Biologically Speaking: Biomes of the World
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
INTRODUCING Biologically Speaking: Biomes of the World
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Which Biome is It? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Word Search Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Spell it Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
And That Biome Is… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . .18
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
Congratulations!
You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable
instructional guidelines and tools designed to make your teaching role efficient and rewarding.
The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for
use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our
authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000.
This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your
classroom needs.
RATIONALE
ORGANIZATION AND MANAGEMENT
In today’s classrooms, educational pedagogy is often founded on
To facilitate ease in classroom manageability, the AIMS Teaching
Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The
Module is organized in three sections:
practical application of Bloom’s Taxonomy is to evaluate students’
I. Introducing this ATM
thinking skills on these levels, from the simple to the complex:
will give you the specific information you need to integrate the
program into your classroom curriculum.
1. Knowledge (rote memory skills),
2. Comprehension (the ability to relate or retell),
3. Application (the ability to apply knowledge outside its origin),
II. Preparation for Viewing
4. Analysis (relating and differentiating parts of a whole),
provides suggestions and strategies for motivation, language
5. Synthesis (relating parts to a whole)
preparedness, readiness, and focus prior to viewing the program
6. Evaluation (making a judgment or formulating an opinion).
with your students.
The AIMS Teaching Module is designed to facilitate these intellectual
III. After Viewing the Program
capabilities, and to integrate classroom experiences and assimilation
provides suggestions for additional activities plus an assortment of
of learning with the students’ life experiences, realities, and
consumable assessment and extended activities, designed to broaden
expectations. AIMS’ learner verification studies prove that our AIMS
comprehension of the topic and to make connections to other
Teaching Modules help students to absorb, retain, and to demonstrate
curriculum content areas.
ability to use new knowledge in their world. Our educational
materials are written and designed for today’s classroom, which
incorporates a wide range of intellectual, cultural, physical, and
emotional diversities.
AIMS Teaching Module written by Pat Davies
© Copyright 2002 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this
AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existing
and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia at:
Toll Free: 1-800-367-2467
Fax: 818-341-6700
Web: www.aimsmultimedia.com
Email: [email protected]
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© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
FEATURES
INTRODUCING THE ATM
Introduction To The Program
After Viewing the Program
Introduction to the Program is designed to
After your students have viewed the
enable students to recall or relate prior
program, you may introduce any or all of
Your AIMS Teaching Module is designed to
knowledge about the topic and to prepare
these activities to interact with other
accompany a video program written and
them for what they are about to learn.
curriculum
content
areas,
provide
reinforcement, assess comprehension skills,
produced by some of the world’s most
credible and creative writers and producers
Introduction To Vocabulary
or provide hands-on and in-depth extended
of educational programming. To facilitate
Introduction to Vocabulary is a review of
study of the topic.
diversity and flexibility in your classroom
language used in the program: words,
and to provide assessment tools, your AIMS
phrases, and usage. This vocabulary
Teaching Module features these components:
introduction is designed to ensure that all
learners,
including
learners,
limited
will
English
Themes
proficiency
have
full
This section tells how the AIMS Teaching
understanding of the language usage in the
Module is correlated to the curriculum.
content of the program.
Themes offers suggestions for interaction
with
other
curriculum
content
areas,
Discussion Ideas
enabling teachers to use the teaching
Discussion Ideas are designed to help you
module to incorporate the topic into a
assess students’ prior knowledge about the
variety of learning areas.
topic and to give students a preview of what
they will learn. Active discussion stimulates
Overview
interest in a subject and can motivate even
The Overview provides a synopsis of content
the most reluctant learner. Listening, as well
covered in the video program. Its purpose is
as
to give you a summary of the subject matter
Encourage your students to participate at the
and
rate they feel comfortable. Model sharing
to
enhance
your
introductory
speaking,
is
active
participation.
personal experiences when applicable, and
preparation.
model listening to students’ ideas and
opinions.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
Focus
learners can be expected to gain from each
Help learners set a purpose for watching the
program. After completion of the AIMS
program with Focus, designed to give
Teaching Module, your students will be able
students a focal point for comprehension
to demonstrate dynamic and applied
continuity.
comprehension of”” the topic.
Jump Right In
Preparation for Viewing
Jump
In preparation for viewing the video
instructions for quick management of the
Right
In
provides
abbreviated
program, the AIMS Teaching Module offers
program.
activity and/or discussion ideas that you
may use in any order or combination.
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Critical Thinking
SUGGESTED ACTIVITIES
In The Newsroom
Critical Thinking activities are
Each AIMS Teaching Module
designed
stimulate
contains a newsroom activity
activities you can direct in the classroom or
learners’ own opinions and
designed to help students make the
have your students complete independently,
ideas. These activities require students to use
relationship between what they learn in the
in pairs, or in small work groups after they
the thinking process to discern fact from
classroom and how it applies in their world.
have viewed the program. To accommodate
opinion, consider their own problems and
The purpose of In The Newsroom is to
your range of classroom needs, the activities
formulate
draw
actively involve each class member in a
are organized into skills categories. Their
conclusions, discuss cause and effect, or
whole learning experience. Each student will
labels will tell you how to identify each
combine what they already know with what
have an opportunity to perform all of the
activity and help you correlate it into your
they have learned to make inferences.
tasks involved in production: writing,
The Suggested Activities offer ideas for
possible
to
solutions,
researching, producing, directing, and
classroom curriculum. To help you schedule
your classroom lesson time, the AIMS
Cultural Diversity
interviewing as they create their own
hourglass gives you an estimate of the time
Each AIMS Teaching Module
classroom news program.
each activity should require. Some of the
has an activity called Cultural
Awareness, Cultural Diversity,
activities fall into these categories:
Extended Activities
or Cultural Exchange that encourages
These
activities
provide
students to share their backgrounds,
opportunities for students to
These activities are designed
cultures, heritage, or knowledge of other
work separately or together to
to aid in classroom continuity.
countries, customs, and language.
Meeting Individual Needs
Reluctant
learners
conduct
learners acquiring English
These are experimental or
activities geared to enhance comprehension
tactile activities that relate
of language in order to fully grasp content
directly to the material taught
benefit
from
Many
of
the
Link to the World
in the program. Your students
These activities offer ideas
for connecting learners’
and formulate ideas on their own, based on
suggested
media or content areas.
will have opportunities to make discoveries
meaning.
Curriculum Connections
research,
apply what they have learned to other
Hands On
these
will
further
explore answers to their own questions, or
and
classroom activities to their
what they learn in this unit.
community and the rest of the world.
Writing
Culminating Activity
activities are intended to
ART
integrate the content of the
ATM program into other
Every AIMS Teaching Module
To wrap up the unit, AIMS
content
will
Teaching
areas
of
the
contain
an
activity
Modules
cross-
designed for students to use
suggestions
connections turn the classroom teaching
the writing process to express
reinforce what students have
their ideas about what they have learned.
learned and how they can use their new
The writing activity may also help them to
knowledge to enhance their worldview.
classroom
experience
experience.
curriculum.
into
a
These
whole
learning
make the connection between what they are
learning in this unit and how it applies to
other content areas.
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© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
for
offer
ways
to
ADDITIONAL ATM FEATURES
Test
After Viewing
The AIMS Teaching Module Test permits you
•
Select
Suggested
into
Activities
Vocabulary
to assess students’ understanding of what
integrate
Every ATM contains an activity that
they have learned. The test is formatted in
curriculum.
reinforces the meaning and usage of the
one of several standard test formats to give
materials or resources.
vocabulary
If
your
that
classroom
applicable,
gather
the
your students a range of experiences in test-
program content. Students will read or find
taking techniques. Be sure to read, or
the definition of each vocabulary word, then
remind students to read, the directions
work on each activity. Some activities
use the word in a written sentence.
carefully and to read each answer choice
work best for the whole group. Other
before making a selection. Use the Answer
activities are designed for students to
Key to check their answers.
work independently, in pairs, or in
words
introduced
in
Checking Comprehension
•
small groups. Whenever possible,
Checking Comprehension is designed to
help you evaluate how well your students
understand,
retain,
and
recall
the
Choose the best way for students to
Additional
AIMS
encourage students to share their work
Multimedia
with the rest of the group.
Programs
information presented in the AIMS Teaching
After you have completed this AIMS
Module. Depending on your students’ needs,
Teaching Module you may be interested in
you may direct this activity to the whole
more of the programs that AIMS offers. This
Vocabulary, Checking Comprehension,
group yourself, or you may want to have
list includes several related AIMS programs.
and consumable activity pages for your
students
work
on
the
activity
•
students.
page
independently, in pairs, or in small groups.
Answer Key
Students can verify their written answers
Reproduces tests and work pages with
through discussion or by viewing the video a
answers marked.
•
You may choose to have students take
consumable
activities
home,
or
complete them in the classroom,
second time. If you choose, you can
independently, or in groups.
reproduce the answers from your Answer
Key or write the answer choices in a Word
Duplicate the appropriate number of
JUMP RIGHT IN
•
Bank for students to use. Students can use
Administer the Test to assess students’
this completed activity as a study guide to
Preparation
comprehension of what they have
prepare for the test.
•
Read Biologically Speaking: Biomes of
learned, and to provide them with
the World Themes, Overview, and
practice in test-taking procedures.
Reproducible Activities
Objectives to become familiar with
The AIMS Teaching Module provides a
program content and expectations.
•
Use the Culminating Activity as a forum
for students to display, summarize,
selection of reproducible activities, designed
•
Use
Viewing
extend, or share what they have
learning unit. Whenever applicable, they
suggestions to introduce the topic to
learned with each other, the rest of the
are arranged in order from low to high
students.
school,
to specifically reinforce the content of this
difficulty
level,
to
allow
a
Preparation
for
or
a
organization.
seamless
facilitation of the learning process. You may
Viewing
choose to have students take these activities
•
Set up viewing monitor so that all
students have a clear view.
home or to work on them in the classroom
independently, in pairs or in small groups.
•
Depending on your classroom size and
Checking Vocabulary
learning range, you may choose to
The checking Vocabulary activity provides
have
the opportunity for students to assess their
Speaking: Biomes of the World together
knowledge of new vocabulary with this word
or in small groups.
students
view
Biologically
game or puzzle. The format of this
vocabulary activity allows students to use the
related words and phrases in a different
•
Some students may benefit from
viewing the video more than one time.
context.
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© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
local
community
Biologically Speaking: Biomes of the World
Themes
Introduction to the Program
Discussion Ideas
Biologically Speaking: Biomes Of The
World explores the seven major biomes
of the Earth. Students will learn how a
biome’s climate is influenced by the
region’s latitude, elevation, and nearness to oceans and mountains. The relationship of climate to organisms in the
surrounding region, the plant life and
animal life of each biome, and each
biome’s typical geographic features are
also explored.
Each area of the Earth is populated with
its own unique variety of plants and animals. Regions such as the tropical rainforest with its high temperatures,
abundant rainfall and plentiful food
supply, are home to millions of species
of organisms. Other areas, such as
harsh deserts, are populated by only the
hardiest of organisms, those able to
withstand extreme temperatures and a
scarcity of water. Links between a
region’s geographic location, its climate, and the organisms that survive
and thrive there are what give the Earth
the broad versatility of its biomes.
Ask the class to name as many climate
regions as they can. Accept answers
such as desert, forest, mountain, and
coastal. What factors contribute to the
climates of these regions? Can climates
be influenced only by natural factors, or
can they also be influenced by factors
caused by humans? (Natural factors
such as latitude, elevation, temperature,
humidity, wind patterns, and nearness
to mountains or bodies of water can all
affect climate. Humans can also change
a region’s climate. For example, large
forests once covered much of the eastern U.S. Most of those forests were cut
down, and the land turned into grassland for grazing, or into large towns
and cities. Elsewhere in the world - such
as in Egypt - dry lands have been irrigated and turned into fertile farmland.)
Overview
Most of the Earth’s surface is populated
with plant and animal life. However,
there are many variations in the types of
organisms that occupy different regions.
Large areas that are populated by characteristic plant and animal life are
called biomes. Biologically Speaking:
Biomes Of The World explores the environmental factors that govern these
regions.
Objectives
•
•
•
•
•
To study each of the seven major
biomes of the Earth
To explain the factors that determine climate, including latitude,
elevation, and nearness to oceans
and mountains
To discuss the relationship between
climate and organisms in the biomes
To study the characteristic animal
and plant life of each biome
To discuss the geographical features
of each biome, and their effects on
the region
Introduction to Vocabulary
Write the following words on the board
and explain that they will be referenced
in the video. Some students may be
unfamiliar with the terms. If the meaning
of any word is unclear to the group, ask
volunteers to use an appropriate reference source to check the term and
report their findings to the class.
Encourage students to note the context
in which the words are used in the program, and to be prepared to discuss
their meaning.
Focus
Ask students to think for a few moments
about their surroundings - the biome in
which they live. What other types of
biomes would they like to visit? Tell them
they are about to learn more about the
Earth’s biomes, and what makes each of
them diverse, interesting, and unique.
biome, climate, coniferous forest, deciduous forest, desert, freshwater, grassland, latitude, marine, temperate
rainforest, tropical rainforest, tundra
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SUGGESTED ACTIVITIES
Connection to Geography
The factors of latitude, elevation, temperature, wind speed, and nearness to mountains and oceans
combine to create a region’s climate. Have students work in small groups, using appropriate reference
resources, to learn more about the climate of their community or state. What is the elevation? The average temperature at this time of year? What is the latitude? How close are mountains, the ocean or other
large bodies of water? How do these factors contribute to the area’s climate? When they have concluded their research, have each groups compile their information into a report and select a representative to present their findings to the class.
GE OG RA PH
60 Minutes
Meeting Individual Needs
Ask students to look up the words climate, weather, and environment in the dictionary. What does each
word mean? What do the words have in common? (Climate is the average weather of a region.
Weather is a region’s current state of temperature, precipitation, wind speed, humidity and other factors. Environment consists of surrounding objects and conditions, including weather.)
30 Minutes
Cultural Diversity
What might it be like to live in a desert? On a coastal island? In a temperate rainforest? Ask students
to research one of the locations listed to learn more about its climate, people and lifestyles. Tell them to
assume the persona of a student living in that region and write a one-page diary entry about their day’s
activities, including elements of the outdoors.
60 Minutes
African Savanna (grassland)
Brazilian Rainforest (tropical rainforest)
Cairo, Egypt (desert)
Canadian Pacific Coast (temperate rainforest)
Jamaica (marine aquatic biome)
Connection to Art
Using information from the Cultural Diversity activity, ask students to draw an outdoor scene mentioned
in their diary entry. Encourage them to include themselves in the drawing. What articles of clothing are
they wearing? What buildings are nearby? What are nearby people doing? What kinds of plants and
animals are included in the picture?
ART
30 Minutes
Label a classroom wall as “Biomes of the World” and display the drawings, grouped by location.
In the Newsroom
Divide the class into seven groups and assign each group one of the seven major biomes to research
and prepare a news report on, “Our Biome, the Whole Story.” Ask them to research details of geographic location, latitude, elevation, climate, and the variety of animals, plants and other living organisms common there. Have each group select one or two anchorpersons to present their news story to
the class. If feasible, videotape their presentations for review and further discussion.
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© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
Extended
Y
Critical Thinking
The biome we live in affects many things in our lives. How do our surroundings and weather affect what
we wear? How might our food supply differ from what is available in other biomes? Would adults’ jobs
or the sports, hobbies and other outdoor activities we enjoy be possible in other biomes? How might
our homes, schools and roads need to be different if our biome was different? (Student answers will
vary, but should include discussion of temperature, precipitation, plant and animal life and other factors that greatly influence lifestyle.)
30 Minutes
Hands On
Many biomes can exist within the same country. After the class has determined what type biome their
community is located in, encourage students to spend a few days exploring their outdoor environment.
Provide each student with a small notebook for the purpose and ask them to make notes of any animal
life they observe, as well as the current weather patterns. If feasible, have them also collect small specimens of plant life. They should also include drawings of animals, larger plants and geographical features such as mountains or rivers. When the assignment is concluded, display the notebooks so that
students can enjoy the work of their classmates.
Extended
Link to the World
All over the world, changes are occurring in various biomes. Some of these changes have been blamed
on human actions, such as the burning of fossil fuels. Acid rain from the burning of coal has already
damaged much of the Earth’s forests, coral reefs, and coastal communities. In addition, rainforests are
being destroyed to make room for grazing livestock. The damage to the ozone layer, the subsequent
greenhouse effect and the beginning of polar ice cap melting are also blamed in part on the use of fossil fuels.
45 Minutes
Ask students to think about these problems for a few moments. What are some ways that everyone can
help protect the Earth’s biomes? Who is responsible for doing these things? (Answers will vary, but
should include: using less electrical power, carpooling, recycling paper, metal cans, plastics, using solar
energy as feasible, cleaning up pollution and supporting laws that protect the Earth, contributing time
or money to conservation groups. As far as responsibility goes - it’s the responsibility of everyone living on Earth to do these things.)
Culminating Activity
Have students work individually or in small groups to create a multi-media presentation about the biome
in which they live. Brainstorm with the class the topics that should be covered, as well as the types of
materials and media they would like to include in their presentation. Have each individual or group present to the entire class. If feasible, videotape their presentations for review and further discussion.
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© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
Extended
Name
VOCABULARY
The following vocabulary words are from Biologically Speaking: Biomes Of The World. Fill in the number
of each term next to its closest definition, then on a separate piece of paper use each term in a sentence.
1. biome
2. climate
3. coniferous forest
4. deciduous forest
5. desert
6. freshwater
7. grassland
8. latitude
9. marine
10. temperate rainforest
11. tropical rainforest
12. tundra
________ hot regions near the equator with extremely wet weather and abundant plant and animal life
________ distance north or south or the equator, measured in degrees
________ area populated by broadleaf trees, with fairly mild winters
________ the combination of average temperature, precipitation, and other weather factors in an area
________ hot, dry region with little plant life
________ a type of aquatic biome, featuring salt water, such as coastal waters, coral reefs, and open oceans
________ area populated by evergreen trees, with fairly cold winters
________ region with abundant plant life, but few trees
________ area with heavy rainfall and lots of trees, mostly coniferous
________ large area populated by characteristic plant and animal life
________ aquatic regions such as ponds, lakes, and rivers
________ vast, treeless arctic or alpine plain
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© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
Name
CHECKING COMPREHENSION
Read the following sentences and circle the letters of the words that best fill each blank.
In order for life to exist, there are four basic requirements. Nutrients, such as
1
, are needed to make living cells. Energy
must also be available, either from the sun or from
2
energy stored in the tissues of other organisms. The third requirement is
3
. The final requirement for life is a range of
4
that allow chemical reactions to take place. In different areas of the Earth these basic requirements are more, or less, available. The overall availability of these requirements in a
region result in that region being a certain type of
5
, or a region with characteristic plants and animals. An area’s
average weather, or
6
, is affected by many environmental factors. Elevation and nearness to
7
can help
determine the temperature and rainfall of a particular region.
8
, or location north and south of the equator, is another
factor that contributes to climate. Places close to the
9
, which has a latitude of zero degrees, are very hot and wet.
These environmental and geographical factors determine a biome’s
10
.
1.
a) ice and fire
b) water and air
c) calcium and nitrogen
d) salt and sand
6.
a) climate
b) latitude
c) elevation
d) forecast
2.
a) chemical
b) electrical
c) solar
d) ocean
7.
a) mountains and oceans
b) towns and cities
c) plants and animals
d) none of the above
3.
a) salt
b) water
c) oxygen
d) oil
8.
a) temperatures
b) longitude
c) latitude
d) elevation
4.
a) animals
b) plants
c) temperatures
d) weather patterns
9.
a) equator
b) sun
c) desert
d) grassland
5.
a) countries
b) precipitation
c) hemispheres
d) biomes
10.
a) plant life
b) animal life
c) weather
d) all of the above
10
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
Name
WHICH BIOME IS IT?
Draw a line from the biome in the left-hand column to its correct description in the right-hand column.
coniferous forest
either oligotrophic or eutrophic
deciduous forest
broad leaves drop off in autumn
desert
dry, bare ground, with some vegetation
freshwater
wet, coastal area with coniferous trees
grassland
can be either arctic or alpine
marine
gets enough rain for plants, but not trees
temperate rainforest
trees stay green year round
tropical rainforest
includes coral reefs and vent communities
tundra
hot, wet, with many layers of vegetation
11
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
Name
TRUE OR FALSE
Place a T beside each true statement and an F beside each false statement.
1.
________
Latitude is the average temperature of a region.
2.
________
The British Isles are warmer than would be expected because of the warm ocean currents of the Gulf Stream.
3.
________
Deciduous trees have broad leaves that help them conduct photosynthesis all year long.
4.
________
Some desert mammals are so efficient at using and storing water from the plants they eat that they can go their
whole lives without drinking water.
5.
________
Higher elevations have lower temperatures because the air is more dense.
6.
________
The Earth’s marine biomes cover about one-third of the planet.
7.
________
Tropical rainforests are believed to contain about half the planet’s species.
8.
________
The waxy coating and needle-like shape of their leaves help evergreens minimize water loss.
9.
________
The equator has a latitude of 90 degrees, the highest latitude possible.
10.
________
Tundras can occur because of a high elevation or a far northern latitude.
12
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
Name
WORD SEARCH PUZZLE
These vocabulary words from Biologically Speaking: Biomes Of The World can be found in the maze below.
The letters of the words may be arranged horizontally, vertically, diagonally or backwards.
X
B
L
M
R
C
V
Z
T
M
W
K
C
L
I
M
A
T
E
Q
R
Y
G
P
G
F
L
O
S
W
X
B
O
D
R
H
J
R
A
F
M
P
R
D
P
Z
A
K
T
E
T
P
J
E
W
D
I
C
S
M
F
S
I
U
W
R
V
G
C
Z
S
D
E
H
T
M
N
P
W
Q
A
S
L
R
N
W
U
P
F
D
G
H
L
R
A
D
I
A
D
P
F
O
R
E
S
T
N
M
R
T
E
W
X
N
P
A
S
Y
D
V
A
E
R
Q
P
D
F
G
J
L
M
H
M
R
Y
W
J
K
T
R
E
S
E
D
WORD BANK
biome
climate
desert
forest
freshwater
grassland
latitude
marine
tropical
tundra
13
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
Name
SPELL IT OUT
Use the clues below to fill in the missing letters.
1.
W ____________________________________
2.
O ____________________________________
3.
R ____________________________________
4.
L ____________________________________
5.
D ____________________________________
6.
B ____________________________________
7.
I ____________________________________
8.
O ____________________________________
9.
M ____________________________________
10. E ____________________________________
11. S ____________________________________
a) common standard of measurement for rainfall or other precipitation
b) found at a latitude of zero degrees
c) describes a poorly fed body of fresh water
d) trees that drop their leaves in autumn
e) type of energy used by plants during photosynthesis
f) liquid contained in cells of all living organisms
g) biome that receives great amounts of rainfall
h) area populated with characteristic plant and animal life
i) nearness to these can change an area’s climate
j) measured in degrees north and south of the equator
k) a type of marine biome
14
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
Name
AND THAT BIOME IS ...
Next to each phrase below, write the name of the biome being described.
1.
____________________________
trees drop their leaves in the autumn
2.
____________________________
single-celled phytoplankton are the main food source here
3.
____________________________
large inputs of sediment and nutrients make these areas murky and low in oxygen
4.
____________________________
much of the animal life is arboreal because there are few edible plants near
the ground
5.
____________________________
plants grow close to the ground to protect themselves from the harsh winter winds
6.
____________________________
in the United States, most of these areas have been converted to growing crops or
for grazing livestock
7.
____________________________
most animals sleep during the day in underground burrows
8.
____________________________
trees have a resin that works as an antifreeze and flexible branches that help them
survive heavy snowfall
15
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
Name
TEST
Circle the letter of the correct answer.
1. The four basis requirements of life are:
a) carbon, nitrogen, phosphorus and calcium
b) sun, water, plants and nutrients
c) nutrients, energy, water and a range of temperature
d) soil, energy, water and solvents
2. Climate is the measure of a region’s:
a) humidity
b) wind speed
c) temperature and precipitation
d) all of the above
3. The distance north or south of the equator, measured in degrees, is known as:
a) elevation
b) longitude
c) latitude
d) none of the above
4. There are _______________ major types of biomes on the Earth.
a) seven
b) ten
c) four
d) twelve
5. Much of the animal life in a tropical rainforest is arboreal, referring to animals that:
a) are most active at night
b) live in trees
c) live near water
d) live underground
16
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
Name
TEST (CONTINUED)
6. Since most desert animals are nocturnal, they spend the daytime hours:
a) resting in underground burrows
b) hunting
c) laying in the sun
d) looking for trees to climb
7. Which of the following is a food source in open ocean marine biomes?
a) phytoplankton
b) kelp
c) zooplankton
d) answers a and c
8. Grasslands cannot support the growth of trees because:
a) too much rainfall causes them to flood
b) constant snowfall freezes growing plants
c) the climate is too warm
d) there is not enough rainfall
9. Freshwater that is poorly fed based on nutrient content is:
a) oligotrophic
b) murky
c) eutrophic
d) oxygen-poor
10. What are the major types of marine biomes?
a) aquatic, stream-fed, coastal and temperate
b) coral reef, freshwater and open ocean
c) eutrophic, tide pool and coral reef
d) coastal waters, coral reefs, open ocean and vent communities
17
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
2604-EN-VID:
8207-EN-VID:
8559-EN-VID:
8206-EN-VID:
8205-EN-VID:
8598-EN-VID:
Biologically Speaking: Ecosystems and the Cycles of Nature
Animal Communities
Ecosystems: Nature in Balance
How Animals Survive
How We Classify Animals
Learning abut Science: Flowers
18
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
ANSWER KEY for page 9
VOCABULARY
The following vocabulary words are from Biologically Speaking: Biomes Of The World. Fill in the number
of each term next to its closest definition, then on a separate piece of paper use each term in a sentence.
1. biome
2. climate
3. coniferous forest
4. deciduous forest
5. desert
6. freshwater
7. grassland
8. latitude
9. marine
10. temperate rainforest
11. tropical rainforest
12. tundra
11
________
hot regions near the equator with extremely wet weather and abundant plant and animal life
8
________ distance north or south or the equator, measured in degrees
4
________
area populated by broadleaf trees, with fairly mild winters
2
________
the combination of average temperature, precipitation, and other weather factors in an area
5
________
hot, dry region with little plant life
9
________ a type of aquatic biome, featuring salt water, such as coastal waters, coral reefs, and open oceans
3
________
area populated by evergreen trees, with fairly cold winters
7
________
region with abundant plant life, but few trees
10
________ area with heavy rainfall and lots of trees, mostly coniferous
1
________ large area populated by characteristic plant and animal life
6
________
aquatic regions such as ponds, lakes, and rivers
12
________
vast, treeless arctic or alpine plain
Students’ sentences will vary; accept any that demonstrate understanding.
19
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
ANSWER KEY for page 10
CHECKING COMPREHENSION
Read the following sentences and circle the letters of the words that best fill each blank.
In order for life to exist, there are four basic requirements. Nutrients, such as
1
, are needed to make living cells. Energy
must also be available, either from the sun or from
2
energy stored in the tissues of other organisms. The third requirement is
3
. The final requirement for life is a range of
4
that allow chemical reactions to take place. In different areas of the Earth these basic requirements are more, or less, available. The overall availability of these requirements in a
region result in that region being a certain type of
5
, or a region with characteristic plants and animals. An area’s
average weather, or
6
, is affected by many environmental factors. Elevation and nearness to
7
can help
determine the temperature and rainfall of a particular region.
8
, or location north and south of the equator, is another
factor that contributes to climate. Places close to the
9
, which has a latitude of zero degrees, are very hot and wet.
These environmental and geographical factors determine a biome’s
10
.
1.
a) ice and fire
b) water and air
c) calcium and nitrogen
d) salt and sand
6.
a) climate
b) latitude
c) elevation
d) forecast
2.
a) chemical
b) electrical
c) solar
d) ocean
7.
a) mountains and oceans
b) towns and cities
c) plants and animals
d) none of the above
3.
a) salt
b) water
c) oxygen
d) oil
8.
a) temperatures
b) longitude
c) latitude
d) elevation
4.
a) animals
b) plants
c) temperatures
d) weather patterns
9.
a) equator
b) sun
c) desert
d) grassland
5.
a) countries
b) precipitation
c) hemispheres
d) biomes
10.
a) plant life
b) animal life
c) weather
d) all of the above
20
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
ANSWER KEY for page 11
WHICH BIOME IS IT?
Draw a line from the biome in the left-hand column to its correct description in the right-hand column.
coniferous forest
either oligotrophic or eutrophic
deciduous forest
broad leaves drop off in autumn
desert
dry, bare ground, with some vegetation
freshwater
wet, coastal area with coniferous trees
grassland
can be either arctic or alpine
marine
gets enough rain for plants, but not trees
temperate rainforest
trees stay green year round
tropical rainforest
includes coral reefs and vent communities
tundra
hot, wet, with many layers of vegetation
21
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
ANSWER KEY for page 12
TRUE OR FALSE
Place a T beside each true statement and an F beside each false statement.
1.
F
________
Latitude is the average temperature of a region.
2.
T
________
The British Isles are warmer than would be expected because of the warm ocean currents of the Gulf Stream.
3.
F
________
Deciduous trees have broad leaves that help them conduct photosynthesis all year long.
4.
T
________
Some desert mammals are so efficient at using and storing water from the plants they eat that they can go their
whole lives without drinking water.
5.
F
________
Higher elevations have lower temperatures because the air is more dense.
6.
F
________
The Earth’s marine biomes cover about one-third of the planet.
7.
T
________
Tropical rainforests are believed to contain about half the planet’s species.
8.
T
________
The waxy coating and needle-like shape of their leaves help evergreens minimize water loss.
9.
F
________
The equator has a latitude of 90 degrees, the highest latitude possible.
10.
T
________
Tundras can occur because of a high elevation or a far northern latitude.
22
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
ANSWER KEY for page 13
WORD SEARCH PUZZLE
These vocabulary words from Biologically Speaking: Biomes Of The World can be found in the maze below.
The letters of the words may be arranged horizontally, vertically, diagonally or backwards.
X
B
L
M
R
C
V
Z
T
M
W
K
C
L
I
M
A
T
E
Q
R
Y
G
P
G
F
L
O
S
W
X
B
O
D
R
H
J
R
A
F
M
P
R
D
P
Z
A
K
T
E
T
P
J
E
W
D
I
C
S
M
F
S
I
U
W
R
V
G
C
Z
S
D
E
H
T
M
N
P
W
Q
A
S
L
R
N
W
U
P
F
D
G
H
L
R
A
D
I
A
D
P
F
O
R
E
S
T
N
M
R
T
E
W
X
N
P
A
S
Y
D
V
A
E
R
Q
P
D
F
G
J
L
M
H
M
R
Y
W
J
K
T
R
E
S
E
D
WORD BANK
biome
climate
desert
forest
freshwater
grassland
latitude
marine
tropical
tundra
23
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
ANSWER KEY for page 14
SPELL IT OUT
Use the clues below to fill in the missing letters.
1.
ater
W ____________________________________
2.
ligotrophic
O ____________________________________
3.
ainforest
R ____________________________________
4.
atitude
L ____________________________________
5.
eciduous
D ____________________________________
6.
iome
B ____________________________________
7.
nches
I ____________________________________
8.
pen ocean
O ____________________________________
9.
ountains
M ____________________________________
quator
10. E ____________________________________
olar
11. S ____________________________________
a) common standard of measurement for rainfall or other precipitation
b) found at a latitude of zero degrees
c) describes a poorly fed body of fresh water
d) trees that drop their leaves in autumn
e) type of energy used by plants during photosynthesis
f) liquid contained in cells of all living organisms
g) biome that receives great amounts of rainfall
h) area populated with characteristic plant and animal life
i) nearness to these can change an area’s climate
j) measured in degrees north and south of the equator
k) a type of marine biome
24
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
ANSWER KEY for page 15
AND THAT BIOME IS ...
Next to each phrase below, write the name of the biome being described.
1.
deciduous forest
____________________________
trees drop their leaves in the autumn
2.
open ocean marine
____________________________
single-celled phytoplankton are the main food source here
3.
eutrophic freshwater
____________________________
large inputs of sediment and nutrients make these areas murky and low in oxygen
4.
tropical rainforest
____________________________
much of the animal life is arboreal because there are few edible plants near
the ground
5.
tundra
____________________________
plants grow close to the ground to protect themselves from the harsh winter winds
6.
grasslands
____________________________
in the United States, most of these areas have been converted to growing crops or
for grazing livestock
7.
desert
____________________________
most animals sleep during the day in underground burrows
8.
coniferous
forest
____________________________
trees have a resin that works as an antifreeze and flexible branches that help them
survive heavy snowfall
25
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
ANSWER KEY for page 16
TEST
Circle the letter of the correct answer.
1. The four basis requirements of life are:
a) carbon, nitrogen, phosphorus and calcium
b) sun, water, plants and nutrients
c) nutrients, energy, water and a range of temperature
d) soil, energy, water and solvents
2. Climate is the measure of a region’s:
a) humidity
b) wind speed
c) temperature and precipitation
d) all of the above
3. The distance north or south of the equator, measured in degrees, is known as:
a) elevation
b) longitude
c) latitude
d) none of the above
4. There are _______________ major types of biomes on the Earth.
a) seven
b) ten
c) four
d) twelve
5. Much of the animal life in a tropical rainforest is arboreal, referring to animals that:
a) are most active at night
b) live in trees
c) live near water
d) live underground
26
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603
ANSWER KEY for page 17
TEST (CONTINUED)
6. Since most desert animals are nocturnal, they spend the daytime hours:
a) resting in underground burrows
b) hunting
c) laying in the sun
d) looking for trees to climb
7. Which of the following is a food source in open ocean marine biomes?
a) phytoplankton
b) kelp
c) zooplankton
d) answers a and c
8. Grasslands cannot support the growth of trees because:
a) too much rainfall causes them to flood
b) constant snowfall freezes growing plants
c) the climate is too warm
d) there is not enough rainfall
9. Freshwater that is poorly fed based on nutrient content is:
a) oligotrophic
b) murky
c) eutrophic
d) oxygen-poor
10. What are the major types of marine biomes?
a) aquatic, stream-fed, coastal and temperate
b) coral reef, freshwater and open ocean
c) eutrophic, tide pool and coral reef
d) coastal waters, coral reefs, open ocean and vent communities
27
© Copyright 2002 • AIMS Multimedia • Biologically Speaking: Biomes of the World • #2603