Project GLAD
Washoe County School District
Human Impact on the Biomes of the United States
Level 5
By Jennifer Clements and Jeana Milligan
IDEA PAGES
I.
UNIT THEME: Biomes of the United States
Understanding: Biomes vary based upon soil, climate, plants, animal life, and human
influence.
 The impact of human modification to the physical environment and the effect it will
have in the future.
 Interdependence of plant and animal life in different biomes.
II.
FOCUSING/MOTIVATION
 Cognitive Content Dictionary
 Observation charts
 Inquiry Chart
 Picture File Cards
 Living Wall – Map of United States showing six biomes and flora and fauna
 Realia
 Poems/chants
 Teacher-made Big Book
 T-Graph for Social Skills
 Guest Speakers from UNR
III.
CLOSURE
 Reprocess all charts
 Ongoing Assessment: learning logs, journals, 10/2, team tasks, class discussions,
process grid
 Team exploration: Describe an environmental issue and the possible impact it could
have in the future.
 Team evaluation
 Personal Response: Choose an environmental issue from a specific biome, research
both positions about the issue, then support and present your point of view. Or write
a business letter to a politician regarding an environmental issue persuading him or
her to use their influence to support your point of view.
 Portfolio – poetry, narrative and expository writing pieces
 Teacher/Student generated test
 Letter home to parents – evaluation of the week
IV.
CONCEPTS
 Many factors influence the diversity of plant and animal life in biomes.
 A biome is an ecosystem where plants and animals adapt to the temperature, rainfall
and amount of sunlight for survival.
Human Impact on the Biomes of the United State Level 5 NV
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

Many human factors like economics, migration, and population growth contribute to
changes in the environment and will have a significant impact on the future of the
Earth.
The following biomes of the United States will be explored:
o Arctic Tundra
o Coniferous Forests (Taiga)
o Deciduous Forests
o Grasslands
o Deserts
o Tropical Rainforests
HISTORY/SOCIAL SCIENCE STANDARDS
GEOGRAPHY
1.0
The World in Spatial Terms: Students use maps, globes, and other geographic tools and
technologies to locate and derive information about people, places, and environments.
1.5.1 Use maps and map features, including directional orientation, map symbols, and grid
system, to identify and locate major geographic features in the United States.
1.5.2 Identify the characteristics and purposes of different maps and globes.
1.5.3 Read and derive geographic information from photographs, maps, graphs and computer
resources.
1.5.4 Construct maps and charts to display information about human and physical features in
the United States.
1.5.7 Recognize that states in the United States may be grouped into regions such as the West,
Southwest, Midwest, Southeast, and Northeast.
Physical Systems: Students understand how physical processes shape Earth’s surface
patterns and ecosystems.
3.5.3 Identify the parts of different ecosystems, including soil, climate, plant life, and animal
life.
3.5.4 Describe the biodiversity of different ecosystems on Earth.
3.5.5 Investigate an ecosystem by asking and answering geographic questions.
3.0
4.0
Human Systems: Students understand how economic, political, and cultural processes
interact to shape patterns of human migration and settlement, influence and
interdependence, and conflict and cooperation.
4.5.6 Investigate an economic issue by asking and answering geographic questions about
location.
4.5.9 Describe issues of cooperation and conflict within the United States.
5.0
Environment and Society: Students understand the effects of interactions between human
and physical systems and the changes in use, distribution, and importance of resources.
5.5.1 Describe way in which changes in the physical environment affect humans.
5.5.3 Describe places in the United States, whose physical environment has been altered by
technology.
5.5.4 Explore the impact of human modification of the physical environment on the people
who live in that location.
Human Impact on the Biomes of the United State Level 5 NV
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5.5.6 Describe the patterns of distribution and use of natural
6.0
6.5.1
6.5.2
6.5.3
6.5.4
resources in the United States.
Geographic Applications: Students apply geographic knowledge of people, places, and
environments to interpret the past, understand the present, and plan for the future.
Describe how the physical setting influenced an event in the past.
Use current events to ask and answer geographic questions.
Discuss a geographic issue from more than one point of view.
Describe a geographic issue and the possible impact it could
have in the future.
7.0
Geographic Skills: Students ask and answer geographic questions by acquiring,
organizing and analyzing geographic information.
7.5.3 Create complex maps, graphs, or charts to display geographic information.
7.5.5 Draw a conclusion by presenting geographic information in an oral or written report
accompanied by maps or graphics.
HISTORY
1.0
Chronology: Students use chronology to organize and understand the sequence and
relationship of events.
1.5.1 Identify current events from multiple sources.
1.5.2 Record events on a graphic organizer.
10.0
New Challenges, 1990 to the Present: Students understand the political, economic, social,
and technological issues challenging the world as it approaches and enters the new
millennium.
10.5.3 Identify major news events on the local, state, national, and world level.
CIVICS
4.0
The Political Process: Students describe the roles of political parties, interest groups, and
public opinion in the democratic process.
4.5.2 Name the political parties of the United States.
4.5.3 Give examples of interest groups.
4.5.4 Identify sources of information people use to form an opinion.
8.0
International Relations: Students know the political and economic relationship of the
United States and its citizens to other nations.
8.5.1 Identify the countries bordering the United States.
8.5.2 Explain ways in which nations interact.
ECONOMICS
1.0
Economic Way of Thinking: Students will use fundamental economic concepts, including
scarcity, choice, cost, incentives, and costs versus benefits to describe and analyze
problems and opportunities both individual and social.
1.5.1 Describe how scarcity requires a person to make a choice and identify a cost associated
with the decision.
Human Impact on the Biomes of the United State Level 5 NV
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1.5.2 Demonstrate an understanding that people may respond to the same incentive in different
ways because they may have different preferences.
1.5.3 Demonstrate an understanding that choosing a little more or a little less generates either a
benefit or a cost.
SCIENCE STANDARDS
LIFE SCIENCE
8.0
Heredity and Diversity
8.5.4 Reproduction is a characteristic essential to the continuation of every species.
9.0
Evolution
9.5.2 Investigate and describe how environmental changes allow some plants and animals to
survive and reproduce, but others may die.
15.0 Ecosystems
15.5.1 Investigate and describe how organisms interact with each other and with nonliving parts
of their habitats.
15.5.2 Investigate and describe how, for any particular environment some kinds of plants and
animals survive well, some survive less well, and some cannot survive at all.
15.5.3 Explain how the sun is the primary source of energy for nearly every ecosystem and that
living things get what they need to survive from their environments.
17.0 Conservation
17.5.2 Investigate and describe that ecosystems have components that can be observed to change
while other components appear to stay the same.
17.5.3 Explain that changes in environments can be natural events or can be influenced by
human activities.
Basic and Integrated Science Process Skills
18.4.2
18.5.2
18.4.4
18.5.6
Identify the components of scientific investigation.
Develop explanations using observations (evidence) from investigations.
Exchange scientific observations and ideas.
Explain that science is an ongoing process of investigation (inquiry).
19.5.4 Explain that claims must be supported by evidence and logical argument.
20.5.2 Predict that some events are more likely to happen than others.
22.5.1
22.5.2
22.5.3
23.5.1
Give written or oral instructions that others are able to follow.
Organize information into charts, tables, and graphs.
Collaborate on a group project.
Explain that sometimes changing one thing causes changes in another.
Human Impact on the Biomes of the United State Level 5 NV
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V.
VOCABULARY
herbivore
carnivore
omnivore
aquatic
climate zone
succession
extinct
threatened
producers
flora
fauna
adaptation
primary succession
survival
secondary succession pioneer plants
ecology
climax community prairie
ecosystem
acid rain
conserving
reduce
catastrophic change
recycle
wetlands
conservationist
reclamation
arctic tundra
alpine tundra
evergreens
boreal forest
growing season
ozone layer
ultraviolet light
photosynthesis
skin cancer
chlorofluorocarbons (CFCs)
permafrost
conifer
temperature
climate
glacier
circumpolar
burrow
estivate
oasis
perennial
hibernate
migrate
longitude
equator
Tropic of Cancer
Tropic of Capricorn
discovery
perceptive
vantage
treacherous
phenomenon
submissive
tolerant
crucial
global warming
deforestation
industrial usage
logging
slash and burn oil drilling
fire
invasive species
unmanaged recreation
survival
natural resources
economic
politics
impact
impossible
opponent
VI.
biome
endangered
consumer
species
conservation
pollution
reuse
landfills
coniferous
atmosphere
environment
subsoil
north pole
tree-line
dune
ecologist
latitude
elusive
hierarchy
drought
erosion
technology
adaptation
geography
proponent
ENGLISH/LANGUAGE ARTS STANDARDS – GRADE 5
READING
1.0
Students know and use word analysis skills and strategies to comprehend new words
encountered in text.
1.5.1 Read orally with rhythm, cadence and expression.
1.5.2 Use knowledge of phonics, structural elements, grammar, and syntax to read and to
determine the meaning of unfamiliar words in context.
1.5.3 Identify and use the meaning of high frequency Greek- and Latin- derived roots and
affixes to determine the meaning of words.
1.5.4 Find word origins and determine meanings of unknown words using dictionaries and
glossaries.
1.5.5 Use context clues such as restatement, definitions, and examples to determine the
meaning of unknown words.
Human Impact on the Biomes of the United State Level 5 NV
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2.0
Students use reading process skills and strategies to build comprehension.
2.5.1 Select and apply pre-reading strategies that enhance comprehension such as making a
plan for reading; accessing prior knowledge; using text structures such as table of
contents, heading, subheading, illustrations; choosing a graphic organizer; and selecting
a reading rate.
2.5.2 Apply self-correcting strategies to gain meaning from text.
2.5.3 Select and use a variety of skills and strategies during reading such as rereading to
internalize information, paraphrasing, identifying main ideas, identifying fact and
opinion, or cause and effect, predicting and verifying predictions, summarizing, and
drawing conclusions to aid comprehension.
2.5.4 Clarify understanding of text by note taking, outlining, completing a graphic organizer,
summarizing, and writing a report.
2.5.5 Adjust reading rate to suit reading purpose and difficulty of text.
3.0
3.5.1
3.5.2
3.5.5
3.5.6
3.5.7
Students read to comprehend, interpret, and evaluate literature from a variety of authors,
cultures, and times.
Distinguish main incidence of a plot that lead to the climax, and explain how the problem
or conflict is resolved.
Make inferences supported by the text about character traits and motivations, and make
predictions about conflicts and resolutions.
Locate and interpret figurative language, including simile, metaphor, personification and
idioms in text.
Describe how authors’ purpose and writing styles influence reader response.
Describe differences in purpose and structure among stories, plays, poetry, and nonfiction
selections.
4.0
Students read to comprehend, interpret, and evaluate informational text for specific
purposes.
4.5.1 Use knowledge of text format, graphics, sequence, diagrams, illustrations, charts and
maps to comprehend text.
4.5.2 Clarify and connect main ideas and concepts and identify their relationship to other
sources and related topics.
4.5.6 Read and follow multi-step directions in order to perform procedures and complete tasks.
WRITING
5.0
Students write a variety of text that inform, persuade, describe, evaluate, or tell a story
and are appropriate to purpose and audience.
5.5.1 Write informative papers that develop a clear topic with appropriate facts, details, and
examples from a variety of sources.
5.5.2 Write well-organized communications such as friendly or business letters in an
appropriate format for a specific audience and purpose.
5.5.3 Write a narrative or story that develops a plot or sequence and uses “showing” rather than
“telling” details to describe the setting, characters, and events of the story.
5.5.4 Write responses to literary selections by supporting ideas with selected examples.
5.5.6 Write short, expository text that speculates on causes and effects and offer simple,
persuasive evidence.
Human Impact on the Biomes of the United State Level 5 NV
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6.0
6.5.1
6.5.2
6.5.3
6.5.4
6.5.5
6.5.6
6.5.7
7.0
7.5.1
7.5.2
7.5.3
7.5.4
7.5.5
Students write with a clear focus and logical development, evaluating, revising, and
editing for organization, style, tone and word choice.
Generate ideas for future writing through activities such as clustering, brainstorming, and
listening to and following story models.
Organize ideas through activities such as outlining, listing, webbing, and mapping.
Write paragraphs and compositions with main ideas that are supported by details and
state a conclusion.
Revise compositions to improve the meaning and focus of writing by adding; deleting;
clarifying; rearranging words and sentences; and checking with various leads,
conclusions, and transitions.
Edit for use of Standard English.
Produce writing with a voice that shows awareness of an intended audience and purpose.
Share final drafts with a designated audience.
Students write using Standard English grammar, usage, punctuation, capitalization, and
spelling.
Identify and correctly use in writing pronoun case, comparative and superlative
modifiers, and often misused verbs in writing.
Identify and write prepositional phrases, appositives; use transitions and conjunctions to
elaborate ideas.
Use colons to introduce a list; use quotation marks to identify exact words or passages
quoted from other authors or speakers, as well as the titles of poems, songs, and short
stories.
Use rules of capitalization.
Use correct spelling of frequently used words with special attention to roots, suffixes, and
prefixes.
LISTENING AND SPEAKING
8.0
Students listen to and evaluate oral communications for content, style, speaker’s purpose,
and audience appropriateness.
8.5.1 Interpret a speaker’s verbal and nonverbal messages, purposes, and viewpoint;
distinguish fact from opinion.
8.5.2 Identify the intent of persuasive speaking techniques, evaluate a speaker’s delivery using
given criteria, and provide constructive feedback.
8.5.4 Follow multi-step spoken directions to complete a task.
9.0
9.5.1
9.5.2
9.5.3
9.5.4
Students speak using organization, style, tone, voice, and media aids appropriate to
audience and purpose.
Use specific and varied vocabulary and use Standard English to communicate ideas.
Select and use appropriate public speaking techniques such as gestures, facial
expressions, posture, speaking rate/pace, and enunciation.
Give organized reports that demonstrate a clear point of view and incorporate multimedia aids as needed for enhancement.
Read aloud or recite literary, dramatic or original works.
Human Impact on the Biomes of the United State Level 5 NV
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10.0
10.5.1
10.5.2
10.5.3
10.5.4
11.0
11.5.1
11.5.2
11.5.3
11.5.4
11.5.5
Students participate in discussions, to offer information, clarify ideas, and support a
position.
Participate in conversations and group discussions as a contributor and leader.
Ask and answer questions to clarify or extend ideas.
Share ideas, opinions, and information with a group choosing language that
communicates messages clearly and effectively.
Compare and contrast ideas and viewpoints of several speakers.
Formulate research questions, use a variety of sources to obtain information, weigh the
evidence, draw valid conclusions, and present findings.
Formulate research questions and establish a focus and purpose for inquiry.
Select information from multiple resources to answer questions.
Give credit for others’ ideas, images, and information by listing sources used in research.
Record information using note-taking and organizational formats.
Present research findings using charts, maps, or graphs with written text.
ENGLISH LANGUAGE PROFICIENCY STANDARDS
1.0
Students develop reading fluency in English
2.0
Students use language-learning strategies to extend their communicative competence in
English across all content areas.
3.0
Students read demonstrate comprehension of written content- related material.
4.0
Students demonstrate comprehension of content-related vocabulary sufficiently to
construct and apply academic knowledge.
5.0
Students write in a variety of forms with increasing accuracy of syntax and structure to
effectively address a specific purpose and audience across all content areas.
6.0
Students compose original text in English utilizing appropriate syntax and grammatical
structure across content areas.
7.0
Students write in English using correct basic English grammar conventions including
punctuation, spelling, capitalization and usage.
8.0
Students listen and evaluate spoken conversation or discourse with a variety of audiences
such as formal, consultative, casual, and intimate language registers.
9.0
Students communicate orally in English using correct syntax and connotation in social
and academic settings.
10.0 Students convey through oral language their own thoughts about situations, experiments,
abstract ideas, and concepts with enough detail for native English speakers to
comprehend meaning.
11.0 Students are able to access and utilize available library and technical resources to make
cultural and academic connections across content areas
VII.
RESOURCES AND MATERIALS
Nonfiction
574.5BR
551.5ASI
551.3SIM
574.5STO
Title
Protecting Trees and Forests
What’s Happening to the Ozone Layer?
Icebergs and Glaciers
Eco-zones: Mountains
Human Impact on the Biomes of the United State Level 5 NV
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551.43BAL
574.5SAB
574.5STO
577.4PAT
577.4MUR
577.54BAL
551.6WAT
574.5STO
577.54STE
551.4SIM
557ONE
574.5SAB
577.3MOR
574.5STO
574.5STO
577.5FOW
333.72HOL
333.75CHA
Habitats of the World Mountains
Wonders of the Forest
Eco-zones: Temperate Forests
Prairies
Prairies
Habitats of the World Deserts
Weather and Climate
Eco-zones: Prairies
Deserts
Mountains
Natural Wonders of North America
Wonders of the Desert
Forests
Eco-zones: Arctic Tundra
Eco-zones: Wetlands
Arctic Tundra: Land with No Trees
I Can Save the Earth
Vanishing Forests
50 Things Kids Can Do To Save the Earth by Andrews
and McNeel
Fiction
577.3PFE
581.5NEW
Title
A Logs Life
A Forest is Reborn
The Great Kapok Tree, by Lynne Cherry
The Salamander Room, by Anne Mazer
Oliver and the Oil Spill by Aruna Chandrasekhar
The Umbrella by Jan Brett
District Texts
Silver Burdett Ginn, Literature Works Theme 5 Learning from Nature
Harcourt, Science, Level 5, Units B and C
Houghton Mifflin, Build Our Nation
Teacher Resources
National Wildlife Magazines
Scholastic, The Scholastic Rhyming Dictionary
Merriam Webster, Merriam Webster’s Collegiate Dictionary
National Geographic Magazines
Websites:
google.com (images); google.com;
www.sitnews.us
www.evostc.state.ak.us
www.juneauempire.com
www.hawaii-forest.com
www.nwf.com
www.wwf.com
www.defendersofwildlife.com
Human Impact on the Biomes of the United State Level 5 NV
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Community Resources:
Nevada Dept. of Wildlife
Keep Tahoe Blue
National Department of Forestry
Human Impact on the Biomes of the United State Level 5 NV
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Project GLAD
Washoe County School District
Human Impact on the Biomes of the United States
Level 5
UNIT PLANNING PAGES
I.
II.
III.
IV.
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FOCUSING/MOTIVATION
Big Book
Read Aloud
Poetry/Chants
Inquiry Chart
Observation Charts
Super Scientist Awards
Golden Pen Awards
Flip Book Awards
Cognitive Content Dictionary (CCD) with signal word
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INPUT
Read Aloud – variety of sources
Poetry/Chants
Map of North America with biomes
Narrative Input Chart – To the Top of the World
Pictorial Input Chart
Comparative Input Chart – Human Factors
10/2 Lecture
ESL Preview/Review
Expert Groups
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GUIDED ORAL PRACTICE
T-Graph – cooperation
Exploration Report with Picture File Cards
Poetry/Chants – Shared Reading
Numbered heads Together
Farmer-in-the-Dell (Sentence Patterning Chart)
Picture File Activities
Personal Interactions
Author’s Chair
Expert Groups
Process Grid
Home/School Connection
READING/WRITING
A.
Whole Group
 Expository Frame – Many human factors affect the biomes of the United States.
(Cooperative Strip Paragraph)
Human Impact on the Biomes of the United State Level 5 NV
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B.
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C.
D.
V.
Poetry Frame – Here, There chant
Descriptive Frame – personification book
Story Map – To The Top of the World
Mind Map
Process Grid
Found Poetry – from expository or literary works
Listen and Sketch
Small Group/Cooperative Group/Flexible Grouping
Guided Reading
Sentence Game/Trading Game from SPC
Team Flip Chant and Strip Books
Team Big Book
Ear-To-Ear Reading using Poetry Booklet
Team Exploration Report
Team Tasks: Team U.S. Map, Comparative Input Chart, Story Map, Mind Map,
Process Grid, Poems, Poetry Sequencing, Story Retell, Expository Frame,
Sentence Patterning Chart,
Team Big Picture Project: Set up a recycling program
Expert Groups #1-4
ELD Group Frame
ESL preview/review/reading instruction and skill reinforcement
Cooperative Strip Paragraph for Struggling Readers
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Individual Choices/Portfolios
Reading/Writing Choices: Clunkers and Links with SQ3R, picture file cards, add
to charts, make word cards, highlight charts, poetry booklets, flip chants, found
poetry, independent reading, write a news article, independent writing
Cognitive Content Dictionary
Learning Logs
Interactive Journal Writing
Personal Inquiry
Portfolio: Narrative/Expository/Poetry
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Writer’s Workshop
Mini-lessons
Plan, share, write, revise, edit, publish,
Conferencing
Author’s Chair

EXTENDED ACTIVITIES FOR INTEGRATION
 Class Big Book
 Design a brochure about alternatives for natural resource consumption. Example:
instead of oil-drilling explore wind power or electric cars
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VI.
CLOSURE
 Process charts/Inquiry chart
 Teacher/student generated test
 Home/School Connection
 Observation Chart assessment
 Portfolio conferences
 Author’s chair
 Team Presentations
 Team Evaluations
 Individual Evaluations
Human Impact on the Biomes of the United State Level 5 NV
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Project GLAD
Washoe County School District
Human Impact on the Biomes of the United States
Level 5
SAMPLE DAILY LESSON PLAN
Day 1:
FOCUSING/MOTIVATION
 Cognitive Content Dictionary
 Super Scientist awards – behavior standards
 Observation Charts
 Inquiry Chart: What do you know about biomes and the impact humans have on them?
What do you want to know about biomes and the impact humans have on them?
 Big Book: Biomes of North America
GUIDED ORAL PRACTICE
 Personal Interaction: Of the six biomes, which is your favorite and why?
 Poetry/Chant: Six Biomes
INPUT
 Pictorial Input – Land Biomes of the United States
 10/2
 Learning Logs
 Small ELD review group – review the Land Biomes of the United States
GUIDED ORAL PRACTICE
 T-Graph for social skills – cooperation
 T-Graph – team points
 Picture File Card Activity – Exploration Report: most thought-provoking
INPUT
 Narrative Input: The Top of the World, by Jim Brandenburg
GUIDED ORAL PRACTICE
 Poetry/Chant: I’m a Conservationist
READING/WRITING/LANGUAGE ARTS
 Writer’s Workshop (Use Writer’s Workshop Source Books)
o Mini-lesson – sketching, autobiographical incident
o Independent writing
o Author’s Chair for closure – share and explain your sketch/brainstorm
CLOSURE
 Home/School Connection
 Review poetry, inquiry charts, and all input charts
Human Impact on the Biomes of the United State Level 5 NV
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Day 2:
FOCUSING/MOTIVATION
 Home/School Connection Review
 Signal word/Cognitive Content Dictionary
 Pictorial review with word cards: Land Biomes of the United States
 10/2
 Read Aloud:
GUIDED ORAL PRACTICE
 Poetry/Chant: Biome Cadence
 Review of Narrative Input Chart with word cards: The Top of the World, by Jim
Brandenburg
INPUT
 Comparative Input Chart: Arctic Tundra and Coniferous Forests
 10/2
 Personal Interaction: If you were a conservationist which biome would you want to
protect or study?
 Learning Log: sketch and write three facts from the comparative input chart
 ELD review of comparative input chart
READING/WRITING/LANGUAGE ARTS
 Mind Map – Coniferous Forest
 Flexible Group Instruction
Expert Groups 1
Team Tasks
 Interactive Journals
GUIDED ORAL PRACTICE
 Poetry/chants: Forests Here, There
 Farmer in the Dell – Noun: conservationists
Reading Game
Trading Game
Flip Chant
CLOSURE
 Home/School Connection
 Review charts and chants
Day 3:
FOCUSING/MOTIVATION
 Home/School Connection
 Signal word/Cognitive Content Dictionary
 Highlight Poetry – I’m a Conservationist
Human Impact on the Biomes of the United State Level 5 NV
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
Biome Journal awards
INPUT
 Review Narrative Input with word cards/conversation bubbles
 Flexible Groups
o Team Tasks
o Expert Group 2
o Clunkers and Links/SQ3R (at or above grade readers)
GUIDED ORAL PRACTICE
 Poetry/Chant: I’m a Logger
INPUT
 Review Comparative Input Chart with word cards
READING/WRITING/LANGUAGE ARTS
 Process Grid
 Cooperative Strip Paragraph: write, read and highlight; topic sentence – Many human
factors effect the biomes of the United States.
 Writer’s Workshop
o Mini-lesson – graphic organizer
o Independent writing
o Author’s chair
CLOSURE
 Student created test questions – (Each team writes 2 multiple choice questions)
 Home/School Connection
 Read Aloud
 Review poems/chants/charts
Day 4:
FOCUSING/MOTIVATION
 Home/School Connection
 Signal Word/Cognitive Content Dictionary – students’ choice
 Flip Chant Awards
INPUT
 Read Aloud
GUIDED ORAL PRACTICE
 Poetry/Chant: A Prairie’s Demise
 Strip Book – simile book
READING/WRITING/LANGUAGE ARTS
 Cooperative Strip Paragraph
Human Impact on the Biomes of the United State Level 5 NV
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


Revise, edit, and negotiate concluding sentence
Narrative Input with story map
Flexible/Leveled/Guided Reading groups
o ELD Group Frame (story retell)
o Team Tasks/Team Evaluation
Listen and Sketch
CLOSURE
 Home/School Connection
 Process all poetry/chants/charts
Day 5:
FOCUSING/MOTIVATION
 Home/School Connection
 Signal Word/Cognitive Content Dictionary
INPUT
 Read Aloud
READING/WRITING/LANGUAGE ARTS
 Flexible/Leveled/Guided Reading Groups
Cooperative Strip Paragraph (struggling readers)
ELD Group Frame (story retell, revising/editing)
Team Tasks
 Ear-to-Ear Reading
 Read the walls
GUIDED ORAL PRACTICE
 Found Poetry
 Review poetry/chants
CLOSURE
 Review Inquiry Chart
 Team Presentation of Team Tasks
Big Book Page
Team Evaluations
Team Choice
 Process all charts
 Student/Teacher or Teacher-generated Test
Human Impact on the Biomes of the United State Level 5 NV
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Human Impact on the Biomes
of
the United States
Name: ____________________
Student Folder
Human Impact on the Biomes of the United State Level 5 NV
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Personification
Big Book
By Marsha Cassas
and Jennifer Clements
Human Impact on the Biomes of the United State Level 5 NV
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Personification
Have you any idea what
that word means?
You can use the word to help
figure out the meaning. Study
the word what do you notice
about it?
Personification is giving an
object human qualities. The
following story demonstrates
personification.
Human Impact on the Biomes of the United State Level 5 NV
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The Life of Wiley
By Marsha Cassas
Hi! My name is Wiley Wolf, but you can
call me W.W. because the pack I hang with
does. I live in a 2- bedroom rock cave in the
arctic tundra.
On winter nights I often have a roaring fire
going because believe me, it gets really chilly
here. Sometimes my buddies stop by and we
play cards. Once in a while we’ll grab a bite to
eat, but we always put on our grey-brown fur
coats when we go outside.
Speaking of eating have you tried Miss
Piggy’s restaurant? She’s a fantastic cook and
she makes our favorite, barbecued musk ox. On
Friday nights she brings in a live band and we
have a howling time singing and dancing.
Human Impact on the Biomes of the United State Level 5 NV
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When a new movie comes to town we go
see it. Because we’re so far north it takes a long
time to get a new flick in town. My all-time
favorite is “The Incredible Journey.” By the
way, cats aren’t cool and dogs don’t drool.
Running a close second to that movie is “Balto”.
Boy, he was some courageous dog.
We have real short summers here, but as
soon as it starts to warm up we love to play tag
on the tundra or chase the birds that come to
nest here.
When there is a full moon out we also like to
see who can howl the loudest. That may sound
silly to you but don’t knock it ‘til you’ve tried it.
Well, gotta hit the sack because I’ve got a
hockey game tomorrow. Feel free to stop by
again whenever you’re in the neighborhood.
Human Impact on the Biomes of the United State Level 5 NV
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Remember this:
Personification is giving an
object human qualities.
Human Impact on the Biomes of the United State Level 5 NV
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Comparative Pictorial Input Chart
Comparison of the Coniferous Forest and the Arctic Tundra Biomes
Coniferous Forest:
Description:
Arctic Tundra:
largest land biome
cold, harsh climate
taiga or boreal forest/
northern coniferous
forest
Description:
coldest biome
treeless flat land
permafrost –
permanently frozen
subsoil
Flora: 2 layers
- Top needle-leaved evergreens
- Floor dead, dry needles/mosses
and lichen
Flora:
- Low growing plants
- mosses and lichen
- grasses
Fauna:
hibernating mammals – bears
non-hibernating mammals – moose
wolves, deer
3 billion migratory birds
Fauna:
Human Impact:
Logging, deforestation
Human Impact:
Oil drilling
Proponents: (for)
good revenue source
Proponents: (for)
oil is needed for
fuel and building
- fuel/heating
space for growth
- energy independence
loggers, land developers
corporations, oil companies
Opponents: (against)
destroy largest bird-breeding
habitat
Opponents: (against)
destroy diverse flora/fauna
timber waste: %used is low,
waste is great
largest refuge in North America
(Arctic National Wildlife Refuge)
gov’t charges too little for
sale of wood acres – too much
waste of lumber; if they
charged more, less waste
carnivores – wolves, polar bears
herbivores – musk oxen, caribou
migratory birds – falcons, ravens
sensitive habitat – shortest growing season
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NOTES - On the comparative pictorial, use color-coding to chunk/link the information:
Description: Blue
Flora: Green
Fauna: Purple
Human Impact: Red
Proponents: Brown
Opponents: Orange
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Poetry
Booklet
Human Impact on
The Biomes of the
United States
Name ____________________
Date__________
Human Impact on the Biomes of the United State Level 5 NV
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The Six Biomes
Is this arctic tundra?
Is this arctic tundra?
How do you know?
How do you know?
Yes, ma’am.
Yes, ma’am.
The winters are long and cold.
In the permafrost, small plants grow.
Is this a coniferous forest?
Is this a coniferous forest?
How do you know?
How do you know?
Yes, ma’am.
Yes, ma’am.
The trees have needle-like leaves.
In the fall they don’t lose these.
Is this a deciduous forest?
Is this a deciduous forest?
How do you know?
How do you know?
Yes, ma’am.
Yes, ma’am.
The trees are leafy and green.
Brilliant colors they become in fall.
Is this the grassland?
Is this the grassland?
How do you know?
How do you know?
Yes, ma’am.
Yes, ma’am.
Grasses stretch as far as you can see.
There aren’t many trees.
Is this a desert?
Is this a desert?
How do you know?
How do you know?
Yes, ma’am.
Yes, ma’am.
During the day it’s very, very hot.
It doesn’t rain a lot.
Is this a tropical rainforest?
Is this a tropical rainforest?
How do you know?
How do you know?
Yes, ma’am.
Yes, ma’am.
Everyday the rain does fall.
Trees form a canopy lush and tall.
Are these the six biomes?
Are these the six biomes?
Can you name them all?
Please tell me now.
Yes, ma’am.
Yes, ma’am.
Yes, ma’am.
Arctic tundra, coniferous and deciduous forests,
grasslands, deserts, and tropical rainforests.
By Marsha Cassas
Human Impact on the Biomes of the United State Level 5 NV
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Biome Cadence
We just know what we’ve been told,
Our biomes are precious as gold.
Proponents claim their resources we must use,
Opponents say they’re endangered if we do.
Sound off --- proponents
Sound off --- opponents
1-2-3-4 ------Who’s right?
We need lumber from the forests,
And space to grow and thrive.
But if we are not careful,
Flora and fauna won’t survive.
Sound off --- proponents
Sound off --- opponents
1-2-3-4 ------Who’s right?
Grassland soil is great for growing crops,
There are miles of grass for grazing livestock.
But once this biome isn’t useful to man,
A desert it’ll become, leaving nothing but sand.
Sound off --- proponents
Sound off --- opponents
1-2-3-4 ------Who’s right?
In the arctic tundra we can find oil.
It’s a very important source of energy.
But this biome has a rich biodiversity,
Its destruction will be a loss for you and me.
Sound off --- proponents
Sound off --- opponents
1-2-3-4 ------Who’s right?
By Marsha Cassas
Human Impact on the Biomes of the United State Level 5 NV
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I’m A Conservationist
I’m a conservationist and I’m here to say,
I preserve and protect biomes everyday.
Sometimes I write a paper, sometimes I read a book,
But usually I go out and take a look.
Preserving, protecting and conserving too,
Doing the conservationist BUGALOO!
We need the natural resources,
That come from the biomes,
But if we are not careful,
Flora and fauna will lose their homes.
Preserving, protecting and conserving too,
Doing the conservationist BUGALOO!
From the arctic tundra we get oil,
From the forests lumber comes,
The grasslands have very rich soil,
For grazing animals and farming too.
Preserving, protecting and conserving too,
Doing the conservationist BUGALOO!
There’s a delicate balance don’t you know,
Between the flora and fauna in the biomes.
If we don’t harvest their resources carefully,
These delicate habitats will cease to be!
Preserving, protecting and conserving too,
Doing the conservationist BUGALOO!
By Marsha Cassas
Human Impact on the Biomes of the United State Level 5 NV
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Forests
Forests here, forests there,
There once were forests everywhere.
Coniferous forests with many trees,
Pine and spruce are a few of these.
But down they come for us to use,
Coniferous forests are shrinking as we build.
Deciduous forests with leafy trees,
Oak and maple are a few of these.
Sad to say as industry increases,
The size of these forests also decreases.
Tropical rainforests are disappearing,
Their lush and exotic plants are slowly dying.
We keep clearing the land, it’s not very pretty,
Because we need more homes, as well as cities.
Forests here, forests there,
There once were forests everywhere.
Adios! Auf wiedersehn! Good-bye!
By Marsha Cassas
Human Impact on the Biomes of the United State Level 5 NV
Jennifer Clements and Jeana Milligan - Project G.L.A.D (Rev. 03/06 Far/JB)
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I’m a Logger
I’m a logger tall and strong,
I cut down trees but it’s not wrong.
Everything that’s made of wood,
Comes from trees, that in the forest stood.
I’m a l-o-g-g-e-r
I’m a l-o-g-g-e-r
Many people say I do great harm,
But out of trees we build our homes.
These homes shelter and protect us,
And in the winter they keep us warm.
I’m a l-o-g-g-e-r
I’m a l-o-g-g-e-r
Other things that come from trees,
Are paper, fuel, and even clothing.
So my job is important don’t you see,
Without me you would not have these.
I’m a l-o-g-g-e-r
I’m a l-o-g-g-e-r
By Marsha Cassas
Human Impact on the Biomes of the United State Level 5 NV
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A Prairie’s Demise
There once was an expansive prairie,
A very expansive prairie,
A very expansive prairie,
Made of a sea of grass.
Its soil was rich in nutrients,
Different grasses grew on the ground.
It was home to many animals,
Pronghorns and buffalo could be found.
There once was an expansive prairie,
A very expansive prairie,
A very expensive prairie,
Made of a sea of grass.
This prairie no longer remains,
It was changed for man’s gain,
The grasslands became farms,
And grazing sheep did much harm.
There once was an expansive prairie,
A very expansive prairie,
A very expensive prairie,
Made of a sea of grass.
Its nutrients were depleted,
And the grasses are all gone,
They were replaced with grains of sand,
Now a desert, created by man’s hand.
There once was an expansive prairie,
A very expansive prairie,
A very expensive prairie,
Made of a sea of grass.
By Marsha Cassas
Human Impact on the Biomes of the United State Level 5 NV
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Name: ____________________ Date: ________________
HOME/SCHOOL CONNECTION #1
Explain to your parents the biomes you learned about this week. Ask your parents what they like
or dislike about the biome we live in. Write about or sketch the biome in which we live.
Parent Signature: _________________________________
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Name: ____________________ Date: ________________
HOME/SCHOOL CONNECTION #2
Explain to your parents the differences between the arctic tundra and coniferous forest biomes.
Tell them how humans are impacting both biomes. Sketch or write about what you shared with
your parents.
Parent Signature: _________________________________
Human Impact on the Biomes of the United State Level 5 NV
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Name: _____________________ Date: ________________
HOME/SCHOOL CONNECTION #3
Choose one biome and explain to your parents its natural resources and why environmentalists
are concerned about overusing them. Write or sketch about the resources and our impact on
them.
Parent Signature: _________________________________
Human Impact on the Biomes of the United State Level 5 NV
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Name: ____________________ Date: ________________
HOME/SCHOOL CONNECTION #4
Choose a wild animal whose habitat is endangered by man. Talk with your parents about the
dangers that threaten its survival. Write and sketch about what you discussed.
Parent Signature: _________________________________
Human Impact on the Biomes of the United State Level 5 NV
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Name: _____________________ Date: ________________
HOME/SCHOOL CONNECTION #5
Choose a biome, explain to your parents the two views (proponents and opponents) of the human
impact on that biome. Ask your parents to take a position and give you the reason for their
opinion. Write or sketch what they shared with you.
Parent Signature: _________________________________
Human Impact on the Biomes of the United State Level 5 NV
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Name: _____________________ Date: ________________
HOME/SCHOOL CONNECTION #6
Talk with your parents about what you as a family can do to protect out biomes. Write and
sketch about it.
Parent Signature: _________________________________
Human Impact on the Biomes of the United State Level 5 NV
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Human Impact on the Biomes of the United States
Expert Group – Human Impact on the Deciduous Forest
The deciduous forests which are located in the eastern United States from Georgia up to
southeastern Canada, have moderate rainfall and temperatures. Trees change color in the fall,
and lose their leaves for winter. They are impacted by industrial usage of the biome and humans,
through continued growth and development, have created the stresses placed upon the deciduous
forest biome.
Air pollution produced by many industries causes “waldsterben” or forest death. Trees
become stressed and growth is stunted from acid rain. Acid rain is pollution created by cars,
factories, and power stations which burn oil and coal. The gases are emitted into the air and
poison the outer structures of flora, invade the soil and damage roots so water cannot be
absorbed. Some acid rain falls into rivers and lakes poisoning them and flora and fauna within.
Many proponents for continued industrialization believe we need to provide the resources
for our populations to function. More businesses and industries are needed to meet the demands
of our increasing populations. Jobs are required for people to support their families. Industries
provide jobs. Resources such as wood are needed for homes, fuel, paper, clothing, etc. Roads
are needed to access the forested areas, and more land is needed for grazing and agriculture to
feed the growing population.
Human Impact on the Biomes of the United State Level 5 NV
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Opponents of industry express many reasons for slowing down or managing development
more closely. When trees and natural grasses are removed, the area is vulnerable to flooding
during the rainy season and winter. Fertile top soil washes away and fine layers of silt build up
in the waterways (creeks, rivers, lakes, estuaries), and polluting our water. Habitats are also
destroyed, upsetting the balance between flora and fauna.
What can we learn from other events? By 1987 52% of the trees in Western Germany
were damaged by acid rain caused by industrialization. The Statute RS 2477 enacted in l866 to
help in western settlement has been exploited by anti-wilderness and anti-federal government
groups to make new routes for off-road vehicles through national parks, refuges, and forest
service lands. The result could be construction of thousands of miles of roads. Actions such as
these threaten the wild, pristine habitats of the flora and fauna in the deciduous forests.
Human Impact on the Biomes of the United State Level 5 NV
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Human Impact on the Biomes of the United States
Expert Group – Destruction of the Grasslands
The grasslands are located in central United States from Canada to Mexico. Three
distinct regions are noted: the tall-grass prairies are eastern grasslands, the mixed-grass prairies
in the central areas, and the short grass prairies to the west. A few trees exist near water.
Perennials and non-woody plants grow throughout the vast grasslands.
Humans have impacted the grasslands by converting the rich, dark soil into farming and
grazing land. Methods such as “slash and burn” to remove native grasses and clearing without
utilizing any timber or natural resources has added to the destruction of the grasslands biome.
Proponents for the continued use of the grasslands for farming and grazing, site many
reasons to continue with development. The increasing population creates demand for more farm
foods and meats. Therefore requiring more farming and grazing lands. The eastern grasslands
are impacted the most because its soil is especially rich.
Human Impact on the Biomes of the United State Level 5 NV
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Opponents of further development of the grasslands also sight several reasons to support
their claims. One issue is the loss of open space. Few natural prairies exist because of farming
and grazing. Buildings, roads, electricity, and plumbing for irrigation encroach upon the natural
habitat. Excess salts left behind by irrigation waters damage grasslands. Loose soil from the
ground after plowing causes dust storms, especially during droughts.
What can we learn from other events? In 1988, on one day alone, the Amazon rainforest
had over 6,000 “slash and burn” fires clearing the land for farmland and grazing lands. This
continues to occur worldwide. But a lesson that can be learned from the Amazon event is the
destruction it has caused to the habitats for thousands of animals and plants, as well as the
deterioration of the soil. This is also true of the grasslands when it is used for farming and
grazing.
Human Impact on the Biomes of the United State Level 5 NV
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Human Impact on the Biomes of the United States
Expert Group – Urban Sprawl on the Desert Biome
The desert biomes in the United States are located in the central and southwestern states.
Extreme temperatures and little rainfall make this biome appear to be lifeless, however many
living things have adapted to live there. Flora include cacti, sagebrush and mesquite/creosote
can survive the desert extremes. Snakes, lizards, toads, jack rabbits, and other small mammals
exist there.
Several actions by humans have impacted the desert biomes. Mining and mineral
extraction, alternative energy sources, and urban sprawl continue to create problems for the
ecosystem. Currently many people are seeking jobs and homes away from large cities. The
suburbs or outer areas next to cities are spreading out into the deserts nearby. One impact is the
lack of water because of the deserts’ natural state, then people move into the desert and develop
homes, businesses, and schools which require more water. Extreme temperatures and occasional
fires also impact the desert biome
Many proponents for the continued development of desert areas say there is a need for
alternative energy sources to reduce our dependence on foreign oil. Some of the alternative
energy sources are wind energy, solar energy and geo-thermal energy, which can all be
developed or derived in the desert areas. Land developers claim the need for homes continues to
rise and therefore are seeking new areas to develop. In the southwestern and central western
states, these new development areas lead to the desert biomes.
Human Impact on the Biomes of the United State Level 5 NV
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Development opponents of desert biomes state several reasons for stopping development
and encouraging conservation. Urbanization, pollution from energy generators, recreational use,
collecting endangered species for pets, food and commercial trade are a few of the reasons for
conservation. The habitats for many flora and fauna have been and are being destroyed as a
result of human intrusions.
What can we learn from other events? Events such as Burning Man in the Black Rock
desert where a community of 30,000 or more people gather for 5 days, demonstrates what
humans can do to a pristine environment like the desert. Though it appears nothing could
possibly live in the desert, it is a habitat for many plants and animals, some of which are
endangered. When these events occur the habitats are threatened or destroyed.
Human Impact on the Biomes of the United State Level 5 NV
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Human Impact on the Biomes of the United States
Expert Group – Introduction of Non-native Plants
And Animals to the Tropical Rainforest
The tropical rainforest biomes in the United States are located on the big island of
Hawaii. Hawaii’s tropical location makes it an ideal destination for sun worshippers and
vacationers, and many decide to get jobs and stay. Ranching, logging, human migration and
urban development have led to the introduction of non-native flora and fauna in Hawaii’s
rainforest.
Native plants are unable to protect themselves against non-native plants, disease, and
animals such as cows, sheep, and wild pigs. The non-native plants and animals upset the
delicate environmental balance. As a result, mosquitoes breed in stagnant water spreading
malaria and pox which destroy native animals.
Many rainforest development proponents indicate the need for more fuel wood and
housing space for continued population growth. Its development also provides jobs and revenue.
Human Impact on the Biomes of the United State Level 5 NV
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Development opponents of the Hawaiian rainforest biome believe that continued growth
will destroy the biodiversity of the biome. Once flora and fauna are eliminated, they cannot
regenerate or reappear. Also a loss of soil nutrients occurs, which contributes to the change from
rainforest to desert. This causes major changes in global climate because much of Earth’s
oxygen comes from this biome.
What can we learn from other events? Between 1982 and 1997 10.3 million acres of
rainforest land was lost to development which is about 4,000 acres a day or 3 acres a minute.
From 1970 to 1995 rainforests decreased by 52% resulting in the near extinction of many plants
and animals.
Human Impact on the Biomes of the United State Level 5 NV
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Name: ____________________
Date:______________
Land Biomes of the United States Assessment
Circle the best answer:
(2 points each)
1. Habitat destruction is a major cause of _______________.
a. extinction
b. competition
c. instinct
d. symbiosis
2. If humans do not help endangered populations, the organisms are likely to become
_____________.
a. instinct
b. threatened
c. dangerous
d. extinct
3. If most or all of the plants are destroyed in an ecosystem, the animal population of that
ecosystem would ____________.
a. increase
b. decrease
c. hibernate
d. fight
4. The coldest land biome is the ______________.
a. coniferous forests
b. deciduous forest
c. desert
d. arctic tundra
5. The largest land biome is the ________________.
a. coniferous forest
b. desert
c. grassland
d. deciduous forest
6. Humans are causing the grasslands to vanish by using it for _________.
a. recreational purposes
b. urban development
c. farming
d. hunting
Human Impact on the Biomes of the United State Level 5 NV
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7. Tropical rainforests support _____________ life.
a. only diverse animal
b. diverse animal and plant
c. no plant
d. no animal
8. Burning fossil fuels cause air pollution and ______________.
a. logging
b. urban development
c. acid rain
d. deforestation
9. Reducing, reusing, and recycling are three ways we can _________
our ecosystem.
a. change
b. destroy
c. protect
d. harm
10. The first plants that grow in a bare area are called
__________________ plants.
a. pilgrim
b. pioneer
c. grassy
d. flowering
11. Reclamation of ecosystems does NOT include _______________.
a. passing laws to protect it
b. misusing resources
c. finding ways to restore it
d. working together to save it
12. Any waste product that harms an ecosystem is called __________.
a. succession
b. reclamation
c. pollution
d. conservation
13. Gradual change in an ecosystem is called _______________.
a. pollution
b. conservation
c. biome
d. succession
Human Impact on the Biomes of the United State Level 5 NV
Jennifer Clements and Jeana Milligan - Project G.L.A.D (Rev. 03/06 Far/JB)
48
Essay (9 points)
Choose one of the land biomes. Write about the biome including detailed information on:
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


its climate (1)
its flora and fauna (2)
two ways humans impact the biome giving the opponents’ and proponents’ views (4)
Which view do you support and why? (2)
Map (15 points)
See attached map.
Human Impact on the Biomes of the United State Level 5 NV
Jennifer Clements and Jeana Milligan - Project G.L.A.D (Rev. 03/06 Far/JB)
49