome (plants, bacteria, animals, fungi) Biodiversity the number of different species in an area Sustainability a system s ability to be diverse and productive indefinitely; the overall health or strength of a biome Deserts --driest biome --very little rainfall or surface water --usually hot in day and cold in night --covered in sand or poor soil --plants have special adaptations to conserve water --low biodiversity=low sustainability Grasslands --definite wet and dry seasons --summers are long and hot --located in center of continents --plants are mostly grasses and shrubs --moderate rainfall and surface water Tropical Rain Forest --aka jungles --warm and wet all year --highest biodiversity of all biomes; (half of all species live here) --highest rainfall Temperate Rain Forest --very wet but cool --lots of rain but also fog --high biodiversity but not as high as tropical rainforest Temperate Deciduous Forest --moderate rainfall and surface water --summers warm and humid --winters can be below freezing --high biodiversity as all forests Taiga (Coniferous Forest) --very long and cold winters --short growing seasons means food sources not abundant --lowest biodiversity of all forests --moderate precipitation (mostly snow) Tundra --extremely long, very cold winters --2 month growing season --very low biodiversity --icy desert

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11 Land Biomes Project 9 Research Information Sheet (Biomes) Biome Team Members Biome: Information to be researched Every team member fills in these sheets doing separate research and graded separately World Distribution (Where in the world are they?) (Shade in the world map on the next page) Seasonal climates Average Temperature (Monthly) Average Precipitation (Monthly) Typical Plants Typical Animals (Don t include people) Energy Flow Ecological Challenges Conservation Efforts

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13 Organism: 11 General Physical Description Habitat Description Where they are (in the world) Range How far do individuals or groups travel? Diet

14 Reproduction Habits/Cycle 12 Adaptations Other information Interesting Facts General Trivia

15 Individual Grading Rubrics Biome Research 13 Biome Research Total Points Points Awarded World Distribution Thorough Accurate Seasonal Climate 10 1 Season explained Accurate to biome Complete research Average monthly temps Every month covered Accurate to biome (in Celsius) 10 Average monthly precipitation Every month covered Accurate to biome (in centimeters) 10 Typical Plants Diverse list Individual descriptions 10 Typical Animals Diverse List Individual descriptions Energy Flow Basic food chain Food web Evidence of biodiversity 10 1 Ecological Challenges Natural environmental issues Human being footprint Conservation Plan Thorough research Plan for the future Total /100

16 Individual Grading Rubrics Organism Research 14 Organism Research Points Available Points Awarded General Physical Description Color Size 10 Habitat Description Climate Elevation Precipitation 1 Distribution (Where are they?) Where did they come from? How did they get to where they are? How many different continents? 1 Range (How far do they travel?) Diet Carnivore / herbivore Place in food web Abundance of food 1 Reproduction Habits/Cycle Mating How long until birth Population 1 Specific Adaptations For survival Food gathering Environment survival 1 Population status Interesting Facts TOTAL /100

17 Topical Facts Sheet Ecological Succession 1 Ecological succession predictable stages that an ecosystem goes through as it develops or regrows which continues until the systems is in equilibrium (homeostasis) Primary succession gradual development of an area over time where before there had been no life Equilibrium returns: --every niche in community is filled --plants, animals, biotic and abiotic factors all in balance --known as a climax community 1 bare rock 2 lichens (fungi and algae combined) break down rock into sand (pioneer species) 3 soil develops then mosses and insects 4 soil grows ferns, then grasses, then shrubs small then larger trees grow after hundreds to thousands of years Secondary succession re-development of a system that has been damaged by a catastrophic event or human interference ***Life has existed before the event occurred 1 soil already exists (usually) 2 more weeds and grasses grow 3 shrubs seeds take root and grow in fields 4 small then larger trees grow

18 Ecological Succession Project Grading Rubric 16 Element Value Points Awarded Poster Title Primary Succession Description Rock formation period Lichen (pioneer species) period Mosses and grasses Forestry period 20 Secondary Succession Description Succession event description Level of damage by even Restoration process 4-stage description ( points per stage) 4 20 Pioneer species detailed Description of climax community Graphics (10 original pics minimum) Original drawings Use of color Mastery of Vocabulary Primary succession, secondary succession, pioneer species, climax community, lichen (2 points each) Creativity Neatness TOTAL POINTS 100

19 Topical Facts Sheet Energy Flow 17 Energy Flow The sun is the sole source of Earth s energy dating back to billions of years ago (photosynthesis) 6CO + 6H O + sunlight & chlorophyll 2 2 H O C O 2 In the equation above, carbon dioxide and water (with sunlight as an energy source) combine to manufacture sugar (C H O ) and oxygen (O ) 2 2 Main Types organisms on Earth Producers any organism that can make glucose during photosynthesis (trees, plants, grass, algae, plankton) Consumers organisms that cannot use the sun to transform energy (can t use sun for food) Use cellular respiration to process glucose for energy\ Almost all energy consumed by an organism is used for survival, reproduction or other living processes (both producers and consumers) Types of Consumers Primary consumers --always herbivores (plant eaters; grazers) Ex: deer, rabbits, squirrels, sheep --most consumed energy used for staying alive --most consumed energy used for mechanical energy and body heat --left over energy is what is available for other consumers to eat (secondary consumers) Secondary consumers --may be carnivores (meat eaters) --may be omnivores (eat many types of food) Ex: lions, tigers, wolves, bears -- most consumed energy used for mechanical energy and body heat ) if they make their own heat) Tertiary consumer --eats secondary consumers --most often carnivores Ex: sharks, owls, eagles, alligators -- most consumed energy used for mechanical energy and body heat (if they make their own heat)

20 Predators: consumers that hunt and kill other animals AND EAT THEM 18 Prey: the animals that are hunted and killed AND EATEN Predator Prey Scavengers: Consumers that eat other consumers that have already died Ex: vultures, crabs, crows, flies Decomposers: break down dead or dying materials (fallen trees, leaves, dead animals) Ex: all bacteria, worms, all fungi (mushrooms)

21 Food Webs 19 Food webs: --food chains that are interconnected in a living system --show multiple feeding relationships between various organisms --the larger the food web, the more sustainable the living system --notice how predators have multiple prey and vice versa

22 20 Energy pyramids: --show the amount of energy available at each level of a food chain (trophic levels) --show how much energy is required to support a trophic level --follows the rule of 10 or the 10% rule --the diagram below shows how moving up the pyramid reduces the available energy by factors of 10 1 organism 10 organisms 100 organisms 1000 organisms --According to the pyramid model plant like organisms (producers) will feed 100 bunnies (primary consumer) 100 bunnies (primary consumer) will feed 10 snakes (secondary consumer) 10 snakes (secondary consumer) will feed 1 hawk (tertiary consumer)

23 Food Web Grading Rubric 21 Producer Trophic Level Available Points Points Awarded 32 4 producers in the web ( 4 pts each) Pictures drawn (large and detailed) Fully colored Primary Consumer 3 primary consumers in the web Pictures drawn (large and detailed) Fully colored Secondary Consumer 2 or 3 secondary consumers in the web Pictures drawn (large and detailed) Fully colored Tertiary Consumer (may not have one) 0 or 1 tertiary consumers in the web Picture drawn (large and detailed) Fully colored Decomposer 1 decomposer in the web Picture drawn (large and detailed) Fully colored Scavenger 1 scavenger in the web Picture drawn (large and detailed) Fully colored Arrows drawn correctly /16 /8 /8 24 /12 /6 /6 16 or 24 /8 or /12 /4 or /6 /4 or /6 0 or 8 0 or /4 0 or /2 0 or /2 8 /4 /2 /2 8 /4 /2 /2 /4 TOTALS /100

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25 Photosynthesis Picture Book 23 Students in a 4 th grade classroom at Timbers Elementary are studying photosynthesis. The students cannot understand what energy transformation occurs and why the process is so important to living things on earth. Your task is to become an author and illustrator who will work on a team to create a picture book that will help to explain how photosynthesis occurs and why it is necessary for life to exist on earth. You will work individually Your book must contain all of the key elements that are listed in the rubric below. You will also be graded on your participation as a group member. You will work on this for 2+ class periods, and the final product will be due at the end of class on Friday October 13. Key Elements Vocabulary Explain all 7 words accurately ( points per word) o photosynthesis, producer, chloroplast, chlorophyll, reactant/product, energy transformation, ATP Concepts Clearly communicate o relationship between sun s energy and how it transforms on earth ( points) o relationship between the reactants and products ( points) o the overall importance of photosynthesis to living things on earth ( points) Possible Points 3 1 Self- Evaluation Teacher Evaluation Illustrations 8 pictures minimum (3 points each) o 4 pictures must accurately relate to the vocabulary and concepts. o 4 pictures must be related to the story line. Must have at least one picture on each page. Presentation Neatness ( points) Color ( points) o Minimum of colors used, not including black and white (1 point per color) Creativity o Story line ( points) o Pictures ( points) Cover(s) Pictures on front and back (3 points) Title (2 points) Student Names (1 point) 6 TOTAL 100 /100

26 1 There will be 4- committee members. Theme Park Flyer Investor Guidelines 24 (Instruction/Rule Sheet) 2 The flyer will contain the following information A B C D E F G H name of the biome destination (like Echoes of Time Deciduous Forest ) where throughout the world can we find more biomes like these (you may include a map) location within the biome you want resort located climate of the biome (i.e. average temperature & precipitation) typical plants typical animals ecological challenges, current & future conservation efforts visuals (pictures, diagrams and color) to enhance the appeal of the flyer 3 Each committee member will choose one plant or animal that lives in their biome and make an individual flyer that describes the organism and its adaptations. Pictures must be included. 4 EACH MEMBER WILL COMPLETE AN INDIVIDUAL FLYER FOR AN INDIVIDUAL Grade!! NO EXCEPTIONS!!

27 Theme Park Flyer Grading Rubric 2 Key Elements Vocabulary Possible Points 33 Self- Evaluation Teacher Evaluation Biome, biodiversity, sustainability, biotic, abiotic, climate, ecosystem, food web, trophic level, producer, consumer (3 points each) Concepts 1 Communicate the following: Formation of biome 3 Biotic and abiotic factors Ecological concerns of biome sustainability of biome Energy flow in biome (sun to decomposer) Illustrations 26 6 major illustrations (4 points each) 18 Content related to biomes/ecosystems 8 Presentation 20 Color (at least colors used 1 point each) Neatness Creates need to go Story line interest Cover(s) 6 Pictures/Titling Student Names 1 TOTAL POINTS /100

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29 Biome Resort Presentation Grading Rubric 27 Team: Period: Member Name: Grading Criteria Preparation Visible Notes Handouts Talking Points Visual Aides Display Color Creativity Engagement Organization Easy to follow Rehearsed/practiced All inclusive explanation Conclusion/Summary Expertise Command of information Understanding of biome facts Facts applied to resort Interest Desirable to visit Explanation of all activities Verbal Elocution (Pronouncing) Grammar Creativity Unique presentation Appearance Dressed to sell a resort? Notes Total points Points earned /3 Time management 3 /3 TOTAL 100 /100

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31 Greetings guest judge/investor You are about to decide the fates of potential theme park ideas. Every presentation is designed to separate you from your money. Presenters must prove to be very persuasive sales people and entrepreneurs, but more importantly experts in environmental science. The best of the best will have the entire package and knock your socks off. Judging is based on several criteria all scaled from 1 10, with 1 being least impressive or persuasive. Do not be too generous with the 10s! The success or failure of you financial future is at stake as well. Judge fairly, but be tough. Some presentations are better than others; that s just the way it is. Score accordingly. As the director of this event, I can tell you that students have worked very hard and had excellent attendance, while others have performed less so. If you see that, score accordingly. We are trying to teach students the value of preparation and the benefit of hard work. Enjoy them as you judge. Criterion Rating Preparation Handouts (1 per member) Command of talking points Visual Aides Screen presentation sharp/clear Bold effective colors Engages audience Organization Easy to follow Evidence of rehearsal/practice Inclusive explanation Clear conclusion/summary Expertise Command of biome information Clear presentation of facts Flow of facts to theme park Interest Activities, amenities, prices peek interest Putting this on the bucket list

32 30 Delivery Elocution (Clear speech) Eye contact Overall Creativity Outside the box ideas Appearance Dressed for Success Time management Delivery well thought out and paced POINTS.. /190 **** TOTAL ****I am happy to add these up for you

33 Biomes, Biodiversity & Energy Flow Unit Plan 31 Summative Assessments: Biomes & Energy Flow Test Prior Knowledge: 3.9A: Observe and describe characteristics of environments and how they support living things 3.9C: Describe environmental changes such as floods and droughts affect certain organisms survival.9a: Observe the way the living and non-living parts of the environment interact.9.c: Predict the effects of changes in ecosystems caused by living organisms, including humans 6.12.E: Describe biotic and abiotic parts of an ecosystem in which organisms interact F: Diagram the levels of organization in an ecosystem--organism, population, community, and ecosystem. 4.9.B Describe the flow of energy in an ecosystem food chains.9b: Describe how the sun s energy transforms into other forms and benefits the earth.9d: Identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals. 6.9A: Investigate methods of thermal energy transfer including conduction, convection, and radiation. 6.9B: Verify through investigations that thermal energy moves in a predictable pattern 6.9C: Demonstrate energy transformations and how they are used Learning Targets 7.10.A Explain the relationship between organisms and the environment. Define: Producer Decomposer Prey Consumer Primary Consumer Secondary Consumer Herbivore Biotic Abiotic Biodiversity -Observe and describe different environments, including microhabitats in schoolyards and biomes, support different varieties and organisms.

34 Describe a: 32 Biosphere Biome Rain forest Marine Deciduous Forest Desert Grassland Coniferous Forest 7.10.B Describe how biodiversity contributes to the sustainability of an ecosystem (S) 1. What are the characteristics of an ecosystem? 2. What factors in an ecosystem sustain life and allow for biodiversity? 3. What is the benefit of biodiversity? 7..A Explain how interactions occur between matter and energy. (S) 1. How does energy transfer and transform in the environment? 2. Why is the decomposition of matter important in an environment? -Explain how radiant energy from the Sun transforms into chemical energy through the process of photosynthesis. 7..B Demonstrate and explain the cycling of matter within living systems such as in the decay of biomass in a compost bin. (S) 7..C Diagram the flow of energy through living systems in a: (S) a) food chain b) food webs c) energy pyramids 3. How do food chains and food webs work? 4. How does energy flow in an energy pyramid?

35 Ecological Succession and Catastrophic Events 33 Prior Knowledge 3.9A-- Observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem. 3.9C-- Describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations..9a-- Observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements..9c-- Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways 3.9C--Describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations..9c-- Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways. Learning Target 7.10B--Describe how biodiversity contributes to the sustainability of an ecosystem and, 7.10C-- Describe the relationships between organisms and the environment. (C) Be able to observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds. Define: Ecological succession Primary ecological succession Secondary ecological succession Pioneer species Lichen

36 7.8A - Predict and describe how different types of catastrophic events impact ecosystems, such as floods, hurricanes, or tornadoes. Define: hurricane tornado flood drought earthquake tsunami volcano 34 Probing your Understanding 1 Describe the differences between primary and secondary ecological succession. List and describe 3 events that could occur in our area in which secondary succession could take place. (7.8A) 2 If you plant a garden, control the weeds and nurture your flowers, vegetables, etc.; what would happen to that garden if you let nature take over for a period of 1 year? What would the garden look like? What kind of organisms would you expect to find there? (7.10C) 4 Explain how the ENVIRONMENT was impacted by Hurricane Ike in Why was the storm so devastating to the Gulf Coast? Which areas were affected most severely? (7.10A) If you were living on an island in the Pacific Ocean, what natural disasters (catastrophic events) would you worry about the most? Why? (7.8A)