Biomes
Lesson Concept Biomes are large geographic areas defined by abiotic and biotic
components, and their interactions.
Link In the previous lesson, students learned about ecosystems as
interactions between biotic and abiotic components. In this lesson,
they will focus on the characteristics of specific biomes and their
interactions. In the next lesson, students will learn how organisms
meet their needs in an ecosystem.

Time About 5 hours spread over 1-2 weeks

Note: Ideally, this lesson will be integrated into your Language Arts lessons. However, if
time and technological support is a challenge, streamline the following lesson to meet
your teaching needs. Notes follow to assist you in this effort.

Materials Whole Class

Sentence frames
Desert and ocean biome pictures
Per Group
Computer and internet (for research)
Copies of 1 of the following biomes: taiga, rainforest, tundra,
temperate forest, desert, grassland (see advance preparation)
Individual
Abiotic or biotic picture card
CLOZE worksheet for summary
Notetaking template
Foldable sample and supplies (4 sheets of paper for each student,
pencil, colors, staples, scissors, glue)
3x5 Card (exit card)
Advance
preparation
1. Decide which set of abiotic/biotic cards to use (one set is at the
end of this lesson; the other is in the biome file). Duplicate the
biotic and abiotic matching cards on cardstock, making sure
there is one card for each student.
2. If research materials are limited, use the biome descriptors
found at the end of the lesson. Assign one biome to each

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group, and duplicate the appropriate number of copies of the

assigned biome so that each student in the group has a copy.
3. Duplicate the CLOZE, one per student.
4. Duplicate notetaking template, one per student.
5. Make a demonstration “foldable” book.
Procedure:
Teacher note: The terms ecosystem, biome, and habitats can be confusing. For our
purposes, an ecosystem is an interaction of biotic and abiotic components, a biome is a
large geographic area with specific abiotic and biotic components, and a habitat is a
smaller piece of a biome where specific plants or animals are found.

Engage (Time: 10 mins.) Ecosystems have biotic and abiotic

components that interact.
1. Distribute the biotic and abiotic picture cards, one card per student. Tell them that
there are picture cards of both abiotic and biotic components. Explain that they will
be asked to find another person in the room that “matches” their card. Say, “if you
are biotic, then you have to find an abiotic thing that you would depend on and
stand next to them. If you are abiotic, hold up your card so the biotic components
may find you.”
Teacher note: Usually biotic things depend on abiotic things, but biotic things can also
affect abiotic factors (e.g., weathering, erosion, climate change, acid rain).
2. After students have found their partner(s), ask them to share out using the
following sentence frame: A __________ depends on ___________.
3. Collect cards when done.
Explore 1 (Time: 20 mins.) Biomes are defined by their varying
characteristics.
4. Display the desert and marine biome picture (or use your own pictures of two
different biomes). Have students focus on one of the biomes and ask, “What do
you observe about this large area?” Have students share (by picking sticks, “Think-
Pair-Share” strategy, numbered heads, etc). Prompt students to speak in complete
sentences by using the following sentence frames: “A biotic component of this area
is ________. An abiotic component of this area is _________.”
5. Record responses on a T chart, labeled with the biome name, one column as biotic
and one as abiotic.
6. Repeat step 4 and 5 with the other biome picture.
7. Continue to discuss these two biomes. Ask the following questions: “How are
these large areas different from each other?” “Which animal would be most likely
to live there, and why?” Prompt them with the following sentence frames: “They

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are different because one has __________, while the other ___________.” “A
__________ would be most likely to live here because ____________.”

Explore 2 [Time: multiple sessions: about 60-90 minutes to research and

prepare the CLOZE. Depending upon the form of visual
(poster, computer, etc.), provide 15 minutes- to 60 minutes to
prepare visual]
Biomes are defined by their varying characteristics.
8. Explain that students will be doing a “jigsaw” research project. They will be working
in a small group to research the biotic and abiotic characteristics of a specific
biome, and how these components interact with each other. Tell them they will be
expected to make a small presentation to the class after writing about and creating
a visual of their biome. Each group will have only one biome to present, but ALL
students will be accountable for learning about and characterizing all the biomes
for their final project (see “Extend” stage).
9. Select six biomes and divide the class appropriately, one biome for each group.
Teacher Note: If research methods and resources are limited, use the biome
sheets (taiga, rainforest, tundra, temperate forest, desert, grassland) found at the
end of the lesson.
10. Give students time to research their biome (In the computer lab or classroom).
Distribute “CLOZE” summary, one for each student.
11. Provide students with time and materials to create a visual of their biome to share
with the class (e.g., poster, image saved on a flash drive, Powerpoint, diagram,
etc.). Remind them that their picture should include at least three biotic and three
abiotic components of their biome.
Teacher Note: The student product can be simple or complex depending on the
time that can be allocated to this lesson.
Explain (Time: approximately 1 hour for presentation and notetaking).
Biomes are large geographic areas defined by their varying
characteristics
12. Distribute note-taking template, one per student.
13. Explain that each group will be expected to show their visual and read their CLOZE
summary out loud to the class, so students will be able to take notes on the
template.
14. Select groups to share their information to the class.
15. Ask students to take notes on the biotic and abiotic components of each biome
using the note-taking template provided. After two groups have shared, pause to
ask the following questions: “How are these large areas, or biomes, different from
each other?” “Which animal would be most likely to live there, and why?” Prompt
them with the following sentence frames: “These biomes are different because one
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has __________, while the other ___________.” “A __________ would be most

likely to live in this biome because ____________.”
16. Have two more groups present, making sure to ask the above questions again.
Have the last two groups share, and ask the same questions. Check to make sure
student notes are complete.
Extend/Evaluate (Time: About an hour)
Biomes are large geographic areas defined by abiotic and
biotic components. Different biomes have different
characteristics (biotic: vegetation and animals…abiotic:
temperature, rainfall, soil, sunlight, air). Biotic and abiotic
things interact with and depend upon each other.
17. Show students the example of the Foldable book with one page for each biome.
Ask students to cut and paste the notes they took during the presentation into six
pieces. Have them glue one set of notes to each page of the book, one for each
biome. Instruct them to illustrate an interaction within their biome, and to write a
sentence describing the interaction using the following sentence frame: “A
_________ interacts with _________ by __________.” Warn students that pages
in the foldable are likely to stick together with overuse of glue.
18. Collect the book project and evaluate.
19. As an exit card, ask the students to describe three things they have learned about
biomes and ask them to generate a question or two that they still have about
biomes.

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Name_____________
Date______________

BIOME SUMMARY

Our biome is the ____________________. It has many

biotic and abiotic components. Some of the biotic

components are: _________________, _____________,

__________, and _________. Some of the abiotic

components are: _______________, ____________,

__________ and ______________.

Abiotic and biotic components interact with each other.

For example, ____________interacts with ___________

by______________________________. Another example of

an interaction is _________depend(s) on __________ for

___________________. Finally, _________ interacts with

_________ because it

needs__________________________.

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Note-Taking Guide

Name of Biome________________ Name of Biome________________

Biotic components Abiotic Components Biotic components Abiotic Components

Name of Biome________________ Name of Biome________________

Biotic components Abiotic Components Biotic components Abiotic Components

Name of Biome________________ Name of Biome________________

Biotic components Abiotic Components Biotic components Abiotic Components

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Fold a book instructions.

3. Fold the set of three sheets so
1. You take four sheets of paper. that the tabs align with the matching
tabs along the bottom.

4. Place the folded sheet on top of

the unfolded sheet. Leave a new tab
along the bottom.

2. Stack 3 of the sheets so that they

create a tab along the top. They
should be separated with between
¾” to 1”.

5. Staple along the fold.

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Examples of possible combinations
Abiotic-Biotic abiotic biotic or biotic biotic

Cards sun, soiltree

snowflakearctic seal
actic sealfish
swallowworm
Find a match showing abiotic and biotic sunfruits birdworm
connections or biotic and biotic waterfish
rock lizard
dophlin fish
lizardcatus
connections. waterdolphin
Each student gets one card soil, suncactus
wind bird

Sunlight Trees

Grass Sunlight

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Sun
Fruit

Lizard Rock

Fish Water

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Water Dolphin

Cactus
Dirt

Ice
Polar Bear

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Mountain Goat

Soil
Worm

Snowflakes

Arctic Seal

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Swallow
Wind

Flower
Rain or water

rain/water
Cactus

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Crab Sand

Fruit
Sun

Heron Water

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Desert and Marine Biomes

 

 
 

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(Use these biome descriptions if resources are limited)

Boreal forest (Taiga)

Boreal forests, or taiga, represent the largest terrestrial biome. Occurring between 50
and 60 degrees north latitudes, boreal forests can be found in the broad belt of Eurasia
and North America: two-thirds in Siberia with the rest in Scandinavia, Alaska, and
Canada. Seasons are divided into short, moist, and moderately warm summers and
long, cold, and dry winters. The length of the growing season in boreal forests is 130
days.

* Temperatures are very low.

* Precipitation is primarily in the form of snow, 40-100 cm annually.
* Soil is thin, nutrient-poor, and acidic.
* Canopy permits low light penetration, and as a result, understory is limited.
* Flora consist mostly of cold-tolerant evergreen conifers with needle-like leaves, such
as pine, fir, and spruce.
* Fauna include woodpeckers, hawks, moose, bear, weasel, lynx, fox, wolf, deer,
hares, chipmunks, shrews, and bats.
Current extensive logging in boreal forests may soon cause their disappearance.

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Information from: http://www.ucmp.berkeley.edu/exhibits/biomes/forests.php

Here is some information about the temperatures and weather in the taiga. The average
temperature is below freezing for six months out of the year. The winter temperature
range is -54 to -1° C (-65 to 30° F). The winters are really cold, with lots of snow.

Summer temperature ranges from -7° C (20° F) to as high as 21° C (70° F). Summers
are very short. The total precipitation in a year is 30 - 85 cm (12 - 33 in). Precipitation
can be in the form of rain, snow, or dew. Most of the precipitation in the taiga falls as
rain in the summer.

The main seasons in the taiga are winter and summer; spring and autumn are very
short. Therefore, It is either hot and humid or very cold in the taiga.

The taiga doesn't have as many plant and animal species as the tropical or the
deciduous forest biomes because of the extreme cold of the taiga winter. It does have
millions of insects in the summertime. Birds migrate there every year to nest and feed.
There are lichens and mosses, but most plants are coniferous trees like pine, white
spruce, hemlock and Douglas fir.

Coniferous trees are also known as evergreens. They have long, thin waxy needles.
The wax gives them some protection from freezing temperatures and from drying out.
Evergreens don't loose their leaves in the winter like deciduous trees. They keep their
needles all year long. This is so they can start photosynthesis as soon as the weather
gets warm. The dark color of evergreen needles allows them to absorb heat from the
sun and also helps them start photosynthesis early.

Evergreens in the taiga tend to be thin and grow close together. This gives them
protection from the cold and wind. Evergreens also are usually shaped like an upside
down cone to protects the branches from breaking under the weight of all that snow.
The snow slides right off the slanted branches.

The taiga is susceptible to many wildfires. Trees have adapted by growing thick bark.
The fires will burn away the upper canopy of the trees and let sunlight reach the ground.
New plants will grow and provide food for animals that once could not live there
because there were only evergreen trees.

Animals of the taiga tend to be predators like the lynx and members of the weasel family
like wolverines, bobcat, minks and ermine. They hunt herbivores like snowshoe rabbits,
red squirrels and voles. Red deer, elk, and moose can be found in regions of the taiga
where more deciduous trees grow.

Many insect eating birds come to the taiga to breed. They leave when the breeding
season is over. Seed eaters like finches and sparrows, and omnivorous birds like crows
stay all year long.”
http://www.blueplanetbiomes.org/taiga.htm

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Rainforest
Tropical rainforests are forests with tall trees, warm climate, and lots of rain. In some
rainforests it rains more than one inch every day!

Rainforests are found in Africa, Asia, Australia, and Central and South America. The
largest rainforest in the world is the Amazon rainforest. Rainforests are found in the
tropics, the region between the Tropic of Capricorn and Tropic of Cancer. In this region
the sun is very strong and shines about the same amount of time every day all year long
making the climate warm and stable.

Many countries have rainforest. The countries with the largest amount of rainforest are:
The Congo, Brazil, Peru, Indonesia, Mexico, Colombia, Papua New Guinea, Venezuela,
Bolivia, Mexico, and Suriname

   
 
 

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WHY DO RAINFORESTS HAVE SO MANY KINDS OF PLANTS AND ANIMALS?

Tropical rainforests support the greatest diversity of living organisms on Earth. Although
they cover less than 2% of Earth's surface, rainforests house more than 50% of plants
and animals on Earth. Here are some examples of the richness of rainforests:

• rainforests have 170,000 of the world's 250,000 known plant species

• the United States has 81 species of frogs, while Madagascar which is smaller than
Texas, may have 300 species.
• Europe has 321 butterfly species, while a park in the rainforest of Peru (Manu
National Park) has 1300 species.

Rainforests have an abundance of plants and animals for the following reasons:
Climate Because rainforests are located in tropical regions, they receive a lot of
sunlight. This sunlight is converted to energy by plants through the process of
photosynthesis. Since there is a lot of sunlight that means there is a lot of energy in the
rainforest. This energy is stored in plant vegetation, which is eaten by animals. Because
there is a lot of food there are many species of plants and animals.
Canopy: The c canopy, which may be over 100 feet above the ground, is made
up of the overlapping branches and leaves of rainforest trees. The structure of the
canopy means there are more places for plants to grow and animals to live. The canopy
offers new sources of food, shelter, and hiding places, provides another world for
interactions with between different species. For example there are plants in the canopy
called bromeliads that store water in their leaves. Animals like frogs use these pockets
of water for hunting and laying their eggs.
Scientists estimate that 70-90% of life in the rainforest is found in the trees
making this the richest habitat for plant and animal life. Many well-known animals
including monkeys, frogs, lizards, birds, snakes, sloths, and small cats are found in the
canopy.
The environment of the canopy is very different from the environment of the
forest floor. During the day, the canopy is drier and hotter than other parts of the forest
and the plants and animals that live there are specially adapted for life in the trees. For
example, because the amount of leaves in the canopy can make it difficult to see more
than a few feet, many canopy animals rely on loud calls or lyrical songs for
communication. Gaps between trees mean that some canopy animals fly, glide, or jump
to move about in the treetops.  

From: Kids.mongabay.com  

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