Biodiversity Adaptations and Biomes Program Pre- and Post-Activities
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Biodiversity Adaptations and Biomes Program Pre- and Post-Activities BACKGROUND FOR TEACHER In this lesson, we will be reviewing the 6 major biomes of the world and the ways in which plants adapt to the living conditions in each of those biomes. The Conservatory at Longwood Gardens provides the perfect opportunity to visit a number of these conditions in one place and to see the plants that grow in the different climates first-hand. By understanding the ways in which plants adapt to different environments, we can explore the topic of evolution. In addition, we are able to explore and emphasize the importance of protecting each of these areas in the world and understand why biodiversity is so very important. VOCABULARY Biodiversity Biodiversity index Adaptations Monoculture Biotic Abiotic Biome Clone NEXT GENERATION SCIENCE STANDARDS Standard: HS-LS2. Ecosystems: Interactions, Energy, and Dynamics Performance Expectations HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Biodiversity Adaptations and Biomes 1 Standard: HS-LS4. Biological Evolution: Unity and Diversity Performance Expectations HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Standard: HS-ESS3. Earth and Human Activity Performance Expectations HS-ESS3-3 Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity. NATIONAL STANDARDS IN GEOGRAPHY Standard 8: Understands the characteristics of ecosystems on Earth’s surface Standard 14: Understands how human actions modify the physical environment Biodiversity Adaptations and Biomes 2 ACTIVITIES Design a Home 1. Have students choose a biome. 2. Students should then design a human dwelling that would be appropriate for that biome. Students should take into account the climate, temperature, and flora and fauna living in the biome. 3. Encourage students to use biomimicry and incorporate some adaptations that plants in the biome have made in order to thrive there. 4. Optional, have students create a small model of the home they designed. Real Estate Agent Skit 1. Break students into groups of 2. 2. Let each group pick a biome. 3. One student should pretend to be someone skeptical about living in that biome. 4. The other student should pretend to be a real estate agent from the biome. 5. The groups should then write a skit that shows the real estate agent convincing the client to move to the chosen biome. Biome Rap 1. Break students into small groups. 2. Let each group pick a biome. 3. Have each group write a rap song describing the climate and plants in their chosen biome. 4. Optional, have the students create a music video in which they perform their rap. Fashion Designer 1. Let each student choose a biome. 2. Have the students design and draw a clothing line based on the climate in their chosen biome. Students should take into account the temperature, precipitation, and the flora and fauna of the biome when choosing colors and materials for the clothing. 3. Optional, have the students create a diorama featuring the flora and fauna of the biome and some human figures wearing the outfits from their clothing line. WORKSHEETS Biome Characteristics and Adaptations Worksheets 1. Print the worksheets on pages 5 and 7 and have the students fill them out to assess knowledge retention from the program. Biodiversity Adaptations and Biomes 3 Biodiversity Index Worksheet 1. Print the worksheet on page 8 and have the students use the formula at the top of the page to calculate the biodiversity indices for each scenario. 2. Explain that this statistic provides scientists with a way to quantify biodiversity and compare it in different biomes. 3. Allow the students to think about the open-ended questions at the bottom of the worksheet. WEB RESOURCES FOR TEACHERS AND STUDENTS Missouri Botanical Garden www.mbgnet.net University of California Museum of Paleontology www.ucmp.berkeley.edu/glossary/gloss5/biome/ Scholastic www.scholastic.com/bloom PBS Learning whyy.pbslearningmedia.org/resource/tdc02.sci.life.eco.lp_biomes/biomes/#.WoREYFrwbcs Discovery Education www.discoveryeducation.com/teachers/free-lesson-plans/elements-of-biology-biomes.cfm Seed Your Future www.seedyourfuture.org We Are Bloom www.wearebloom.org Biodiversity Adaptations and Biomes 4 Biome Characteristics Name: _________________________________________ Date: __________________ Place the letter of the ecological description next to the biome it describes. A. This biome possesses vertical layers. Trees here tend to be only one or a few species, to possess many adaptations to cold weather, and to not typically lose their foliage in the Tropical ____ winter. Climates supporting these forests tend to receive a Forest significant fraction of precipitation in the form of snow, which melts during the warmer portion of the year—making water available to the trees and other vegetation. B. This biome is found in more tropical areas and includes Temperate scattered trees. It is prominent on the continent of Africa. For ____ Deciduous this biome, rainy seasons alternate with periods of drought. Forest Vegetation is prominent during the rainy season. Fires play an important role in reshaping the physical environment. C. This biome occurs in moderate climates found primarily in the middle latitudes, north and south of the tropics. These climates include enough precipitation to support the growth of large Coniferous ____ trees and tend to feature warm summers and cold winters. Forest These trees will lose their leaves in the winter months. The canopies of this biome are less dense, admitting more light to the layers below. D. This biome is prominent in the arctic and is characterized by extreme cold and fierce winds, with little water available to Temperate ____ vegetation. Plant life is severely restricted. Permafrost is Grassland evident and prevents the passage of large roots required for large trees to grow. E. The defining abiotic factor of this biome is aridity—the absence of moisture. This biome may be hot, cold, or alternate between ____ Savanna temperature extremes. Plants here have evolved adaptations to maximize their ability to extract and conserve water from their arid environment. F. This area is defined by the significant absence of trees and large shrubs. Factors that prevent trees from growing include ____ Tundra periodic droughts, fires, and the grazing of animals. These biomes tend to be fertile and are of agricultural interest. G. This biome has very distinct vertical layers because of differing access to sunlight. It contains a broad array of epiphytes ____ Desert (mosses and orchids), which can grow high in the canopy where there is more sunlight. This biome is also characterized by high levels of precipitation. Biodiversity Adaptations and Biomes 5 Biome Characteristics Name: _________________________________________ Date: __________________ Place the letter of the ecological description next to the biome it describes. A. This biome possesses vertical layers. Trees here tend to be only one or a few species, to possess many adaptations to cold weather, and to not typically lose their foliage in the Tropical _G_ winter. Climates supporting these forests tend to receive a Forest significant fraction of precipitation in the form of snow, which melts during the warmer portion of the year—making water available to the trees and other vegetation. B. This biome is found in more tropical areas and includes Temperate scattered trees. It is prominent on the continent of Africa. For _C_ Deciduous this biome, rainy seasons alternate with periods of drought. Forest Vegetation is prominent during the rainy season. Fires play an important role in reshaping the physical environment. C. This biome occurs in moderate climates found primarily in the middle latitudes, north and south of the tropics. These climates include enough precipitation to support the growth of large Coniferous _A_ trees and tend to feature warm summers and cold winters. Forest These trees will lose their leaves in the winter months. The canopies of this biome are less dense, admitting more light to the layers below. D. This biome is prominent in the arctic and is characterized by extreme cold and fierce winds, with little water available to Temperate _F_ vegetation. Plant life is severely restricted. Permafrost is Grassland evident and prevents the passage of large roots required for large trees to grow. E. The defining abiotic factor of this biome is aridity—the absence of moisture. This biome may be hot, cold, or alternate between _B_ Savanna temperature extremes. Plants here have evolved adaptations to maximize their ability to extract and conserve water from their arid environment. F. This area is defined by the significant absence of trees and large shrubs. Factors that prevent trees from growing include _D_ Tundra periodic droughts, fires, and the grazing of animals. These biomes tend to be fertile and are of agricultural interest.