Name: ________________________
Biome Project – Instructions
A biome is a region of the planet with a characteristic climate identified by temperature and vegetation
patterns. An aquatic life zone is an underwater habitat with similar characteristics such as salinity,
depth, flow, currents, bottom composition, and ephemeral criteria.
In this mini-project you will use your textbook, the National Geographic ecoregion maps, electronic
sources, and other resources, to collect information about your assigned biome/aquatic life zone and
then create a fact sheet that provides details about it. Then you will upload this fact sheet to the
Voicethread program so that others may collaborate and enhance the project.
The biomes/aquatic life zones included in this investigation are:
Terrestrial Biomes
1. Tropical & subtropical moist broadleaf forest
2. Tropical & subtropical dry broadleaf forest
3. Tropical & subtropical coniferous forest
4. Temperate broadleaf & mixed forest
5. Temperate coniferous forest
6. Boreal forest/taiga
7. Tropical & subtropical grassland, savanna & shrubland
8. Temperate grassland, savanna & shrubland
9. Flooded grassland & savanna
10. Montane grassland & shrubland
11. Tundra
12. Mediterranean forest, woodland & scrub
13. Desert & xeric shrubland
14. Mangrove
Freshwater Biomes
15. Ponds & lakes
16. Streams & rivers
17. Wetlands
18. Xeric basin
Marine Biomes
19. Coastal sandy shores
20. Coastal rocky shores
21. Open ocean
22. Estuaries
23. Coastal tropical coral
The information that you are required to investigate and collect for your biome is as follows.
 Description: A brief description of the major characteristics of the biome. How would one
recognize this biome? What does it look like? What weather and climate characteristics does it
have? Give some examples of this biome.
 Distribution: Color or shade the area(s) on the world map where your biome can be found. For
freshwater biomes, a sampling of unique, interesting, or major examples is sufficient. For
instance, you would be remiss if you did not indicate the Amazon River on the ‘Streams and
Rivers’ fact sheet.
 Vegetation Profile: For the terrestrial biome fact sheets, draw a picture of the types of
vegetation found in the biome, its relative height, and its heterogeneity. For instance, the
tropical moist broadleaf forest will have multiple layers of vegetation that is very dense while a
savanna will have tall grasses with sporadic trees.
 Life zones: For aquatic biomes, give an idea of the zones of life that exist for your biome. For
instance, in the open ocean fact sheet distinguish between the pelagic and benthic zones. In the
lake fact sheet distinguish between littoral and limnetic zones etc.
 Climate graph: For terrestrial biome fact sheets, complete the climate graph to show
temperature and rainfall throughout the year for your biome. Consult Chapter 5 for more
information.
 Characteristic plant and animal species: List and describe the dominant plant and animal
species that live in the biome. Focus on animal species that might be unique to the biome or
without which the biome might change in complexity, structure, or identity.
Useful websites
The following internet pages might be helpful in getting you started. This is not an inclusive list of the
information available on the WWW for biomes.
National Geographic Wildworld – www.worldwildlife.org/wildworld
World Biomes, University of California Museum of Paleontology
http://www.ucmp.berkeley.edu/exhibits/biomes/index.php
Biomes of the World. Explore Diversity and the Wild Classroom
http://www.thewildclassroom.com/biomes/FRESHWATER.html
What’s It Like Where You Live? Missouri Botanical Garden http://www.mbgnet.net/
World Biomes http://www.blueplanetbiomes.org/world_biomes.htm
Introduction to Biomes http://www.runet.edu/~swoodwar/CLASSES/GEOG235/biomes/intro.html
Using Voicethread
To access the Voicethread website, use the following link:
http://loyolblakefield.ed.voicethread.com
Use your Loyola login and password to sign in to the site. Once logged in, click on the create tab and
upload your fact sheet. (NOTE: This works best if you first save your fact sheet as a .jpeg or .pdf first.)
Then insert your fact sheet into the Period 2- APES group by simply dragging your voicethread to the
group name on the left side of the screen.
After you have uploaded your fact sheet. Visit the fact sheets of others. You may comment on their
information by voice (if you have a microphone) or by typing it. You may also use your telephone, but
this option requires an additional step so see me if you are thinking of using this option. Comments
should enhance the fact sheet rather than be any sort of critique. Add facts about animals or plants from
the biome that are not mentioned, or personal experiences from your visit to an area with this type of
climate and vegetation. You are expected to leave between 7-10 comments on various voicethreads, but
you are welcome to comment on them all. You can comment on your own.
Due date and scoring:
You should complete and upload your fact sheet to voicethread and make 7-10 comments on other
voicethreads, no later than class time on Friday, October 19th.
Score: 20 points
The following rubric will be used to score the fact sheets.
Grade
A
B
C
D
F
Criteria
Student completes all sections of the fact sheet with detailed and correct information. Fact sheet is neat,
colorful, and labeled where appropriate. Student has clearly researched the assigned biome/aquatic life zone
and has synthesized relevant and important information into a coherent product. No errors in CUPS exist.
Student completes all sections of the fact sheet with correct information. The majority of the fact sheet is
neat, colorful, and labeled where appropriate. Student has researched the assigned biome and has presented
this research in an organized manner. Few errors in CUPS exist.
Student completes most sections of the fact sheet with correct information. Fact sheet is mostly neat,
colorful, and labeled where appropriate. Student has done some research on the assigned biome and has
included information in an organized manner. Some errors in CUPS may exist.
Student completes some sections of the fact sheet. Information may or may not be correct. Fact sheet may
be sloppy, monochrome, or not labeled. Student has done the minimum amount of research necessary to
provide some information. Many errors in CUPS may exist.
Student does not complete the assignment, does not follow the instructions, or produces an incoherent or
hastily done fact sheet.