Mini-lecture Components
The length of the lecture is variable, so that the professor can decide how long they
would like to spend on the topics listed below. We would suggest that all of the bullets
are explained by the professor so that students get a better understanding of what
defines a biome and the importance of adaptations by plants and animals to the climate
as well as resources that humans value.
1. Factors that shape biomes (climate)
2. Adaptations for plants and animals
3. Definition of ecosystem goods and services
4. Global change and biomes
5. Connections among biomes
1. Factors that shape biomes:
We have provided a Whittaker diagram (Whitaker diagram.ppt) which shows how
the biomes differ in the amounts of precipitation they receive as well as the temperature.
Students will be looking at the Whittaker diagram a lot and it is a potential assessment
tool so introducing it early will help them get familiar with it. Going into detail about how
the seasonality of temperature and precipitation also affect biome structure/distinction.
Location on the globe has a lot to do with the precipitation and temperature, so
mentioning specific locations on the earth for some biomes, such as the major deserts
and why those are depending on if you have already discussed global circulation
patterns.
We have pictures associated with each biome to give a visual aid during the lecture for
students who may be unfamiliar with some of them, they would also be available on
RamCT for students too look at.
2. Adaptations for plants and animals
Give examples for each or a few biomes of the adaptations that plants and
animals have in order to survive the climate, not only physiological adaptations, but
behavioral adaptations as well.
Describe the diversity that exists there in terms of
number of species as well as different amounts of adaptations.
Examples:
Tropical rainforest: Plants: drip leaves and buttressed roots to reduce microbial
growth on plants
Temperature seasonal forests: Plants: deciduous trees; Animals: hibernation
Desert: Animals:longer limbs to dissipate heat, nocturnal behavior
Tundra: Animals: smaller limbs closer to the body to prevent heat loss; Plants:
closer to the ground to decrease loss of heat through convection
Savannah: herding behavior
Temperate rainforest: Plants: aboveground competition for light
Woodland/Shrubland: herding behavior
Temperate grassland: Plants: belowground competition for nutrients
3. Ecosystem goods and services:
Why do we value each biome, what does it offer humans in terms of crops or
resources. This will help students understand why each biome is important.
4. Global change and biomes:
How will changes in climate affect biomes?
Give examples about potential
changes in precipitation and temperature and how that will alter the different biomes,
will we lose some biomes, will other biomes expand? There are some homework
questions included for students to do after the jig saw groups have met to reinforce this
idea.
5. Connections between biomes:
What does one biome provide for another? This section could be presented at
another point in this module. We have outlined several alternatives in length of the
module. This section could come at the end of the second day of the 2-50 minute
period lectures, as a wrap up or could be presented on the third day as well. We want
students to understand that biomes do not stand alone, there are boundary zones and
that organisms can go between them.