Unit 2 – Ecosystems
Science Project – Land Biomes Webquest
https://sites.google.com/a/pennridge.us/mr-j/teacher/biomes-webquest
** All information for the science project can be found at the web address above. We will
work on this both in class and out of class. Students will be working in groups and will need
to be able to communicate with each other after school hours. I suggest edmodo.com or
the students may exchange phone numbers and/or email addresses if they have them. This
project will take several weeks to complete.
Introduction:
You are an ecologist who discovered a new animal in the Polar biome. It is not surviving
there. Based on the adaptations of that newly discovered animal, you need to persuade
members of BEANS (Biome Ecologists for the Advancement of New Species) of the
suitability of this new animal to survive in one of the other biomes of the world. Your team
will research the six major biomes and determine the biome best suited for the survival of
your new animal. You will then use your knowledge of the climate and common animal
characteristics of a biome to design adaptations that give your new animal the best chance
of survival in that biome.
Task 1 – Biome World Map (Individual Task) - color the blank world map to show where
different biomes are located. (use the following website to help you color in your map. Be
sure to include the key.
http://www.worldbiomes.com/biomes_map.htm
Task 2 – Biome Web Research (Group Task) - Your research includes a biome description,
climate, plants, animals, and adaptations made by living things in the biome. You will plan
your research and record data using the Research Form. (The links are on the Webquest
and you may also use Brain Pop. – Login: res1956 Password: bobcats) We will also go to the
library and check out books to keep in the classroom.
Group # 1 Biomes
Deciduous Forest
Taiga
Desert
Rainforest
Grasslands/Savannah
Arctic Tundra
Task 3 – Biome Scrapbook (Group Task) - After completing your biome research, you will
create a "biome scrapbook" document that presents the important information from your
research and pictures supporting your research. This document must meet the
requirements as outlined including a title page, a description/climate page, animal pages,
and plant pages. The instructions also include options for extra credit. The scrapbook
instructions include a planning sheet to determine who will complete each part of the
assignment. You will present your scrapbook to the class, discussing the adaptations of the
plants and animals in that biome necessary for survival. Once each scrapbook review is
complete, all members of the class should have a good understanding of the critical details
of the six major biomes. (You may choose to do a paper scrapbook or use glogster.com)
Task 4 – New Animal Survival Persuasive Argument (Group Task) – You will be assigned to a
new team and animal. This team will include one representative from each land biome. They
are the “expert” for that biome. Your team of experts have discovered a new animal in the
Polar biome and it is not surviving there. You need to find a new place on Earth for this
animal to live. Based on the adaptations of that newly discovered animal, you need to
persuade the (class) members of BEANS (Biome Ecologists for the Advancement of New
Species) of the suitability of this new animal to survive in one of the other biomes of the
world. Based on your research, the team should select the biome best suited for the
survival of your new animal. The team should create a short persuasive argument (one or
two detailed paragraphs) explaining why the animal is best suited for life in a particular
biome. This includes physical and behavioral adaptations necessary for living in the climate,
avoiding predators, and accessing food sources.
Group # 2 – Group of Experts
Individual Student - Deciduous Forest
Individual Student - Taiga
Individual Student - Desert
Individual Student - Rainforest
Individual Student - Grasslands/Savannah
Individual Student - Arctic Tundra
**This task should include a picture of the animal and a short persuasive argument (one or
two detailed paragraphs) explaining why the animal is best suited for life in a particular
biome. This includes physical and behavioral adaptations necessary for living in the climate,
avoiding predators, and accessing food sources.
Task 5 – Create an animal - Adaptations (Individual Task) – For this next step you will use
your knowledge of the climate and common animal characteristics of a biome to design
adaptations that give your new animal the best chance of survival in that biome. You will
create the "perfect" animal suited to live in that biome. You will detail what your animal
looks like, how it behaves, and why it is suited to a particular biome. As in the previous
step, think about the physical and behavioral adaptations necessary for living in the climate,
avoiding predators, and accessing food sources. Use the planning sheet to organize the
information for your request, and then use the relocation application to submit the request
(persuasive essay) for your adapted animal to be moved to a new biome.
Task 6 – Extra Credit (Not a requirement)
You may choose one of the following for extra credit in science for this quarter.
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Create biome posters to illustrate the differences found in the climate, landforms,
plants, and animals.
Create a diorama that has a model of the created animal as well as features of the
biome in which it will be best suited.
Do an oral presentation to introduce the new animals to the class and reasons for
adaptability to a particular biome.
Create a life cycle chart to illustrate the life cycle, including stage names, for the
new animal.
Rubric for Grading
Biome World Map (10 pts)
Terrestrial Biome Research Form (10 pts)
Scrapbook Page (25 pts)
Scrapbook Presentation (10 pts)
Persuasive Argument for New Animal (15 pts)
Create An Animal Relocation (10 pts)
Participation with Group # 1 (10 pts)
Participation with Group # 2 (10 pts)