Capstone Unit Plan - The Biosphere
Grade Level: 5th
By: Rosa Argiero and Camryn Bernier
February 10th, 2014
Scientific Background:
Biosphere:
The biosphere is associated with all living systems, such as biomes and
ecosystems. This includes life on land, in water, and even life we cannot see with the naked eye. Features may include: forests, grasslands, deserts, urban/agricultural ecosystems, coastal biomes...etc. A biome is a global association of plants and animals classified by vegetation type, largely determined by climate, primarily temperature and precipitation. There are seven different biomes that exist in the biosphere: tundra, tropical savanna, temperate broadleaf forest, coniferous forest, desert, tropical forest, and chaparral.
Biomes:
The tundra biome can be found near the North Pole. It is the world’s largest biome, covering 20 percent of the Earth’s surface. It is found in most parts of Greenland, parts of Alaska, northern Canada, and northern Russia. There is little vegetation because of the cold, dry climate. The average amount that the biome receives is 6-10 inches per year, mainly snowfall. Any animals found in the tundra have adaptations to keep them warm, such as extra fat or thick fur coats. In the tundra, all of the water and ground is permanently frozen; this is known as permafrost. Animals that can be found in the tundra include: polar bears, caribou, arctic fox, and snowy owl.
The tropical savanna biome environment can be found near the equator. Vegetation includes many different types of grasses and few trees. What few trees there are need to be drought-resistant because there is very little rainfall in the tropical savanna. The climate is very warm/hot and it has both a wet and dry season. Elephants, zebras, lions, and Nile crocodiles inhabit this biome.
The temperate broadleaf forest (Deciduous Forest) is found in continental and humid subtropical climates. Approximately 20 to 60 inches of precipitation falls each year. Snow is very common in the northern regions of the biome. To prevent water loss and tissue damage from the cold winter, the trees shed their leaves because of the limited sunlight in the winter for photosynthesis. Deciduous trees are the most common type of plant in this biome. Conifer, oak and beech trees are also found in this biome. There are multiple layers in the forest: two tree layers, a shrub layer and an herb layer. Animals that inhabit this biome adapt to the cold winters by hibernation, migration, and the growth of seasonal fur coats.
The coniferous forest (Alpine) biome is located in northern parts of North America, Europe, and Asia. It has mostly evergreen and coniferous trees (trees that don’t lose their leaves in the winter). The summers are mild and the winters are very harsh. Animals found in the coniferous forests may include bears, wolverines, bald eagles, moose, and various types of birds.
The desert biome is found in climates that receive less than 10 inches of rain each year. The amount of water that evaporate exceeds the amount of precipitation annually. Deserts can be hot or cold, but always dry. They cover about one third of earth’s surface. Hot deserts are located near the Tropic of Cancer or the Tropic of Capricorn. Little vegetation survives in deserts because of the limited rainfall. Grasses and mosses are the most prevalent vegetation. In hot deserts, animals are nocturnal so that they can sleep in their burrows under the ground during the day to avoid the extreme heat and hot sun.
Tropical forest (Tropical Rainforest) biome is found on or near the equator. It has thick, warm, and wet forests that receive a lot of rain year round. It has the same warm temperature all year. The tropical forest is home to more than half of the worlds animals. These animals include: several types of monkeys, sloths, several butterfly and bird species such as toucans and macaws, poison dart frogs, and boa constrictors. More than two thirds of the world’s plant species can be found in the tropical rainforests. These plants provide shelter for the animals that live there and provide the earth with most of its oxygen. Plants such as bamboo, coconut trees, fig trees, various types of woody trees, and kapok trees can be found in the tropical forest.
The Chaparral biome has various types of terrain, such as flat plains, rocky hills, and mountain slopes. It is typically portrayed as the “Wild West” because it is very hot and dry. Rainfall ranges from 10-17 inches each year. Winters are very mild with an average temperature of 10 degrees Celsius, or 50 degrees Fahrenheit. Summers are extremely hot and dry with an average temperature of about 40 degrees Celsius, or 104 degrees Fahrenheit. Fires and droughts are very common in this biome. The plants that inhabit this biome adapt to the climate by growing small hard leaves with tiny hairs that retain moisture. Examples of plants in the chaparral biome are poison oak, scrub oak, Yucca Wiple and other small shrubs, trees and cacti. Some of the animals that inhabit the chaparral biome are coyotes, jack rabbits, puma, mule deer, alligator lizards, horned toads, praying mantis, honey bee and lady bugs. These animals all have adaptations to the hot and dry conditions. The Chaparral biome is found in a mid-latitude climate that lies in a belt of prevailing westerly winds, which causes this biome to be found on west coast areas. The following picture shows the areas in the world where the chaparral biome is found: west coast of the U.S., west coast of South America, Cape Town area of South Africa, western tip of Australia and the coastal areas of the Mediterranean.
Trophic Levels/Food Chains:
A food chain is the sequence of organisms eating one another, which transfers energy from one organism to the next. The sun is the original source of energy that fuels a food chain consisting of five trophic levels: producer, primary consumer, secondary consumer, top level consumer, and decomposer. Producers are plants that get their energy from the sun by converting the radiation into sugar through photosynthesis. Primary consumers eat plants, the producer, so they are herbivores. The top level consumer is at the top of the food chain or rather, at the end of the food chain. It is the farthest organism from the producer and it is a carnivore. Examples of top level consumers are hawks, lions, wolves and humans. Decomposers are organisms that eat the dead, decaying organisms of the food chain. Examples of decomposers are fungi. They break down nutrients in the dead organisms and return it to the soil. Producers than use the nutrients in the soil for energy.
Environmental events such as volcanic eruptions, hurricanes, forest fires, and droughts can disrupt a food chain. When a population of species declines, it causes other species to decline because it creates a limited food source. For example, if there is a forest fire, the producers are eliminated because they are all plants. Therefore, the secondary consumer’s food source is gone, which causes them to die. The cycle continues to the top level consumers until the plants grow back.
Biomass Pyramid:
Only 10 percent, or 1/10, of the energy organisms intake is passed on to the next level. From the producer up through the top level consumer, 10 percent of each organism’s energy is passed on when the next organism eats it. For example, when a rabbit (secondary consumer) eats grass (producer), only ten percent of the energy in the grass is passed on to the rabbit. When a fox (primary consumer) eats the rabbit, only 10 percent of the energy in the rabbit is passed on to the fox. Therefore, the top level consumer receives the least amount of energy because it is the farthest away from the producer. Humans receive more energy from eating plants than animals because plants are producers.
Food Web:
A food web consists of all the food chains from one ecosystem. An ecosystem is the community and interactions of living and non-living things in an area. All of the interconnected and related food chains in an ecosystem make up a food web. The organisms in a food web are divided into different trophic levels (described above). Food webs are more complex than food chains. They are all connected and show specific interactions. Image from:
How the Spheres Interact:
Atmosphere / Geosphere / Hydrosphere / BiosphereAtmosphere / Ozone change / Ozone change
El Nino / Ozone change;
photosynthesis
Geosphere / Hurricanes; tsunamis; volcanoes; wave action / Volcanic eruptions / Hurricanes; tsunamis; tectonics; erosion; volcanoes
Earthquakes; wave action / Hurricanes; tsunami; coal, nutrient cycles; volcanoes
Hydrosphere / El Nino / Waves / Wave action / photosynthesis
Biosphere / photosynthesis
The spheres are so closely connected, that one slight change in one sphere may result in a change in one or more of the other spheres. Examples of how the biosphere interacts with each of the other three spheres include:
Biosphere with Geosphere: A decrease in vegetation may have resulted from increased soil erosion because there were fewer roots to hold the soil in place.
Biosphere with Atmosphere: Smoke or other pollutants in the air could contaminate the lungs and health of the living things in the biosphere.
Biosphere with Hydrosphere: Ash or other particles found in the water could have the potential to clog the gills of fish. Other aquatic organisms could be affected by these particles found in the water if the hydrosphere is not properly cared for.
Lesson 1: Biomes- Temperate Broadleaf, Coniferous, and Tropical Forest
Benchmarks:
➢5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
➢5-ESS3-1 (ELA/Literacy)Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Objective(s):
➢A student will be able to identify and explain each biome.
➢A student will be able to define the word ‘biome’.
➢A student will be able to match plants and animals to the correct biome.
➢A student will be able to describe the climate of each biome.
Materials:
➢Attachment 1: Biomes Worksheet
➢Computer & Internet Access
➢Resources:
○Ducksters: Biomes -
○World Biomes -
○Biome Pictures
■Temperate Broadleaf Forest:
■Coniferous Forest:
■Tropical Forest:
Engage:
The teacher will project pictures of each biome separately for the class to see. The teacher will show pictures of locations that represent the temperate broadleaf, coniferous and tropical forest biomes.
Students will be asked to make observations on each biome. The teacher will call on students to share their observations with the class. After each biome has been shared, the teacher will ask the students how the three forest biomes appear different. The teacher will call on volunteers to share their ideas. The teacher will post responses on the board and the class will make general differences about each biome.
Explore:
The main activity for this explore section is for students to research their assigned biome in preparation for them to complete a biome brochure (elaborate). They will be researching the three forest biomes, but only completing a brochure on one of the three biomes assigned by the teacher. Students will be researching using the websites listed above. By fifth grade, they should be able to look at websites and determine which information is appropriate to use in their research, and which is not.
As the students begin their research, the teacher will be walking around the room to ensure that the students are using the appropriate websites. Students can work together to share information, but the worksheet should be completed individually.
* Students should be reminded about Internet safety and should be instructed to use only the resources listed above.
Explain:
Students will take their information collected from their research to begin constructing their biome brochures. The teacher will first show examples of completed brochures to give students an idea of what to include in their own brochures.
The teacher will grade the brochures based on the rubric found in the attachments section (Attachment 2). The teacher should tell the students what to include in the brochure: animals, climate, plants, pictures, and descriptive words.
Students will construct a brochure of one of the three forest biomes using the brochure option in Microsoft Publisher. The brochure will contain examples of plants, animals, and a description of the climate. It will include pictures, and written text demonstrating their knowledge of the biome.
Upon completion of the brochure, each student will present their brochures to the rest of the class.
Elaborate:
Students will complete a matching activity (Attachment 3). Using the words, pictures, and titles of the biomes, they will match all of the words and pictures to the correct biome. The teacher will walk around the room as the students complete this exercise in pairs, and informally check for accuracy and completion.
The students and teacher will work together as a class after all of the pairs have completed the exercise, and match all of the words and pictures together as a class.
Evaluate:
Objective(s) / Assessment Tool/Where it’s Taught / How is the tool used to Evaluate the Objective(s)?A student will be able to identify and the three each biome. / Students will complete the worksheet about each biome. (Explore) / Worksheet: The teacher will collect the worksheet and give points for completion.
A student will be able to define the word ‘biome’. / By completing the worksheet about each biome and completing a biome brochure, the students will have an understanding about what a biome is. (Explore & Explain) / Brochure: The teacher will complete a formative assessment by listening to the accuracy of the students’ descriptions of the biomes.
A student will be able to match plants and animals to the correct biome. / Teacher will assess their knowledge of the biomes based on the accuracy of their biome brochure, and their completion of the matching activity (Attachment 3). (Explain & Elaborate)
Teacher will walk around the classroom and have conversations with the students about their research and biomes. (Explore, Explain, Elaborate) / Matching Activity: The teacher will walk around the room while the students complete the matching activity and check for accuracy.
A student will be able to describe the climate of each biome. / Teacher will assess their knowledge of the biomes based on the accuracy of their biome brochure, and their completion of the matching activity (Attachment 3). (Explain & Elaborate)
Teacher will walk around the classroom and have conversations with the students about their research and biomes. (Explore, Explain, Elaborate) / Matching Activity: The teacher will walk around the room while the students complete the matching activity and check for accuracy.
Lesson 2: Biomes- Tundra, Desert, Chaparral, and Tropical Savanna
Benchmark:
➢5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Objective(s):
➢A student will be able to identify and explain the biomes.
➢A student will be able to match plants and animals to the correct biome.
➢A student will be able to describe the climate of each biome.
Materials:
➢Biomes Worksheet (Attachment 1)
➢Computer & Internet Access
➢Resources:
○Ducksters: Biomes -
○World Biomes -
○Biome Pictures
■Tundra:
■Desert:
■Chaparral:
■Tropical Savannah:
Engage:
The teacher will project pictures of the tundra, desert, chaparral, and tropical savanna biomes separately for the class to see. The teacher will show pictures of locations that represent the tundra, desert, tropical savanna, and chaparral biomes.
Students will be asked to make observations on each biome. The teacher will call on students to share their observations with the class. The teacher will call on volunteers to share their ideas. The teacher will post responses on the board and the class will make general differences about each biome.
Explore:
The main activity for this explore section is for students to research their assigned biome in preparation for them to complete a biome brochure (elaborate). They will be researching the four biomes they observed in the engage section, but only completing a brochure on one of the four biomes assigned by the teacher. Students will be researching using the resources listed above. By fifth grade, they should be able to look at websites and determine which information is appropriate to use in their research, and which is not.
As the students begin their research, the teacher will be walking around the room to ensure that the students are using the appropriate resources. Students can work together to share information, but the worksheet should be completed individually.