TEKS 7.12 C
Biomes
TAKS Objective 2 – The student will demonstrate an understanding of living
systems and the environment.
Learned Science Concepts:



Species can change through generations.
Responses of organisms are caused by internal and external stimuli.
There is a relationship between organisms and their environment.
TEKS Science Concepts 7.12
The student knows that there is a relationship between organisms and their
environment. The student is expected to:
(C) describe how different environments support different varieties of
organisms.
Overview
In the lesson the student creates a biome box that will be used to explore various biomes
and the dominant lifeforms and characteristics of terrestrial and acquatic biomes (e.g.,
tundra, grasslands, rainforest, coniferous forest, deciduous forest, desert). The students
will present their biome boxes to the class. Next, the student will play the game “Pick
Six” in which students match biome cards with classmates for the various biomes.(TEKS
7.12 C).
Instructional Strategies
Students will work individually to create a biome box. Students will present their biomes
in groups. As students gain an understanding of biomes, they cement understanding
through a large group activities in which students match up maps, and other pictures of
unique biome characteristics.
Lesson Objectives
1. The student will list at least 5 biomes.
2. The student will describe at least 3 characteristics for each of 5 biomes.
3. The student will describe how different environments support different varieties
of organisms.
For Teacher’s Eyes Only
Teacher Background: The combination of abiotic factors and communities in a
climax environment is called a biome. Abiotic factors include water, soil, wind,
temperature, and light. A community includes the different species which interact in the
system and depend on one another for survival. A biome is a region in the world that
shares similar plant structures, plant spacing, animals, climate and weather. Biomes are
classified as either terrestrial or aquatic. Scientists disagree over the exact number of
biomes, but in general there are around 7-10 biomes. For a description of biomes, the
following websites are useful.
http://www.ucmp.berkeley.edu/exhibits/biomes/index.php
http://www.mbgnet.net/
http://www.blueplanetbiomes.org/world_biomes.htm
http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/B/Biomes.html
http://www.nceas.ucsb.edu/nceas-web/kids/biomes/biomes_home.htm
Misconceptions
 Misconception
Ecosystems are biomes.
 Science Concept
An ecosystem is smaller than a biome and will fail if it does not remain in
balance. An ecosystem can be as small as an acquarium.
Rebuild Concept
Provide experiences that teach about biomes such as building biome boxes and
becoming familiar with the unique characteristics of a biome.
Student Prior Knowledge
The teachers should make sure students are familiar with the components of an
ecosystem (TEKS 7.12 A) and the flow of energy in living systems including food chains
and food webs (TEKS 6.8 C). The role of ecological succession with regard to
environmental change and equilibrium (7.12 D and 7.5 B) as well as the relationship
between producers, consumers, and decomposers in an ecosystem should be reviewed.
Biomes
5 E’s
ENGAGE
Listen to the sounds in the El Yunque Rainforest in Puerto Rico. This is the only
rainforest in the U.S. and its territories.
http://www.hear.org/alienspeciesinhawaii/species/frogs/index.html#frogcalls
EXPLORE
Create a biome box to help students learn about the major terrestrial and aquatic biomes
and the unique characteristics of each biome. See blackline master for “Biome Box.”
Materials:
Empty cereal box for each student
White bulletin board paper to wrap cereal boxes
Markers, map pencils, etc.
Pictures from magazines or the Internet.
Procedure:
Create a biome box to describe how different environments support different varieties of
organisms. Use the Internet or books in your library to locate the following information
for your biome box.
1. Wrap an empty cereal box in white bulletin board paper.
2. Front of box: Write the name of the biome you are assigned. Place a map showing
the location of your biome on Earth.
3. Back of box: Glue pictures of plants and animals that live in your biome. You
may also draw the plants and animals.
4. Side of box: Provide information about the yearly precipitation, average
temperature, latitude, and climate of your biome.
5. Other side of box: Provide information about the unique characteristics of your
biome.
6. Bottom of box: Write your name.
Websites:
The World’s Biomes: http://www.ucmp.berkeley.edu/exhibits/biomes/index.php
Biomes of the World: http://www.mbgnet.net/
World Biomes: http://www.blueplanetbiomes.org/world_biomes.htm
Biomes: http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/B/Biomes.html
Biomes: http://www.nceas.ucsb.edu/nceas-web/kids/biomes/biomes_home.htm
EXPLAIN
Ask students to present their findings from their biome box project. Students should be
able to list the major biomes of the world and the unique characteristics of the biomes.
The student should also be able to explain how climate of a biome affects the flora and
fauna found in that region.
ELABORATE
Use the “Pick Six” blackline master. In advance, the teacher should laminate and cut out
each picture associated with the biomes. Pass out pictures to students. Take care that each
set of 6 pictures is passed out to the students. Students will circulate and find students
with other pictures that represent the following biomes: tundra, grassland, acuatic,
deciduous forest, coniferous forest, rainforest, and the desert. The first group to locate
the members of their biome wins. Collect the cards and redistribute them for another
round.
Terrestrial biome pictures from:
http://www.blueplanetbiomes.org/world_biomes.htm
Aquatic biome pictures from:
http://www.ucmp.berkeley.edu/exhibits/biomes/marine.php
EVALUATE
Use the science journal and list 5 biomes describing at least 3 characteristics for each
of the 5 biomes. Describe how different environments support different varieties of
organisms.
Biome Box
Biomes are regions in the world that share similar plant structures, plant spacing, animals,
climate and weather. There is really no set number of biomes, but all biomes are either
aquatic or terrestrial. Common examples include the rain forest, desert, tundra, grassland,
savannah, coniferous forest, deciduous forest, and marine biomes.
Create a biome box to describe how different environments support different varieties of
organisms. Use the Internet or books in your library to locate the following information
for your biome box.
1. Wrap an empty cereal box in white bulletin board paper.
2. Front of box: Write the name of the biome you are assigned. Place a map showing
the location of your biome on Earth.
3. Back of box: Glue pictures of plants and animals that live in your biome. You
may also draw the plants and animals.
4. Side of box: Provide information about the yearly precipitation, average
temperature, latitude, and climate of your biome.
5. Other side of box: Provide information about the unique characteristics of your
biome.
6. Bottom of box: Write your name.
Websites:
The World’s Biomes: http://www.ucmp.berkeley.edu/exhibits/biomes/index.php
Biomes of the World: http://www.mbgnet.net/
World Biomes: http://www.blueplanetbiomes.org/world_biomes.htm
Biomes: http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/B/Biomes.html
Biomes: http://www.nceas.ucsb.edu/nceas-web/kids/biomes/biomes_home.htm
Directions:
Cut out each picture. Pass out pictures to students. Take care that each set of 6 pictures is
passed out to the students. Students will circulate and find students with other pictures
that represent the following biomes: tundra, grassland, acuatic, deciduous forest,
coniferous forest, rainforest, and the desert. The first group to locate the members of
their biome wins. Collect the cards and redistribute them for another round.
Terrestrial biome pictures from:
http://www.blueplanetbiomes.org/world_biomes.htm
Aquatic biome pictures from:
http://www.ucmp.berkeley.edu/exhibits/biomes/marine.php