Biomes

Aquatic Biomes - Activity

2008-11-04T14:49:00.002-08:00

Here's another WebQuest for you to complete. This one covers the aquatic (freshwater and marine) biomes.
Just like the last WebQuest activity, you will use the link below to get to the WebQuest and then follow the directions once you are there. All of the activities and links you need are in the WebQuest. This WebQuest contains a lab project. The materials you will need are shown below and the procedure for the lab can be found in the Process section of the WebQuest.

Aquatic Biomes WebQuest

Once you are done, you will find some questions in the Task section of the WebQuest. Please come back into this blog post and write your answers in the Comments section of the blog post. You do not need to respond to any of your classmates for this assignment.

Materials you will need:
**You will need an adult helper for this activity**
Scissors
Empty 2-liter plastic soda bottle (give it a good rinse before you use it. Ask an adult to cut the label off for you)
Aluminum foil
Pipe cleaner
A rock or pebble
Tap water
Ruler
2 round plastic fishing corks (these may contain lead so be sure to wash your hands immediately after handling them)
This assignment is worth 10 points.

References
Jacobs, S. (n.d.). Whale tail [Clip art]. Retrieved November 4, 2008 from http://www.orcahome.de/orcapici.htm

Simcox, G. (2008). Aquatic biomes WebQuest. Retrieved November 5, 2008 from http://teacherweb.com/WQ/ElementarySchool/Aquatic_Biomes/

Rain Forests - Activity

2008-11-04T14:49:00.001-08:00

Before you begin, if you can find the book The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne Cherry at your local library, I highly recommend that you read it. This is a beautifully-illustrated book that tells the story of the animals who live in a rain forest and their quest to save their tree habitat.

Our hands-on project also relates to this book. In the book, the tree porcupines tell Senhor that the trees produce oxygen. This lab will help you see how plants are able to do this.

Click below to watch a short video showing how this lab should be set up.

Make sure you have adult permission to use a house plant for this experiment. Your adult helper can help you choose an appropriate plant for you to use.
Take care not to crush the leaves of the plant during this experiment.

Materials you will need:
1 clear plastic bag (a produce bag works well)
1 potted leafy plant
1 twist tie
Water

Procedure:
1) Carefully place the plastic bag around part of the plant so that some leaves are enclosed in the bag. Remember, try not to squash the leaves. Use the twist tie to seal the bag tightly to the stem.

2) Water the plant as usual. Place it in a sunny spot.

3) The next day, check the inside of the bag. What happened?

Explanation:
This lab models evapo-transpiration. Evapo-transpiration is the process by which water (containing oxygen) is released from the tiny pores (holes) of a leaf to enter the atmosphere. The water that was released from the leaves of your plant has been trapped inside the plastic bag.

My students studied photosynthesis at the beginning of the semester. Here's a student-friendly website that explains the process of photosynthesis (click on the tabs of the card in the center of the page to learn more)
Photosynthesis

Photosynthesis relates to transpiration since plants create oxygen during this process and then release it (through their leaves) into the air.

References
Cherry, L. (1990). The great kapok tree: A tale of the Amazon rain forest. San Diego: Voyager Books.
Hansen, M.P., Miller, M.K., and Spann, M.B. (1993). Integrated theme units: Rain forest. Scholastic, Inc.

Rain Forests - Discussion

2008-11-04T14:48:00.001-08:00

It's time for another discussion! Look back at the guidelines post if needed so you can remember to include all the necessary items for this assignment.

Learn
Use these links to learn more about tropical rain forests.
Tropical Rainforest

Rainforest

The Tropical Rain Forest

Discuss
Answer these questions in the Comments section of this post. Remember to come back in and respond to at least one classmate.
You may want to look back at the Forests post to help you answer these questions.

1) How are deciduous, temperate, and tropical rain forests alike and different?

2) Name some adaptations of forest animals or plants.

3) List the six layers of forests. Choose two layers to describe in your own words.

References
Blue Planet Biomes. (n.d.). Tropical rainforest. Retrieved November 4, 2008 from http://www.blueplanetbiomes.org/rainforest.htm

Butler, R.A. (2007). Scarlet macaw (Ara macao) [Photograph]. Retrieved November 5, 2008 from http://travel.mongabay.com/pix/peru/tambopata-Tambopata_1029_4696.html

Missouri Botanical Garden. (2002). Rainforest. Retrieved November 4, 2008 from http://www.mbgnet.net/sets/rforest/index.htm

Ritter, M.E. (2006). The forest biome: The tropical rain forest. Retrieved November 4, 2008 from http://www.uwsp.edu/geo/faculty/ritter/geog101/textbook/biogeography/biomes_tropical_forests_page_1.html

Forests - Activity

2008-11-04T14:47:00.002-08:00

This post includes another hands-on activity for you to complete. This time, you will be making recycled paper.

Before we begin the activity, you will need some background information on forests so you know why we should recycle paper and help protect the trees. Look through these websites to find out about the forests of the world.

Learn
Temperate Deciduous Forests

Deciduous Forests

Temperate Forest Biome

Tropical Forests

Activity
**This lab may get a little messy so make sure you are wearing old clothes. You may want to wear an apron to protect your clothing even more.
**If the weather permits, complete this lab outside. If you have a garage or other area inside that doesn't matter if you make a mess, you could use that, too. Offer to clean up when you're done!

Science Safety Reminders:
1) Ask an adult for help and supervision with this activity.
2) Do not eat or drink anything associated with science lab projects.
3) Blenders have very sharp blades. Make sure you have an adult to help set up and operate the blender for you.
4) Be very careful when using sharp objects like scissors. If you do not have a pair of blunt-tipped scissors at home, ask an adult to do the cutting for you.

You may choose either of the following activities to complete.

Activity Option One:
Materials:
Old newspaper (make sure everyone has had a chance to read it first!)
An old/un-used blender (remember, have an adult operate this for you)
An old wire hanger (do you notice a trend here? See how many old and used things we are using?)
Scissors
An old pair of pantyhose
White school (child-safe, washable) glue
A large tub filled with 4 inches of water
Old piece of fabric
Iron and ironing board

Procedure:
1) Bend the wire hanger into a square or rectangle shape to make a frame. Ask an adult if you need help. You will need a frame for each piece of paper you make so you may need more than one wire hanger.

2) Cut one leg off the pantyhose (remember to ask an adult if you need help cutting). Carefully stretch the leg over the wire hanger so it covers your entire frame. Make sure it is tight.

3) Tear sheets of the newspaper into 2-inch strips. Put a handful of paper along with some water into the blender. Ask an adult to blend the paper and water mixture on high speed until it becomes mushy. Stand by and watch while the blending happens. Help out by passing paper and water to your adult helper so they can add more to the blender. Ask them to keep adding until you have a big gray mushy paper blob. Tell your helper to keep the blender spinning until all the paper has disappeared. They will then need to leave the blender on for another two minutes (ask them to stay by the blender with you at all times).

4) Make sure you are wearing an apron or old clothing! Fill the tub with about four inches of water and add 2 tablespoons of white glue to the water. Ask your adult helper to remove the paper pulp from the blender and place it in the tub. Use your hands to mix the water, glue, and paper pulp until they are all combined.

5) Use your pantyhose and wire hanger frame to scoop all the way to the bottom of the tub. Count to 20 while you slowly lift the frame out of the tub. Hold the frame over the tub for about one minute to allow the excess water to drain out. Use your hands to flatten the paper pulp mixture so it is spread evenly across the frame.

6) Put the paper out in the sun to dry. You may want to use an old plastic grocery bag to lay the sheet on top of. Wait until the paper sheet is completely dry. Once it is dry, carefully peel it off the frame.

7) Ask the adult helper to steam your paper sheet for you. To do this, have them place a piece of fabric under the paper sheet (on top of the ironing board). They should then set the iron at the hottest temperature and use the steam setting to steam the paper. Have them hold the iron above the paper and just let the steam spread over the paper. Once the paper is cool, you can use it as you wish!

Here is the website that I found this activity on. If you scroll to the bottom of the page, the website has suggestions for other fun things you can do such as adding color or leaves. Enjoy!

Activity Option Two:
Materials:
Computer (to view the video)
Aluminum foil
Newspaper (2 sheets per piece of paper plus some extra sheets)
Scissors
Corn starch
Tub or bowl
Hot water (hot tap water will work fine)
Wooden spoon
Sharp pencil
Heavy books (2-3)
Optional: Glitter, dried flowers, confetti, leaves

Procedure:
1) Watch the video from this link: Recycled Paper video.
You may need an adult to register a username to view the video.

2) Cut your newspaper sheets up into small squares. Put the squares into a bowl or tub and pour warm water over them. Mix them well and then let them sit for a couple of hours until they are mushy. Your paper should look and feel like oatmeal.

3) Add 2 tablespoons of corn starch and some more hot water (just enough to dissolve the corn starch). Stir well so all the corn starch is mixed in with the paper pieces.

4) Now you will make an aluminum foil strainer. Cut a piece of foil that is about the same size as the piece of paper you plan on making. Use a sharp pencil to carefully poke holes in the foil (ask an adult to help!)

5) Cut a larger piece of foil. Put this piece of foil on top of some extra sheets of newspaper.

6) Spoon the paper pulp onto the large piece of foil. Cover the pulp with the small foil strainer and then cover the strainer with a sheet of newspaper. Press as much water out as you can by pressing on the newspaper with your hand. Remove the newspaper and foil strainer and press any holes in the paper together. Add any decorations you like (glitter, dried flowers, leaves, confetti).

7) Place a new piece of aluminum foil on the paper pulp. Add the heavy books on top of the foil to help remove any remaining water and flatten your paper sheet. Leave the books on the paper for at least one minute.

8) Remove the top layer of aluminum foil and leave your paper to dry overnight. Once it is dry, carefully peel the recycled paper off the foil.

References
Make Stuff. (2008). How to make your own recycled paper. Retrieved November 5, 2008 from http://www.make-stuff.com/recycling/paper.html

Teacher's Domain (2008). Making recycled paper. Retrieved November 17, 2008 from http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.recycledpaper/

Grasslands - Activity

2008-11-04T14:47:00.001-08:00

For this activity, you will learn about the grasslands biome by completing a WebQuest.
I have created this WebQuest for you using links to websites covering the grasslands. All the assignment instructions are included as part of the WebQuest. Your job is to begin with the Introduction page and move through the pages from there.

Click on the link to find the Grasslands WebQuest.

You will find some questions on the Task page of the WebQuest that are related to the links and activity.
Please come back into this post to answer the questions. You will answer the questions in the Comments section of the blog. You do not need to respond to classmates for this activity.

Enjoy the sites I have chosen as well as the hands-on activity you will complete.

This assignment is worth 10 points.

References:
Mackaskill, S. (2008). Zebra looking over its shoulder [Photograph]. Retrieved November 4, 2008 from http://www.wildlife-pictures-online.com/zebra_tgr-pwb01.html

Simcox, G. (2008). Grasslands WebQuest. Retrieved November 5, 2008 from http://teacherweb.com/WQ/ElementarySchool/Grasslands1/index.html

Tundra - Activity

2008-11-04T14:46:00.002-08:00

During this lab, you will discover how animals are protected from cold climates.

Science Safety Reminders:
1) Ask an adult for help and supervision with this activity.
2) Do not eat or drink anything associated with science lab projects.

Materials you will need:
5-6 ice cubes
Large bowl
Water
Shortening
2 plastic zipper bags (quart-sized bags work well)

Procedure:
1) Fill the bowl with water and add the ice cubes. Let the water sit and cool off for a while (you may want to add some more ice if it melts before you begin).

2) Fill one zipper bag with some shortening. Make sure you put enough in to coat the inside of the bag.

3) Place the second zipper bag inside the bag with shortening. Use your fingers on the outside of the bag to squash the shortening around so it coats both sides of the inner bag.

4) Place your bare hand in the ice water for a few seconds and notice how cold it is. Now, place your hand inside the clean bag that is inside the bag with the shortening (it should resemble a sort of glove). Place this hand inside the cold water. What do you notice? Is the water still cold?

Watch the video to see how to set up and complete this lab.

How this lab shows how animals stay warm even in cold climates:
The shortening (vegetable fat) acts just like the layer of fat that is hidden under the skin of animals such as walruses, whales, and penguins who live in cold climates. The fat is an insulator meaning it does not allow heat or cold to move in or out of an object quickly. The fat holds the body heat in so the animal is able to stay warm.

Based on the activity Penguin Undercoat from VanCleave (2000).

Reference
VanCleave, J. (2000). Science around the year. New York: Scholastic.

Tundra - Discussion

2008-11-04T14:46:00.001-08:00

Here is another discussion post for you.
Remember to look back at the guidelines post so you can be sure to include all the required parts of this assignment.

Learn
Use these links to learn about the tundra:
Tundra - this site will tell you where the tundra is located as well as facts about the tundra and tundra plants and animals (be sure to click on each one!)
There are also some photographs of the tundra in Finland.

The Tundra Biome - Click here and use the links of this page to learn about the tundra's climate as well as the animals and plants that live there. You can also read some interesting tundra facts.

Tundra Biomes - This site will tell you about the arctic tundra and the alpine tundra. You can also click on a link on this page to see some more images of tundra biomes.

Discuss
1) How is the tundra like a desert?

2) How do you think animals who live in this biome stay warm?

This assignment is worth 5 points.

*Elk clip art retrieved November 18, 2008 from my personal copy of Microsoft Office 2008 Word Clip Art. Use terms can be viewed at http://www.microsoft.com/about/legal/useterms/default.aspx

References
Missouri Botanical Garden. (2002). Tundra. Retrieved November 3, 2008 from http://www.mbgnet.net/sets/tundra/index.htm

Office for Mac 2008 home and student edition [Computer software]. (2008). city: Microsoft Corporation.

University of Richmond. (n.d.). The tundra biome. Retrieved November 4, 2008 from http://oncampus.richmond.edu/academics/education/projects/webunits/biomes/tundra.html

World Biomes. (2002). Tundra biomes. Retrieved November 3, 2008 from http://www.worldbiomes.com/biomes_tundra.htm

Deserts - Activity

2008-11-04T14:34:00.001-08:00

Here is a hands-on activity you can try at home.
This activity will demonstrate how some cactus plants are able to store water.

Materials:
Plain white paper
1-gallon plastic food bag (a grocery store produce bag will work well for this)
Tape

Watch the video to see how to complete this activity. You can always watch the video again if you need to.

Procedure:
1) Fold the piece of white paper into a fan, beginning at one of the short ends. Each fold should be about 1/2-inch wide.

2) Fold the plastic bag into thirds.

3) Lay the folded bag on top of the paper fan. The bottom of the bag should line up with the edge of the paper. Tape the bottom of the bag to the edge of the paper.

4) Wrap the paper around the bag so it forms a cylinder. Tape up the ends of the paper.

5) Stand the paper cylinder on a table with the open end of the bag facing up. Make sure you observe the size of the cylinder before moving on.

6) Open up the top of the bag and blow into the bag while holding it with your hand. Keep the air inside the bag by squeezing the top closed with your hand. Now, observe the size of the cylinder again. How has it changed?

7) Let the bag open up and then use your hands to gently squeeze the paper pleats back into place. Observe the size of the cylinder one more time. How has it changed?

8) Please write about your observations in the comments section of this blog post (how did the cylinder size change at each point?) Write at least two or three sentences telling what you saw and learned.

How this activity is like a cactus:
This shows how a cactus holds extra water. The saguaro cactus (look at the photo below) is able to grow very tall. These cacti have trunks that have pleats, just like the paper in the activity. A cactus that is 20-feet tall is able to store over 100 gallons of water! When the trunk fills with water, the water pushes against the sides of the plant causing the pleats to unfold.
A cactus can increase by as much as 20% as it fills with water. This ability to hold water allows the cacti to live through long periods of drought (VanCleave, 1996).

References
Backe, B. (n.d.). Saguaro cactus [Photograph]. Retrieved November 4, 2008 from http://student.britannica.com/eb/art-73109/Saguaro-cactus

VanCleave, J. (1996). Ecology for every kid: Easy activities that make learning science fun. San Francisco: Jossey-Bass.

Deserts - Discussion

2008-11-04T14:14:00.000-08:00

Learn

Click on the link to watch a short video clip about the desert biome (the video is approximately 2 minutes long).
Desert Video

Take a look at these websites to learn more about deserts.
Desert
The Desert Biome
Map and definition of deserts

Discuss

Your assignment for this post is to respond to the following discussion questions. Remember to look back at the guidelines post to make sure you follow all the guidelines for discussion posts.
Once you have answered the questions, come back in and comment on the answers of at least one classmate.

1) Use your own words to provide a definition of the word "desert."

2) What type of plants are most common in deserts? Name at least two desert plants.

3) Compare and contrast hot and dry deserts and cold deserts. Write at least two sentences.

This assignment is worth 5 five points.

References
Free Nature Pictures. (n.d.). Huge white sand dunes in Death Valley, California [Photograph]. Retrieved November 4, 2008 from http://www.freenaturepictures.com/pictures/desert-dunes-1.php

How Stuff Works. (2008). Biomes: Desert [Video]. Retrieved November 4, 2008 from http://videos.howstuffworks.com/hsw/6024-biomes-desert-video.htm#

Richmond University. (n.d.). The desert biome. Retrieved November 4, 2008 from http://oncampus.richmond.edu/academics/education/projects/webunits/biomes/desert.html

Stetson, N. (2000). Desert. Retrieved November 4, 2008 from http://www.blueplanetbiomes.org/desert.htm

University of California Museum of Paleontology. (n.d.). The desert biome. Retrieved November 3, 2008 from http://www.ucmp.berkeley.edu/exhibits/biomes/deserts.php

The Biosphere - Discussion

2008-11-02T12:41:00.001-08:00

This is the first of our discussion topics. Please refer to the previous post that listed the expectations for the discussion threads.

Learn

Click on the links below and read the information. You may take notes if you like while you read.
Geography4Kids.com: Biosphere

The Earth's Biosphere

Discuss

Click on "Post a Comment" at the bottom of this post and answer the following two questions:

1) What do you think the word "biosphere" means? Try breaking it up into two words and then use your own words to describe what you think it means.

2) What living and nonliving things are part of the biosphere?

Remember:
*Use complete sentences when you answer the questions and include the question in your answer. For example, you may write "I think the word biosphere means..."
*Each answer should include at least two sentences.
*Check your spelling and punctuation before submitting your comments.
*After you complete your own post, please come back in and comment on the post from at least one classmate. Remember to include your classmate's name at the beginning of your post.
*State where you got your information. There are instructions on how to do this in the previous post.

This assignment is worth 5 points.

References
KidsGeo.com. (2008). The earth's biosphere. Retrieved November 2, 2008 from http://www.kidsgeo.com/geography-for-kids/0153-biosphere.php

Rader, A. (2008). Biosphere basics. Retrieved November 2, 2008 from http://www.geography4kids.com/files/land_intro.html

Discussion Topics - Expectations

2008-11-02T12:40:00.000-08:00

As part of this unit on biomes, you will be required to respond to some discussion questions. The title of these posts will always include the word "discussion."

Before you respond to the first discussion post, you will need to read these requirements and expectations. This will help you understand what I'm looking for so you can be successful with these assignments.

Why include a discussion thread?
I've included the discussion topics as a way for you to show what you have learned. These assignments also provide me with an additional opportunity to evaluate your learning. Additionally, the discussions will allow you to communicate with your classmates on this unit.

Expectations:
*You will use the Comments option to respond to each discussion topic.
*You will have one week to respond to each discussion topic.
*During the course of the week, you will be responded to post your own answer as well as to respond to at least one classmate.
*When you respond to a classmate, please address them at the beginning of your response. For example, type something like "Hello Sally," and then begin your response.
*Your responses to classmates should be respectful. You may ask questions or add to what your classmates have said.
*If someone comments on your response, it is considered polite to answer their questions.

Grading:
Each discussion topic will be worth up to five (5) points. You will be graded based on the quality of your response.
Did you use complete sentences?
Did you punctuate your sentences correctly?
Did you use facts from your research (the sites or materials provided with the discussion questions)?
Did you remember to cite your sources (tell me where you found your information)?
Did you respond to at least one classmate?
If a classmate responded to your comments, did you respond to them?

Citing your sources:
Here is how I would like you to show me where you found your facts.
Please include this at the bottom of your post:
Author's name(s). The year of publication. Title of the website. Date you retrieved (found) the information and the website address.
Here is an example for you:
Rader, A. (2008). Biosphere basics. Retrieved November 2, 2008 from http://www.geography4kids.com/files/land_intro.html
Hints:
Use commas around the year.
To italicize your site title (make the writing slanted), highlight the title by moving the mouse over the words while you press the mouse button and then press the i button above (on the formatting bar above your post).
Write the month in expanded format. Use November 2, 2008 rather than 11/2/08.

**If you have questions, please feel free to post a comment on this post.**

Welcome!

2008-10-28T18:06:00.001-07:00

Welcome!
My name is Mrs. Simcox and I'm a teacher in San Diego, California. You can learn more about what I do for a living by reading the "About Me" information on the right-hand side of this page. It's quite different from a regular teaching position! I'm also in school myself finishing up my Masters degree in teaching with an emphasis on educational technology. I'm taking my final class and I'm very excited to have almost completed my degree.
Part of my job is teaching an elementary-school science class. I chose ecology for the focus of my class this year. When I learned that I would be required to create a blog for the Masters class I'm taking this month, I decided to use my ecology class for inspiration. I've decided to use this assignment to present a unit on the earth's biomes. This blog assignment is also a great opportunity for me to try out my lesson plans and hands-on projects before I present them to my class! I'll post information, websites, and notes that could be used in an elementary-level (kindergarten through grade five) science/ecology course. I'll also post some hands-on science activities that you can try out at home or, if you're a teacher, in your classroom.
I hope you enjoy my blog. Please feel free to leave comments or ask questions about any of the posts.

The activities in this blog are based on the California Grade 3 Life Sciences Standard 3b:
Adaptations in physical structure or behavior may improve an organism's chance for survival. As a basis for understanding this concept:
b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.

Reference:
California Department of Education. (2008). Content standards: Science, adopted October 1998. Retrieved November 3, 2008 from http://www.cde.ca.gov/be/st/ss/index.asp