Aquatic Biomes Biotic and Abiotic

Introduction to
Virtual Biome Field Trip

Terrestrial biomes include taiga, temperate rainforests, temperate seasonal forests, tropical rainforests, shrubland, temperate grassland, savanna, desert, and tundra.

We'll introduce these today; eventually you'll need to be able to describe their climates and how the abiotic factors influence the biotic factors.

Essential Knowledge

DESCRIBE the global distribution and principal environmental aspects of terrestrial (land) and aquatic biomes.

Objective

AP Expectations

Categorize

Options (7)

temperate grassland and savanna

oceans, marshland, and estuaries

coral reef

streams, rivers, ponds, lakes

taiga, tundra, and desert

temperate seasonal forest

temperate and tropical rainforest

Sort Terrestrial vs Aquatic Biomes (Partner Work, Recalling Previous Slide, Mistakes are OK but do your best!)

Terrestrial Biomes (On Land)

Aquatic

Fill in the Blank

INDEPENDENT, QUICK RECALL of PREVIOUS SLIDE: Mistakes are OK but do your best!

The tundra, grassland, desert, rainforest, and savanna biomes are all examples of this type of biome, which means 'land'.

Fill in the Blank

Independent, vocabulary recall from previous weeks. Mistakes are OK but do your best!

Each biome has its own characteristic climate. Factors like rainfall and temperature have the strongest impact on what can survive in a biome. Because rainfall and temperature are non-living, we say these factors are ...

Match

PARTNER WORK

Match the biome to its general location on the map. You can OPEN image in new tab if needed. The accompanying information are facts you will or may already know about the vegetation available.

Once you have matched, decide between you and your partner which (1) biome you'd like to do; do a different one from your partner. (Desert is not included here, but will be available in the biome portal field trip.)

• N. Russia, N. Canada

  
  few trees, small plants that only grow for a short season

• Central US

  
  few trees, mostly grasses, scrub, and brush that grow for most of the year

• Brazil, Central Africa

  
  many trees that don't lose leaves, remain green

• E. US , W. Europe
  
  many trees, some that are evergreen, others change color/fall

• N/S Central Africa
  
  more trees than temp. grassland, often near oases

tundra

temperate grasslands

temperate rainforest

temperate forest

savanna

• tundra

• temperate grasslands

• temperate rainforest

• temperate forest

• savanna

• Partner-work; each do different biome(s)

• Deep engagement; exploring, asking questions, pointing out neat things to partner, no other tasks

• Headphones, speakers (at low volume) to listen to immersive audio, NOT music

• 7 minutes of deep explore, only writing brief thoughts if you'll need them for quick-write

Expectations

Explore one or more biomes using the 360 field-trip app, to have a physical foundation for today's POGIL

Goal

Explore a Biome

Open Ended

LIST, DESCRIBE, and EXPLAIN things you learned on your biome field trip. Use specific words where possible, or ??? to indicate points of confusion. Write the ENTIRE time, without pausing to ask questions of peers or teacher, just marking points of confusion and then continuing on.

If possible, try to relate your observations back to the intro slides we did today! Regardless of whether you connect back to the intro, use specific language and observations from the field trip (either words you read, heard, or turn the sights and sounds you heard into words.)

Home

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Multiple Choice

We are beginning a POGIL next. Select the correct procedure for POGIL below.

• It's important that I practice the skill of data analysis and inquiry. I can make mistakes. My partner and I should avoid Google, and just periodically check in with the teacher to make sure we have used our data analysis and inquiry skills to find the right answers.

• It's important that I end up with the right answers. I should check using Google or by copying from a peer, so that I can have a reference to master the material and answer correctly on future assessments over this topic.