How Have Civilizations Adapted to a Region S Physical Geography?

Grade 6 Social Studies Time Frame: 2-3 weeks

“How have civilizations adapted to a region’s physical geography?” “What role do maps, charts, and graphs play when analyzing organizations of people, places, and environments?”

6.SS.2.2 Using different kinds of maps and mathematical data presented in charts/tables to determine the most logical location for a given society; create an oral presentation. (6-9.GWH.2.1.4; 6-9.GWH.2.1.1; 6-9.GWH.2.4.3; 6-12.USH1.2.1.1; 6-9.WHC.2.4.1; 6- 9.WHC.3.1.1; 6.LA.6.2.3; 6.LA.6.2.4) Level III

6.SS.2.8 Using climate, geographical, and mineral maps of Canada, Central America, and South America determine the most logical location for an agricultural region and a steel manufacturing region. (6-9.GWH.2.4.3; 6-9.WHC.2.4.1; 6-12.USH1.2.1.1; 6- 9.GWH.2.5.1; 6-9.GWH.2.5.4) Level III

6.SS.2.5 Select a region of Canada and a region from Central America, South America, or the West Indies; describe the major biome of each region (re: tundra, taiga, grassland, rainforest, temperate forest, desert); use geography and climate to explain why the two regions are similar or different; create a brochure for prospective travelers. (6-9.GWH.2.2.3; 6-9.GHW.2.2.2; 6-9.GWH.2.2.1; 6-12.USH1.2.1.1; 6-9.WHC.2.4.1; 6.LA.3.5.1)

6.SS.2.4 On a blank map of the Western Hemisphere, locate the different climate regions; construct a matrix describing the characteristics of each and; state how they differ; write a paragraph describing the climate of Idaho Falls and explaining what factors affect its climate. (6-9.GWH.2.2.1; 6-9.GWH.2.2.2; 6-9.GWH.2.2.3; 6.LA.3.1.2; 6- 9.GWH.2.3.2; 6-9.WHC.2.4.1)

See attached copy of print list and materials for the simulation Adapt. Also see materials listed in the Climate and Biomes lesson plans.  “ Hunter-Gatherer, Agrarian, and Pastoral Communities” video clip on United Streaming  “ Prehistoric Indians” Power Point show  Internet article, “Hunter-Gatherer” by New World Encyclopedia.  “ Before We Ruled the Earth” video clip on United Streaming  Biome Notes Power Point  Factors Affecting Climate Power Point  Climate-Biome Jeopardy (notebook program for Smartboard)  Power Point presentation, “Agrarian Society”.  Adapt Simulation Maps (can be viewed and projected)

Before class, post a large sheet of paper to display an ongoing class KWL. 1. Discuss the unit’s big questions. 2. Students brainstorm what they already know about maps, different kinds of maps, and the decisions that people can make from maps. Record on large sheet of paper. 3. Preview the unit activities with the class. 4. Help students set personal and content goals for the unit. Personal goals could address working in groups, taking care of individual responsibilities within the group, etc. Direct students where to record their goals and how to self-monitor.

1. Students learn about the 6 major climate regions of the world (tropical, dry, temperate continental, polar, and highland) and factors that affect climate. See the lesson plan, “Climate”. 2. Students learn about the Earth’s major biomes and compare two different regions in the Western Hemisphere. See the lesson plan “Biomes”. 3. Optional: Play the Climate-Biome Jeopardy (notebook software for Smartboard) to review Climate and Biomes. 4. Administer the Climate and Biome Test. Answer Key. 5. To build student background knowledge teachers could show the segment, “Hunter-Gatherer, Agrarian, and Pastoral Communities” from the United Streaming video, Mesopotamia: From Nomads to Farmers or the segment “Before We Ruled the Earth” from the United Streaming video, Toward Civilization. The first several seconds discusses hunter-gatherer societies. Teachers may wish to use the Internet article, “Hunter-Gatherer” by New World Encyclopedia. A discussion of the Student Guide page would also provide an opportunity to build knowledge about hunter-gatherers. A final option for building background could be the Power Point show, “Prehistoric Indians” based on paintings located at the Hess Museum in Ashton, Idaho. See Adapt simulation plans for Day 1 Cycle 1 on page 3. Before beginning the simulation’s activities, have the students review what they have learned about climate and biomes. This could be done informally by leading a whole class discussion with questions such as, “Tell me what you remember about climate?” Small groups could also be asked to discuss such questions rather than conducting a whole class session. Students could also be asked to create a web depicting what they know about climate (zones, factors) and biomes (types and features). *Be sure students use erasable markers to mark their maps as the maps will be reused in Cycles 2-4. Differentiate by determining which maps/research tasks each student receives. For example, the landform map is the least complicated map and may be assigned to a struggling student. To make the simulation of being world-renowned scholars more exciting, teachers could ask student groups (prior to receiving their individual maps) to create a group identity by identifying a university which their group “represents”. Teachers could offer bonus RIPS for groups who use a university from another country, or use one which is widely recognized for its rigorous academics. Students could also make name tags that identify them as Dr._____. Perhaps students could be addressed by their simulated identity (Dr._____). 6. See Adapt simulation plans for Day 2 Cycle 1 on page 4. Have dictionaries and networked computers available for students to use as resources. Also, point out the “Dictionary of Geographic Terms” located on p.580-81 of the district- adopted textbook, Latin America and Canada. *This step may take 2 or possibly 3 days to complete. **It may be beneficial to have students practice group skills and scoring other students’ research task cards. 7. See Adapt simulation plans for Days 3-4 Cycle 1 on page 4. *Students may want to dress for the presentation as they are simulating being world-renowned scholars and presenting their “findings” in a symposium. The novelty of dressing for the occasion, using name tags, and addressing one another as Dr.____ help create excitement for the project. Teachers may need to model/practice conducting the cross-examination portion of the simulation so that students can focus their cross-examination upon academic ideals that challenge the thinking of other groups. 8. See Adapt simulation plans for Cycle 2, Day 1. To build background about agrarian societies teachers could show , “Hunter-Gatherer, Agrarian, and Pastoral Communities” from the United Streaming video, Mesopotamia: From Nomads to Farmers. Teachers may also choose to show the Power Point presentation, “Agrarian Society”. Another option is the web page, “Emergence of Agriculture”. 9. See Adapt simulation plans for Cycle 2, Days 2-4. *Cycles 3 and 4 are optional. Teachers may wish to conduct them immediately following Cycle 2 or use them at a later date such as near the end of the year. 10. See culmination activity. It may be helpful to discuss the scoring rubric with students and model/practice scoring sample projects.

1. Climate Zone video notes 2. Idaho Falls Climate Paragraph Assignment 3. Climate Zones and Factors Summary Paragraphs 4. Climate Zone Map Worksheet 5. Biome Interactive Worksheet 6. Travel Brochure Project 7. Climate and Biome Assessment 8. Teamwork score based upon Symposium Presentation by group. 9. Individual score based upon “expert” presentation within the group. 10. Individual Cooperative group behavior score. 11. Individual culmination activity score. A rubric is provided.

1. Distribute the handout for the culminating activity, “Where in the Western Hemisphere?” There is an on-level version and a below-level version. A rubric is provided. 2. Discuss the unit’s big questions. Print List for 6th Grade Simulation “Adapt” Return to Materials

Description Page # of copies Special Instructions # (per teacher Student Guide 34-35 30 Make into a 2-sided copy *Landform Map 8 7 Cardstock, Laminate *Climate Map 9 7 Cardstock, Laminate *Vegetation Map 10 7 Cardstock, Laminate *Wildlife Map 11-13 7 Copy each page separately; Cardstock, laminate *Mineral Map 14-15 14 Copy each page separately; Cardstock, laminate Research Task 1 19 7 Research Task 2 20-21 7 Make into a 2-sided copy Research Task 3 22-23 7 Make into a 2-sided copy Research Task 4 24 7 Research Task 5 25 14 Symposium Paper- 31 10 Map Symposium 33 10 Evaluation Sheet *Potential 16 7 Cardstock, Laminate Domesticated Animals Map *Potential 17 7 Cardstock, Laminate Domesticated Plants Map *Natural Hazards 18 7 Cardstock, Laminate Map Research Task 6 26 7 Research Task 7 27 7 Research Task 8 28 7 Research Task 9 29 7 Cycle 2 Fact 30 30 Cardstock, Laminate Sheet/Cycle 3 Fact Sheet Future Symposium 32 10 Map Other Materials *Teachers, you will need to have students use erasable markers in order to use the maps again in future cycles of the simulation or to use again the next year.  Pennies or similar sized round objects for students to trace small circles on maps (nice to have but not absolutely necessary)  Reference materials students can use to research different minerals, plants, animals, climate zones, biomes. Possible resources include the following leveled readers from Scott-Foresman: The Battle Over Rain Forest Lands (Grade 6); Changing Weather (Grade 5)(p.20-21); Climate and Weather (Grade 6)(p.21-23); Desert (Grade 2); Earth's Climate and Weather (Grade 6)(p.22-23); Ecosystems of the Rain Forests (Grade 6); Land and Water: How Geography Affects Our Community (Grade 3); Life in the Amazon Rain Forest (Grade 4); Life in the Arctic (Grade 6); People of the Amazon Rain Forest (Grade 6); The Taiga Biome (Grade 6); Biomes (Grade 6); Ecosystems (Grade 4)(p.4-5); Life in a Rain Forest (Grade 2); Life in the Arctic (Grade 6); Polar Life (Grade 3); Tropical Rain Forests and You (Grade 4) Lesson Planner Return to unit plan

Date: Grade/Class/Subject: 6th Grade/Social Studies/Climate

Unit/Theme: “Adapt” Big Questions - “How have civilizations adapted to a region’s physical geography?” “What role do maps, charts, and graphs play when analyzing organizations of people, places, and environments?”

Performance Indicator(s): 6.SS.2.4 On a blank map of the Western Hemisphere, locate the different climate regions; construct a matrix describing the characteristics of each and state how they differ; write a paragraph describing the climate of Idaho Falls and explaining what factors affect its climate. (6-9.GWH.2.2.1; 6-9.GWH.2.2.2; 6-9.GWH.2.2.3; 6.LA.3.1.2; 6-9.GWH.2.3.2; 6-9.WHC.2.4.1)

 Language Objective(s): 6.LA.1.2.1 Apply the structural features of popular media. Take notes from an audiovisual presentation. Write a paragraph describing the climate of Idaho Falls and explaining what factors affect its climate

Key Vocabulary Supplementary Materials Tropical, temperate, continental, polar, highland, Unitedstreaming video: Geography Basics: Climate, climate, topography, latitude Water, and Living Patterns (segment 4—What is Climate? to segment 7-Climate Changes)

Note taking pages (attached) Latin America and Canada p.28-32

Climate Zone Map worksheet and Climate Zone Map Key (attached)

Factors Affecting Climate Power Point

 Scott-Foresman Leveled Readers: Changing Weather (Grade 5)(p.20-21); Climate and Weather (Grade 6)(p.21-23); Earth's Climate and Weather (Grade 6)(p.22-23); SIOP® Features Preparation Scaffolding Grouping Options ___ Adaptation of Content _X__ Modeling _X__ Whole Class _X__ Links to Background ___ Guided Practice ___ Small Groups ___ Links to Past Learning ___ Independent Practice ___ Partners __X_ Strategies Incorporated ___ Comprehensible Input ___ Independent

Integration of Processes Application Assessment ___ Reading ___ Hands-on __X_ Individual ___ Writing ___ Meaningful ___ Group ___ Speaking _X__ Linked to objectives __X_ Written __X_ Listening __X_ Promotes Engagement ___ Oral

Lesson Sequence

GO: See content and language objectives at top of lesson plan.

APK: Ask students to record what they believe is the difference between weather and climate and why Idaho Falls has the climate that it does. Ask students to share what they know about the definitions of the key vocabulary (e.g. students could write down predicted meanings, discuss possible definitions in small groups, share predicted meanings in a whole class setting, etc.). Discuss the words and their meanings. Post each word and a simple picture to remind students of the meaning of the word.

NI: 1. Discuss the structure of the note taking you would like the students to do (a note taking page is provided that mirrors the structure of the video clip content). First, the terms weather and climate will be compared. Next, climate regions will be introduced followed by supporting details. The same structure is used to describe factors that effect climate. Show the second segment (Climate Regions) of the video (Unitedstreaming video: Geography Basics: Climate, Water, and Living Patterns (segment 4—What is Climate? to segment 7-Climate Changes) and have the students take notes. It may be helpful to model some of the sections for the students or do a whole class shared writing of the notes. (Answer key is attached.). You may have to replay or watch and pause the video a few times in order to assist the students in their note taking. 2. After the second video segment (Climate Regions) pause, create a list of the six major climate regions of the world. To review the major climate zones do the following: Ask students to identify the key characteristics of each climate region? (Discuss examples from the video in terms of average temperature and precipitation). Students may revise their notes during this review. Ask students to name at least one place in each climate region. Students may refer to Latin America and Canada p.29 to help locate examples. The examples should be recorded on the note page. Examples include the following:

• Dry—Sahara Desert; Sonoran Desert; Mojave Desert

• Tropical—Amazon rain forest; Congo River Basin; Bombay, India

• Temperate—Seattle, Washington; London, England; Melbourne, Australia

• Continental—Chicago, Illinois; Moscow, Russia; Frankfurt, Germany

• Polar—South Pole; North Pole; Siberia

• Highland—Rocky Mountains; Swiss Alps; Himalayas

3. After the third video segment (Five Factors That Affect Climate) pause, have students read Latin America and Canada p.30-32 and revise/add their notes. Ask the class about how the five factors affect climate. (The five factors are altitude, latitude, Earth surface features, large bodies of water, and wind patterns.) Discuss examples from the video and textbook. Ask students these questions: Are you familiar with the term lake effect snow? Where in the United States would you find this phenomenon? Why is Mount Everest so much colder than other locations on the same latitude? Which of these factors make the states along the Gulf of Mexico more vulnerable to hurricanes than other parts of the U.S.? ** As a review option, a lesson preview option, or perhaps an option to replace the video segment, teachers may show the Factors Affecting Climate Power Point presentation. 4. After the fourth video segment (Climate Changes), students could read the Scott-Foresman leveled reader, Climate and Weather (Grade 6)(p.21-23) and revise notes. Review with the class how climate changes due to natural phenomena or human activity. What is the difference between El Niño and La Niña? (Unusually warm temperatures in the equatorial Pacific characterize El Niño, whereas La Niña is characterized by unusually cool temperatures in the equatorial Pacific.) Review examples from the video. Ask students these questions: What is global warming? How has the human consumption of fossil fuels impacted our global climate? 5. Students identify climate regions of the Western Hemisphere on the attached Climate Zone Map Worksheet. Also attached is a Climate Zone Map Key.

APP: Students are to write a paragraph naming the climate zone of Idaho Falls, describing the general climate of Idaho Falls, and describing how at least 3 factors affect our climate.

GEN: Students write two paragraphs summarizing the major types of climate regions and factors that affect a climate zone. Teachers may scaffold this assignment by giving students the following topic sentences for the two paragraphs: “There are 6 different climate zones in the world.” “Many factors can affect the climate of a location.” This could be assigned as homework, an “exit ticket”, or as an in class assignment. Add to the class KWL chart.

HW: Reflections: Climate Notes Return to Lesson Plan

WEATHER CLIMATE

Climate Zones Tropical Dry Temperate Continenta Polar Highland l Factors that Influence Climate Altitude Latitude Topography Oceans & Earth’s Lakes Winds Climate Changes El Nino La Nina Volcanoes Sun Activity Carbon Dioxide Sample Climate Notes Return to Lesson Plan

WEATHER CLIMATE  Short term description of  Weather averaged over a long temperature and precipitation period of time

Climate Zones Tropical Dry Temperate Continental Polar Highland Hot year Very little Warm Warm, Short, chilly, Temperature round precipitation summers humid rainy depends on summers summer elevation Frequent Little plant Cool rest of Cold, snowy Long, cold, Higher you rains life year, mild winters snowy go, the winters colder Wide swings Long Precipitation Air is in periods of spread thinner at temperature rain through the higher year evenly altitudes Example Example Example Example Example Example

Factors that Influence Climate Altitude Latitude Topography Oceans and Earth’s Winds Lakes Temperature Sun shines Humid air Winds from 6 belts—push drops as you directly on from ocean ocean/lake act clouds, air, go higher equator so it’s rises and cools like air pollution warm. Smaller forms clouds conditioner/hea angle away and rains ter because from equator water changes so less direct temperature sunlight slower than land Air is thinner Earth is tilted Side of Moderate Doldrums— the higher you so a mountain away weather—not as near equator, go hemisphere from ocean is extreme warm moist air, receives more dry and the air lots of clouds direct sunlight warms (rain in summer shadow) than winter

Climate Changes El Nino La Nina Volcanoes Sun Activity Carbon Dioxide Pacific Ocean Pacific Ocean Particles Sun spots and From burning cold water goes cold water goes thrown in air flares can raise fuels lower—surface more upward can spread temperature on is warmer than many miles earth usual Trade winds Cold surface Particles can Cause global calm—dry in water moves block sunlight warming western Pacific west and lower temperature Warm, moist Warmer water CO2 blocks air causes is pushed west heat from flooding in causing more leaving Earth other part of storms Pacific

Lesson Planner Return to unit plan

Date: Grade/Class/Subject: 6th Grade Social Studies/Biomes

Performance Indicator(s): 6.SS.2.5 Select a region of Canada and a region from Central America, South America, or the West Indies; describe the major biome of each region (re: tundra, taiga, grassland, rainforest, temperate forest, desert); use geography and climate to explain why the two regions are similar or different; create a brochure for prospective travelers. (6-9.GWH.2.2.3; 6-9.GHW.2.2.2; 6-9.GWH.2.2.1; 6-12.USH1.2.1.1; 6-9.WHC.2.4.1; 6.LA.3.5.1)

Language Objective(s): Take notes from an audiovisual presentation; write expository text in the form of a brochure intended for tourists

Key Vocabulary Supplementary Materials Biomes, coniferous, deciduous, savanna, taiga, Video from Unitedstreaming: Biomes: Our Earth’s temperate, tundra Major Life Zones (segment 1—Intro to segment 8 tundra)

Attached/linked sheets: Pictures of polar bears, parrots, coniferous and deciduous trees

Interactive Notes Worksheet, Discussion Questions, Travel Brochure Project

Biome Notes Power Point

Scott-Foresman leveled readers: The Battle Over Rain Forest Lands (Grade 6); Desert (Grade 2); Ecosystems of the Rain Forests (Grade 6); Life in the Amazon Rain Forest (Grade 4); Life in the Arctic (Grade 6); People of the Amazon Rain Forest (Grade 6); The Taiga Biome (Grade 6); Biomes (Grade 6); Ecosystems (Grade 4) (p.4-5); Life in a Rain Forest (Grade 2); Life in the Arctic (Grade 6); Polar Life (Grade 3); Tropical Rain Forests and You (Grade 4) SIOP® Features Preparation Scaffolding Grouping Options _X__ Adaptation of Content _X__ Modeling ___ Whole Class _X__ Links to Background ___ Guided Practice _X__ Small Groups _X__ Links to Past Learning _X__ Independent Practice ___ Partners ___ Strategies Incorporated _X__ Comprehensible Input _X__ Independent

Integration of Processes Application Assessment _X__ Reading ___ Hands-on _X__ Individual _X__ Writing _X__ Meaningful _X__ Group ___ Speaking _X__ Linked to objectives _X__ Written _X__ Listening _X__ Promotes Engagement ___ Oral

Lesson Sequence

GO: See content and language objectives at top of lesson plan.

APK: 1. Review climate zones by asking students to state a climate zone type and then name a place in the world that has that climate zone. **Teachers may show the Biome Notes Power Point to provide a lesson preview. 2. Show the students a picture of a polar bear (or an exotic rain forest animal) (attached). What animal is this? Explain that you have lived in Idaho for a long time and have never seen one in the wild. Why not? Lead this into a discussion about how most plants and animals can live only in certain areas of the world. 3. Present the following words to students: biology, biography, biosphere. Ask students what the words have in common. When the prefix, “bio” is mentioned, ask students what bio means and how that relates to the meanings of the presented words. Then ask students to predict what the word biome means. Discuss the meaning with students (A biome is a large geographical area filled with a major community of plants and animals). Show pictures of a coniferous tree and a deciduous tree (attached) and discuss the definitions of these two words. Have students predict the meanings of the words: temperate, tundra, taiga, and, savanna. When the words are used in the video, the teacher may pause and discuss the words with the students. 4. Introduce the concept of a biome by explaining that scientists have divided the world into a number of large geographic regions called biomes. They classify the biomes according to the kinds of plants and animals that can live there. The factor that usually determines which plants and animals can live in an area is climate, hence the idea that polar bears in the wild live in cold regions.

NI: 1. Have the students review the categories of Blackline Master #2: Interactivity Worksheet: Terrestrial Biomes. (Each student will need 8 copies of the sheet.) Go over any terms that are unclear to the students. The categories “Characteristic Landscape” and “Main Feature” are general categories which the students will need to interpret from the visuals and the information given. The “B” section of this activity sheet asks the students to draw a landscape of each biome and should be completed as time allows in class or as homework. Show the video from Unitedstreaming: Biomes: Our Earth’s Major Life Zones (segment 1—Intro to segment 8 tundra). After each biome segment of the video, have students (in pairs or small groups) discuss the Interactivity Worksheet before completing it. The teacher could then debrief the entire class to make sure every student has completed the sheet before showing the next video segment. It is recommended that you involve the students in a brief discussion after viewing the video. (Answer Key). **An alternative to showing the video is to use the Scott-Foresman levled reader, Biomes (Grade 6). If the leveled reader is used, students would not have to fill in the origin of the biome’s name. Another option would be to have students read the leveled reader description of the biome before viewing it on Unitedstreaming. Note that the leveled reader does not describe the chaparral or temperate rain forest biomes. If below-level students need a source about different biomes consider using the leveled reader, Ecosystems (Grade 4)(p.4-5). Another option would be to show the Biome Notes Power Point rather than the video. 2. Upon completion of the video, display Blackline Master #6: Discussion Questions . Introduce the following questions and help students to identify the biome in which they live. Rewind the video and play the sections that may help students identify information that will aid in their discussion. A globe or world map would also aid in clarifying some of the information presented in this discussion. The students may also use their Interactivity Worksheets in their discussion. 1. In what biome do you think you live? 2. What type of climate do you experience? 3. How close to the equator do you live? 4. What are the types of plant and animal populations that live in your biome? 5. Which biomes have you visited: tropical rain forest, desert, temperate deciduous forest, grasslands, chaparral, temperate rain forest, coniferous forest, or tundra? 6. Which biomes would you like to visit and why? 7. How do the climatic factors such as temperature and rainfall, affect the plant and animal life of a biome? 8. How does soil composition affect the number and types of organisms an environment can support? 9. Give an example from any biome how two types of organisms may interact with each other in the following ways: plant/plant eater, predator/prey.

**Optional: Teachers may use the Biome Notes Power Point to provide a brief review of Biomes.

APP: Distribute the “Travel Brochure” project sheets to students. Read and discuss the assignment. Share a sample project (an example is provided). Discuss the scoring rubric and have students use the rubric to score the sample brochure. Teachers may also want to show student samples collected from past class years. It may also be helpful for students to view actual travel brochures and discuss common features and writing style. Assign students the “Travel Brochure” project. The assignment may be differentiated by assigning below level students to complete the project for only one biome. Such students could pair up to create a two-sided brochure. Some students may also need assistance in structuring the task: 1. Select region. 2. Identify a possible information resource. 3. Use climate and other maps to determine the climate of the region and its major biome. 4. Research the types of plants and animals that live naturally in the chosen region. 5. Determine the type of clothing needed. 6. Produce brochure. For above level students, assign them to create a brochure specifically for a conservationist, which describes an endangered plant in each region and suggests activities the conservationists can get involved with to help save the plant. **The brochure activity can be done at a later time in the computer lab leaving classroom time to move forward with the unit plan into the Adapt simulation activities. A sample rubric is provided for grading purposes.

GEN: At the conclusion of the unit, students will be asked to evaluate their progress on their individual content and personal goals. Add to class KWL chart.

HW: Reflections: Coniferous Trees

Deciduous Trees

Return to lesson plans Polar Bear

Parrot (Return to lesson plans)

Name ______

BIOMES: OUR EARTH’S MAJOR LIFE ZONES INTERACTIVITY WORKSHEET TERRESTRIAL BIOMES A. (Return to lesson plans) Directions: Review the categories listed below. While viewing the program BIOMES: OUR EARTH’S MAJOR LIFE ZONES, record the information presented next to the proper category listed on this worksheet. 1. Biome’s name:

2. Origin of name:

3. Characteristic landscape:

4. Climate:

5. Soil conditions: 6. Dominant plant life:

7. Dominant animal life:

8. Main feature:

B. Using the above information and the visuals presented in BIOMES: OUR EARTH’S MAJOR LIFE ZONES, draw a typical landscape of the above biome. Use the back of the sheet if necessary.

©1998 Creative Adventures Distributed by AGC/United Learning 1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706 www.agcunitedlearning.com e-mail: [email protected] Name______6 BIOMES: OUR EARTH’S MAJOR LIFE ZONES DISCUSSION QUESTIONS Directions: Following are questions to help you further understand the concepts presented in the program BIOMES: OUR EARTH’S MAJOR LIFE ZONES. You may refer to your notes from your Interactivity Worksheets. (Return to lesson plans)

1. In what biome do you think you live?

2. What type of climate do you experience?

3. How close to the equator do you live?

4. What are the types of plant and animal populations that live in your biome?

5. Which biomes have you visited: tropical rain forest, desert, temperate deciduous forest, grasslands, chaparral, temperate rain forest, coniferous forest, or tundra?

6. Which biomes would you like to visit and why?

7. How do the climatic factors such as temperature and rainfall affect the plant and animal life of a biome?

8. How does soil composition affect the number and types of organisms an environment can support? 9. Give an example from any biome how two types of organisms may interact with each other in the following ways: plant/plant eater, predator/prey.

Tropical Rain Forest A. 1. tropical rain forest 2. located in the topics and receives very high levels of rain, and the dominant life form is trees 3. thousands of different tree species whose broad evergreen leaves block out much of the sunlight to the forest 4. Annual rainfall varies from 100 to 160 inches, or 254 or 406 centimeters. The temperatures average from 80 to 90 degrees Fahrenheit, or 27 to 32 degrees Celsius. There are no freezing temperatures and no seasons. 5. Soil is often thin and deficient of nutrients due to the surrounding life’s ability to absorb the forest’s decomposed organic matter efficiently. 6. Trees that are tall with slender trunks that branch only near the top are called the “canopy.” The average tree height exceeds 100 feet, or 30 meters. 7. monkeys, colorful birds, frogs, reptiles, mammals, and a huge variety of insects 8. much rain and many tall trees B. The illustrations will vary but should show graphically some of the above information.

Deserts A. 1. desert 2. comes from the Latin word desertus , which means abandoned, forsaken, left, or lying waste 3. The landscape often supports little life of any kind, and the terrain is dominated by rocks, sand, and overall poor soil. Plant life varies considerably because of the great variety of desert conditions. 4. precipitation is less than 10 inches, or 25 centimeters, a year 5. Soil is poor. 6. Areas that receive more than an inch, or two centimeters, of rain a year have highly specialized plants. Many plants are annuals; most plants are perennials. 7. birds, snakes, tortoises, rodents, big horn sheep. 8. dry land

B. The illustrations will vary but should show graphically some of the above information. Temperate Deciduous Forest A. 1. temperate deciduous forest 2. Typically, the temperatures are moderate or temperate, and the dominant life forms are trees which lose their leaves, known as “deciduous” trees. 3. many trees 4. cold winters, warm summers, abundant rainfall is distributed throughout the year 5. soil is rich with nutrients of minerals 6. deciduous trees such as beech, oak, maple, and hickory 7. earthworms, birds, deer, fox, squirrels, and raccoons 8. deciduous trees

B. The illustrations will vary but should show graphically some of the above information.

Grasslands A. 1. grasslands 2. Area is mostly covered with grass and there is not enough precipitation for the area to support trees. 3. typically treeless land covered with grasses 4. Precipitation is more than 10 inches, or 25 centimeters, a year but not enough to support tree growth. 5. Soil is most fertile and the has the deepest topsoil in the world. 6. grass, and domesticated grasses such as wheat Savanna: grass and scattered trees such as acacias, baobab trees, euphorbias, and palms 7. bison, cattle, horses, and sheep, pronghorn antelope, coyotes, ground squirrels, and rattle snakes. Savanna: giraffes, antelope, wildebeests, zebras, lions, cheetahs, hyenas. 8. “Breadbaskets of the World”

B. The illustrations will vary but should show graphically some of the above information.

Chaparral A. 1. temperate shrubland, chaparral 2. The name “chaparral” refers to the evergreen oak called the “Spanish Chapparo.” 3. may have hills with evergreen shrubs 4. Winters are cool and rainy, and the summers are hot with very little or no rain. 5. The precipitation is great enough that it leaches the soil of much of its nutrients, therefore the soil is poor. 6. Short woody plants with simple evergreen leaves. Sage and manzanita are often found to be aromatic with flammable compounds. In some plants species, fires stimulate seed germination.. 7. Great Horned Owls, chipmunks, lizards 8. Fires are frequent.

B. The illustrations will vary but should show graphically some of the above information.

Temperate Rain Forest A. 1. temperate rain forest 2. The weather is temperate, yet with much rain and the dominant life forms are trees. 3. many tall trees 4. Climate receives between 150 to 200 inches, or 381 to 508 centimeters, of rain annually and the temperatures rarely drop below freezing. 5. acidic soil with some nutrients 6. conifers, such as redwood, spruce, fir, pine, and hemlock 7. deer, salmon, and arachnids 8. very tall trees

B. The illustrations will vary but should show graphically some of the above information.

Taiga A. 1. taiga or northern coniferous forest 2. The word “taiga” is a Siberian word meaning “primeval forest” and the dominant life forms are coniferous trees. 3. many coniferous trees 4. Climate is characterized generally by long, cold winters, allowing only a short growing season in the summer. The winters are colder and the precipitation is much less than the temperate rain forest. 5. soil that is either very cold or very dry 6. conifers 7. deer, elk, caribou, mountain lions, timber wolves, black bears, chipmunks, and beavers. 8. evergreen trees

B. The illustrations will vary but should show graphically some of the above information. Tundra A. 1. tundra 2. The word “tundra” is a Lapp, or Russian, word meaning “treeless plains of northern regions.” 3. Low, dwarfed grasses and sedges arranged in a mosaic, multi-shaped pattern. For most of the year, the landscape is covered with snow. 4. For most of the year, the dark nights are long and the climate is extremely cold and dry Alpine tundra: During the summer, the climate exhibits intense sunshine, prevalent winds, and highly variable precipitation. During the winter, the precipitation is mostly snow. 5. thin layer of soil; the deeper layers of soil are frozen 6. low, dwarfed grasses and sedges arranged in a mosaic, multi shaped pattern; no trees 7. caribou, migratory birds, arctic hare, fox, owls, and lemmings 8. treeless plain

B. The illustrations will vary but should show graphically some of the above information. Blackline Master #6: Discussion Questions (Return to lesson plans)

1. The answer will be determined by the teacher. 2. The answer will be determined by the teacher. 3. The answer will be determined by the teacher. 4. The answer will be determined by the teacher. 5. Answers will vary. 6. Answers will vary. 7. When temperatures are constant and too extreme, such as the below-freezing temperatures often experienced in the tundra, then the growing season is short and the ground cannot support plant forms such as trees. If there is much rainfall, than the plant and animal life is abundant. If there is little light energy reaching the forest floor, then the quantity of plant life is less. 8. Nutrient-rich soil with adequate supplies of water supports an abundance of plant life. 9. Plants, such as grass, and plant eaters, such as horses. Predators, such as lions, feed upon their prey, wildebeests. Climate Zones and Biomes Test Return to Unit Plan

True/False Directions: Place a “T” in the space next to the statement if it is true, and an “F” if it is false.

_____ 1. Weather is the climate of a place measured over many years.

_____ 2. It rarely snows in continental climate regions.

_____ 3. The sun’s radiant energy is strongest at the Equator.

_____ 4. Very little rain falls in a rain shadow area.

_____ 5. Droughts appear in the eastern Pacific (West Coast of North and South America) during El Niño events.

_____ 6. The word “biome” is an area described according to the typical weather conditions and types of plants that grow there.

_____ 7. Climate has nothing to do with where plants and animals live.

_____ 8. St. Louis’s weather is moderated by winds that blow off an ocean.

Multiple Choice Directions: Circle the letter next to the word or phrase that most accurately completes the sentence.

9. Three main factors that affect climate are a. Altitude, latitude, oceans and large lakes b. Earth winds, carbon dioxide, sun spots c. Sun spots, volcanoes, latitude d. Volcanoes, oceans and large lakes, altitude

11. During La Niña events a. the Pacific cold water stream moves upward. b. the Pacific cold water stream moves downward. c. the Pacific cold water stream increases in volume. d. the Pacific cold water stream decreases in volume. 12. Two factors not affected by climate are a. what people eat and how they build their shelters. b. what people wear and their recreational activities. c. the cars people drive and the television programs they watch. d. none of the above.

13. Both the taiga and the tundra are colder environments often found far north. How are the two biomes different? a. The taiga is a very dry climate and the tundra is a very moist climate. b. The taiga is dominated by coniferous trees and the tundra is dominated by grasses and mosses. c. The taiga has a variety of animal species, but the tundra is too cold for any animals to live. d. The taiga has a short summer growing season while the tundra is warmer with a long summer growing season.

14. Which of the following animals would you NOT expect to see in one of the grassland biomes? a. Buffalo b. Elephant c. Ground squirrel d. Bighorn sheep

15. Which of the following is TRUE of the temperate rain forest? a. The forests are often dominated by coniferous trees. b. The forests receive 1-3 inches of rain a year. c. The forests are often located far inland, away from oceans. d. The temperatures are very warm and rarely drop below 70˚C.

Short Answer Directions: Answer the following in the spaces provided. Use another sheet of paper if necessary.

16. What type of trees annually loses their leaves? 17. What is the dominant plant life found in the tropical rain forest and the temperate rain forest?

18. What is the name of the biome which has a geographical area that receives little rainfall and whose terrain is often dominated by rocks, sand, and overall poor soil?

19. Many of the grasslands today are used for what purpose?

Use the map below to answer questions 19-22.

20. Which city would you predict to have colder winter temperatures, San Francisco or Lanzhou, China? Use factors that affect climate to explain your choice.

21. Which city would you predict to have more annual precipitation, San Francisco or Lanzhou, China? Use factors that affect climate to explain your choice.

22. Which city would you predict to have a warmer climate, Cartagena, Columbia or Churchill, Canada? Use factors that affect climate to explain your choice. 23. Which city would you predict to be closer to a rain forest biome, Cartagena, Columbia or Lanzhou, China? Use factors that affect climate to explain your choice. Climate Zones and Biomes Test ANSWER KEY Return to Unit Plan

1. F 2. F 3. T 4. T 5. F 6. T 7. F 8. F

9. A 10. A 11. C 12. B 13. D 14. A

15. Deciduous trees annually lose their leaves.

16. Trees are the dominant plant life found in the tropical rain forest and temperate rain forest.

17. It is a desert.

18. Many grassland regions are used for growing crops (agriculture).

19. Lanzhou, China. Students could explain that Lanzhou, China has a much higher elevation (altitude) or that San Francisco’s temperatures would be moderated by the ocean.

20. San Francisco. Students should explain that it is because San Francisco is located near an ocean.

21. Cartagena, Columbia. Students should explain that the temperature difference would be due Cartagena being located near the equator.

22. Cartagena, Columbia. Students should explain that it is because it is in a warmer climate. Biome Travel Brochure (Return to lesson plans)

Welcome to the ABC Travel Agency. Travelers who have used your services before have been asking for trip packages that would allow them to visit different areas of the world and experience different kinds of climate and animal and plant life. You’ve come up with a brilliant idea! You call it, “The Biome Package”! The ABC Travel Agency is going to package trips that take travelers to two different biomes in the Western Hemisphere. Your boss has asked you to prepare a brochure for one of the packaged trips. Your job is to select one Canadian city and its surrounding area and describe its biome. Be sure to describe the types of plants and animals that travelers might be able to “shoot” on a photo-safari. Be sure to suggest the kind of clothing tourists should take as well. This region will be one side of the brochure. For the other side of the brochure, you are to provide the same kind of descriptions for another biome in the Western Hemisphere. You may select a city from the Caribbean Islands, Mexico, Central or South America. Describe the types of plants and animals that can be seen and provide suggestions for articles of clothing to pack for the trip. The ABC Agency prides itself on the inclusion of educational learning in every trip, so be sure your brochure points out how climate and geography have led to the creation of the two different biomes in the package. Your boss has offered a free trip to your chosen sites if you create a well written, informative, colorful, and appealing brochure! Remember to provide your boss with a list of your information sources. Biome Travel Brochure (Return to lesson plans)

Welcome to the ABC Travel Agency. Travelers who have used your services before have been asking for trip packages that would allow them to visit different areas of the world and experience different kinds of climate and animal and plant life. You’ve come up with a brilliant idea! You call it, “The Biome Package”! The ABC Travel Agency is going to package trips that take travelers to two different biomes in the Western Hemisphere. Your boss has asked you to prepare part of a brochure for one of the packaged trips. Your job is to select one city (from Canada, Mexico, Central or South America, or the Caribbean Islands) and its surrounding area and describe its biome. Be sure to describe the types of plants and animals that travelers might be able to “shoot” on a photo-safari. Be sure to suggest the kind of clothing tourists should take as well. This region will be one side of the brochure. A partner will be producing the other side of the brochure. Describe the types of plants and animals that can be seen and provide suggestions for articles of clothing to pack for the trip. The ABC Agency prides itself on the inclusion of educational learning in every trip, so be sure your brochure points out how climate and geography have led to the creation of the two different biomes in the package. Your boss has offered a free trip to your chosen site if you create a well written, informative, colorful, and appealing brochure! Remember to provide your boss with a list of your information sources.

Checklist

_____ 2 plants for each biome

_____ 2 animals for each biome

_____ Suggestions for clothing in each biome

_____ Details about how climate and geography helped develop each biome

_____ Pictures for each biome

_____ Brochure is colorful

_____ Spelling, punctuation, and grammar are correctBiome Travel Brochure (Return to lesson plans)

Welcome to the ABC Travel Agency. Travelers who have used your services before have been asking for trip packages that would allow them to visit different areas of the world and experience different kinds of climate and animal and plant life. Many conservationists have also been asking your agency to provide trip packages in which they can participate in conservation activities that help save an endangered species. You’ve come up with a brilliant idea! You call it, “The Biome Package”! The ABC Travel Agency is going to package trips that take travelers to two different biomes in the Western Hemisphere. Your boss has asked you to prepare a brochure for one of the packaged trips and make it appealing to conservationists. Your job is to select one Canadian city and its surrounding area and describe its biome. Be sure to describe an endangered plant and the types of activities the conservationists can get involved with in order to help protect the plant species. Be sure to suggest the kind of clothing tourists should take as well. This region will be one side of the brochure. For the other side of the brochure, you are to provide the same kind of descriptions for another biome in the Western Hemisphere. You may select a city from the Caribbean Islands, Mexico, Central or South America. Describe the types of plants and animals that can be seen and provide suggestions for articles of clothing to pack for the trip. The ABC Agency prides itself on the inclusion of educational learning in every trip, so be sure your brochure points out how climate and geography have led the creation of the two different biomes in the package. Your boss has offered a free trip to your chosen sites if you create a well written, informative, colorful, and appealing brochure! Remember to provide your boss with a list of your information sources. Located in Brazil, along the Enjoy a breathtaking view of the Because it’s located above 50° equator, much warm, moist air taiga from overhead by taking a North latitude, taiga summers are travels from the Atlantic Ocean helicopter tour. You’ll be amazed short and cool so you’ll need a over the rainforest. When the at the site of miles and miles of warm jacket and long pants. warm, moist air meets the towering similar looking evergreen trees Andes Mountains on the west coast extending beyond the horizon. Watch out for the ice and snow of South America, most of the melt that creates lots of standing moisture forms rain or snow. This Go for a walk among the spruce water. You’ll need extra shoes and creates a yearly average rainfall of trees and examine their needles. socks. Don’t forget your bug spray! about 9.5 feet in the Amazon region The needles are the evergreen tree’s Summer days can be long here. compared to less than 3 feet of leaves. The thin wax covered rain/snowfall in the taiga. Due to needles help the trees lose less If you plan to travel in the winter, being near the equator, the water and shed snow more easily. plan to bring a parka, wool mittens, temperature in the rainforest is and fur lined boots. Beware, winter almost always around 80°. nights are long!

Be sure to have plenty of film as you will want to capture the sights of moose, wolverines, or lynx in For a once in a lifetime experience their natural habitats! If you see a visit the Taiga biome of Canada! wolverine, keep your distance. They are very strong and can kill You’ll begin your trip by arriving in animals much larger than the beautiful town of Yellowknife themselves. in the Northwest Territories. (Return to lesson plans) You’ll be staying at the luxurious Coast Fraser Tower Hotel surrounded by the invigorating scent of pine from the coniferous trees native to the Taiga biome! If you’re looking for a biome vastly grows 40,000 different plant species different than the taiga, then the (the most in the world)! rainforest is for you!! Come stay in Manaus, Brazil, in the heart of the Amazon Rain Forest Come and explore the world’s (the largest rainforest in the world). largest river basin that contains one-fifth of all the world’s free If you love plants and animals flowing freshwater. you’ll love the rainforest! The Amazon Rainforest is home to more Call ABC Travel today to book your than a third of the world’s species!! tour! For some species, like the Jaguar, 1-800-123-4567 ABCTravel.com pink dolphins, some species of monkeys, and two-toed sloths, the Amazon Rainforest is one of the last refuges in the world!

Keep your eyes open for some of the most colorful animals on the planet such as the macaw and the poison dart frog.

Because of the warm, humid climate, the Amazon Rainforest Travel Brochure Rubric Return to lesson plan

4—brochure meets all of the requirements for a 3; brochure provides details about each biome other than those that are about plants and animals to see, clothes to wear and the role of climate and geography; brochure contains only 1- 2 errors of grammar, punctuation, and spelling; all parts of the brochure are colorful and appealing.

3—brochure provides descriptions of at least 2 different plants and 2 different animals for each of the biomes; brochure suggests clothing appropriate to each biome; brochure provides details regarding the role climate and geography have played in developing each biome; illustrations and graphics are used that highlight content; the brochure contains very few errors of grammar, punctuation, and spelling; brochure is mostly colorful and appealing.

2—brochure provides descriptions of at least 1 plant and 1 animal for each of the biomes; brochure describes the climate or geography of the biome, but doesn’t describe the role they played in developing each biome; a couple of illustrations are provided to highlight the content; the brochure contains several errors of grammar, punctuation, and spelling; most of the brochure is not colorful and appealing. 1—brochure describes at least one plant or animal for each biome; brochure provides at least one detail about the climate or geography of each biome; at least one illustration highlights the content; the brochure does not show any indication of being edited; brochure is not colorful or appealing.Where in the Western Hemisphere? Return to unit plan

You are the Chief Executive Officer (CEO) of the ABC International Corporation and are trying to establish new businesses in the Canadian, Mexican, Central American, Caribbean (West Indies), and South American regions. These businesses do not need to be in the same location, but need to be placed where they will be successful based on the natural resources, climate, elevation, location of workers, and other factors of the area you choose. You have been given maps, charts, and graphs* to help you make an educated decision. Identify the location of your chosen area by listing existing political boundaries (country, state/province, city, etc). You must explain your choice by listing at least three reasons for why you want to locate each business at the proposed sights. This will allow the board of directors to approve or disapprove your proposal.

*Use the different maps: Climate, Physical Regions, Elevations, Major Minerals, etc. to help you make a determination. A list of charts, graphs and maps is found on page x - xi in your Latin America and Canada: Adventures in Time and Place resource book. If needed, you may use other resource materials after approval from your teacher.

Types of Businesses: An agricultural company for farming of foods A pine furniture manufacturing company A steel manufacturing company A jewelry manufacturing company A tropical fruit smoothie hut Where in the Western Hemisphere? Return to unit plan

You are the Chief Executive Officer (CEO) of the ABC International Corporation and are trying to establish 2 new businesses in the Canadian, Mexican, Central American, Caribbean (West Indies), and South American regions. These businesses do not need to be in the same location, but need to be placed where they will be successful based on the natural resources, climate, elevation, location of workers, and other factors of the area you choose. You have been given maps * to help you make a good decision. Write the country, state/province, or city that your business location is near. Explain your choice by giving a reason for why you want to locate the business at the proposed sight. This will allow the board of directors to approve or disapprove your proposal.

*Use the following maps in your Latin America and Canada: Adventures in Time and Place resource book to help you make your decision. If needed, you may use other resource materials after approval from your teacher.

Maps  Western Hemisphere Vegetation (pg. 35)  Canada: Climate (pg. 73)  Canada: Natural Resources (pg. 164)  Central America: Major Minerals (pg. 333)  Central America: Major Crops (pg. 360)  Caribbean: Agricultural Products (pg. 411)  South America: Climate (pg. 448)  Andean Countries: Major Minerals (pg. 501)

Types of Businesses: (Choose 2 from the following list) An agricultural company for farming of foods A pine furniture manufacturing company A steel manufacturing company A jewelry manufacturing company (gold and silver) A tropical fruit smoothie hut

Checklist

_____ Select 2 businesses _____ Use maps to determine the best location for each business

_____ Write reasons for choices Where in the Western Hemisphere? Rubric Return to unit plan

4—an exact location (city, country) is given for each business; the student has included 3 appropriate reasons for the chosen location of each business; each reason relates to a different factor (natural resources, climate, elevation, location of workers, etc.) and is explained; each reason is supported by at least one specific fact (e.g. average temperature, population, exact elevation, etc.); all reasons are written clearly and with only a couple of minor spelling/punctuation/grammar errors.

3—the student has included 3 appropriate reasons for the chosen location of each business; the reasons relate to at least 2 different factors (natural resources, climate, elevation, location of workers, etc.); most reasons are explained; the exact location (city, country) of each business is stated clearly; most reasons are supported by at least one specific fact (average temperature, specific plants available, population, etc.); most reasons are written clearly; there are a few errors in spelling, punctuation, and grammar.

2—student has included at least 2 appropriate reasons for most of the chosen business locations; few reasons are explained; the general location (country) of each business is clearly stated; some reasons are written clearly; there are frequent errors in spelling, punctuation, and grammar.

1—student has included at least one appropriate reason for each of the chosen business locations; explanations of the reasons are not given; the general location of each business is stated clearly; reasons are written legibly and contain many errors of grammar, punctuation, and spelling.