Biologically Speaking: Biomes of the World INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale............................................................................2 Organization and Management............................................................2 Features.............................................................................3 INTRODUCING Biologically Speaking: Biomes of the World Jump Right In.........................................................................5 Themes.............................................................................6 Overview............................................................................6 Objectives...........................................................................6 PREPARATION FOR VIEWING Introduction to the Program...............................................................6 Introduction to Vocabulary................................................................6 Discussion Ideas.......................................................................6 Focus...............................................................................6 AFTER VIEWING THE PROGRAM Suggested Activities.....................................................................7 Vocabulary...........................................................................9 Checking Comprehension................................................................10 Which Biome is It?.....................................................................11 True or False.........................................................................12 Word Search Puzzle...................................................................13 Spell it Out..........................................................................14 And That Biome Is...................................................................15 Test...............................................................................16 ADDITIONAL AIMS MULTIMEDIA PROGRAMS......................18 ANSWER KEYS............................................19
Congratulations! You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable instructional guidelines and tools designed to make your teaching role efficient and rewarding. The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000. This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your classroom needs. RATIONALE ORGANIZATION AND MANAGEMENT In today s classrooms, educational pedagogy is often founded on Benjamin S. Bloom s Six Levels of Cognitive Complexity. The practical application of Bloom s Taxonomy is to evaluate students thinking skills on these levels, from the simple to the complex: 1. Knowledge (rote memory skills), 2. Comprehension (the ability to relate or retell), 3. Application (the ability to apply knowledge outside its origin), 4. Analysis (relating and differentiating parts of a whole), 5. Synthesis (relating parts to a whole) 6. Evaluation (making a judgment or formulating an opinion). To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in three sections: I. Introducing this ATM will give you the specific information you need to integrate the program into your classroom curriculum. II. Preparation for Viewing provides suggestions and strategies for motivation, language preparedness, readiness, and focus prior to viewing the program with your students. The AIMS Teaching Module is designed to facilitate these intellectual capabilities, and to integrate classroom experiences and assimilation of learning with the students life experiences, realities, and expectations. AIMS learner verification studies prove that our AIMS Teaching Modules help students to absorb, retain, and to demonstrate ability to use new knowledge in their world. Our educational materials are written and designed for today s classroom, which incorporates a wide range of intellectual, cultural, physical, and emotional diversities. III. After Viewing the Program provides suggestions for additional activities plus an assortment of consumable assessment and extended activities, designed to broaden comprehension of the topic and to make connections to other curriculum content areas. AIMS Teaching Module written by Pat Davies Copyright 2002 AIMS Multimedia All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use. AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM. Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: AIMS Multimedia at: Toll Free: 1-800-367-2467 Fax: 818-341-6700 Web: www.aimsmultimedia.com Email: info@aimsmultimedia.com 2
FEATURES INTRODUCING THE ATM Your AIMS Teaching Module is designed to accompany a video program written and produced by some of the world s most credible and creative writers and producers of educational programming. To facilitate diversity and flexibility in your classroom and to provide assessment tools, your AIMS Teaching Module features these components: Themes This section tells how the AIMS Teaching Module is correlated to the curriculum. Themes offers suggestions for interaction with other curriculum content areas, enabling teachers to use the teaching module to incorporate the topic into a variety of learning areas. Overview The Overview provides a synopsis of content covered in the video program. Its purpose is to give you a summary of the subject matter and to enhance your introductory preparation. Objectives The ATM learning objectives provide guidelines for teachers to assess what learners can be expected to gain from each program. After completion of the AIMS Teaching Module, your students will be able to demonstrate dynamic and applied comprehension of the topic. Preparation for Viewing In preparation for viewing the video program, the AIMS Teaching Module offers activity and/or discussion ideas that you may use in any order or combination. Introduction To The Program Introduction to the Program is designed to enable students to recall or relate prior knowledge about the topic and to prepare them for what they are about to learn. Introduction To Vocabulary Introduction to Vocabulary is a review of language used in the program: words, phrases, and usage. This vocabulary introduction is designed to ensure that all learners, including limited English proficiency learners, will have full understanding of the language usage in the content of the program. Discussion Ideas Discussion Ideas are designed to help you assess students prior knowledge about the topic and to give students a preview of what they will learn. Active discussion stimulates interest in a subject and can motivate even the most reluctant learner. Listening, as well as speaking, is active participation. Encourage your students to participate at the rate they feel comfortable. Model sharing personal experiences when applicable, and model listening to students ideas and opinions. Focus Help learners set a purpose for watching the program with Focus, designed to give students a focal point for comprehension continuity. Jump Right In Jump Right In provides abbreviated instructions for quick management of the program. After Viewing the Program After your students have viewed the program, you may introduce any or all of these activities to interact with other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on and in-depth extended study of the topic. 3
SUGGESTED ACTIVITIES The Suggested Activities offer ideas for activities you can direct in the classroom or have your students complete independently, in pairs, or in small work groups after they have viewed the program. To accommodate your range of classroom needs, the activities are organized into skills categories. Their labels will tell you how to identify each activity and help you correlate it into your classroom curriculum. To help you schedule your classroom lesson time, the AIMS hourglass gives you an estimate of the time each activity should require. Some of the activities fall into these categories: Meeting Individual Needs These activities are designed to aid in classroom continuity. Reluctant learners and learners acquiring English will benefit from these activities geared to enhance comprehension of language in order to fully grasp content meaning. Curriculum Connections Many of the suggested activities are intended to ART integrate the content of the ATM program into other content areas of the classroom curriculum. These crossconnections turn the classroom teaching experience into a whole learning experience. Critical Thinking Critical Thinking activities are designed to stimulate learners own opinions and ideas. These activities require students to use the thinking process to discern fact from opinion, consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or combine what they already know with what they have learned to make inferences. Cultural Diversity Each AIMS Teaching Module has an activity called Cultural Awareness, Cultural Diversity, or Cultural Exchange that encourages students to share their backgrounds, cultures, heritage, or knowledge of other countries, customs, and language. Hands On These are experimental or tactile activities that relate directly to the material taught in the program. Your students will have opportunities to make discoveries and formulate ideas on their own, based on what they learn in this unit. Writing Every AIMS Teaching Module will contain an activity designed for students to use the writing process to express their ideas about what they have learned. The writing activity may also help them to make the connection between what they are learning in this unit and how it applies to other content areas. In The Newsroom Each AIMS Teaching Module contains a newsroom activity designed to help students make the relationship between what they learn in the classroom and how it applies in their world. The purpose of In The Newsroom is to actively involve each class member in a whole learning experience. Each student will have an opportunity to perform all of the tasks involved in production: writing, researching, producing, directing, and interviewing as they create their own classroom news program. Extended Activities These activities provide opportunities for students to work separately or together to conduct further research, explore answers to their own questions, or apply what they have learned to other media or content areas. Link to the World These activities offer ideas for connecting learners classroom activities to their community and the rest of the world. Culminating Activity To wrap up the unit, AIMS Teaching Modules offer suggestions for ways to reinforce what students have learned and how they can use their new knowledge to enhance their worldview. 4
ADDITIONAL ATM FEATURES Vocabulary Every ATM contains an activity that reinforces the meaning and usage of the vocabulary words introduced in the program content. Students will read or find the definition of each vocabulary word, then use the word in a written sentence. Checking Comprehension Checking Comprehension is designed to help you evaluate how well your students understand, retain, and recall the information presented in the AIMS Teaching Module. Depending on your students needs, you may direct this activity to the whole group yourself, or you may want to have students work on the activity page independently, in pairs, or in small groups. Students can verify their written answers through discussion or by viewing the video a second time. If you choose, you can reproduce the answers from your Answer Key or write the answer choices in a Word Bank for students to use. Students can use this completed activity as a study guide to prepare for the test. Reproducible Activities The AIMS Teaching Module provides a selection of reproducible activities, designed to specifically reinforce the content of this learning unit. Whenever applicable, they are arranged in order from low to high difficulty level, to allow a seamless facilitation of the learning process. You may choose to have students take these activities home or to work on them in the classroom independently, in pairs or in small groups. Checking Vocabulary The checking Vocabulary activity provides the opportunity for students to assess their knowledge of new vocabulary with this word game or puzzle. The format of this vocabulary activity allows students to use the related words and phrases in a different context. Test The AIMS Teaching Module Test permits you to assess students understanding of what they have learned. The test is formatted in one of several standard test formats to give your students a range of experiences in testtaking techniques. Be sure to read, or remind students to read, the directions carefully and to read each answer choice before making a selection. Use the Answer Key to check their answers. Additional AIMS Multimedia Programs After you have completed this AIMS Teaching Module you may be interested in more of the programs that AIMS offers. This list includes several related AIMS programs. Answer Key Reproduces tests and work pages with answers marked. JUMP RIGHT IN Preparation Read Biologically Speaking: Biomes of the World Themes, Overview, and Objectives to become familiar with program content and expectations. Use Preparation for Viewing suggestions to introduce the topic to students. Viewing Set up viewing monitor so that all students have a clear view. Depending on your classroom size and learning range, you may choose to have students view Biologically Speaking: Biomes of the World together or in small groups. Some students may benefit from viewing the video more than one time. After Viewing 5 Select Suggested Activities that integrate into your classroom curriculum. If applicable, gather materials or resources. Choose the best way for students to work on each activity. Some activities work best for the whole group. Other activities are designed for students to work independently, in pairs, or in small groups. Whenever possible, encourage students to share their work with the rest of the group. Duplicate the appropriate number of Vocabulary, Checking Comprehension, and consumable activity pages for your students. You may choose to have students take consumable activities home, or complete them in the classroom, independently, or in groups. Administer the Test to assess students comprehension of what they have learned, and to provide them with practice in test-taking procedures. Use the Culminating Activity as a forum for students to display, summarize, extend, or share what they have learned with each other, the rest of the school, or a local community organization.
Biologically Speaking: Biomes of the World Themes Introduction to the Program Discussion Ideas Biologically Speaking: Biomes Of The World explores the seven major biomes of the Earth. Students will learn how a biome s climate is influenced by the region s latitude, elevation, and nearness to oceans and mountains. The relationship of climate to organisms in the surrounding region, the plant life and animal life of each biome, and each biome s typical geographic features are also explored. Overview Most of the Earth s surface is populated with plant and animal life. However, there are many variations in the types of organisms that occupy different regions. Large areas that are populated by characteristic plant and animal life are called biomes. Biologically Speaking: Biomes Of The World explores the environmental factors that govern these regions. Objectives To study each of the seven major biomes of the Earth To explain the factors that determine climate, including latitude, elevation, and nearness to oceans and mountains To discuss the relationship between climate and organisms in the biomes To study the characteristic animal and plant life of each biome To discuss the geographical features of each biome, and their effects on the region Each area of the Earth is populated with its own unique variety of plants and animals. Regions such as the tropical rainforest with its high temperatures, abundant rainfall and plentiful food supply, are home to millions of species of organisms. Other areas, such as harsh deserts, are populated by only the hardiest of organisms, those able to withstand extreme temperatures and a scarcity of water. Links between a region s geographic location, its climate, and the organisms that survive and thrive there are what give the Earth the broad versatility of its biomes. Introduction to Vocabulary Write the following words on the board and explain that they will be referenced in the video. Some students may be unfamiliar with the terms. If the meaning of any word is unclear to the group, ask volunteers to use an appropriate reference source to check the term and report their findings to the class. Encourage students to note the context in which the words are used in the program, and to be prepared to discuss their meaning. biome, climate, coniferous forest, deciduous forest, desert, freshwater, grassland, latitude, marine, temperate rainforest, tropical rainforest, tundra Ask the class to name as many climate regions as they can. Accept answers such as desert, forest, mountain, and coastal. What factors contribute to the climates of these regions? Can climates be influenced only by natural factors, or can they also be influenced by factors caused by humans? (Natural factors such as latitude, elevation, temperature, humidity, wind patterns, and nearness to mountains or bodies of water can all affect climate. Humans can also change a region s climate. For example, large forests once covered much of the eastern U.S. Most of those forests were cut down, and the land turned into grassland for grazing, or into large towns and cities. Elsewhere in the world - such as in Egypt - dry lands have been irrigated and turned into fertile farmland.) Focus Ask students to think for a few moments about their surroundings - the biome in which they live. What other types of biomes would they like to visit? Tell them they are about to learn more about the Earth s biomes, and what makes each of them diverse, interesting, and unique. 6
SUGGESTED ACTIVITIES Connection to Geography The factors of latitude, elevation, temperature, wind speed, and nearness to mountains and oceans combine to create a region s climate. Have students work in small groups, using appropriate reference resources, to learn more about the climate of their community or state. What is the elevation? The average temperature at this time of year? What is the latitude? How close are mountains, the ocean or other large bodies of water? How do these factors contribute to the area s climate? When they have concluded their research, have each groups compile their information into a report and select a representative to present their findings to the class. 60 Minutes GEOGRAPHY Meeting Individual Needs Ask students to look up the words climate, weather, and environment in the dictionary. What does each word mean? What do the words have in common? (Climate is the average weather of a region. Weather is a region s current state of temperature, precipitation, wind speed, humidity and other factors. Environment consists of surrounding objects and conditions, including weather.) 30 Minutes Cultural Diversity What might it be like to live in a desert? On a coastal island? In a temperate rainforest? Ask students to research one of the locations listed to learn more about its climate, people and lifestyles. Tell them to assume the persona of a student living in that region and write a one-page diary entry about their day s activities, including elements of the outdoors. 60 Minutes African Savanna (grassland) Brazilian Rainforest (tropical rainforest) Cairo, Egypt (desert) Canadian Pacific Coast (temperate rainforest) Jamaica (marine aquatic biome) Connection to Art Using information from the Cultural Diversity activity, ask students to draw an outdoor scene mentioned in their diary entry. Encourage them to include themselves in the drawing. What articles of clothing are they wearing? What buildings are nearby? What are nearby people doing? What kinds of plants and animals are included in the picture? 30 Minutes ART Label a classroom wall as Biomes of the World and display the drawings, grouped by location. In the Newsroom Divide the class into seven groups and assign each group one of the seven major biomes to research and prepare a news report on, Our Biome, the Whole Story. Ask them to research details of geographic location, latitude, elevation, climate, and the variety of animals, plants and other living organisms common there. Have each group select one or two anchorpersons to present their news story to the class. If feasible, videotape their presentations for review and further discussion. Extended 7
Critical Thinking The biome we live in affects many things in our lives. How do our surroundings and weather affect what we wear? How might our food supply differ from what is available in other biomes? Would adults jobs or the sports, hobbies and other outdoor activities we enjoy be possible in other biomes? How might our homes, schools and roads need to be different if our biome was different? (Student answers will vary, but should include discussion of temperature, precipitation, plant and animal life and other factors that greatly influence lifestyle.) 30 Minutes Hands On Many biomes can exist within the same country. After the class has determined what type biome their community is located in, encourage students to spend a few days exploring their outdoor environment. Provide each student with a small notebook for the purpose and ask them to make notes of any animal life they observe, as well as the current weather patterns. If feasible, have them also collect small specimens of plant life. They should also include drawings of animals, larger plants and geographical features such as mountains or rivers. When the assignment is concluded, display the notebooks so that students can enjoy the work of their classmates. Extended Link to the World All over the world, changes are occurring in various biomes. Some of these changes have been blamed on human actions, such as the burning of fossil fuels. Acid rain from the burning of coal has already damaged much of the Earth s forests, coral reefs, and coastal communities. In addition, rainforests are being destroyed to make room for grazing livestock. The damage to the ozone layer, the subsequent greenhouse effect and the beginning of polar ice cap melting are also blamed in part on the use of fossil fuels. 45 Minutes Ask students to think about these problems for a few moments. What are some ways that everyone can help protect the Earth s biomes? Who is responsible for doing these things? (Answers will vary, but should include: using less electrical power, carpooling, recycling paper, metal cans, plastics, using solar energy as feasible, cleaning up pollution and supporting laws that protect the Earth, contributing time or money to conservation groups. As far as responsibility goes - it s the responsibility of everyone living on Earth to do these things.) Culminating Activity Have students work individually or in small groups to create a multi-media presentation about the biome in which they live. Brainstorm with the class the topics that should be covered, as well as the types of materials and media they would like to include in their presentation. Have each individual or group present to the entire class. If feasible, videotape their presentations for review and further discussion. Extended 8
Name VOCABULARY The following vocabulary words are from Biologically Speaking: Biomes Of The World. Fill in the number of each term next to its closest definition, then on a separate piece of paper use each term in a sentence. 1. biome 2. climate 3. coniferous forest 4. deciduous forest 5. desert 6. freshwater 7. grassland 8. latitude 9. marine 10. temperate rainforest 11. tropical rainforest 12. tundra hot regions near the equator with extremely wet weather and abundant plant and animal life distance north or south or the equator, measured in degrees area populated by broadleaf trees, with fairly mild winters the combination of average temperature, precipitation, and other weather factors in an area hot, dry region with little plant life a type of aquatic biome, featuring salt water, such as coastal waters, coral reefs, and open oceans area populated by evergreen trees, with fairly cold winters region with abundant plant life, but few trees area with heavy rainfall and lots of trees, mostly coniferous large area populated by characteristic plant and animal life aquatic regions such as ponds, lakes, and rivers vast, treeless arctic or alpine plain 9
Name CHECKING COMPREHENSION Read the following sentences and circle the letters of the words that best fill each blank. In order for life to exist, there are four basic requirements. Nutrients, such as 1, are needed to make living cells. Energy must also be available, either from the sun or from 2 energy stored in the tissues of other organisms. The third requirement is 3. The final requirement for life is a range of 4 that allow chemical reactions to take place. In different areas of the Earth these basic requirements are more, or less, available. The overall availability of these requirements in a region result in that region being a certain type of 5, or a region with characteristic plants and animals. An area s average weather, or 6, is affected by many environmental factors. Elevation and nearness to 7 can help determine the temperature and rainfall of a particular region. 8, or location north and south of the equator, is another factor that contributes to climate. Places close to the 9, which has a latitude of zero degrees, are very hot and wet. These environmental and geographical factors determine a biome s 10. 1. a) ice and fire b) water and air c) calcium and nitrogen d) salt and sand 2. a) chemical b) electrical c) solar d) ocean 3. a) salt b) water c) oxygen d) oil 4. a) animals b) plants c) temperatures d) weather patterns 5. a) countries b) precipitation c) hemispheres d) biomes 6. a) climate b) latitude c) elevation d) forecast 7. a) mountains and oceans b) towns and cities c) plants and animals d) none of the above 8. a) temperatures b) longitude c) latitude d) elevation 9. a) equator b) sun c) desert d) grassland 10. a) plant life b) animal life c) weather d) all of the above 10
Name WHICH BIOME IS IT? Draw a line from the biome in the left-hand column to its correct description in the right-hand column. coniferous forest either oligotrophic or eutrophic deciduous forest broad leaves drop off in autumn desert dry, bare ground, with some vegetation freshwater wet, coastal area with coniferous trees grassland can be either arctic or alpine marine gets enough rain for plants, but not trees temperate rainforest trees stay green year round tropical rainforest includes coral reefs and vent communities tundra hot, wet, with many layers of vegetation 11
Name TRUE OR FALSE Place a T beside each true statement and an F beside each false statement. 1. Latitude is the average temperature of a region. 2. The British Isles are warmer than would be expected because of the warm ocean currents of the Gulf Stream. 3. Deciduous trees have broad leaves that help them conduct photosynthesis all year long. 4. Some desert mammals are so efficient at using and storing water from the plants they eat that they can go their whole lives without drinking water. 5. Higher elevations have lower temperatures because the air is more dense. 6. The Earth s marine biomes cover about one-third of the planet. 7. Tropical rainforests are believed to contain about half the planet s species. 8. The waxy coating and needle-like shape of their leaves help evergreens minimize water loss. 9. The equator has a latitude of 90 degrees, the highest latitude possible. 10. Tundras can occur because of a high elevation or a far northern latitude. 12
Name WORD SEARCH PUZZLE These vocabulary words from Biologically Speaking: Biomes Of The World can be found in the maze below. The letters of the words may be arranged horizontally, vertically, diagonally or backwards. X B L M R C V Z T M W K C L I M A T E Q R Y G P G F L O S W X B O D R H J R A F M P R D P Z A K T E T P J E W D I C S M F S I U W R V G C Z S D E H T M N P W Q A S L R N W U P F D G H L R A D I A D P F O R E S T N M R T E W X N P A S Y D V A E R Q P D F G J L M H M R Y W J K T R E S E D WORD BANK biome climate desert forest freshwater grassland latitude marine tropical tundra 13
Name Use the clues below to fill in the missing letters. SPELL IT OUT 1. W 2. O 3. R 4. L 5. D 6. B 7. I 8. O 9. M 10. E 11. S a) common standard of measurement for rainfall or other precipitation b) found at a latitude of zero degrees c) describes a poorly fed body of fresh water d) trees that drop their leaves in autumn e) type of energy used by plants during photosynthesis f) liquid contained in cells of all living organisms g) biome that receives great amounts of rainfall h) area populated with characteristic plant and animal life i) nearness to these can change an area s climate j) measured in degrees north and south of the equator k) a type of marine biome 14
Name AND THAT BIOME IS... Next to each phrase below, write the name of the biome being described. 1. trees drop their leaves in the autumn 2. single-celled phytoplankton are the main food source here 3. large inputs of sediment and nutrients make these areas murky and low in oxygen 4. much of the animal life is arboreal because there are few edible plants near the ground 5. plants grow close to the ground to protect themselves from the harsh winter winds 6. in the United States, most of these areas have been converted to growing crops or for grazing livestock 7. most animals sleep during the day in underground burrows 8. trees have a resin that works as an antifreeze and flexible branches that help them survive heavy snowfall 15
Name TEST Circle the letter of the correct answer. 1. The four basis requirements of life are: a) carbon, nitrogen, phosphorus and calcium b) sun, water, plants and nutrients c) nutrients, energy, water and a range of temperature d) soil, energy, water and solvents 2. Climate is the measure of a region s: a) humidity b) wind speed c) temperature and precipitation d) all of the above 3. The distance north or south of the equator, measured in degrees, is known as: a) elevation b) longitude c) latitude d) none of the above 4. There are major types of biomes on the Earth. a) seven b) ten c) four d) twelve 5. Much of the animal life in a tropical rainforest is arboreal, referring to animals that: a) are most active at night b) live in trees c) live near water d) live underground 16
Name TEST (CONTINUED) 6. Since most desert animals are nocturnal, they spend the daytime hours: a) resting in underground burrows b) hunting c) laying in the sun d) looking for trees to climb 7. Which of the following is a food source in open ocean marine biomes? a) phytoplankton b) kelp c) zooplankton d) answers a and c 8. Grasslands cannot support the growth of trees because: a) too much rainfall causes them to flood b) constant snowfall freezes growing plants c) the climate is too warm d) there is not enough rainfall 9. Freshwater that is poorly fed based on nutrient content is: a) oligotrophic b) murky c) eutrophic d) oxygen-poor 10. What are the major types of marine biomes? a) aquatic, stream-fed, coastal and temperate b) coral reef, freshwater and open ocean c) eutrophic, tide pool and coral reef d) coastal waters, coral reefs, open ocean and vent communities 17
ADDITIONAL AIMS MULTIMEDIA PROGRAMS You and your students might also enjoy these other AIMS Multimedia programs: 2604-EN-VID: 8207-EN-VID: 8559-EN-VID: 8206-EN-VID: 8205-EN-VID: 8598-EN-VID: Biologically Speaking: Ecosystems and the Cycles of Nature Animal Communities Ecosystems: Nature in Balance How Animals Survive How We Classify Animals Learning abut Science: Flowers 18
ANSWER KEY for page 9 VOCABULARY The following vocabulary words are from Biologically Speaking: Biomes Of The World. Fill in the number of each term next to its closest definition, then on a separate piece of paper use each term in a sentence. 1. biome 2. climate 3. coniferous forest 4. deciduous forest 5. desert 6. freshwater 7. grassland 8. latitude 9. marine 10. temperate rainforest 11. tropical rainforest 12. tundra 11 8 4 2 5 9 3 7 10 1 6 12 hot regions near the equator with extremely wet weather and abundant plant and animal life distance north or south or the equator, measured in degrees area populated by broadleaf trees, with fairly mild winters the combination of average temperature, precipitation, and other weather factors in an area hot, dry region with little plant life a type of aquatic biome, featuring salt water, such as coastal waters, coral reefs, and open oceans area populated by evergreen trees, with fairly cold winters region with abundant plant life, but few trees area with heavy rainfall and lots of trees, mostly coniferous large area populated by characteristic plant and animal life aquatic regions such as ponds, lakes, and rivers vast, treeless arctic or alpine plain Students sentences will vary; accept any that demonstrate understanding. 19
ANSWER KEY for page 10 CHECKING COMPREHENSION Read the following sentences and circle the letters of the words that best fill each blank. In order for life to exist, there are four basic requirements. Nutrients, such as 1, are needed to make living cells. Energy must also be available, either from the sun or from 2 energy stored in the tissues of other organisms. The third requirement is 3. The final requirement for life is a range of 4 that allow chemical reactions to take place. In different areas of the Earth these basic requirements are more, or less, available. The overall availability of these requirements in a region result in that region being a certain type of 5, or a region with characteristic plants and animals. An area s average weather, or 6, is affected by many environmental factors. Elevation and nearness to 7 can help determine the temperature and rainfall of a particular region. 8, or location north and south of the equator, is another factor that contributes to climate. Places close to the 9, which has a latitude of zero degrees, are very hot and wet. These environmental and geographical factors determine a biome s 10. 1. a) ice and fire b) water and air c) calcium and nitrogen d) salt and sand 2. a) chemical b) electrical c) solar d) ocean 3. a) salt b) water c) oxygen d) oil 4. a) animals b) plants c) temperatures d) weather patterns 5. a) countries b) precipitation c) hemispheres d) biomes 6. a) climate b) latitude c) elevation d) forecast 7. a) mountains and oceans b) towns and cities c) plants and animals d) none of the above 8. a) temperatures b) longitude c) latitude d) elevation 9. a) equator b) sun c) desert d) grassland 10. a) plant life b) animal life c) weather d) all of the above 20
ANSWER KEY for page 11 WHICH BIOME IS IT? Draw a line from the biome in the left-hand column to its correct description in the right-hand column. coniferous forest either oligotrophic or eutrophic deciduous forest broad leaves drop off in autumn desert dry, bare ground, with some vegetation freshwater wet, coastal area with coniferous trees grassland can be either arctic or alpine marine gets enough rain for plants, but not trees temperate rainforest trees stay green year round tropical rainforest includes coral reefs and vent communities tundra hot, wet, with many layers of vegetation 21
ANSWER KEY for page 12 TRUE OR FALSE Place a T beside each true statement and an F beside each false statement. F 1. Latitude is the average temperature of a region. 2. T The British Isles are warmer than would be expected because of the warm ocean currents of the Gulf Stream. 3. F Deciduous trees have broad leaves that help them conduct photosynthesis all year long. T 4. Some desert mammals are so efficient at using and storing water from the plants they eat that they can go their whole lives without drinking water. 5. F Higher elevations have lower temperatures because the air is more dense. 6. F The Earth s marine biomes cover about one-third of the planet. T 7. Tropical rainforests are believed to contain about half the planet s species. T 8. The waxy coating and needle-like shape of their leaves help evergreens minimize water loss. 9. F The equator has a latitude of 90 degrees, the highest latitude possible. 10. T Tundras can occur because of a high elevation or a far northern latitude. 22
ANSWER KEY for page 13 WORD SEARCH PUZZLE These vocabulary words from Biologically Speaking: Biomes Of The World can be found in the maze below. The letters of the words may be arranged horizontally, vertically, diagonally or backwards. X B L M R C V Z T M W K C L I M A T E Q R Y G P G F L O S W X B O D R H J R A F M P R D P Z A K T E T P J E W D I C S M F S I U W R V G C Z S D E H T M N P W Q A S L R N W U P F D G H L R A D I A D P F O R E S T N M R T E W X N P A S Y D V A E R Q P D F G J L M H M R Y W J K T R E S E D WORD BANK biome climate desert forest freshwater grassland latitude marine tropical tundra 23
Use the clues below to fill in the missing letters. ANSWER KEY for page 14 SPELL IT OUT 1. W ater 2. O ligotrophic 3. R ainforest 4. L atitude 5. D eciduous 6. B iome 7. I nches 8. O pen ocean 9. M ountains 10. E quator 11. S olar a) common standard of measurement for rainfall or other precipitation b) found at a latitude of zero degrees c) describes a poorly fed body of fresh water d) trees that drop their leaves in autumn e) type of energy used by plants during photosynthesis f) liquid contained in cells of all living organisms g) biome that receives great amounts of rainfall h) area populated with characteristic plant and animal life i) nearness to these can change an area s climate j) measured in degrees north and south of the equator k) a type of marine biome 24
ANSWER KEY for page 15 AND THAT BIOME IS... Next to each phrase below, write the name of the biome being described. 1. deciduous forest trees drop their leaves in the autumn 2. open ocean marine single-celled phytoplankton are the main food source here 3. eutrophic freshwater large inputs of sediment and nutrients make these areas murky and low in oxygen 4. tropical rainforest much of the animal life is arboreal because there are few edible plants near the ground 5. tundra plants grow close to the ground to protect themselves from the harsh winter winds 6. grasslands in the United States, most of these areas have been converted to growing crops or for grazing livestock 7. desert most animals sleep during the day in underground burrows 8. coniferous forest trees have a resin that works as an antifreeze and flexible branches that help them survive heavy snowfall 25
ANSWER KEY for page 16 TEST Circle the letter of the correct answer. 1. The four basis requirements of life are: a) carbon, nitrogen, phosphorus and calcium b) sun, water, plants and nutrients c) nutrients, energy, water and a range of temperature d) soil, energy, water and solvents 2. Climate is the measure of a region s: a) humidity b) wind speed c) temperature and precipitation d) all of the above 3. The distance north or south of the equator, measured in degrees, is known as: a) elevation b) longitude c) latitude d) none of the above 4. There are major types of biomes on the Earth. a) seven b) ten c) four d) twelve 5. Much of the animal life in a tropical rainforest is arboreal, referring to animals that: a) are most active at night b) live in trees c) live near water d) live underground 26
ANSWER KEY for page 17 TEST (CONTINUED) 6. Since most desert animals are nocturnal, they spend the daytime hours: a) resting in underground burrows b) hunting c) laying in the sun d) looking for trees to climb 7. Which of the following is a food source in open ocean marine biomes? a) phytoplankton b) kelp c) zooplankton d) answers a and c 8. Grasslands cannot support the growth of trees because: a) too much rainfall causes them to flood b) constant snowfall freezes growing plants c) the climate is too warm d) there is not enough rainfall 9. Freshwater that is poorly fed based on nutrient content is: a) oligotrophic b) murky c) eutrophic d) oxygen-poor 10. What are the major types of marine biomes? a) aquatic, stream-fed, coastal and temperate b) coral reef, freshwater and open ocean c) eutrophic, tide pool and coral reef d) coastal waters, coral reefs, open ocean and vent communities 27