Land Biomes of the United States: Six Non-Fiction Texts in BLACK and WHITE

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This resource contains six non-fiction texts about biomes of the United States. It was made for the NGSS 3-LS2 Ecosystems: Interactions, Energy, and Dynamics.

It covers the following biomes:



tropical rainforest

temperate forest



The passages were written with third graders in mind, but the information is very interesting and would be useful for upper grades as well. Some passages are shorter than others and have less complex language so that you can easily differentiate for students.

There is a tips sheet for teachers and a recording sheet for students on which they can note where the biome is found, the average annual precipitation, the average temperature, and plants and animals of the biome. Students respond to a question asking if they would like to live and that biome and tell why or why not.

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Total Pages
11 pages
Answer Key
Teaching Duration
1 hour
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to see state-specific standards (only available in the US).
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system. Assessment is limited to the interactions of two systems at a time.
Obtain and combine information to describe climates in different regions of the world.
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth. Assessment does not include molecular explanations.
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.


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