Biomes Worldwide

Overview

Lesson 4 of 20 explores the global distribution of biomes and builds students’ ability to explain why biomes are found where they are. Students use a world biome map to identify patterns and connect them to environmental factors, aligning with the unit’s sustainability focus.

Learning intentions

• Students will describe how biomes vary across the world.
• Students will locate major biomes on a world map and justify where they occur.
• Students will explain how climate and physical features influence biome distribution.
• Students will assess how human activity can increase environmental stress on specific biomes.

Success criteria

• I can correctly label key biomes on a world map.
• I can identify at least two patterns in where biomes are located.
• I can explain (using evidence from class sources) how climate factors influence biome location.
• I can make a clear, respectful judgement about which management approach best protects a chosen biome.

Curriculum links

• Social sciences (Geography): GE5-MAN-01 — Students assess different approaches to the management and protection of places and environments.
• Social sciences (Geography): SC5-ENV-01 — Students analyse the impact of human activity on the natural world (used here to connect biome patterns to sustainability).
• Social sciences (Geography): GE5-PRI-01 — Students analyse processes and interactions that transform people, places and environments.
• Thinking and working geographically: map skills and explaining spatial patterns to support decisions about environmental management.

Lesson structure (60 minutes)

1. 0–6 min · Hook & activate. Teacher opens with the introduction slides, showing a split image of the same latitude across continents (e.g., wet vs dry regions) and asks: “What might explain why ecosystems look so different?” Students quick-write two hypotheses and share one with a partner.

2. 6–14 min · Mini-teach: global biome patterns. Teacher uses the introduction slides to summarise how biomes relate to climate (temperature and rainfall), soils, and landform, modelling one example (e.g., tropical rainforest vs savanna). Students complete a brief “pattern-notice” note: “I notice that when rainfall increases/decreases, biomes change because…”

3. 14–24 min · Map skills: identify & label. Teacher distributes the world biome mapping worksheet and directs students to label biomes using the map legend (teacher checks common misconceptions while projecting an anonymised example from a student model on the introduction slides). Students work in table groups of 3–4 to label: tropical rainforest, savanna/grassland, desert, temperate woodland/forest, Mediterranean scrub, temperate grassland, boreal forest, tundra. (Teacher circulates to prompt accuracy, not just speed.)

4. 24–34 min · Factor matching (process + evidence). Teacher uses the introduction slides to display four climate “cards” (e.g., hot with high rainfall year-round; hot with strong wet/dry seasons; cool with low precipitation; very cold with short summers) and asks students to match each to 2–3 biomes on their map. Students annotate their worksheet with short reasons (sentence starters provided by teacher on the slide).

5. 34–44 min · Discussion: human impact & management. Teacher returns to the introduction slides to show a sustainability prompt: “If climate or land use changes, which biome impacts are most likely and why?” Students choose one biome from their map, then in groups select one management approach (e.g., protection zones, restoration, sustainable harvesting, reduced emissions/energy transition, water management) and prepare a 30-second justification. Teacher prompts links to how human activity can increase environmental stress.

6. 44–56 min · Map-based judgement (assessing approaches). Teacher displays the success criteria for the judgement task on the introduction slides and models a single sentence structure: claim → evidence from map/factors → judgement about management fit. Students complete the worksheet section: “Best protection approach for my chosen biome is ___ because ___.”

7. 56–60 min · Plenary & exit check. Teacher runs a quick “Gallery Share” using the introduction slides: 3 volunteer groups share one pattern and one management reason. Students complete a 1-minute exit ticket on the world biome mapping worksheet: “One factor that explains biome location is ___; one human impact that threatens biomes is ___.”

Resources

• the introduction slides
• the world biome mapping worksheet
• World biome map (printed on worksheet)
• Climate “cards” shown on slides (teacher-prepared visuals)
• Coloured pencils or markers (students)
• Sentence starters sheet (teacher print or on-slide)
• Timer for group roles and sharing
• Teacher model copy of a completed map (projected)

Assessment

• Formative: teacher checks accuracy while students label biomes in groups using the world biome mapping worksheet.
• Formative: factor-matching explanations (quality of reasons, not just answers) during the 24–34 min section.
• Exit ticket: one factor + one human impact threat statement to confirm understanding of patterns and sustainability link.

Differentiation

• Group activities for peer support: assign roles (Mapper, Explainer, Checker, Timekeeper) so learners contribute at different levels during map tasks.
• Support for accuracy: provide a “climate-to-biome” hint strip (sentence starters and example) during factor matching.
• EAL/SEN: allow oral responses first, then quick transcription; accept simplified explanations using the provided structure (because + evidence).
• Extension for advanced learners: in factor matching, require a “second-order” explanation (e.g., how seasonal rainfall affects plant growth and animal habitats) and add one additional biome not in the base list (e.g., mangroves or rainforest montane zones) with reasoning.