Download THE Biosphere Student Copy

“THE Biosphere” #
Student Notes
Objectives:
2.2.1 (consequence of human activities on the lithosphere)
2.2.2 (acquiring traditional energy sources)
2.7.1 (abiotic and biotic facters interact with biomes)
2.7.2 (biodiversity importance)
2.7.3 (human activities impact biosphere)
2.8.1 (alternative energy)
2.8.3 (uncontrolled population growth)
2.8.4 (reduce, reuse, recycle)
*=Students must write
Duration: 175 minutes= 3 days
Learning Outcomes: Students will develop a working knowledge of how the biosphere is organized and the
components that make up the biosphere.
*Key Terms: (define as we progress)
See Common Terms sheet- Human Impact and Biosphere
*Materials:
“Part I” (Biosphere Hierarchy)
Hierarchy strips of paper
White board/ marker
Notebook
Essential Standards 2.7
Take Out Learning
Biosphere Graphic Organizer
“Part II” (Biome Triangle)
Biome Triangle strips of paper
White board/marker
Notebook
Biome Coloring Map
Take Out Learning
“Part III” (5 Biome Research)
Chart
Computer/Internet
Notebook
White board/marker
Questions sheet
“Part IV” (Graphic Organizer)
Biosphere Graphic Organizer
Notebook
“Part V”(Natural and Energy Resources)
Notebook
Whiteboard/marker
Graphic Organizer/Flow Chart
“Part VI” (Biodiversity Lab)
Multi-colored candies (M&Ms)
Calculator Take Out Learning
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Notebook
Take Out Learning
Part I (Biosphere Hierarchy) (20 minutes)
Note: It would be a good idea to have students already aware of the biosphere/human influence terms and concepts
prior to the start of this activity.
Biosphere Hierarchy
Directions: You are given several slips of paper with the different levels of the environment/biosphere. You need to
draw the graphic organizer on your white board and determine the different hierarchical layers using your previous
knowledge or the internet/computer for assistance. Afterwards, arrange the examples according to the layer they
represent.
White board discussion on the accuracy of the hierarchy. Then you need to fill-in your graphic organizer.
Homework: NES 2.7 (all)
Take Out Learning:
Part II (Biome Triangle) (20 minutes)
Biome Triangle
Directions: Using the white board, draw a large triangle with a “y” axis increasing in temperature and “x” axis increasing
in wetness. Arrange the slips of paper on the triangle. These slips of paper are the subtypes of biomes. There are
generally 5 major biomes according to most sources. Use your previous knowledge of the differences of the biomes.
Hint: let the terms tell you the general temperature and precipitation.
After discussion and checking for accuracy, copy the triangle on the left side of your notebook.
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Questions:
1. What are the two major factors that help classify the biomes?
2. Are these factors biotic or abiotic? Describe how they may change the vegetation of the area if that factor
changed?
3. How important is vegetation (a biotic factor) to the biome and is it more vulnerable that fauna? Explain.
Take Out Learning:
Homework: Biome Global Map Coloring- color the biome map with the colors of your choosing. Glue this sheet on the
left side of you notebook. Next day go over how biomes are on similar latitudes, most global population lie around the
forest biomes.
Take Our Learning:
Part III (5 Biome Research) (40 minutes)
5 Biome Research
Directions: In groups, you will be assigned a biome to conduct research using the chart below. Be brief with your
findings, but use specifics (i.e. actual animal and plant species).
Fill in the chart information below. Use the computers/internet for assistance. No plagiarism or direct copying from
sources. Use MLA format for citation.
Tundra
Grassland
Forest
Flora
(vegetation)
Fauna (animals)
Average
Precipitation
Average
Temperature
Major Landforms
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Aquatic
Desert
Soil Describe and
Quality
Altitude/
Location
Latitude
After research, each group will give the class their information to write in the chart. First, each group will give a 1 minute
overview of their biome. Students will complete a gallery crawl and silent discussion while roving around the room
filling in their charts.
Glue this chart on the right side of notebook.
Questions (answer on right side below the chart and for homework):
1.
2.
3.
4.
All of the deserts and grasslands have similar landforms and soils. Describe those two factors.
What do you think would happen if the climate’s temperatures began to increase in the cold desert?
How will the boreal forest become compromised if the precipitation changed?
What would occur if the biodiversity of the temperate deciduous forest declined? In particular a predator was
introduced to the area.
5. Predict what would happen to the other factors if the temperatures increased in all of the biomes.
6. Give an example of how each “sphere” influences the biome (both good and bad):
Atmosphere
Hydrosphere Lithosphere
Take Out Learning:
Part IV (Graphic Organizer) (35 min.)
Biosphere Graphic Organizer (2 page)
Fill in and class discussion.
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Discuss:
Interactions: Biotic/Abiotic Factors- interactions and examples; Producers vs. Consumers; Food Web
Major Biomes- Terrestrial and Aquatic: temperature and precipitation; salinity, depth, water flow
Ecosystems (living/nonliving)- food chain and food web; predator- prey
Tree Graphic Organizer
Questions (complete for homework and write on the right side of notebook:
1. Explain the predator- prey relationship between tigers and its prey if the tigers’ decline almost to extinction.
2. What would happen to the ecosystem in a temperate deciduous forest if the oak population declines due to
clear cutting?
3. Explain the community of species involved in the oak graphic organizer example.
4. Identify the parts of a food chain using the following species: Squirrel, Acorns, Red-tailed hawk
5. If an animal can eat several variety of prey in a food web, predict how it could survive if the ecosystem was
altered with an invasive species.
Part V (Natural and Energy Resources) (40 minutes)
Natural Resources Flow Chart
Directions: Using the flow chart below, fill in the correct resources using the word bank below. Do this on the left side of
notebook.
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Word Bank For Flow Chart
Renewable
Minerals
Nonrenewable
Solar Energy
Air/ Wind
Fossil Fuels (Oil/Coal/Nat. Gas)
Water/Tides/Flowing
Salt
Phosphates
Iron
Soil/ Plants
If time permits, complete the following activity:
Go to this website and play the game. https://www.brainpop.com/games/sortifynaturalresources/ The purpose of the
game is to sort the products in the bins. If you click on the bin you will be able to “label” it. Then drag the resources
into the appropriate bin. Click on the bin to see your contents/ resources. If you are satisfied with them, click submit.
Record your highest score and tell the teacher your “score sheet” before clicking off the screen!
Human Impact Flow Chart
Directions: Groups will take a “branch” of the Graphic Organizer and attempt to fill-in on white board. We will discuss
our findings as a class. Afterwards, we will fill-in the graphic organizer “officially” for you to paste into your notebook.
Discuss carrying capacity. Mention on the graphic organizer.
Discuss sustainability. Mention on the graphic organizer.
Questions (complete for homework and write on the right side of notebook):
1.
2.
3.
4.
5.
Where does most of the nonrenewable resources come from? (Hint- think sphere)
Explain how humans will eventually deplete Earth’s natural resources if we exceed the carrying capacity.
Choose two renewable resources and describe how it is more environmentally friendly.
Describe some limiting factors that help control our population growth.
Using the flow chart, give 3 good ideas on how we can lessen our ecological footprint.
Part VI (Biodiversity) (20 minutes)
Biodiversity Lab
Directions: You will receive a handful of candy (M&Ms or Skittles). DO NOT EAT YOUR ORGANISMS!
Ask:
Calculate the Biodiversity Index. (# of color/ total # of sample). Write your information on the chart and white board.
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Sample
Biodiversity Index
Observations/Results/Analysis
Initial Sample
Population increase of
one species
Population decrease of
one species
Population Vulnerability
Factor (one color is more
important than another)
What if: (blue- key stone
species, red- producers,
etc.)
-one color became
extinct
-invasive species was
introduced (another
candy)
-genetic variation added
to a population
-habitat fragmentation
due to urbanization
(separate your colors)
Take Out Learning:
“THE Biosphere Quiz” The next day.
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