Mapping Earth’s Biomes

Overview

This continuation lesson develops students’ understanding of global and Australian biomes through visual analysis, mapping and geographical communication. Students complete the biome worksheet, identify where major biomes occur, and apply key characteristics to explore a biome using Google Earth.

Learning intentions

Students will:

• explain the key characteristics of major biomes.
• identify the global distribution of selected biomes using maps.
• use geographical terminology to describe relationships between climate, vegetation and location.
• connect Australian biomes with environmental management and human wellbeing.

Success criteria

I can:

• describe a biome using climate, vegetation and location.
• accurately colour and label the main areas where biomes occur.
• use evidence from a map or image to explain why a biome is found in a particular place.
• identify desert, tundra and rainforest biomes found in or associated with Australia.

Curriculum links

• Environmental change and management: assess approaches to managing and protecting places and environments.
• Human wellbeing: explain how places and environments change over time.
• Aboriginal Peoples’ Custodianship of Country: analyse how caring for Country supports environmental management and Community wellbeing.
• Geographical communication: select and apply geographical concepts and terminology for different audiences and purposes.
• Science environmental sustainability: analyse the impact of human activity on the natural world.

Lesson structure (60 minutes)

1. 0–7 min · Introduction and retrieval. Teacher displays the opening biome image and retrieval questions and asks, “How can climate create different living environments across Earth?” Students discuss the question with a partner, then recall the meaning of biome and name characteristics learned in the previous lesson.

2. 7–15 min · Visual review. Teacher uses the biome photo and key-information slides to review the biomes studied previously, including climate, typical vegetation, animal adaptations and global location; clarify that students do not need to complete a “What I notice” task. Students listen, add or correct brief notes on the continued biomes worksheet, and respond to targeted questions.

3. 15–35 min · Worksheet continuation. Teacher distributes or directs students to complete the continued biomes worksheet independently, pausing to model one example and checking understanding through questioning. Students complete the biome information tables, identify key features and use the provided information to compare at least two biomes.

4. 35–48 min · Map colouring and interpretation. Teacher displays the map-colouring instructions and biome distribution map and models how to use the map key, colour boundaries carefully and label locations. Students colour and label the main global areas for the selected biomes, then answer the map questions on the worksheet, including one explanation linking latitude, climate and biome distribution.

5. 48–56 min · Google Earth application or supported extension. Teacher invites early finishers, or the whole class if devices are available, to use Google Earth with the Google Earth task instructions to locate one selected biome and check whether its visible features match the worksheet. Students record the location, one physical feature and one adaptation or environmental pressure; students without a device complete the comparison question on the worksheet.

6. 56–60 min · Conclusion and assessment. Teacher uses the plenary question slide to ask, “What are the biomes we have in Australia?” Students submit a brief response: “Australia includes desert, tundra and rainforest,” adding one characteristic or location for each where possible.

Resources

• the complete biome review and activity slide deck
• the continued biomes worksheet
• Coloured pencils or markers
• Student atlases or printed world maps
• Classroom map or projected map
• Laptops or tablets with Google Earth access
• Projector or interactive display
• Board and markers

Assessment

• Questioning during the visual review checks students’ recall of biome characteristics and geographical terminology.
• Teacher circulates during worksheet and map work, checking accurate use of the map key, locations and explanations linking climate to biome distribution.
• The final written response provides an exit check that students can identify Australian biomes and describe at least one feature of each.

Differentiation

• Provide a partially completed worksheet, a labelled example map and a word bank including biome, climate, vegetation, latitude, adaptation, desert, tundra and rainforest for students requiring support.
• Use mixed-ability pairs for map interpretation and allow students to explain ideas orally before writing.
• Provide enlarged maps, high-contrast images, reduced writing demands and text-to-speech or scribing support for students with visual, literacy or processing needs.
• Support EAL/D learners with labelled photographs, sentence starters such as “This biome is found… because…” and explicit modelling of geographical terms.
• Extension students use Google Earth to compare two locations in the same biome and explain one environmental management challenge, including how Aboriginal Peoples’ Custodianship of Country may support care for Australian environments.

Extension

• Create a short digital field-note entry for one biome, including its location, climate, vegetation, adaptations and one human impact.
• Explain why a biome may change over time as a result of climate change, land clearing, tourism or resource use.
• Compare an Australian desert, tundra and rainforest using evidence from the map and worksheet.