BIOMES OF THE WORLD
Modified by: Peggy Bates
Introduction | Task | Resources | Process | Evaluation | Conclusion
Introduction
Animals and plants around the world are in
danger of becoming extinct. Man has caused much of the danger to different
areas, because of his constant development of land for homes, businesses, and
industry, with no thought to the environment. Fires have destroyed much of the
deciduous forest in the
The Task
Students will work in cooperative
groups conducting computer research on a specific biome to:
- writing a report about a specific biome,
- create charts/graphs comparing the altitudes and climates of
biomes,
- create a world map showing the location of the biome,
- create a food web showing the energy patterns of movement
throughout the biome,
- make a poster of plants found in the biome,
- make a poster of animals found in the biome, and
- videotape their visuals.
For information about all of the biomes:
Ninth Grade has several reports on all the
biomes, written by ninth grade students.
Ritter has links to information about the
different biomes.
For information about individual biomes:
Tundra includes a map, scenery, and
information about plants, animals, and climate.
Taiga, or boreal forest, has a map,
picture, and information about plants, animals, and a description of the
climate.
Temperate broadleaf forest, or the
deciduous forest, includes a map and information about plants, animals, and
climate.
Rainforest includes a map, scene, and
information about plants, animals, and climate.
Savanna and Grassland include maps and information
about plants, animals, and climate about the grasslands.
Desert includes a map, scene, and
information about plants, animals, and climate.
Marine provides a great deal of information
about the saltwater marine biome.
Freshwater includes information on the freshwater biome-
pollution, etc.
The Process
You will be working on this
project in your science class. You will choose your group and the biome you
will research in the science classroom. You will have one (1) week to complete
the entire project. You may use the
computer for research, as well as encyclopedias, textbooks and material found
in the library. You will also have other
activities to complete that compliment this project.
1. In science class you will
draw a number from a jar to determine your group members and the biome you will
research.
2. Use the computer to use
the Internet to conduct research on your biome.
3. Write a list of the plants
that can be found in your biome.
4. Write a list of the
animals that can be found in your biome.
5. Describe the climate of
your biome - average yearly rainfall, and high and low temperatures.
6. Describe the landforms -
mountains, flat lands, frozen soil, etc.
7. List any endangered
animals found in your biome.
8. Using your lists of plants
and animals, find pictures of them (on the computer and in books or magazines)
or draw pictures.
9. Draw the landforms
(scenery).
10. Videotape your
presentation.
Evaluation
Cooperative Group Evaluations |
Project Evaluation |
You
will be given daily grades for cooperative group work, based on teacher
observation. Each of you will also evaluate the group work of yourself and the
other students in your group by completing a checklist. You will also receive a
group project grade on your map, food web, animal poster, plant poster,
altitude map and chart, climate chart, report, and video. Rubrics for these can
be found at
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In doing this lesson, you have learned the importance of the biome that your group studied. In viewing the videos taped by each group, you can compare the different biomes, and should be able to see the variety of plants, animals, and climates of the world. If, because of mankind, one biome is totally destroyed, think about how it would affect your life. Remember that people can destroy the life in a biome, but people can also save the biome as we see it today, through their voices and through their actions.
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© Mary Haney, Ida B. Wells Academy
Last Updated:
©Peggy
Bates,
Revised: