Climates
Title of
lesson: Climates
Date of
lesson: Tuesday and Wednesday of week 2
Length
of lesson: 50 minutes
Description
of the class:
Name
of course: Biology
Grade
level: 9
Honors or regular: Regular
Source of the lesson:
www.blueplanetbiomes.org
TEKS
addressed:
¤112.43. Biology
2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;
(C) organize, analyze, evaluate, make inferences, and predict trends from data; and
(D) communicate valid conclusions.
(12) Science concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to:
(C) compare variations, tolerances, and adaptations of plants and animals in different biomes;
13) Science concepts. The student knows the significance of plants in the environment. The student is expected to:
(A) evaluate the significance of structural and physiological adaptations of plants to their environments; and
Students will be able to:
A. Define climate and describe different climate in terms of different characteristics.
B. Describe why certain types of vegetation grow where they do.
C. List characteristics necessary for an animal to survive in the different climates.
D. Describe the effects of current trends in climate on different regions around the world.
III. Resources, materials and supplies needed
Internet
IV. Supplementary
materials, handouts. (Also
address any safety issues
Concerning equipment used)
V. Safety Considerations. (may be N/A)
N/A
Five-E Organization
Teacher Does Probing Questions Student Does
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Engage: Show clips of animals living in the extreme climates around the earth. |
How do these climates differ? What critical factors define these climates? How are these animals adapted? |
Temp, rainfall, etc. Characteristics Store water, thick coat of fur, etc. |
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Explore: Ask a question that leads into the topic of climates. Assign groups of students a different biome. Some groups will have the same climate, but that is ok. Have them look up everything about the climate including vegetation and animal life. Include temperature range, precipitation, location on the earth, and location in relation to the equator. Describe the characteristics and resources needed for an animal living in your climate. |
How can one part of the earth be a desert and one area is a polar region? How do animals survive in the extreme climates? How do they compete in milder climates? |
Climate. An example is camels, which can store water for long periods of time. |
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Explain: Hold a question and answer session the next day so the students can learn about all of the different climates. |
How are climate and latitude related? How does climate affect vegetation? Animal life? How does vegetation change the further the area is from the equator? Which climates have the most biodiversity? Why? What is the relationship between biodiversity and population size? How is animal life different the farther they are from the equator? How have you equipped your animal for this type of climate? Why are the components of your animal necessary for this climate? |
The lower the latitude, the warmer and more tropical the climate. The higher the latitude, the colder the climate. Students will take into consideration precipitation, food sources, etc. Related to precipitation. Related to vegetation and other food sources. Answers will vary. Answers will vary. Desert animals will need some way of conserving water. Arctic animals will need some way to insulate their bodies from the cold. Etc. |
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Extend / Elaborate: Relate this project to climate issues today. |
How is vegetation and animal life in your region affected by global warming? If trends in weather and climate continue in this way how will your region look in 100 years? |
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Evaluate: Students will be graded on the content of their project, and on their presentation.
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