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BIOMES:OUR EARTH’S

MAJOR LIFE ZONES

BiomesOur Earth’s Major Life Zones

catalog #2856

Teacher’s Guide

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Teacher’s Guide Written by ...Mary Maio

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BIOMES:Our Earth’s Major Life Zones

Teacher’s GuideTable of Contents

Introduction ............................................................1Links to Curriculum Standards ...........................1Summary of the Video ..........................................1Teacher Preparation...............................................2Instructional Notes ................................................3Student Preparation...............................................4Student Objectives .................................................5Class Preparation ...................................................6Video Quiz ..............................................................7View the Video .......................................................8Follow-Up Discussion ...........................................8Follow-Up Activities .............................................9Resources for Students and Teachers................10Extended Learning Activities............................. 11Bibliography .........................................................12Answer Key ..........................................................12Additional United Learning Titles ....................21Internet Resources ...............................................22Script of Narration ...............................................23

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BIOMES: OUR EARTH’S MAJOR LIFE ZONESTeacher’s Guide

Grades 5-8

Introduction

BIOMES: OUR EARTH’S MAJOR LIFE ZONES offers gen-eral information and descriptions of nine of the most com-mon terrestrial biomes, five of the main marine biomes, andtwo of the standing water biomes. The program is intendedfor grades five through eight. The program’s goals are tohelp students define and describe these fourteen biomes,explain what constitutes a biome, and identify how thephysical environment affects the living environment.

Links to Curricular Standards

BIOMES: OUR EARTH’S MAJOR LIFE ZONES covers thefollowing concepts outlined by the National Science Edu-cation Standards for Life Science, grades five through eight:• In any particular environment, the growth and survivalof organisms depend on the physical conditions.• Two types of organisms may interact with one anotherin several ways: They may be producer/consumer or preda-tor/prey.

Summary of the Video

A biome is most often identified as a geographical area filledwith a major community of plants and animals. Each biomeis characterized by a particular type of climate, vegetation,and animal life. Quantity of light energy, amount of wa-ter, soil composition, available nutrients, and range of tem-perature often determine the size, quantity, and variety ofplant and animal life. Terrestrial biomes are most oftenclassified by their dominant plant life. Aquatic biomes areusually named by their physical features.

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BIOMES: OUR EARTH’S MAJOR LIFE ZONES defines andbriefly describes the following biomes in the following se-quence:TERRESTRIAL

Tropical rain forestDesertTemperate deciduous forestGrasslandChaparralTemperate rain forestTaigaArctic tundraAlpine tundra

AQUATIC: FRESH WATERPonds or lakes: oxygen-rich, little nutrientsPonds or lakes: oxygen-poor, much nutrients

AQUATIC: MARINECoastal watersNear shore zoneCoral reefsOpen oceanVent communities

While viewing BIOMES: OUR EARTH’S MAJOR LIFEZONES, the viewer is encouraged to identify the biome inwhich he or she lives. The emphasis of this program is tointroduce the concepts and show the relationships betweenorganisms and their environment.

Teacher Preparation

Before showing the program BIOMES: OUR EARTH’SMAJOR LIFE ZONES to your class, it is suggested that youare able to identify the type of biome in which you andyour students live. A biome is a large geographical areafilled with a major community of plants and animals. Themost common terrestrial biomes are tropical rain forest,desert, temperate deciduous forest, grassland, chaparral or

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temperate shrubland, temperate rain forest, coniferous for-est or taiga, arctic tundra, and alpine tundra. Even if youlive in a city, try to identify the outlying natural areas todetermine the biome in which you live. By knowing if youlive in a deciduous forest biome or grassland biome, youwill aid in the discussion questions, which are stated inthis teacher’s guide and are found on Blackline Master #6.

If you are unaware of the type of biome in which you live,then, while previewing the program, use the informationpresented to help guide you in your identification. Thebiomes shown in BIOMES: OUR EARTH’S MAJOR LIFEZONES are the most commonly identified. If your generalarea does not display the same types of plants and animalsshown on this program, then it may be helpful to contact alocal college science department, zoo, or botanical society.The Internet could also be a help. It is important that youare correct in your biome identification. By identifying thetype of biome in which you live and by helping your stu-dents to identify it correctly, you will greatly enhance thelearning experience of this lesson.

Instructional Notes

As always, it is suggested that, before presenting this les-son to your students, you preview the video and reviewthis guide and the accompanying blackline master activi-ties in order to familiarize yourself with their content.

As you review the materials presented in this guide, youmay find it necessary to make some changes, additions, ordeletions to meet the specific needs of your class. We en-courage you to do so, for only by tailoring this program toyour class will they obtain the maximum instructional ben-efits afforded by the materials.

It is also suggested that the video presentation take placebefore the entire group under your supervision. The les-

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son activities grow out of the context of the video; there-fore, the presentation should be a common experience forall students.

Student Preparation

Before viewing BIOMES: OUR EARTH’S MAJOR LIFEZONES, introduce or review with your students the fol-lowing vocabulary terms and definitions. These words arealso found on Blackline Master #5: Vocabulary Words.

algae: marine or freshwater plants with no true stems orleavesagriculture: large cultivation of the landalpine: of high mountainsaquatic: taking place in or on waterbiomes: geographical areas filled with a major communityof plant and animal lifeclimate: those aspects of the weather such as temperature,rainfall, and light which influence the life of organismscommunity: all the organisms living in a particular areaconiferous: of cone-bearing trees, such as pines and theirrelatives. Note: The vast majority of conifers are evergreentrees, however, a few exceptions exist and there are actu-ally several species of deciduous conifers.deciduous: shedding its leaves annuallydecomposition: the process by which organisms cause de-caydesert: barren, often sandy, areaecosystem: all the organisms present in a particular area,together with their physical environmentgrassland: wide, grass-covered area with few treeslatitude: distance of a place from the equator, measured indegreesnutrient: any chemical that an organism must take from itsenvironment in order to surviveprecipitation: condensation of water vaporpredator: animal that preys on another organism

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savanna: grassy flat land in hot regions with few treestemperate: climate without extremes of heat and coldterrestrial: of or living on landtranspiration: loss of water by evaporation through aplant’s porestropics: line of latitude 24 degrees north or south of theequatortundra: a treeless geographical area where the subsoil isfrozenvents: openings in the earth found at the ocean’s bottom,look like small volcanoes

Also, review with your students basic world geographyconcepts, including the following: names of the continents,mountains, regions, plains, deserts, fresh water environ-ments, the oceans, the coastal waters, the equator, latitudes,and the Arctic circle. A map of the world would also aid inthis review.

Student Objectives

After viewing the video and participating in the lesson ac-tivities, the students will be able to:1. Define the vocabulary words biome, decomposition, agri-culture, tropics, alpine, tundra, algae, deciduous, temperate,grassland, latitude, conifers, predator, terrestrial, aquatic, pre-cipitation, savanna, vents, transpiration, nutrient, ecosystem,desert, community, and climate2. Describe some of the ways the physical environment af-fects the living environment, such as soil composition,amount of annual precipitation, and range of temperatures.3. Describe and define the following biomes:

Alpine and Arctic TundraConiferous and Deciduous ForestsTemperate and Tropical Rain ForestsDesertsGrasslandsChaparral or Temperate ShrublandsMarine and Freshwater Aquatic Areas

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Class Preparation

Before presenting the video, we suggest the following steps:

1. Ask the students if they can identify and describe thedifferent kinds of “life zones” of the world and to includethe plants and animals of each zone. Next, distribute Black-line Master #1: Pre-Test to each student. Inform the stu-dents that you want to see what they presently know aboutthe different biomes of the world. This Pre-Test will alsoaid in evaluating comprehension of the Student Objectivesbefore and after completing this lesson; it may be contrastedwith Blackline Masters #8a-8b: Post-Test to gauge the suc-cess of the lesson. After the students have completed fill-ing in the answers, collect the sheets, correct and gradethem, and place them in their portfolios or your files. AnAnswer Key appears on pages 12-21 of this guide.

2. Distribute to each student eight copies of Blackline Mas-ter #2: Interactivity Worksheet: Terrestrial Biomes , onecopy of Blackline Master #3: Interactivity Worksheet:Aquatic Biomes: Freshwater, and two copies of BlacklineMaster #4: Interactivity Worksheet: Aquatic Biomes:Marine. These sheets should be used during the viewingof the video to profile each biome presented. Introducethe definition of biomes - geographical areas or zones filledwith a major community of plants and animals. Explain tothe students that they are about to see a program that willintroduce to them the most common biomes of the world.There are biomes on land, called terrestrial biomes; biomesfound in lakes and ponds, called freshwater biomes; andbiomes in the ocean waters, called marine biomes. Thename of the program they will see is “Biomes: Our Earth’sMajor Life Zones.”

3. Have the students review the categories of BlacklineMaster #2: Interactivity Worksheet: Terrestrial Biomes.Go over any terms that are unclear to the students. The

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categories “Characteristic Landscape” and “Main Feature”are general categories which the students will need to in-terpret from the visuals and the information given. The “B”section of this activity sheet asks the students to draw alandscape of each biome and should be completed as timeallows in class or as homework.

4. Have the students review the categories of BlacklineMaster #3: Interactivity Worksheet: Aquatic Biomes:Freshwater and Blackline Master #4: InteractivityWorksheet: Aquatic Biomes: Marine. Go over any termsthat are unclear to the students. Note: Not every categorywill be filled in while viewing the program BIOMES: OUREARTH’S MAJOR LIFE ZONES. Encourage the studentsto do extra research on the aquatic biomes and to fill in themissing information at that time.

The purpose of the Blackline Master activities is to involvethe students in their learning of the different biomes and tofulfill the objectives of describing and defining sixteen ofthe earth’s most common biomes.

5. Explain to the students that, while they are watchingthe program and are given information on the differentbiomes, they will be completing this information on theirInteractivity Worksheets, placing the data in the proper cat-egories. Note: Students may need to view the program sev-eral times so to be able to complete each and every cat-egory of their eleven worksheets. These worksheets shouldalso be part of their portfolio.

Video Quiz

Immediately following the credits at the end of the videoprogram, a Video Quiz is presented. To help students whoare visual learners, Blackline Master #7: Video Quiz pro-vides the same questions in written form, and may be usedto record answers. The Quiz may be taken immediately

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following the video or at a later date after the students haveparticipated in other related activities. An Answer Keyappears on pages 12-21 of this guide.

View the Video

Show the program, BIOMES: OUR EARTH’S MAJOR LIFEZONES. The viewing time is 26 minutes.

Follow-Up Discussion

It is recommended that you involve the students in a briefdiscussion after viewing the video. To help students whoare visual learners, distribute Blackline Master #6: Dis-cussion Questions. Introduce the following questions andhelp students to identify the biome in which they live.Rewind the video and play the sections that may help stu-dents identify information that will aid in their discussion.A globe or world map would also aid in clarifying some ofthe information presented in this discussion. The studentsmay also use their Interactivity Worksheets in their discus-sion.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 thatlive in your biome?5. Which biomes have you visited: tropical rain forest,desert, temperate deciduous forest, grasslands, chaparral,temperate rain forest, coniferous forest, tundra, lake orpond, coastal waters, deep ocean, coral reef?6. Which biomes would you like to visit and why?7. How do the climatic factors such as temperature, rain-fall, and light affect the plant and animal life of a biome?8. How does soil composition affect the number and typesof organisms an environment can support?9. Give an example from any biome how two types of or-ganisms may interact with each other in the following ways:plant/plant eater, predator/prey.

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Follow-Up Activities

There are nine blackline master activity sheets providedfor this program’s lesson. Besides the Pre-Test, the otheractivity sheets may be used during the program presenta-tion, immediately following the program presentation,during other class time, or as homework assignments.Answers for the activity sheet for this program’s lesson arefound in the Answer Key on pages 12-21.

Materials Needed for Blackline Master ActivitiesPen and pencilFile folder for portfolioBlackline Master #2: colored pencils or markers [optional]Blackline Master #5: dictionaryBlackline Master #6: world map or globe

1. Distribute Blackline Master #5: Vocabulary Worksheet.Students may use a dictionary to help them match the let-ter of the definition with its term. The purpose of this ac-tivity is to reinforce the vocabulary and concepts presentedin the program. The objective is to help students definethe vocabulary words and to define the sixteen majorbiomes.

2. Distribute Blackline Masters #8a-8b: Post-Test. The pur-pose of this activity is to evaluate the students’ compre-hension of the Student Objectives for the lesson. Go overthe answers in class, or collect the sheets and correct andgrade them according to your grading system. Later, com-pare the results of the Pre-Test with those of the Post-Testto evaluate the degree of the students’ comprehension. Theportfolio folder could also be included for your students’final assessment.

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Resources for Students and Teachers

Following is a list of organizations that may be resourcesfor additional information for you and your students.1. American Forestry Association, 1319 18th Street, NW,Washington, DC, 20036. Concerned with soil and forestconservation, reforestation, creation of parks, and the roleof trees in combating pollution. Publishes American For-ests.2. American Society for Environmental Education, P.O. Box800, Hanover, NH, 03755. Educational materials for teach-ers and the public. Publishes Environmental Education Re-port.3. Center for Marine Conservation, 1725 DeSales Street, NW,Washington, D.C., 20036. Publishes the quarterly MarineConservation News, which reports progress and problemswith marine mammals, fish stocks, offshore drilling, andother matters that affect the environmental health of theocean.4. Conservation International, 1015 18th Street, NW, Suite1000, Washington, DC, 20036. A private nonprofit scien-tific organization dedicated to saving biodiversity in en-dangered rain forests and other ecosystems worldwide. CIarranged the first debt-for-nature swap in 1987.5. United Nations Environment Programme, P.O. Box30552, Nairobi, Kenya. In charge of the United Nations’work to pass international treaties protecting the environ-ment.6. World Wildlife Fund, 1250 24th Street, NW, Washing-ton, DC, 20037. An influential international organizationdevoted to conservation, research, and education.7. The Jane Goodall Institute, P.O. Box 599, Ridgefield, CT,06877. Founded “Roots and Shoots,” an international pro-gram for youth aiming to integrate educational goals, en-vironmental awareness, animal welfare, and communityinvolvement. Through constructive activities, both in andout of the classroom, young people become more aware oftheir actions and how they affect their local communitiesand the environment as a whole.

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Extended Learning Activities

1. Assign students to write reports about one or several ofthe terrestrial biomes: rain forest, desert, temperate decidu-ous forest, temperate rain forest, coniferous forest or taiga,grasslands, temperate shrublands or chaparral, alpine orarctic tundra.2. Using their Interactivity Worksheets, have the studentswrite comparison/contrast essays on the following pairedbiomes: tropical rain forest/desert, coniferous forest/de-ciduous forest, arctic tundra/grassland, coastal marinewaters/deep ocean. Encourage the students to explain whyeach biome is similar and different from the other.3. Provide materials for the students to make a terrariumor a mini forest. Have each student bring a large plasticsoda bottle; if possible, the kind with the black portion atthe bottom. Separate the black portion from the rest of thecontainer by cutting just above the black layer; or if theywere not able to bring that kind of bottle, have them cut atthe same approximate area. Place a layer of gravel or smallpebbles about one inch deep in the bottom section of thebottle. Next, place about a half inch layer of sand over thegravel or small pebbles. Then, over the sand, spread a layerof planting soil about one inch deep. Provide each studentwith bird seed, an acorn, or small tree seedling, or otherseeds that can be collected if you are near a forest or nurs-ery. After the students have planted their seeds, have themwater the soil enough to moisten it and then cover the ter-rarium with the upper part of the bottle. Keep the terrari-ums alive by placing them in a sunny location. Take carenot to place them in direct sunlight for too long of a periodor the mini-biome will overheat the plants. The plastic cov-ering will help the terrariums to make their own water. Adesert mini-environment could be made with a small quan-tity of planting soil mixed in with one inch more of sand.Plant with smaller versions of the desert’s vegetation. Atropical rain forest could be planted with small houseplantssuch as ficus, callandria, and dieffenbachia. Point out to the

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students how important it is for them to associate the factthat their mini-environments should experience the sameclimatic and environmental conditions as the world’s en-vironments. Students should monitor the progress of theirplantings and record their findings. Note: Aquatic envi-ronments could also be constructed in larger containersmore suitable to the plant and animal life. See your libraryor pet store to learn how to construct a fresh water or ma-rine mini-environment successfully.

Bibliography

Arms, Karen. Environmental Science, Second Edition.Saunders College Publishing, a Harcourt Brace CollegePublisher, Orlando, Florida, USA, 1994.

Encyclopedia Americana

Oram, Raymond F. Teacher’s Annotated Edition, Biology:Living Systems. Charles E. Merrill Publishing Company, ABell and Howell Company, Columbus, Ohio, USA, 1983.

World Book Encyclopedia

Answer Key

Blackline Master #1: Pre-Test1. T2. F3. F4. deciduous5. two of the following should be listed: rivers, streams,lakes, ponds6. trees7. desert8. agriculture9. chaparral10. trees

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Blackline Master #2: Interactivity Worksheet: TerrestrialBiomesTropical Rain ForestA.1. tropical rain forest2. located in the topics and receives very high levels of rain,and the dominant life form is trees3. thousands of different tree species whose broad ever-green leaves block out much of the sunlight to the forest4. Annual rainfall varies from 100 to 160 inches, or 254 or406 centimeters. The temperatures average from 80 to 90degrees Fahrenheit, or 27 to 32 degrees Celsius. There areno freezing temperatures and no seasons.5. Soil is often thin and deficient of nutrients due to thesurrounding life’s ability to absorb the forest’s decomposedorganic matter efficiently.6. Trees that are tall with slender trunks that branch onlynear the top are called the “canopy.” The average treeheight exceeds 100 feet, or 30 meters.7. monkeys, colorful birds, frogs, reptiles, mammals, and ahuge variety of insects8. much rain and many tall treesB.The illustrations will vary but should show graphicallysome of the above information.

DesertsA.1. desert2. comes from the Latin word desertus , which means aban-doned, forsaken, left, or lying waste3. The landscape often supports little life of any kind, andthe terrain is dominated by rocks, sand, and overall poorsoil. Plant life varies considerably because of the great va-riety of desert conditions.4. precipitation is less than 10 inches, or 25 centimeters, ayear5. Soil is poor.

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6. Areas that receive more than an inch, or two centime-ters, of rain a year have highly specialized plants. Manyplants are annuals; most plants are perennials.7. birds, snakes, tortoises, rodents, big horn sheep.8. dry landB.The illustrations will vary but should show graphicallysome of the above information.

Temperate Deciduous ForestA.1. temperate deciduous forest2. Typically, the temperatures are moderate or temperate,and the dominant life forms are trees which lose their leaves,known as “deciduous” trees.3. many trees4. cold winters, warm summers, abundant rainfall is dis-tributed throughout the year5. soil is rich with nutrients of minerals6. deciduous trees such as beech, oak, maple, and hickory7. earthworms, birds, deer, fox, squirrels, and raccoons8. deciduous treesB.The illustrations will vary but should show graphicallysome of the above information.

GrasslandsA.1. grasslands2. Area is mostly covered with grass and there is not enoughprecipitation for the area to support trees.3. typically treeless land covered with grasses4. Precipitation is more than 10 inches, or 25 centimeters, ayear but not enough to support tree growth.5. Soil is most fertile and the has the deepest topsoil in theworld.6. grass, and domesticated grasses such as wheatSavanna: grass and scattered trees such as acacias, baobab

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trees, euphorbias, and palms7. bison, cattle, horses, and sheep, pronghorn antelope, coy-otes, ground squirrels, and rattle snakes.Savanna: giraffes, antelope, wildebeests, zebras, lions, chee-tahs, hyenas.8. “Breadbaskets of the World”B.The illustrations will vary but should show graphicallysome of the above information.

ChaparralA.1. temperate shrubland, chaparral2. The name “chaparral” refers to the evergreen oak calledthe “Spanish Chapparo.”3. may have hills with evergreen shrubs4. Winters are cool and rainy, and the summers are hot withvery little or no rain.5. The precipitation is great enough that it leaches the soilof much of its nutrients, therefore the soil is poor.6. Short woody plants with simple evergreen leaves. Sageand manzanita are often found to be aromatic with flam-mable compounds. In some plants species, fires stimulateseed germination..7. Great Horned Owls, chipmunks, lizards8. Fires are frequent.B.The illustrations will vary but should show graphicallysome of the above information.

Temperate Rain ForestA.1. temperate rain forest2. The weather is temperate, yet with much rain and thedominant life forms are trees.3. many tall trees4. Climate receives between 150 to 200 inches, or 381 to 508centimeters, of rain annually and the temperatures rarely

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drop below freezing.5. acidic soil with some nutrients6. conifers, such as redwood, spruce, fir, pine, and hem-lock7. deer, salmon, and arachnids8. very tall treesB.The illustrations will vary but should show graphicallysome of the above information.

TaigaA.1. taiga or northern coniferous forest2. The word “taiga” is a Siberian word meaning “primevalforest” and the dominant life forms are coniferous trees.3. many coniferous trees4. Climate is characterized generally by long, cold winters,allowing only a short growing season in the summer. Thewinters are colder and the precipitation is much less thanthe temperate rain forest.5. soil that is either very cold or very dry6. conifers7. deer, elk, caribou, mountain lions, timber wolves, blackbears, chipmunks, and beavers.8. evergreen treesB.The illustrations will vary but should show graphicallysome of the above information.

TundraA.1. tundra2. 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 landscapeis covered with snow.4. For most of the year, the dark nights are long and the

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climate is extremely cold and dryAlpine tundra: During the summer, the climate exhibitsintense sunshine, prevalent winds, and highly variable pre-cipitation. During the winter, the precipitation is mostlysnow.5. thin layer of soil; the deeper layers of soil are frozen6. low, dwarfed grasses and sedges arranged in a mosaic,multi shaped pattern; no trees7. caribou, migratory birds, arctic hare, fox, owls, and lem-mings8. treeless plainB.The illustrations will vary but should show graphicallysome of the above information.

Blackline Master #3: Interactivity Worksheet: AquaticBiomes: Fresh WaterA.1. polar ice caps2. glaciers3. stored in the ground4. rivers5. streams6. ponds7. lakesB.1. cool, clear2. rich3. little4. troutC.1. less clear, murky2. little3. catfish and bass

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Blackline Master #4: Interactivity Worksheet: AquaticBiomes: MarineCoastal Waters1. coastal waters2. near shore waters3. algae4. clams, crabs, barnacles, and sea anemones5. Coastal rivers also supply many nutrients to the abun-dant and diverse life. Because of the rising and falling ofthe tides, the plants and animals must survive exposuresto both air and water.

Near Shore Zone1. near shore zone2. the ocean3. kelp4. fish5. no direct exposure to air

Coral Reefs1. coral reefs2. warm tropical waters3. [No answer]4. sponges, sea anemones, and hundreds of species of fish5. diverse community of plants and animals

Open Ocean1. open ocean2. ocean3. phytoplankton4. zooplankton, fish, and sea mammals such as whales5.[ No answer]

Vent Communities1. vent communities2. the great depths of the abyssal zone3. [No answer]4. clams, white crabs, tube worms5. there is no light

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Blackline Master #5: Vocabulary Worksheet1. G2. I3. N4. R5. S6. O7. E8. J9. M10. L11. X12. Q

Blackline Master #6: Discussion Questions1. 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, suchas the below-freezing temperatures often experienced inthe tundra, then the growing season is short and the groundcannot support plant forms such as trees. If there is muchrainfall, than the plant and animal life is abundant. If thereis little light energy reaching the forest floor, then the quan-tity of plant life is less.8. Nutrient-rich soil with adequate supplies of water sup-ports 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.

Blackline Master #7: Video Quiz1. biomes2. deciduous3. grasslands4. coniferous

13. C14. D15. H16. K17 T18. W19. P20. B21. V22. A23. F24. U

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5. the deeper layers of soil are frozen and the shortgrowing season

6. Any one of the following: glaciers, polar ice caps, inthe ground, rivers, streams, lakes, or ponds

7. Must name two of the following: coastal waters, nearshore zone, open ocean, coral reef, vent communi-ties

8. F9. T10. T

Blackline Masters #8a-8b: Post-Test1. T2. T3. T4. F5. F6. biomes7. deciduous8. grassland9. conifers10. One of the following answers is acceptable:

a. The deeper layers of soil or the subsoil is frozenb. Short growing season

11. One of the following answers is acceptable:a. polar ice capsb. glaciersc. stored in the groundd. riverse. streamsf. pondsg. lakes

12. Two of the following answers are acceptable:a. coastal watersb. near shore zonec. coral reefsd. open oceane. vent communities

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13. snow14. When temperatures are constant and too extreme, suchas the below-freezing temperatures often experienced inthe tundra, than the growing season is short and the groundcannot support plant forms such as trees. If there is muchrainfall, than the plant and animal life is abundant. If thereis little light energy reaching the forest floor then the quan-tity of plant life is less.15. Nutrient-rich soil with adequate supplies of water sup-ports an abundance of plant life.16. Plants, such as grass, and plant eaters, such as horses.Predators, such as lions, feed upon their prey, such as wilde-beests.

ADDITIONAL UNITED LEARNING TITLES

The following United Learning titles involving biomesand ecosystems are also available:

A Day in the Rain Forest Through the Eyes of a ButterflyCatalog #3345

Faces of the Rain ForestCatalog #3328

More is Better: The Biodiversity StoryCatalog #2795

Our Wonderful WetlandsCatalog #3082

Life in the Desert SystemCatalog #2474

The Desert’s Struggle for SurvivalCatalog #2497

The Life of a Forest Unit of StudyCatalog #2403

The Birth of a ForestCatalog #2342A Forest Grows OldCatalog #2365

Fire in the ForestCatalog #2334

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INTERNET RESOURCES

(1.) NASA has put together a site, run by students forstudents, called KidSat at

http://kidsat.jpl.nasa.govChock-full of great ideas, lesson plans, and activities, thissite is a gem in the teaching of all things ecological.

(2.) National Geographic’s website athttp://www.nationalgeographic.com/main.html

always offers cutting-edge reporting about current ecologi-cal and environmental concerns, as well as a special areajust for kids.

(3.) The Sierra Club, long an American force in the pro-tection of the environment and the education of citizens,has a website at

http://www.sierraclub.org

(4.) The United States Environmental ProtectionAgency’s site at

http://www.epa.govcontains areas especially for kids, students and teachers,and all the latest information and statistics about the fightto save the natural environment and regulate human ac-tivity.

(5.) The Rainforest Action Network, which has a websiteat

http://www.ran.orgcontinues its quest to save the planet’s rain forests througheducation and involvement.

(6.) Kids will love the World Wildlife Fund’s site athttp://www.panda.org

Information about endangered species and lots of greatlinks make this site worth visiting!

23


Biomes: Our Earth’s Major Life ZonesScript of Narration

From the dark depths of the oceans to the sunny heights of the moun-

tains, myriad life abounds on planet earth. Spiders weave their webs

in a redwood forest, birds nest in a desert cactus, and fish dodge their

way around a sea of kelp. As you watch this program, think about the

natural environment in which you live and of the types of plants and

animals that live there. Try to identify your area by the community of

plants and animals that surround you. This community of life is what

scientists call a “biome.”

As early travelers explored our planet earth and cataloged its life, they

discovered many species of plants and animals, but only a few basic

types of geographical areas. Those geographical areas filled with a

major community of plants and animals are known as “biomes,” or

major life zones. Terrestrial biomes, those that are found on land, are

most often classified by their dominant plant life. The biomes found

in water, known as aquatic biomes, are usually named by their physi-

cal features.

Each biome is characterized by a particular type of climate, vegetation,

and animal life, and extends over a large region of the earth’s surface.

Let us first explore the major land biomes.

BIOME: TROPICAL RAIN FOREST

Around the equator lies the biome known for its abundance and vari-

ety of life, the tropical rain forest. The name “tropical rain forest” aptly

describes its place in the world, the tropics. It receives very high levels

of rainfall, and its dominant life form are trees.

The annual rainfall actually varies from 100 to 160 inches, or 250 to 400

centimeters, and the temperatures average from 80 to 90 degrees Fahr-

enheit, or 27 to 32 degrees Celsius. Here there are no freezing tem-

peratures and no seasons.

The trees are tall with slender trunks that branch only near the top,

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called the “canopy.” The average tree height exceeds 100 feet, or 30

meters. These forests contain thousands of different tree species whose

broad evergreen leaves block out much of the sunlight to the forest

floor. The soil here is often thin and deficient of nutrients. This is due

to the surrounding life ís ability to efficiently absorb the forest’s de-

composed organic matter.

Since most of the plant food is high up in the forest’s canopy, most of

the large diversity of animal life lives there as well. From above come

the chatter of monkeys and the calls of many species of colorful birds

and frogs. Here, reptiles, mammals, and a huge variety of insects

abound and participate in the fierce competition for nutrients within

the warm misty green of the tropical rain forests.

BIOME: DESERT

As we follow the climatic pattern 15 to 30 degrees latitude north or

south of the equator, we discover several regions that receive less than

10 inches, or 25 centimeters, of precipitation a year. These dry areas,

which are found on every continent, are called the desert biomes.

The name “desert” comes from the Latin word desertus, which means

abandoned, forsaken, left, or lying waste. The landscape often sup-

ports little life o 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 con-

ditions. Areas that receive more than an inch, or two centimeters, a

year of rainfall have highly specialized plants. Some of these plants

are annuals, plants that complete most of the life cycle in less than a

year. These plants grow, bloom, and set seed in a few days when wa-

ter is available. Most desert plants are perennials, plants that live for

more than a year. They are small woody shrubs or succulents, like this

American cactus. These plants have large shallow root systems that

are able to quickly soak up water from the infrequent desert rain storms.

Many animals have also adapted to these dry regions. Birds, snakes,

tortoises, and many small rodents survive well with little water. Larger

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mammals also live in the desert, such as the desert big horn sheep,

which depend on water holes for their survival. Numerous desert

animals are active during the night, while during the day, many of the

desert animals burrow underground, all wisely avoiding the fiery heat

of the hot, dry biome called the desert.

BIOME: TEMPERATE DECIDUOUS FOREST

As we continue north and south away from the equator at about 60

degrees latitude, we are able to observe cool, moist air that rises and

then soon returns to earth as rain or snow. Here, the climate exhibits

cold winters, warm summers, and abundant rainfall that is distrib-

uted throughout the year. The biome that experiences this climate is

the temperate deciduous forest biome. It gets its name because, typi-

cally, temperatures are moderate, or temperate, and the dominant life

forms are trees which lose their leaves, known as deciduous trees.

Typically, deciduous trees, such as beech, oak, maple, and hickory, grow

during the spring and summer, lose their leaves during autumn, and

lie dormant during the winter. Since during the winter most water is

locked in the cold, frozen ground, the trees, must lose their leaves to

prevent water loss through the process of transpiration. Bacteria, earth-

worms, and fungi aid in the breaking down, or decomposition, of the

abundant leaf litter and together contribute to the soil’s rich nutrients.

The forest’s leafy limbs provide shelter, nuts, and seeds to a variety of

bird species. Mammals, such as deer, fox, squirrels, and raccoons, also

live here, in the nutrient rich North American temperate deciduous

forest.

BIOME: GRASSLAND

The temperate grassland area, where precipitation is too sparse to sup-

port tree growth, but does not fall below 10 inches, or 25 centimeters,

per year, is called the grassland biome. This area is also known as the

“prairie” in North America, “steppe” in Russia and Asia, “pampas” in

South America, and “veldt” in South Africa. It is believed that grass-

lands may have covered nearly half of the world at one time.

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Due to the slow decomposition rate of the grasses over thousands of

years, grassland biomes are considered to have the most fertile and

deepest topsoil in the world. Today most of the grasslands are used

for agriculture and produce much of the world’s domesticated grasses,

such as wheat. This is why these grasslands are referred to as the

“breadbaskets of the world.” The original grasslands of North America

were once grazed by large herds of bison. Today the parts of the prai-

ries of the central United States are grazed by cattle, horses, and sheep.

Living on the underdeveloped grasslands are animals such as the

pronghorn antelope, coyotes, ground squirrels, and rattlesnakes.

There are also a few of the warm regions of the world where the grass-

land biome receives 40 to 60 inches, or 100 to 150 centimeters, of rain.

This life zone is often referred to as the savanna biome. The scattered

trees of the African savanna are acacias, baobab trees, euphorbias, and

palms. The giraffe, with its long neck, has evolved to feed on these tall

trees, and thereby does not compete with the grazing animals such as

the antelope, wildebeests, and zebras. The predators such as lions,

cheetahs, and hyenas, help maintain the balance of life during the short

wet and long dry seasons of the savanna, the grassland biome.

BIOME: CHAPARRAL

The chaparral is part of the temperate shrubland biome, best repre-

sented by short woody plants with simple evergreen thick leaves. The

name “chaparral” refers to the evergreen oak called the Spanish

chapparo. The thick, hard, waxy leaves of these shrubs are drought-

resistant and adapt well to the dry climate. Here, the winters are cool

and rainy, and the summers are hot with very little or no rain. During

the winter, precipitation is great enough that it leaches the soil of much

of its nutrients. Similar plant communities are found in southwestern

North America, Chile, the Mediterranean coast, southern Australia, and

the southern tip of Africa.

The chaparral ecosystem is found well-developed near the coastal area

of the state of California in the United States. The leaves of these plants,

such as this sage and manzanita, are often found to be aromatic with

flammable compounds. Fires here are frequent. In some plant species,

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fires stimulate seed germination. After the fires, the dominant shrubs

regrow from surviving plant tissue found near the ground.

Throughout the year, lizards, chipmunks, and Great Horned Owls are

found within this volatile temperate shrubland biome known as the

chaparral.

BIOME: TEMPERATE RAIN FOREST

Also in the state of California, along the cool moist northern regions of

its Pacific coast, are the world famous giant redwoods. These majestic

trees are part of the temperate rain forest biome. This climate here

receives between 150 and 200 inches, or 380 and 500 centimeters, of

rain annually and the temperatures rarely drop to below freezing. With

so much rainfall along with moderate temperatures, this forest biome

is appropriately named.

The temperate rain forest biome is located on the northwest Pacific

coast of North America and the south western tip of South America.

This forest resembles tropical rain forests in that it contains very tall

trees. Yet, unlike the tropical rain forest, the temperate rain forests are

cooler and have fewer species of trees. Most of the species of trees are

conifers, which means “cone-bearing” trees, such as redwood, spruce,

fir, pine, and hemlock.

Conifers thrive here better than broad leaf trees because the forest is

located at higher latitudes along foggy coastlines where sunlight en-

ergy is often scarce. The needled branches do let in some sunlight for

the forest floor which supports plants such as mosses, ferns, and vari-

ous forms of lichen. Supplying the acidic soil with some nutrients are

the fungi which often contribute to the decomposition process of the

moist decaying vegetation. Animals such as deer, salmon, and arach-

nids are also inhabitants here in the cool, damp biome of the temperate

rain forest.

BIOME: TAIGA

Moving more north in latitude and climbing higher among the moun-

tains is the community called the taiga, or northern coniferous forest.

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The word “taiga” is a Siberian word meaning “primeval forest.” The

dominant trees of the forest biome are conifers such as spruce, pine, fir,

larch, and balsam. The climate is generally long, cold winters, allow-

ing only a short growing season in the summer. The winters are colder

and the precipitation is much less than the temperate rain forest.

With much of the precipitation falling as snow, the conifers have suc-

cessfully adapted to the winter’s freezing temperatures. All evergreens

have the ability to maintain the flow of water and nutrients within

their trunks and branches throughout the year. This significant char-

acteristic allows these trees to keep their needle-like leaves and con-

tinue the process of photosynthesis. Because of their small surface area

and their waxy coating, these needle-like leaves are specialized to pre-

vent water loss through transpiration. This is valuable to the tree’s

winter survival since the water outside the tree is unavailable due to

the water’s frozen state as ice or snow. Overall, these trees have adapted

well to soil that is often very cold or very dry.

Some of the animals found in these forests are caribou, deer, and elk,

along with their predators, the mountain lions and timber wolves. Black

bears, chipmunks, and beavers also reside in the cold evergreen world

of the taiga biome.

BIOME: TUNDRA

During the warmer summer months, the caribou and big horn sheep

migrate north to the treeless biome known as the tundra. The name

“tundra” is of Lapp or Russian origin, and means “treeless plains of

northern regions.”

The summer landscape south of the Arctic Circle is characterized by

low, dwarfed grasses and sedges arranged in a mosaic, multi-shaped

pattern. For a few weeks during the summer, the day ís light lasts for

nearly 24 hours. But for most of the year, the dark nights are long and

the climate is extremely cold and dry. The landscape is often blan-

keted in white for most of the winter. The annual precipitation rarely

exceeds ten inches, or 25 centimeters.

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In many parts of the tundra, the constant low temperatures freeze the

deeper layers of the ground permanently. The low temperatures, also,

slow down the decomposition of organic matter allowing only a thin

layer of soil. Because of the short growing season, and the shallow

layer of thawed ground, there are no trees. When the snow melts, the

water collects on the surface, forming many lakes, since the water is

unable to be absorbed by the deeper layers of frozen soil. Large num-

ber of migratory birds also visit the marshy areas in the summer. The

Arctic hare, fox, owl, as well as lemmings, remain active throughout

the year.

Tundra biomes are also found at lower latitudes in mountaintops above

the timberline. During the summer, the plant and animal communi-

ties of the alpine tundra experience intense sunshine, prevalent winds,

and highly variable precipitation. For the rest of the year, the precipi-

tation is mainly snow, a common occurrence here in the cold, dry re-

gions known as the tundra biome.

The earth is covered with more than twice as much water as land. Only

three percent of this water is fresh, meaning it contains a relatively

small amount of dissolved minerals. Most of the fresh water is locked

up in polar ice caps and glaciers, or is stored down in the ground. Less

than one hundredth of one percent of the earth’s water exists in rivers,

streams, ponds, and lakes: the fresh water biomes.

BIOME: FRESH WATER

Standing bodies of water, such as ponds and lakes, can be classified

according to their nutrient content. Usually, the steadily moving moun-

tain streams and rivers carry little sediment, or nutrients, and feed many

lakes and ponds with cool, clear, oxygen-rich water. As a result, fish,

such as trout, often dwell in these clear, oxygen- rich environments

along with some algae growth.

On the other hand, there are lakes and ponds that are fed with water

containing large quantities of sediments and high concentrations of

nutrients. These environments are less clear and encourage dense

blooms of algae. As the algae die off, bacteria and other decomposers

30


breakdown the dying algae, while, at the same time, reducing much of

the water’s valuable dissolved oxygen. These murky environments

are often populated with fish, such as catfish and bass, which survive

well in oxygen-depleted bodies of water and are all part of the dy-

namic fresh water biome.

BIOME: MARINE

Ocean waters cover seventy-one percent of the earth’s surface. The

depths of the ocean range from the intertidal zone, the coastal land

that is daily covered and uncovered by sea water, to the deepest ocean

depth of about 33,000 fee,t or 10,000 meters. There are five major types

of ocean biomes: coastal waters, near shore zone, coral reefs, open ocean,

and vent communities.

The coastal waters are usually shallow enough to allow sunlight to

reach a variety of forms of algae. Coastal rivers also supply many

nutrients to the abundant and diverse life in this intertidal zone. Be-

cause of the rising and falling of the tides, the plants and animal life,

such as scallops, crabs, barnacles, and sea anemones, must survive the

exposures to both air and water.

The near shore zone lies beyond the intertidal zone and is more stable

since there is no direct exposure to air. Organisms in this zone are

strictly aquatic. Kelp plants protect and nourish the abundant life in

these shallow waters.

Coral reefs are often found in warm tropical waters. The reefs are

formed from the skeletons of the various species of coral. Sponges, sea

anemones, and hundreds of species of fish add a variety of color to this

diverse community of plants and animals.

The open ocean is populated by different species of microscopic plant

organisms, such as phytoplankton, which are consumed by the micro-

scopic animals called zooplankton, which are consumed by various

species of fish and sea mammals, such as whales.

Vent communities lie in the great depths of the abyssal zone where

31


there is no light. For the most part, this zone is cold and barren. With-

out sunlight to provide an energy source, it was thought that very few

life forms could survive. However, there are openings in the earth that

look like small volcanoes called “vents,” that provide heat and nutri-

ents to strange clusters of tubeworms, white crabs, and clams, crea-

tures of the wondrous world of the marine biome.

George Washington Carver wrote, “Never a day passes but that I do

myself the honor to commune with some of nature’s varied forms.”

By discovering and learning more about your biome, you discover that

you, too, are part of the biome, and belong to the community of life.

©1998 Creative Adventures Distributed by AGCUnited Learning

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1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706www.agcunitedlearning.com e-mail: [email protected]

1

BIOMES: OUR EARTH’S MAJOR LIFE ZONESPRE-TEST

True or FalseDirections: Label each statement with a “T” if it is true or “F” if it is false.

____1. The word “biome” is a name to define an area that has a major community of plantsand animals.

____2. Climate has nothing to do with where plants and animals live.

____3. All the plants and animals that live in the ocean’s coastal waters biome also live in thedeep ocean biome.

Short AnswerAnswer the following in the spaces provided. Use the back of the sheet if necessary.

4. What type of trees annually lose their leaves?

5. Name two fresh water environments.

6. What is the dominant plant life found in the tropical rain forest and the temperate rainforest?

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

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

9. What is another name for the temperate shrublands whose plants are able to survive thedestructive forces of fire?

10. The frozen subsoil of the tundra biome often prevents the existence of what type of plantlife?

©1998 Creative Adventures Distributed by AGC/United Learning

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BIOMES: OUR EARTH’S MAJOR LIFE ZONESINTERACTIVITY WORKSHEET

TERRESTRIAL BIOMES

A.Directions: Review the categories listed below. While viewing the program BIOMES: OUREARTH’S MAJOR LIFE ZONES, record the information presented next to the proper cat-egory 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 MA-JOR LIFE ZONES, draw a typical landscape of the above biome. Use the back of the sheetif necessary.


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AQUATIC BIOMESFresh Water

Directions: Review the categories listed below. While viewing the program BIOMES: OUREARTH’S MAJOR LIFE ZONES, record the information presented next to the proper cat-egory listed on this worksheet.

A. Locations of fresh water

1.

2.

3.

4.

5.

6.

7.

B. Standing water: Fed with mineral and nutrient-poor content water

1. Description of water:

2. Oxygen content:

3. Description of algae growth:

4. Animal life:

C. Standing water: Fed with large quantities of sediments and high concentrations of nutri-ents.

1. Description of water:

2. Oxygen content:

3. Description of algae growth:

4. Animal life:


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AQUATIC BIOMESMarine

Directions: Review the categories listed below. While viewing the program BIOMES: OUREARTH’S MAJOR LIFE ZONES, record the information presented next to the proper cat-egory listed on this worksheet.

1. Name of biome:

2. Location:

3. PlantlLife:

4. Animal life:

5. Important characteristics:

1. Name of biome:

2. Location:

3. Plant life:

4.Animal life:


1. Name of biome:

2. Location:

3. Plant life:

4.Animal life:



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BIOMES: OUR EARTH’S MAJOR LIFE ZONESVOCABULARY WORKSHEET

Directions: Match the letter of the definition with its term by putting the letter in theblank.

_____ 1. decomposition_____ 2. agriculture_____ 3. tropics_____ 4. alpine_____ 5. tundra_____ 6. algae_____ 7. biomes_____ 8. deciduous_____ 9. temperate_____ 10. grassland_____ 11. latitude_____ 12. conifers_____ 13. predator_____ 14. terrestrial_____ 15. aquatic_____ 16. precipitation_____ 17. savanna_____ 18. vents_____ 19. transpiration_____ 20. nutrient_____ 21. ecosystem_____ 22. desert_____ 23. community_____ 24. climate

A. barren, often sandy, areaB. any chemical that an organism must take from its

environment in order to surviveC. animal that preys on another organismD. of, or living on, landE. geographical areas filled with a major community of

plant and animal lifeF. all the organisms living in a particular areaG. the process by which organisms cause decayH. taking place in or on waterI. large cultivation of the landJ. shedding its leaves annuallyK. condensation of water vapor, such as rain or snowL. wide grass -covered area with few treesM. (of climate) without extremes of heat and coldN. line of latitude 23 degrees north or south of the equatorO. marine or fresh water plants with no true stems or leavesP. loss of water by evaporation through the plant’s poresQ. of cone-bearing trees, such as pines and their relativesR. of high mountainsS. a treeless geographic area where the subsoil is frozenT. grassy flat land in hot regions with few treesU. those aspects of the weather, such as temperature,

rainfall, and light that influence the life of organismsV. all the organisms present in a particular area, together

with their physical environmentW. openings in the earth found at the ocean’s bottomX. distance of a place from the equator, measured in

degrees


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BIOMES: OUR EARTH’S MAJOR LIFE ZONESDISCUSSION QUESTIONS

Directions: Following are questions to help you further understand the concepts presentedin the program BIOMES: OUR EARTH’S MAJOR LIFE ZONES. You may refer to yournotes from your Interactivity Worksheets.

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, tundra, lake or pond, coastalwaters, deep ocean, coral reef?

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

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

8. How does soil composition affect the number and types of organisms an environment cansupport?

9. Give an example from any biome how two types of organisms may interact with each otherin the following ways: plant/plant eater, predator/prey.


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BIOMES: OUR EARTH’S MAJOR LIFE ZONESVIDEO QUIZ

Short AnswerDirections: Answer the following questions in the spaces provided. Use the back of thesheet if necessary.

1. Geographical areas filled with a major community of plants and animals are known aswhat?

2. What type of trees must lose their leaves in autumn so to prevent water loss during thefrozen winters?

3. Name the biome that has nutrient-rich soil and is most often used for agriculture. It isoften identified as the “breadbaskets of the world.”

4. What type of trees are able to keep their leaves all year and survive cold, snowy winters?

5. Why are there no trees in the tundra?

6. Where does less than one hundredth of one percent of the earth’s fresh water exist?

7. Name two of the fivetypes of ocean biomes presented in the program.

True or FalseDirections: Label each statement with “T” if it is true or “F” if it is false.

_____ 8. In some parts of the world, the chaparral biome is best represented byevergreen shrubs that are able to survive the destructive forces of floods.

_____ 9. Reptiles, mammals, and a huge variety of insects compete fiercely in the rainforest for nutrients.

_____ 10. To survive the hot day time periods in the desert, some animals burrow in thecool ground.


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BIOMES: OUR EARTH’S MAJOR LIFE ZONESPOST-TEST

True or FalseDirections: Label each statement with “T” if it is true or “F” if it is false.

________ 1. All populations living together and the physical factors with which theyinteract compose an ecosystem.

________ 2. Reptiles, mammals, and a huge variety of insects compete fiercely in therain forest for nutrients.

________ 3. To survive the hot day time periods in the desert, some animals burrow inthe cool ground.

________ 4. In some parts of the world, the chaparral biome is best represented byevergreen shrubs that are able to survive the destructive forces offloods.

_______ 5. All the plants and animals that live in the ocean’s coastal waters biomealso live in the open ocean biome.

Short AnswerDirections: Answer the following questions in the spaces provided. Use the back of thesheet if necessary.

6. Geographical areas filled with a major community of plants and animals are known aswhat?

7. What type of trees must loose their leaves in autumn so to prevent water loss during thefrozen winters?

8. Name the biome that has nutrient-rich soil and is most often used for agriculture. It is of-ten identified as the “breadbaskets of the world.”

9. What type of trees are able to keep their leaves all year and survive cold, snowy winters?

10. Why are there no trees in the tundra?


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BIOMES: OUR EARTH’S MAJOR LIFE ZONESPOST-TEST

11. Where does less than one hundredth of one percent of the earth’s fresh water exist?

12. Name two of the five types of ocean biomes presented in the program.

13. For most of the year, what type of precipitation is found in the alpine tundra?

EssayDirections: Use the spaces provided to answer the following questions. Use the back ofthe sheet if necessary.

14. How do the climatic factors such as temperature, rainfall, and light affect the plant andanimal life of a biome?

15. How does soil composition affect the number and types of organisms an environment cansupport?

16. Give an example, from any biome, of how two types of organisms may interact with eachother in the following ways:

A. plant/plant eater

B. predator/prey

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