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The Biome Project

Biomes are defined as "the world's major communities, classified according to the predominant vegetation and characterized by adaptations of organisms to that particular environment" (Campbell).
The importance of biomes cannot be underestimated. Biomes have changed and moved many times during the history of life on Earth. More recently, human activities have drastically altered these communities. Increasing human activity over the past several decades has rapidly altered or destroyed many ecological habitats, thereby changing the biomes.
Biomes are classified in various ways. One can group biomes into five major types: aquatic, deserts, forests, grasslands, and tundra. Biomes may be broken down into smaller groups. The forest biomes can be further divided into tropical and temperate forest, or rain forest coniferous forest, and deciduous forest. The grasslands can be divided into the savannah and temperate grasslands. Tundras can be broken into arctic and alpine tundras.

"So what do we have to do?"

Very Simply, your team is going to describe what you find out about a Biome by Ė making dioramas, posters, writing a descriptive page, and teaching the class about your Biome.

"How are we going to do all that?"

Here are the steps:

 

1. Choose a

BIOME:

Name:

 
 

Writer:

Presenter:

Artist 1:

Artist 2:

2. Choose roles:

       
 

¯

¯

¯

¯

 

Research your Biome on the Web

What does your Biome look like?

Select Representative plants and animals:

 

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¯

¯

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3. Work on individual responsibilities

Write the BIOME PAGE

Teach the class your Biome in a PRESENTATION

Make Diorama of your Biome

Design a Poster Board showing the common plants and animals in your biome

   

4. Learn about other Biomes, take notes to use for interpretation day.

 

5. Analyze of Biomes

 

INTERPRETATION of Biomes.

 

"When are we going to do all this stuff?"

MON

TUES

WED

THURS

FRI

1

  • Introduce Biome Unit
  • Initial Research
  • Choose Biomes

2

  • Begin research

3

  • Begin research

4 Rough drafts of

  • Report
  • Presentation
  • Diorama
  • Drawings

5 Rough drafts of

  • Report
  • Presentation
  • Diorama
  • Drawings

8 Holiday

9

  • MOMA Field Trip
  • Due: Report & Presen. Notes

10

11 12

  • Final Written Report Drafts Due
  • Final Presentation Outline Due
  • PRESENTATION of your Biome
  • QUIZ of ALL Biomes

16

  • Review for Midterm

17 18

  • Review for Midterm

19 20

  • Midterm: Organic Chemistry to Biomes

"How will we be graded?"

There are two main parts: 1) Your individual role + = 75

2) Your groupís interpretation = 25 points

Individual Role: (A) Work days = 10 points each day X 3 days = 30 points

You earn these points by being on task and showing the work you got done.

(B) Your Role = 45 points

Find the rubric that matches your role below.

For a:

PRESENTER helps turn research into a 5-minute Presentation on your Biome.

Out of

A

  • Speaker knows information well-enough to answer questions about the Biome.

5

B

  • How has man's activities affected the biome.
  • Presentation includes visuals of your Biomeís special organisms and the whole environment.
  • Information on multiple (2-3) organismsí niches is included

10

5

5

C

  • Speaker refers to (but does NOT READ) notes during presentation.
  • Presentation is clear and accurate.

10

10

 

For a:

WRITER writes up research into the groupís FIELD GUIDE PAGE

Out of

A

  • Includes information on why this Biome is unique, or special in some way

5

B

  • How has man's activities affected the biome.
  • Information on multiple (2-3) organismsí niches is included

10

10

C

  • Writing is in your own words
  • Any new term used is defined
  • The information is organized by basic questions
  • The information answers all basic questions, including information on one organismís niche, accurately and clearly

5

5

5

5

 

For a:

ARTIST 1 designs and creates the DIORAMA

Out of

A

  • The diorama shows craftsmanship, care and/or ingenuity

5

B

  • The diorama accurately portrays the available niches found in the BIOME.
  • The diorama indicates at least one food web found in the BIOME.
  • The diorama includes clues to the humidity and temperature of the environment.

5

5

10

C

  • The diorama accurately portrays the environment.
  • The diorama includes a models of plants and animals.
  • The diorama shows unique characteristics of the BIOME.
  • Sketch and name of the organisms is included along with the Biome page.

5

5

5

5

 

For a:

ARTIST 2 creates a poster depicting the fauna and flora of the BIOME

Out of

A

  • The poster shows craftsmanship, care and/or ingenuity

5

B

  • The poster accurately portrays the available niches.
  • The poster includes information about the location of the biomes world-wide The poster includes clues to the humidity and temperature of the environment.

5

5

10

C

  • The poster accurately portrays the environment.
  • The poster includes common animals found in the BIOME.
  • The poster includes common plants found in the BIOME
  • Sketch and name of the organisms is included along with the Biome page.

5

5

5

5

Group Role:

For a:

PRESENTER helps turn research into a 5-minute PRESENTATION on your Biome.

Out of

A

Uses only notes from othersí presentations, without the "book" of Biome Pages to assist you.

Description is detailed.

5

B

Your analysis uses additional details to support your ideas

Your group needed the "book" of Biome Pages to help

10

C

You analysis includes an explanation of each unknown Biomeís environment and community

Your group needed the other classí "Book" of Biome Pages to help your analysis.

10

TOTAL = 100

FOSSIL BIOMES

Biome Name

Biome References: (Write the book titles and URLs of good references for Biomes)

Tundra (Arctic & Alpine)

 

Dessert

 

Grasslands

 

Savannah

 

Tropical Rain Forest

 

Temperate Rain Forest

 

Deciduous Forest

 

Coniferous Forest

 

Oceans

 

  San Francisco Biome

Found only in California, USA, the San Francisco Biome has one of the most unique environments in the world. The San Francisco Biome has a mean temperature of 20OC, with very little seasonal change. Even with the cold weather, and small seasonal changes, the temperatures within this biome can change by 5-10OC within a block. The fauna and flora of the San Francisco Biome is common to any urban area found in California, yet their behavior differs greatly with most urban areas.

San Francisco has an average temperature of 21OC, that changes by only 2OC through most of the year. San Francisco has long spring and fall, and winter, and a short summer. Unlike most temperate areas, San Francisco's summer normally begins in mid-September and ends in mid October, lasting only 3 weeks. During the summer, temperatures can reach 27OC. Fall last from mid-October, and runs until Mid-December, when Winter begins. Winter last from mid-December, and ends in late March. It is during the Winter when San Francisco has its greatest rain, averaging 10cm per year.

Flora and fauna in San Francisco is typical to Northern California. The most common trees are Monterey Pine, Spruce, Monterey Cypress, Oak, and Eucalyptus. Palm trees have been introduced within the last 10years, and they are flourishing well. Yet, unlike other biomes, the Palm trees have not displaced any other native species. As for flowers, you can easily find roses, daisies, dandelions, and tulips. During the beginning of Winter, Poinsettias become widespread, but disappears by mid-January.

San Francisco has one of the most unique biomes in the world. With its low average temperature, and long winters, Mark Twain has been quoted "the coldest winter that I have ever known was a Summer spent in San Francisco. Flora and Fauna species are not unique, but the fact that species normally know to overrun native species do not seem to do this in San Francisco.

Written By: John Lopez

Presented By: Cindy Chung

Date: 2/27/01

 

1excerpt from http://www.thurgoomarshallshale.com

2excerpt from http://www.reitmanosaur.1234~opp.com

 

TITLE

 

OPENING: includes where the biome is located and general environmental information about the biome

FIRST PARAGRAPH: includes detailed information of the environment

BODY: includes facts about organisms (like niches, food webs), and the biome's nutrient cycle (including the time span for the water cycle).

CONCLUSION

Written By:

Presented By:

FOOTNOTES

Name Date Biology, Teacher Period

Writer Checklist Checked by

Day 1

Teacher Check

Student Check

 





Our Biome is:





Search for articles, Web pages, or other references for information on your Biome

Name of article:

Name of author:

The source is

(e.g. book, URL, magazine)





Write a two (2) sentence summary about the Biome

 

 

 





Information you found to be useful to you:

1.

2.

3.





Useful quotes from the article:

1.

2.

3.





Words that you need to define:

1.

2.

3.





how does the article describe the environment? What new information did you learn?

1.

2.

3.





How does the article describe the organisms? What new information did you learn?

1.

2.

3.





What new information did you learn abut the fossilization process in your Biome?

 

 

 

 

Name Date Biology, Teacher Period

Writer Checklist Checked by

Day 2





Our Biome:





Our team is assigned computer # _____





Where is your dig site located? Give the country and region (i.e. State). If you can, give the longitude of latitude.

 





What Evolution Era or period does your site represent? Give the time in mya.

1.

2.

3.





Name at least three key animal fossils that represent your dig site.

 

 





What was the environment like (seas, land, air)? Give three examples, such as a fish fossil for seas or leaf for land, that proves your statement.

 





What type of rocks are your fossils found in?

 





Give 5 references that confirm what you stated above.

1.

2.

3.

4.

5.

 

Name Date Biology, Teacher Period

Writer Checklist Checked by

Day 3





Topic Sentence clear.





Name of the site, and its specific location given so that you could find it easily.





Introductory paragraph clearly describes the site as to what it looks like, the types of rocks found there, and the age of the fossils found at the site.





Era and/or Period given.





The second paragraph has a good transition from the description of the site, to the types of fossils found there. The period would work as a good tie between the two paragraphs.





At least three general types of fossils are given as examples, such as fish, shellfish or clams, algae. The Writer provided each fossil with a good description that allows you to picture the fossil in your head.





The third paragraph has a good transition from the fossils described in the second paragraph to the type of environments that they lived in described in this paragraph.





A description of the environment (i.e. land or sea, warm or cold, oxygen) is given in such detail that you feel that you are standing in that environment, smelling the trees (if there are trees).





The conclusion provides a summary of the previous paragraphs, leaving the readers with a clear picture of what they should find at the paleontology dig site.

 

Name Date Biology, Teacher Period

Presenter/Researcher Checklist Checked by

Day 1





Our Biome:





Our team is assigned computer # _____





Write down the three rules for computer use:

1.

2.

3.





Write down two Web search engines that will help you find information:

1.

2.





How can you narrow your search down in the search engine?

 

 





Besides using the Internet, what are two (2) other tools you can use on the computer to help you with your search?

1.

2.





Brainstorm five (5) keywords pertaining to your Biome that will help you begin your search on the computer

1.

2.

3.

4.

5.





What keys on the keyboard do you need to press if your computer freezes?

1.

2.

3.

 

Name Date Biology, Teacher Period

Presenter/Researcher Checklist Checked by

Day 2





Our Biome:





Our team is assigned computer # _____





Where is your dig site located? Give the country and region (i.e. State). If you can, give the longitude of latitude.





What Evolution Era or period does your site represent? Give the time in mya.

1.

2.





Name at least three key animal fossils that represent your dig site.

 

 





What was the environment like (seas, land, air)? Give three examples, such as a fish fossil for seas or leaf for land, that proves your statement.

 





What type of rocks are your fossils found in?





 





Give 5 references that confirm what you stated above.

1.

2.

3.

4.

5.

 

Name Date Biology, Teacher Period

Presenter/Researcher Checklist Checked by

Day 3





A catchy, interesting introduction is given that will catch the listener's attention.





Name of the site, and its specific location given so that you could find it easily.





The introduction paints a picture of the site, such as the types of rocks found there, the shape of the landscape, so that the listeners could see the site in their mind as the presenter speaks. The age of the fossils found at the site.





A drawing or picture of the site is shown to emphasize what the presenter is saying.





The Era and/or Period are clearly given.





The presenter gives a description of the KEY types of fossils found at the site, providing pictures of those fossils.





At least three general KEY types of fossils are given as examples, such as fish, shellfish or clams, algae.





The presenter paints a picture as to how those animals lived (e.g. how they moved, hunted, what they ate).





The presenter gives a description of the environment so that the listener could smell the trees (if there are trees).





The presenter gives a picture of the general environment.





The presenter concludes with a summary of the presentation, highlighting the key features of the site so that the audience will remember what to look for when they look at another class' fossils.

 

Name Date Biology, Teacher Period

Artist 1 & 2 Checklist Checked by

Day 1

Teacher Check

Student Check

 





Our Biome is:





Search for articles, Web pages, or other references for information on your Biome

Name of article:

Name of author:

The source is

(e.g. book, URL, magazine)





Which plants best represent your biome?

 

 





List Web sites that contain pictures of the flora and fauna of your biome:

1.

2.

3.





List Books that contain pictures of the flora and fauna of your biome:

1.

2.

3.





What materials will you need for your diorama or poster:

1.

2.

3.

4.

5.

6.

7.





What are the top predators in your biome?

1.

2.

3.





What new information did you learn about Trophic systems (e.g. food webs).

1.

2.

3.

4.

 

 

Fauna/Flora Drawing

Name Date

   

Date

 

Item

Pts

To Do

Completed

Description

Organism

3

     

Location

1.5

     

Niche

1.5

     

Sketch

3

     

Materials

3

     

Clay

       

Plaster

       

Pigments

       

Paint

       

Food Coloring

       

Dye

       

Tools

3

     
         
         
         
         

Total

15

     

Sketch Top

 

Sketch Front

 

Sketch Side