Biome Fact Files

Overview

Students compare biomes in France and Australia to identify how climate and vegetation shape ecosystems, and how people influence environmental sustainability. This is lesson 1 of 20, so it establishes the key “fact file” framework for later biome investigations and management strategies.

Learning intentions

Students will:

• identify climate patterns that characterise a biome
• describe vegetation types and how plants adapt to conditions
• explain how human activity affects biomes and sustainability
• use geographical and scientific terminology to communicate information clearly

Success criteria

Students can:

• include accurate climate information (temperature/precipitation) for each region
• describe dominant vegetation and link it to climate
• provide at least one example of human interaction (positive or negative) and a sustainability link
• present information in a clear fact file using appropriate terms

Curriculum links

• SC5-ENV-01: Students analyse the impact of human activity on the natural world through environmental sustainability connections.
• GE5-DFC-01: Students explain how features and characteristics of places/environments change over time by comparing different biome characteristics.
• GE5-MAN-01: Students assess approaches to managing/protecting places and environments by setting up case study thinking for later lessons.
• GE5-COM-01 and GE5-TAP-01: Students select and apply concepts/terminology and use tools to acquire/process information for a fact file.

Lesson structure (60 minutes)

1. 0–7 min · Hook and model. Teacher displays the intro slides showing two contrasting “before/after” style images (one temperate/forest region, one arid/grassland region) and asks: “What clues in the landscape tell you about climate and vegetation?” Students do a quick think on one clue, then share with a partner.
2. 7–15 min · Direct teach: biome components. Teacher uses the intro slides to introduce the fact file structure: Climate → Vegetation → Human interaction → Sustainability question. Students complete a brief class example in the margins of biome fact file framework worksheet (teacher modelling first).
3. 15–22 min · Skill focus: comparing countries fairly. Teacher guides students through how to compare biome regions using the same categories (not “random facts”). Students highlight on biome fact file framework worksheet what information must be included to meet the success criteria.
4. 22–38 min · Main task: France fact file. Teacher allocates materials and reminds students to keep statements evidence-based, referencing the intro slides for the category headings and sentence starters. Students work in pairs to draft the France biome fact file section using biome fact file framework worksheet.
5. 38–53 min · Main task: Australia fact file + quick comparison. Teacher prompts a comparison sentence using the intro slides (e.g., “Both biomes… However…”). Students complete the Australia section and then write one short comparison: “Climate drives vegetation, which influences how people use/manage land.”
6. 53–58 min · Gallery and formative check. Teacher re-displays the intro slides with a checklist of the success criteria and asks students to do a “warm/cool” peer check (one strength, one improvement). Students swap fact files for 1 minute each, leaving feedback on the checklist.
7. 58–60 min · Exit ticket. Teacher collects biome fact file framework worksheet and asks students to answer: “Name one climate feature, one vegetation feature, and one human impact you included.” Students submit before leaving.

Resources

• the intro slides (biome components, fact file template headings, model sentences, success checklist)
• biome fact file framework worksheet (two-section fact file for France and Australia; sentence starters; checklist)
• Printed or device-based access to simple, age-appropriate climate/biome information (teacher-provided pack or school database)
• Coloured pens/highlighters for “Climate / Vegetation / Human interaction” coding
• Pair role cards (e.g., Reader, Writer) to support collaborative planning

Assessment

• Formative: teacher circulates during drafting and checks students’ categorisation (climate vs vegetation vs human interaction) using the biome fact file framework worksheet checklist.
• Formative: peer warm/cool feedback during the gallery using the success criteria displayed on the intro slides.
• Summative (lightweight for this lesson): exit ticket requiring three specific elements (climate, vegetation, human impact).

Differentiation

• Provide a completed example “France” mini-section for novice students on biome fact file framework worksheet (sentence starters and word bank: temperature, rainfall, vegetation, adaptation, land use, conservation).
• Offer a template-with-lines option: students who need support write in framed sentences; advanced students write more freely.
• Use pair structuring: ensure every pair has a “Reader” who locates key facts and a “Writer” who drafts the fact file.
• Language support for EAL learners: provide sentence frames (e.g., “In this biome, rainfall is…, so vegetation tends to…”; “People affect this biome by…”).
• Extension for advanced learners (during drafting): require an additional sustainability link question (e.g., “What management approach could reduce negative impacts?”) and one statistic or credible cause-effect statement.