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Project GLADWashoe County School District

Human Impact on the Biomes of the United StatesLevel 5

By Jennifer Clements and Jeana MilliganIDEA PAGES

I. UNIT THEME: Biomes of the United StatesUnderstanding: Biomes vary based upon soil, climate, plants, animal life, and human influence. The impact of human modification to the physical environment and the effect it will

have in the future. Interdependence of plant and animal life in different biomes.

II. FOCUSING/MOTIVATION Cognitive Content Dictionary Observation charts Inquiry Chart Picture File Cards Living Wall – Map of United States showing six biomes and flora and fauna Realia Poems/chants Teacher-made Big Book T-Graph for Social Skills Guest Speakers from UNR

III. CLOSURE Reprocess all charts Ongoing Assessment: learning logs, journals, 10/2, team tasks, class discussions,

process grid Team exploration: Describe an environmental issue and the possible impact it could

have in the future. Team evaluation Personal Response: Choose an environmental issue from a specific biome, research

both positions about the issue, then support and present your point of view. Or write a business letter to a politician regarding an environmental issue persuading him or her to use their influence to support your point of view.

Portfolio – poetry, narrative and expository writing pieces Teacher/Student generated test Letter home to parents – evaluation of the week

IV. CONCEPTS Many factors influence the diversity of plant and animal life in biomes. A biome is an ecosystem where plants and animals adapt to the temperature, rainfall

and amount of sunlight for survival.

Human Impact on the Biomes of the United State Level 5 NV 1Jennifer Clements and Jeana Milligan - Project G.L.A.D (Rev. 03/06 Far/JB)

Many human factors like economics, migration, and population growth contribute to changes in the environment and will have a significant impact on the future of the Earth.

The following biomes of the United States will be explored:o Arctic Tundrao Coniferous Forests (Taiga)o Deciduous Forestso Grasslandso Desertso Tropical Rainforests

HISTORY/SOCIAL SCIENCE STANDARDSGEOGRAPHY1.0 The World in Spatial Terms: Students use maps, globes, and other geographic tools and

technologies to locate and derive information about people, places, and environments.1.5.1 Use maps and map features, including directional orientation, map symbols, and grid

system, to identify and locate major geographic features in the United States.1.5.2 Identify the characteristics and purposes of different maps and globes.1.5.3 Read and derive geographic information from photographs, maps, graphs and computer

resources.1.5.4 Construct maps and charts to display information about human and physical features in

the United States.1.5.7 Recognize that states in the United States may be grouped into regions such as the West,

Southwest, Midwest, Southeast, and Northeast.

3.0 Physical Systems: Students understand how physical processes shape Earth’s surface patterns and ecosystems.

3.5.3 Identify the parts of different ecosystems, including soil, climate, plant life, and animal life.

3.5.4 Describe the biodiversity of different ecosystems on Earth.3.5.5 Investigate an ecosystem by asking and answering geographic questions.

4.0 Human Systems: Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.

4.5.6 Investigate an economic issue by asking and answering geographic questions about location.

4.5.9 Describe issues of cooperation and conflict within the United States.

5.0 Environment and Society: Students understand the effects of interactions between human and physical systems and the changes in use, distribution, and importance of resources.

5.5.1 Describe way in which changes in the physical environment affect humans.5.5.3 Describe places in the United States, whose physical environment has been altered by

technology.5.5.4 Explore the impact of human modification of the physical environment on the people

who live in that location.


5.5.6 Describe the patterns of distribution and use of natural resources in the United States.

6.0 Geographic Applications: Students apply geographic knowledge of people, places, and environments to interpret the past, understand the present, and plan for the future.

6.5.1 Describe how the physical setting influenced an event in the past.6.5.2 Use current events to ask and answer geographic questions.6.5.3 Discuss a geographic issue from more than one point of view.6.5.4 Describe a geographic issue and the possible impact it could

have in the future.

7.0 Geographic Skills: Students ask and answer geographic questions by acquiring, organizing and analyzing geographic information.

7.5.3 Create complex maps, graphs, or charts to display geographic information.7.5.5 Draw a conclusion by presenting geographic information in an oral or written report

accompanied by maps or graphics.

HISTORY1.0 Chronology: Students use chronology to organize and understand the sequence and

relationship of events.1.5.1 Identify current events from multiple sources.1.5.2 Record events on a graphic organizer.

10.0 New Challenges, 1990 to the Present: Students understand the political, economic, social, and technological issues challenging the world as it approaches and enters the new millennium.

10.5.3 Identify major news events on the local, state, national, and world level.

CIVICS4.0 The Political Process: Students describe the roles of political parties, interest groups, and

public opinion in the democratic process.4.5.2 Name the political parties of the United States.4.5.3 Give examples of interest groups.4.5.4 Identify sources of information people use to form an opinion.

8.0 International Relations: Students know the political and economic relationship of the United States and its citizens to other nations.

8.5.1 Identify the countries bordering the United States.8.5.2 Explain ways in which nations interact.

ECONOMICS1.0 Economic Way of Thinking: Students will use fundamental economic concepts, including

scarcity, choice, cost, incentives, and costs versus benefits to describe and analyze problems and opportunities both individual and social.

1.5.1 Describe how scarcity requires a person to make a choice and identify a cost associated with the decision.


1.5.2 Demonstrate an understanding that people may respond to the same incentive in different ways because they may have different preferences.

1.5.3 Demonstrate an understanding that choosing a little more or a little less generates either a benefit or a cost.

SCIENCE STANDARDS

LIFE SCIENCE

8.0 Heredity and Diversity8.5.4 Reproduction is a characteristic essential to the continuation of every species.

9.0 Evolution9.5.2 Investigate and describe how environmental changes allow some plants and animals to

survive and reproduce, but others may die.

15.0 Ecosystems15.5.1 Investigate and describe how organisms interact with each other and with nonliving parts

of their habitats.15.5.2 Investigate and describe how, for any particular environment some kinds of plants and

animals survive well, some survive less well, and some cannot survive at all.15.5.3 Explain how the sun is the primary source of energy for nearly every ecosystem and that

living things get what they need to survive from their environments.

17.0 Conservation17.5.2 Investigate and describe that ecosystems have components that can be observed to change

while other components appear to stay the same.17.5.3 Explain that changes in environments can be natural events or can be influenced by

human activities.

Basic and Integrated Science Process Skills

18.4.2 Identify the components of scientific investigation.18.5.2 Develop explanations using observations (evidence) from investigations.18.4.4 Exchange scientific observations and ideas.18.5.6 Explain that science is an ongoing process of investigation (inquiry).

19.5.4 Explain that claims must be supported by evidence and logical argument.

20.5.2 Predict that some events are more likely to happen than others.

22.5.1 Give written or oral instructions that others are able to follow.22.5.2 Organize information into charts, tables, and graphs.22.5.3 Collaborate on a group project.23.5.1 Explain that sometimes changing one thing causes changes in another.


V. VOCABULARY

herbivore carnivore omnivore biomeaquatic climate zone succession endangeredextinct threatened producers consumerflora fauna adaptation speciesprimary succession survival conservationsecondary succession pioneer plants ecologyclimax community prairie ecosystem pollutionacid rain conserving reduce reusecatastrophic change recycle landfillswetlands conservationist reclamation coniferousarctic tundra alpine tundra evergreens atmosphereboreal forest growing season ozone layer environmentultraviolet light photosynthesis skin cancer subsoilchlorofluorocarbons (CFCs) permafrost north poleconifer temperature climate tree-lineglacier circumpolar burrow duneestivate oasis perennial ecologisthibernate migrate longitude latitudeequator Tropic of Cancer Tropic of Capricorn discovery perceptive vantage elusivetreacherous phenomenon submissive hierarchytolerant crucial global warming droughtdeforestation industrial usage logging erosionslash and burn oil drilling fire technologyinvasive species unmanaged recreation adaptationsurvival natural resources economic geographypolitics impact impossible proponentopponent

VI. ENGLISH/LANGUAGE ARTS STANDARDS – GRADE 5

READING1.0 Students know and use word analysis skills and strategies to comprehend new words

encountered in text.1.5.1 Read orally with rhythm, cadence and expression.1.5.2 Use knowledge of phonics, structural elements, grammar, and syntax to read and to

determine the meaning of unfamiliar words in context.1.5.3 Identify and use the meaning of high frequency Greek- and Latin- derived roots and

affixes to determine the meaning of words.1.5.4 Find word origins and determine meanings of unknown words using dictionaries and

glossaries.1.5.5 Use context clues such as restatement, definitions, and examples to determine the

meaning of unknown words.


2.0 Students use reading process skills and strategies to build comprehension.2.5.1 Select and apply pre-reading strategies that enhance comprehension such as making a

plan for reading; accessing prior knowledge; using text structures such as table of contents, heading, subheading, illustrations; choosing a graphic organizer; and selecting a reading rate.

2.5.2 Apply self-correcting strategies to gain meaning from text.2.5.3 Select and use a variety of skills and strategies during reading such as rereading to

internalize information, paraphrasing, identifying main ideas, identifying fact and opinion, or cause and effect, predicting and verifying predictions, summarizing, and drawing conclusions to aid comprehension.

2.5.4 Clarify understanding of text by note taking, outlining, completing a graphic organizer, summarizing, and writing a report.

2.5.5 Adjust reading rate to suit reading purpose and difficulty of text.

3.0 Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures, and times.

3.5.1 Distinguish main incidence of a plot that lead to the climax, and explain how the problem or conflict is resolved.

3.5.2 Make inferences supported by the text about character traits and motivations, and make predictions about conflicts and resolutions.

3.5.5 Locate and interpret figurative language, including simile, metaphor, personification and idioms in text.

3.5.6 Describe how authors’ purpose and writing styles influence reader response.3.5.7 Describe differences in purpose and structure among stories, plays, poetry, and nonfiction

selections.

4.0 Students read to comprehend, interpret, and evaluate informational text for specific purposes.

4.5.1 Use knowledge of text format, graphics, sequence, diagrams, illustrations, charts and maps to comprehend text.

4.5.2 Clarify and connect main ideas and concepts and identify their relationship to other sources and related topics.

4.5.6 Read and follow multi-step directions in order to perform procedures and complete tasks.

WRITING5.0 Students write a variety of text that inform, persuade, describe, evaluate, or tell a story

and are appropriate to purpose and audience.5.5.1 Write informative papers that develop a clear topic with appropriate facts, details, and

examples from a variety of sources.5.5.2 Write well-organized communications such as friendly or business letters in an

appropriate format for a specific audience and purpose.5.5.3 Write a narrative or story that develops a plot or sequence and uses “showing” rather than

“telling” details to describe the setting, characters, and events of the story. 5.5.4 Write responses to literary selections by supporting ideas with selected examples.5.5.6 Write short, expository text that speculates on causes and effects and offer simple,

persuasive evidence.


6.0 Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone and word choice.

6.5.1 Generate ideas for future writing through activities such as clustering, brainstorming, and listening to and following story models.

6.5.2 Organize ideas through activities such as outlining, listing, webbing, and mapping.6.5.3 Write paragraphs and compositions with main ideas that are supported by details and

state a conclusion.6.5.4 Revise compositions to improve the meaning and focus of writing by adding; deleting;

clarifying; rearranging words and sentences; and checking with various leads, conclusions, and transitions.

6.5.5 Edit for use of Standard English.6.5.6 Produce writing with a voice that shows awareness of an intended audience and purpose.6.5.7 Share final drafts with a designated audience.

7.0 Students write using Standard English grammar, usage, punctuation, capitalization, and spelling.

7.5.1 Identify and correctly use in writing pronoun case, comparative and superlative modifiers, and often misused verbs in writing.

7.5.2 Identify and write prepositional phrases, appositives; use transitions and conjunctions to elaborate ideas.

7.5.3 Use colons to introduce a list; use quotation marks to identify exact words or passages quoted from other authors or speakers, as well as the titles of poems, songs, and short stories.

7.5.4 Use rules of capitalization.7.5.5 Use correct spelling of frequently used words with special attention to roots, suffixes, and

prefixes.

LISTENING AND SPEAKING8.0 Students listen to and evaluate oral communications for content, style, speaker’s purpose,

and audience appropriateness.8.5.1 Interpret a speaker’s verbal and nonverbal messages, purposes, and viewpoint;

distinguish fact from opinion.8.5.2 Identify the intent of persuasive speaking techniques, evaluate a speaker’s delivery using

given criteria, and provide constructive feedback.8.5.4 Follow multi-step spoken directions to complete a task.

9.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.

9.5.1 Use specific and varied vocabulary and use Standard English to communicate ideas.9.5.2 Select and use appropriate public speaking techniques such as gestures, facial

expressions, posture, speaking rate/pace, and enunciation.9.5.3 Give organized reports that demonstrate a clear point of view and incorporate multi-

media aids as needed for enhancement.9.5.4 Read aloud or recite literary, dramatic or original works.


10.0 Students participate in discussions, to offer information, clarify ideas, and support a position.

10.5.1 Participate in conversations and group discussions as a contributor and leader.10.5.2 Ask and answer questions to clarify or extend ideas.10.5.3 Share ideas, opinions, and information with a group choosing language that

communicates messages clearly and effectively.10.5.4 Compare and contrast ideas and viewpoints of several speakers.

11.0 Formulate research questions, use a variety of sources to obtain information, weigh the evidence, draw valid conclusions, and present findings.

11.5.1 Formulate research questions and establish a focus and purpose for inquiry.11.5.2 Select information from multiple resources to answer questions.11.5.3 Give credit for others’ ideas, images, and information by listing sources used in research.11.5.4 Record information using note-taking and organizational formats.11.5.5 Present research findings using charts, maps, or graphs with written text.

ENGLISH LANGUAGE PROFICIENCY STANDARDS1.0 Students develop reading fluency in English2.0 Students use language-learning strategies to extend their communicative competence in

English across all content areas.3.0 Students read demonstrate comprehension of written content- related material.4.0 Students demonstrate comprehension of content-related vocabulary sufficiently to

construct and apply academic knowledge.5.0 Students write in a variety of forms with increasing accuracy of syntax and structure to

effectively address a specific purpose and audience across all content areas.6.0 Students compose original text in English utilizing appropriate syntax and grammatical

structure across content areas.7.0 Students write in English using correct basic English grammar conventions including

punctuation, spelling, capitalization and usage.8.0 Students listen and evaluate spoken conversation or discourse with a variety of audiences

such as formal, consultative, casual, and intimate language registers.9.0 Students communicate orally in English using correct syntax and connotation in social

and academic settings.10.0 Students convey through oral language their own thoughts about situations, experiments,

abstract ideas, and concepts with enough detail for native English speakers to comprehend meaning.

11.0 Students are able to access and utilize available library and technical resources to make cultural and academic connections across content areas

VII. RESOURCES AND MATERIALS

Nonfiction Title574.5BR Protecting Trees and Forests551.5ASI What’s Happening to the Ozone Layer?551.3SIM Icebergs and Glaciers574.5STO Eco-zones: Mountains


551.43BAL Habitats of the World Mountains574.5SAB Wonders of the Forest574.5STO Eco-zones: Temperate Forests577.4PAT Prairies577.4MUR Prairies577.54BAL Habitats of the World Deserts551.6WAT Weather and Climate574.5STO Eco-zones: Prairies577.54STE Deserts551.4SIM Mountains557ONE Natural Wonders of North America574.5SAB Wonders of the Desert577.3MOR Forests574.5STO Eco-zones: Arctic Tundra574.5STO Eco-zones: Wetlands577.5FOW Arctic Tundra: Land with No Trees333.72HOL I Can Save the Earth333.75CHA Vanishing Forests

50 Things Kids Can Do To Save the Earth by Andrews and McNeel

Fiction Title577.3PFE A Logs Life581.5NEW A Forest is Reborn

The Great Kapok Tree, by Lynne CherryThe Salamander Room, by Anne MazerOliver and the Oil Spill by Aruna ChandrasekharThe Umbrella by Jan Brett

District TextsSilver Burdett Ginn, Literature Works Theme 5 Learning from NatureHarcourt, Science, Level 5, Units B and CHoughton Mifflin, Build Our NationTeacher ResourcesNational Wildlife MagazinesScholastic, The Scholastic Rhyming DictionaryMerriam Webster, Merriam Webster’s Collegiate DictionaryNational Geographic MagazinesWebsites: google.com (images); google.com; www.sitnews.uswww.evostc.state.ak.uswww.juneauempire.comwww.hawaii-forest.comwww.nwf.comwww.wwf.comwww.defendersofwildlife.com


http://www.defendersofwildlife.com/

http://www.wwf.com/

http://www.nwf.com/

http://www.hawaii-forest.com/

http://www.juneauempire.com/

http://www.evostc.state.ak.us/

http://www.sitnews.us/

Community Resources: Nevada Dept. of WildlifeKeep Tahoe BlueNational Department of Forestry




UNIT PLANNING PAGES

I. FOCUSING/MOTIVATION Big Book Read Aloud Poetry/Chants Inquiry Chart Observation Charts Super Scientist Awards Golden Pen Awards Flip Book Awards Cognitive Content Dictionary (CCD) with signal word

II. INPUT Read Aloud – variety of sources Poetry/Chants Map of North America with biomes Narrative Input Chart – To the Top of the World Pictorial Input Chart Comparative Input Chart – Human Factors 10/2 Lecture ESL Preview/Review Expert Groups

III. GUIDED ORAL PRACTICE T-Graph – cooperation Exploration Report with Picture File Cards Poetry/Chants – Shared Reading Numbered heads Together Farmer-in-the-Dell (Sentence Patterning Chart) Picture File Activities Personal Interactions Author’s Chair Expert Groups Process Grid Home/School Connection

IV. READING/WRITINGA. Whole Group

Expository Frame – Many human factors affect the biomes of the United States. (Cooperative Strip Paragraph)

Poetry Frame – Here, There chant


Descriptive Frame – personification book Story Map – To The Top of the World Mind Map Process Grid Found Poetry – from expository or literary works Listen and Sketch

B. Small Group/Cooperative Group/Flexible Grouping Guided Reading Sentence Game/Trading Game from SPC Team Flip Chant and Strip Books Team Big Book Ear-To-Ear Reading using Poetry Booklet Team Exploration Report Team Tasks: Team U.S. Map, Comparative Input Chart, Story Map, Mind Map,

Process Grid, Poems, Poetry Sequencing, Story Retell, Expository Frame, Sentence Patterning Chart,

Team Big Picture Project: Set up a recycling program Expert Groups #1-4 ELD Group Frame ESL preview/review/reading instruction and skill reinforcement Cooperative Strip Paragraph for Struggling Readers

C. Individual Choices/Portfolios Reading/Writing Choices: Clunkers and Links with SQ3R, picture file cards, add

to charts, make word cards, highlight charts, poetry booklets, flip chants, found poetry, independent reading, write a news article, independent writing

Cognitive Content Dictionary Learning Logs Interactive Journal Writing Personal Inquiry Portfolio: Narrative/Expository/Poetry

D. Writer’s Workshop Mini-lessons Plan, share, write, revise, edit, publish, Conferencing Author’s Chair

V. EXTENDED ACTIVITIES FOR INTEGRATION Class Big Book Design a brochure about alternatives for natural resource consumption. Example:

instead of oil-drilling explore wind power or electric cars

VI. CLOSURE


Process charts/Inquiry chart Teacher/student generated test Home/School Connection Observation Chart assessment Portfolio conferences Author’s chair Team Presentations Team Evaluations Individual Evaluations




SAMPLE DAILY LESSON PLAN

Day 1:FOCUSING/MOTIVATION

Cognitive Content Dictionary Super Scientist awards – behavior standards Observation Charts Inquiry Chart: What do you know about biomes and the impact humans have on them?

What do you want to know about biomes and the impact humans have on them? Big Book: Biomes of North America

GUIDED ORAL PRACTICE Personal Interaction: Of the six biomes, which is your favorite and why? Poetry/Chant: Six Biomes

INPUT Pictorial Input – Land Biomes of the United States 10/2 Learning Logs Small ELD review group – review the Land Biomes of the United States

GUIDED ORAL PRACTICE T-Graph for social skills – cooperation T-Graph – team points Picture File Card Activity – Exploration Report: most thought-provoking

INPUT Narrative Input: The Top of the World, by Jim Brandenburg

GUIDED ORAL PRACTICE Poetry/Chant: I’m a Conservationist

READING/WRITING/LANGUAGE ARTS Writer’s Workshop (Use Writer’s Workshop Source Books)

o Mini-lesson – sketching, autobiographical incidento Independent writingo Author’s Chair for closure – share and explain your sketch/brainstorm

CLOSURE Home/School Connection Review poetry, inquiry charts, and all input charts



Home/School Connection Review Signal word/Cognitive Content Dictionary Pictorial review with word cards: Land Biomes of the United States 10/2 Read Aloud:

GUIDED ORAL PRACTICE Poetry/Chant: Biome Cadence Review of Narrative Input Chart with word cards: The Top of the World, by Jim

Brandenburg

INPUT Comparative Input Chart: Arctic Tundra and Coniferous Forests 10/2 Personal Interaction: If you were a conservationist which biome would you want to

protect or study? Learning Log: sketch and write three facts from the comparative input chart ELD review of comparative input chart

READING/WRITING/LANGUAGE ARTS Mind Map – Coniferous Forest Flexible Group Instruction

Expert Groups 1Team Tasks

Interactive Journals

GUIDED ORAL PRACTICE Poetry/chants: Forests Here, There Farmer in the Dell – Noun: conservationists

Reading GameTrading GameFlip Chant

CLOSURE Home/School Connection Review charts and chants


Home/School Connection Signal word/Cognitive Content Dictionary Highlight Poetry – I’m a Conservationist Biome Journal awards


INPUT Review Narrative Input with word cards/conversation bubbles Flexible Groups

o Team Taskso Expert Group 2o Clunkers and Links/SQ3R (at or above grade readers)

GUIDED ORAL PRACTICE Poetry/Chant: I’m a Logger

INPUT Review Comparative Input Chart with word cards

READING/WRITING/LANGUAGE ARTS Process Grid Cooperative Strip Paragraph: write, read and highlight; topic sentence – Many human

factors effect the biomes of the United States. Writer’s Workshop

o Mini-lesson – graphic organizero Independent writingo Author’s chair

CLOSURE Student created test questions – (Each team writes 2 multiple choice questions) Home/School Connection Read Aloud Review poems/chants/charts


Home/School Connection Signal Word/Cognitive Content Dictionary – students’ choice Flip Chant Awards

INPUT Read Aloud

GUIDED ORAL PRACTICE Poetry/Chant: A Prairie’s Demise Strip Book – simile book

READING/WRITING/LANGUAGE ARTS Cooperative Strip Paragraph

Revise, edit, and negotiate concluding sentence Narrative Input with story map Flexible/Leveled/Guided Reading groups


o ELD Group Frame (story retell) o Team Tasks/Team Evaluation

Listen and Sketch

CLOSURE Home/School Connection Process all poetry/chants/charts


Home/School Connection Signal Word/Cognitive Content Dictionary

INPUT Read Aloud

READING/WRITING/LANGUAGE ARTS Flexible/Leveled/Guided Reading Groups

Cooperative Strip Paragraph (struggling readers)ELD Group Frame (story retell, revising/editing)Team Tasks

Ear-to-Ear Reading Read the walls

GUIDED ORAL PRACTICE Found Poetry Review poetry/chants

CLOSURE Review Inquiry Chart Team Presentation of Team Tasks

Big Book Page Team Evaluations Team Choice

Process all charts Student/Teacher or Teacher-generated Test


Human Impact on the Biomes of

the United States

Name: ____________________Student Folder


Personification

Big Book

By Marsha Cassasand Jennifer Clements


PersonificationHave you any idea what

that word means?

You can use the word to help figure out the meaning. Study the word what do you notice about it?

Personification is giving an object human qualities. The following story demonstrates personification.Human Impact on the Biomes of the United State Level 5 NV 20Jennifer Clements and Jeana Milligan - Project G.L.A.D (Rev. 03/06 Far/JB)

The Life of WileyBy Marsha Cassas

Hi! My name is Wiley Wolf, but you can call me W.W. because the pack I hang with does. I live in a 2- bedroom rock cave in the arctic tundra.

On winter nights I often have a roaring fire going because believe me, it gets really chilly here. Sometimes my buddies stop by and we play cards. Once in a while we’ll grab a bite to eat, but we always put on our grey-brown fur coats when we go outside.

Speaking of eating have you tried Miss Piggy’s restaurant? She’s a fantastic cook and she makes our favorite, barbecued musk ox. On Friday nights she brings in a live band and we have a howling time singing and dancing.


When a new movie comes to town we go see it. Because we’re so far north it takes a long time to get a new flick in town. My all-time favorite is “The Incredible Journey.” By the way, cats aren’t cool and dogs don’t drool. Running a close second to that movie is “Balto”. Boy, he was some courageous dog.

We have real short summers here, but as soon as it starts to warm up we love to play tag on the tundra or chase the birds that come to nest here.

When there is a full moon out we also like to see who can howl the loudest. That may sound silly to you but don’t knock it ‘til you’ve tried it.

Well, gotta hit the sack because I’ve got a hockey game tomorrow. Feel free to stop by again whenever you’re in the neighborhood.


Remember this:

Personification is giving an object human qualities.


Comparative Pictorial Input ChartComparison of the Coniferous Forest and the Arctic Tundra Biomes

Coniferous Forest: Arctic Tundra:

Description: largest land biome Description: coldest biomecold, harsh climate treeless flat land taiga or boreal forest/ permafrost –northern coniferous permanently frozen forest subsoil

Flora: 2 layers Flora: - Low growing plants - Top needle-leaved evergreens - mosses and lichen - Floor dead, dry needles/mosses - grasses and lichen

Fauna: Fauna:hibernating mammals – bears carnivores – wolves, polar bearsnon-hibernating mammals – moose herbivores – musk oxen, caribou wolves, deer migratory birds – falcons, ravens3 billion migratory birds

Human Impact: Human Impact:Logging, deforestation Oil drilling

Proponents: (for) Proponents: (for)good revenue source oil is needed for

fuel and building - fuel/heating

space for growth - energy independence

loggers, land developers corporations, oil companies

Opponents: (against) Opponents: (against)destroy largest bird-breeding destroy diverse flora/faunahabitat

timber waste: %used is low, largest refuge in North Americawaste is great (Arctic National Wildlife Refuge)

gov’t charges too little forsale of wood acres – too much sensitive habitat – shortest growing seasonwaste of lumber; if they charged more, less waste


NOTES - On the comparative pictorial, use color-coding to chunk/link the information:

Description: BlueFlora: GreenFauna: PurpleHuman Impact: RedProponents: BrownOpponents: Orange


PoetryBooklet

Human Impact onThe Biomes of the

United States

Name ____________________ Date__________


The Six Biomes

Is this arctic tundra? Yes, ma’am.Is this arctic tundra? Yes, ma’am.How do you know? The winters are long and cold.How do you know? In the permafrost, small plants grow.

Is this a coniferous forest? Yes, ma’am.Is this a coniferous forest? Yes, ma’am.How do you know? The trees have needle-like leaves.How do you know? In the fall they don’t lose these.

Is this a deciduous forest? Yes, ma’am.Is this a deciduous forest? Yes, ma’am.How do you know? The trees are leafy and green.How do you know? Brilliant colors they become in fall.

Is this the grassland? Yes, ma’am.Is this the grassland? Yes, ma’am.How do you know? Grasses stretch as far as you can see.How do you know? There aren’t many trees.

Is this a desert? Yes, ma’am.Is this a desert? Yes, ma’am.How do you know? During the day it’s very, very hot.How do you know? It doesn’t rain a lot.

Is this a tropical rainforest? Yes, ma’am.Is this a tropical rainforest? Yes, ma’am.How do you know? Everyday the rain does fall.How do you know? Trees form a canopy lush and tall.

Are these the six biomes? Yes, ma’am.Are these the six biomes? Yes, ma’am.Can you name them all? Yes, ma’am.Please tell me now. Arctic tundra, coniferous and deciduous forests,

grasslands, deserts, and tropical rainforests.By Marsha Cassas


Biome Cadence

We just know what we’ve been told,Our biomes are precious as gold.

Proponents claim their resources we must use,Opponents say they’re endangered if we do.

Sound off --- proponentsSound off --- opponents

1-2-3-4 ------Who’s right?

We need lumber from the forests,And space to grow and thrive.

But if we are not careful,Flora and fauna won’t survive.


1-2-3-4 ------Who’s right?

Grassland soil is great for growing crops,There are miles of grass for grazing livestock.

But once this biome isn’t useful to man,A desert it’ll become, leaving nothing but sand.


1-2-3-4 ------Who’s right?

In the arctic tundra we can find oil.It’s a very important source of energy.But this biome has a rich biodiversity,

Its destruction will be a loss for you and me.


1-2-3-4 ------Who’s right?

By Marsha Cassas


I’m A Conservationist

I’m a conservationist and I’m here to say,I preserve and protect biomes everyday.Sometimes I write a paper, sometimes I read a book,But usually I go out and take a look.

Preserving, protecting and conserving too,Doing the conservationist BUGALOO!

We need the natural resources,That come from the biomes,But if we are not careful,Flora and fauna will lose their homes.


From the arctic tundra we get oil,From the forests lumber comes,The grasslands have very rich soil,For grazing animals and farming too.


There’s a delicate balance don’t you know,Between the flora and fauna in the biomes.If we don’t harvest their resources carefully,These delicate habitats will cease to be!


By Marsha Cassas


Forests

Forests here, forests there,There once were forests everywhere.

Coniferous forests with many trees,Pine and spruce are a few of these.But down they come for us to use,

Coniferous forests are shrinking as we build.

Deciduous forests with leafy trees,Oak and maple are a few of these.Sad to say as industry increases,

The size of these forests also decreases.

Tropical rainforests are disappearing,Their lush and exotic plants are slowly dying.We keep clearing the land, it’s not very pretty,Because we need more homes, as well as cities.

Forests here, forests there,There once were forests everywhere.Adios! Auf wiedersehn! Good-bye!

By Marsha Cassas


I’m a Logger

I’m a logger tall and strong,I cut down trees but it’s not wrong.Everything that’s made of wood,

Comes from trees, that in the forest stood.

I’m a l-o-g-g-e-rI’m a l-o-g-g-e-r

Many people say I do great harm,But out of trees we build our homes.These homes shelter and protect us,

And in the winter they keep us warm.


Other things that come from trees,Are paper, fuel, and even clothing.

So my job is important don’t you see,Without me you would not have these.


By Marsha Cassas


A Prairie’s Demise

There once was an expansive prairie,A very expansive prairie,A very expansive prairie,Made of a sea of grass.

Its soil was rich in nutrients,Different grasses grew on the ground.It was home to many animals,Pronghorns and buffalo could be found.

There once was an expansive prairie,A very expansive prairie,A very expensive prairie,Made of a sea of grass.

This prairie no longer remains,It was changed for man’s gain,The grasslands became farms,And grazing sheep did much harm.


Its nutrients were depleted,And the grasses are all gone,They were replaced with grains of sand,Now a desert, created by man’s hand.


By Marsha Cassas


Name: ____________________ Date: ________________

HOME/SCHOOL CONNECTION #1

Explain to your parents the biomes you learned about this week. Ask your parents what they like or dislike about the biome we live in. Write about or sketch the biome in which we live.

Parent Signature: _________________________________


Name: ____________________ Date: ________________


Explain to your parents the differences between the arctic tundra and coniferous forest biomes. Tell them how humans are impacting both biomes. Sketch or write about what you shared with your parents.



Name: _____________________ Date: ________________


Choose one biome and explain to your parents its natural resources and why environmentalists are concerned about overusing them. Write or sketch about the resources and our impact on them.



Name: ____________________ Date: ________________


Choose a wild animal whose habitat is endangered by man. Talk with your parents about the dangers that threaten its survival. Write and sketch about what you discussed.



Name: _____________________ Date: ________________


Choose a biome, explain to your parents the two views (proponents and opponents) of the human impact on that biome. Ask your parents to take a position and give you the reason for their opinion. Write or sketch what they shared with you.



Name: _____________________ Date: ________________


Talk with your parents about what you as a family can do to protect out biomes. Write and sketch about it.



Human Impact on the Biomes of the United StatesExpert Group – Human Impact on the Deciduous Forest

The deciduous forests which are located in the eastern United States from Georgia up to southeastern Canada, have moderate rainfall and temperatures. Trees change color in the fall, and lose their leaves for winter. They are impacted by industrial usage of the biome and humans, through continued growth and development, have created the stresses placed upon the deciduous forest biome.

Air pollution produced by many industries causes “waldsterben” or forest death. Trees become stressed and growth is stunted from acid rain. Acid rain is pollution created by cars, factories, and power stations which burn oil and coal. The gases are emitted into the air and poison the outer structures of flora, invade the soil and damage roots so water cannot be absorbed. Some acid rain falls into rivers and lakes poisoning them and flora and fauna within.

Many proponents for continued industrialization believe we need to provide the resources for our populations to function. More businesses and industries are needed to meet the demands of our increasing populations. Jobs are required for people to support their families. Industries provide jobs. Resources such as wood are needed for homes, fuel, paper, clothing, etc. Roads are needed to access the forested areas, and more land is needed for grazing and agriculture to feed the growing population.


Opponents of industry express many reasons for slowing down or managing development more closely. When trees and natural grasses are removed, the area is vulnerable to flooding during the rainy season and winter. Fertile top soil washes away and fine layers of silt build up in the waterways (creeks, rivers, lakes, estuaries), and polluting our water. Habitats are also destroyed, upsetting the balance between flora and fauna.

What can we learn from other events? By 1987 52% of the trees in Western Germany were damaged by acid rain caused by industrialization. The Statute RS 2477 enacted in l866 to help in western settlement has been exploited by anti-wilderness and anti-federal government groups to make new routes for off-road vehicles through national parks, refuges, and forest service lands. The result could be construction of thousands of miles of roads. Actions such as these threaten the wild, pristine habitats of the flora and fauna in the deciduous forests.


Human Impact on the Biomes of the United StatesExpert Group – Destruction of the Grasslands

The grasslands are located in central United States from Canada to Mexico. Three distinct regions are noted: the tall-grass prairies are eastern grasslands, the mixed-grass prairies in the central areas, and the short grass prairies to the west. A few trees exist near water. Perennials and non-woody plants grow throughout the vast grasslands.

Humans have impacted the grasslands by converting the rich, dark soil into farming and grazing land. Methods such as “slash and burn” to remove native grasses and clearing without utilizing any timber or natural resources has added to the destruction of the grasslands biome.

Proponents for the continued use of the grasslands for farming and grazing, site many reasons to continue with development. The increasing population creates demand for more farm foods and meats. Therefore requiring more farming and grazing lands. The eastern grasslands are impacted the most because its soil is especially rich.


Opponents of further development of the grasslands also sight several reasons to support their claims. One issue is the loss of open space. Few natural prairies exist because of farming and grazing. Buildings, roads, electricity, and plumbing for irrigation encroach upon the natural habitat. Excess salts left behind by irrigation waters damage grasslands. Loose soil from the ground after plowing causes dust storms, especially during droughts.

What can we learn from other events? In 1988, on one day alone, the Amazon rainforest had over 6,000 “slash and burn” fires clearing the land for farmland and grazing lands. This continues to occur worldwide. But a lesson that can be learned from the Amazon event is the destruction it has caused to the habitats for thousands of animals and plants, as well as the deterioration of the soil. This is also true of the grasslands when it is used for farming and grazing.


Human Impact on the Biomes of the United StatesExpert Group – Urban Sprawl on the Desert Biome

The desert biomes in the United States are located in the central and southwestern states. Extreme temperatures and little rainfall make this biome appear to be lifeless, however many living things have adapted to live there. Flora include cacti, sagebrush and mesquite/creosote can survive the desert extremes. Snakes, lizards, toads, jack rabbits, and other small mammals exist there.

Several actions by humans have impacted the desert biomes. Mining and mineral extraction, alternative energy sources, and urban sprawl continue to create problems for the ecosystem. Currently many people are seeking jobs and homes away from large cities. The suburbs or outer areas next to cities are spreading out into the deserts nearby. One impact is the lack of water because of the deserts’ natural state, then people move into the desert and develop homes, businesses, and schools which require more water. Extreme temperatures and occasional fires also impact the desert biome

Many proponents for the continued development of desert areas say there is a need for alternative energy sources to reduce our dependence on foreign oil. Some of the alternative energy sources are wind energy, solar energy and geo-thermal energy, which can all be developed or derived in the desert areas. Land developers claim the need for homes continues to rise and therefore are seeking new areas to develop. In the southwestern and central western states, these new development areas lead to the desert biomes.


Development opponents of desert biomes state several reasons for stopping development and encouraging conservation. Urbanization, pollution from energy generators, recreational use, collecting endangered species for pets, food and commercial trade are a few of the reasons for conservation. The habitats for many flora and fauna have been and are being destroyed as a result of human intrusions.

What can we learn from other events? Events such as Burning Man in the Black Rock desert where a community of 30,000 or more people gather for 5 days, demonstrates what humans can do to a pristine environment like the desert. Though it appears nothing could possibly live in the desert, it is a habitat for many plants and animals, some of which are endangered. When these events occur the habitats are threatened or destroyed.


Human Impact on the Biomes of the United StatesExpert Group – Introduction of Non-native Plants

And Animals to the Tropical Rainforest

The tropical rainforest biomes in the United States are located on the big island of Hawaii. Hawaii’s tropical location makes it an ideal destination for sun worshippers and vacationers, and many decide to get jobs and stay. Ranching, logging, human migration and urban development have led to the introduction of non-native flora and fauna in Hawaii’s rainforest.

Native plants are unable to protect themselves against non-native plants, disease, and animals such as cows, sheep, and wild pigs. The non-native plants and animals upset the delicate environmental balance. As a result, mosquitoes breed in stagnant water spreading malaria and pox which destroy native animals.

Many rainforest development proponents indicate the need for more fuel wood and housing space for continued population growth. Its development also provides jobs and revenue.


Development opponents of the Hawaiian rainforest biome believe that continued growth will destroy the biodiversity of the biome. Once flora and fauna are eliminated, they cannot regenerate or reappear. Also a loss of soil nutrients occurs, which contributes to the change from rainforest to desert. This causes major changes in global climate because much of Earth’s oxygen comes from this biome.

What can we learn from other events? Between 1982 and 1997 10.3 million acres of rainforest land was lost to development which is about 4,000 acres a day or 3 acres a minute. From 1970 to 1995 rainforests decreased by 52% resulting in the near extinction of many plants and animals.


Name: ____________________ Date:______________

Land Biomes of the United States Assessment

Circle the best answer:(2 points each)

1. Habitat destruction is a major cause of _______________.a. extinctionb. competitionc. instinctd. symbiosis

2. If humans do not help endangered populations, the organisms are likely to become _____________.a. instinctb. threatenedc. dangerousd. extinct

3. If most or all of the plants are destroyed in an ecosystem, the animal population of that ecosystem would ____________. a. increase b. decrease c. hibernate d. fight

4. The coldest land biome is the ______________. a. coniferous forests b. deciduous forest c. desert d. arctic tundra

5. The largest land biome is the ________________. a. coniferous forest b. desert c. grassland d. deciduous forest

6. Humans are causing the grasslands to vanish by using it for _________. a. recreational purposes b. urban development c. farming d. hunting


7. Tropical rainforests support _____________ life. a. only diverse animal b. diverse animal and plant c. no plant d. no animal

8. Burning fossil fuels cause air pollution and ______________. a. logging b. urban development c. acid rain d. deforestation

9. Reducing, reusing, and recycling are three ways we can _________our ecosystem. a. change b. destroy c. protect d. harm

10. The first plants that grow in a bare area are called __________________ plants. a. pilgrim b. pioneer c. grassy d. flowering

11. Reclamation of ecosystems does NOT include _______________. a. passing laws to protect it b. misusing resources c. finding ways to restore it d. working together to save it

12. Any waste product that harms an ecosystem is called __________. a. succession b. reclamation c. pollution d. conservation

13. Gradual change in an ecosystem is called _______________. a. pollution b. conservation c. biome d. succession


Essay (9 points)

Choose one of the land biomes. Write about the biome including detailed information on:

its climate (1) its flora and fauna (2) two ways humans impact the biome giving the opponents’ and proponents’ views (4) Which view do you support and why? (2)

Map (15 points) See attached map.


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