TOPIC FOCUS
Students examine the physical characteristics and productivity of biomes. Students examine the correlation between the world’s climatic zones and spatial distributions of biomes and their capacity to support food and non-food agricultural production. Students analyse the impact humans have on biomes in an effort to produce food and increase agricultural yields. They examine population trends and projections from Australia and across the world and forecast future food supply-and-demand issues. Challenges to food production are explored and management strategies investigated.
Inquiry Question 1
What are the main characteristics that differentiate the world’s biomes?
PERFORMANCE TASKS
SUMMATIVE | FORMATIVE |
Unit Overview & Task
understanding_by_design-_sustainable_biomes.docx | Click on the file on the left for an Overview of this unit. |
2018_9_hsie_task_3_.pdf | Click on the file to the left for a copy of the Assessment Task for this unit. |
What is a Biome?
Biomes are very large ecological areas on the earth’s surface, with fauna and flora (animals and plants) adapting to the coniditions of their environment. Biomes are often defined by abiotic factors (non-living parts) such as climate, topography (shape of the land), geology, soils and vegetation.
Abiomeis a 'type of ecosystem. Some examples include: a desert, the north and south poles, mountians, tropical rainforests and savanah (grasslands). If you take a closer look, you will notice that plants or animals in any of the biomes have special adaptations that make it possible for them to exist in that area. You may find many variations of ecosystems within one biome. For example, mountains in South America have differences to mountains in Australia. ie same biome, different ecosystem.
The Distribution of Biomes
Biomes can be classified as either aquatic (in water) or terrestrial (on land). There are two main factors that determine the type of Biome that can exist in a location. They are: Latitude and Altitude. These two factors will determine key abiotic characteristics such as rainfall, temperature and sunlight.
Refer to the maps below and answer the following questions.
- Through which line of latitude can the Tropical Rainforest be found?
- Through which line of latitude can the Taiga be found?
- Which type of Biome can be found where you live?
- Which type of Biome can be found at 90 degrees north?
- What is the most dominant type of Biome found in India?
- Find out the name of the physical feature that is the Mountain Zone in South America?
- Why do you think there is no Taiga biome in the Southern Hemisphere?
- Find out how temperature changes as we move away from the equator?
- Which BOLTSS criteria are missing from the map showing lines of latitude?
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Research Activity
Choose one of the following Biomes:
- Forests | - Deserts | - Grasslands | - Tundra | - Aquatic Biomes |
Construct a tourism poster/ pamphlet/ iMovie in which you outline the features of the Biome focusing on 6 of the following areas:
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Your tourism advertisem*nt should entice people to visit your chosen biome. You will need to be creative in your design and word choice. Your posters will be displayed in the classroom.
The following website will help you:
WATCH THIS
1. Explain the essential biotic and abiotic components of biomes and ecosystems.
2. Students participate in a discussion to distinguish between a biome and an ecosystem.
Investigate Climatetemps
Click on the button below and investigate the site of Climatetemps. Choose a country and present a 2 minute long overview of climate of chosen county to the person beside you.
Ecosystems and Biomes
View the YouTube documentary 'Ecosystems and biomes'.
This short video provides a brief summary of the world's major terrestrial biomes.
Summarise the main characteristics of each biome in the google doc table (link) below the video. You will need to make a copy of the document to edit the it. Rename the document once you have made a copy.
Open the word document below and complete it using Chapter 2.4 from Geoactive 2.
worksheet_2.3.docx
Biomes used to produce food, Industrial materials and fibres.
Biomes are large geographic areas with unique climates, vegetation, and wildlife. They play a vital role in the production of food, and there are different types of biomes that produce different kinds of food. For example, tropical rainforests, temperate forests, deserts, grasslands, and tundras are all biomes that produce different types of food. Tropical rainforests produce bananas, coffee, cocoa, and rubber, while temperate forests produce apples, pears, and nuts. Deserts produce dates, figs, and melons, and grasslands produce wheat, rice, and corn.
The production of food in these biomes is important because it provides people with the nutrients they need to survive. Biomes also provide us with a variety of foods,
which is essential for a balanced diet.It's important to understand the characteristics of each biome and the products it produces so that
we can make informed choicesabout what we eat and how it affects the environment.
Do people eat different food around the world?
In pairs look through the images on both of the following websites below.
Answer the following questions in your exercise book:
- Which family consumes the most amount of fresh produce?
- Which family consumes the least amount of food?
- Which family spends the least amount of money per week on food? How much do they spend?
- What family do you think has the unhealthiest diet?
- Record your ideas and observations as you read through and see what different cultures consume around the world. You should aim to have 6-10 dot points. Discuss as a class your findings.
Why do people from around the world eat such different food?
There is a strong interconnection between climate and biomes. A place's climate is influenced by a variety of factors. These include:
1. Distance from the equator (latitude) and from the sea
2. Landforms that surround the biome
3. Altitude
4. Ocean currents
5. Air movements
Where does our food come from?
The map below shows agricultural production for all countries in the world. Hover your mouse over each country to reveal the percentage of land that is allocated to agricultural production. Take note of how many countries use less than 20% of their land for agricultural production. What might be the reasons for this? Remember that earlier in our course we learned that Biomes are mainly affected by two important factors. These were latitude and altitude. Could these factors account for the reason that some countries have very low percentages of land that are allocated to food production. Also, consider that for those countries that use over 50% of their land for agricultural production, providing food for a growing population will prove to be a challenge in the future.
| 👈 Complete the graphing activity to the left. Teachers should place this doc in your Google Classroom so students can access it or print it. |
Cocoa | Cattle | Wool | Wheat | Coffee | Palm oil |
Maize | Sugarcane | Cotton | Copper | Iron ore |
Where does the food you eat come from?
You are to write a list of all of the food items that you have eaten in the last 24 hours. You are to complete the following table.
where_has_my_food_come_from.docx
industrial materials and Fibres
Industrial materials and fibers are products that are used to create various goods and services, such as paper, clothing, construction materials, and more. Some of the important biomes that produce industrial materials and fibers include tropical rainforests, temperate forests, and deserts.
Tropical rainforests
are known for producing natural rubber, which is a vital industrial material used in many products, including tires, shoes, and medical equipment. Additionally, tropical rainforests are also a source of many fibers, including jute, sisal, and coir, which are used to make rope, carpet, and other products.
Temperate forests,
on the other hand, are a source of wood, which is one of the most widely used industrial materials in the world. Wood is used to make paper, furniture, construction materials, and many other products. Trees in temperate forests are also a source of maple syrup, a sweetener used in various food products.
Deserts
are also an essential source of industrial materials and fibers. For example, cotton, a fiber used to make textiles, is primarily grown in desert regions. Additionally, deserts are also a source of minerals, including sand, clay, and gypsum, which are used to make construction materials such as cement and drywall.
Read the information above about Industrial Materials and Fibre. Draw the table into your work book and fill it in with the information in the text.
Value | TROPICAL RAINFORESTS | TEMPERATE | DESERTS |
PRIMARY PRODUCTS | |||
MANUFACTURED PRODUCTS |
Australia's Biomes
Complete a chloropleth map of Australia's biomes. Use page 33 of your GeoActive textbook to help you. | |
Grasslands
Grasslands are the most useful biome for agriculture because the soils are generally deep and fertile. Almost one billion people rely on grasslands for their livelihood or as a food source. Grasslands can support a high density of grazing animals. In Australian we use grasslands for fine wool production.
All of the major food grains:
- corn
- wheat
- oats
- barley
- millet
- rye
- sorghum
have their origins in the grassland biome.
Grasslands are also a source of a variety of plants whose fibers can we woven into clothing. The best known and most widely used fiber is cotton. Flax seed and hemp seeds are also used to produce clothing.
Need more information?
- Bliss, S. GeoWorld NSW 9. Chapter 1. From Biomes to Anthromes - pages 2-30
- Kleeman, G. Pearson Geography NSW 9 + 10. Chapter 2. Sustainable Biomes – pages 18-48
- Thompson, K. Cambridge Geography NSW Syllabus for the Australian Curriculum 9 & 10. Chapter 1. Biomes – pages 24-48
Inquiry Question 2
How do people use and alter biomes for food production?
Aboriginal cultural practice has always had an impact on the environment ... To investigate further see the following website: |
collaborate
Work collaboratively to determine if there are biomes unchanged by humans. Analyse satellite and aerial photographs illustrating the extent of human changes to the Earth’s biomes and ecosystems.
need to know more?
- Bliss, S. GeoWorld NSW 9. Chapter 2. Biomes produce food and non food products- pages 36-70
- Kleeman, G. Pearson Geography NSW 9 + 10. Chapter 3. Food and Fibre Production – pages 52-82
- Thompson, K. Cambridge Geography NSW Syllabus for the Australian Curriculum 9 & 10. Chapter 3. Biomes produce food – pages 84-100
Inquiry Question 3
Can the world’s biomes sustainably feed the world’s population?
visual literacy activity
Consider the images below and write three points about each.
- What does it represent?
- what challenges does it pose?
- What does it mean for food security?
Flowchart Activity
Create flow diagrams to illustrate direct and indirect links between population growth and food shortages.
need more?
- Bliss, S. GeoWorld NSW 9. Chapter 3. Factors affecting agricultural yields –pages 72-102
- Kleeman, G. Pearson Geography NSW 9 + 10. Chapter 4. Challenges to food production –pages 86-104
- Thompson, K. Cambridge Geography NSW Syllabus for the Australian Curriculum 9 & 10. Chapter 4. Challenges to food production –pages 111-126
bali & sumba - a case study
Work through the case study on the button opposite with a peer.
inquiry question 4
What strategies can be used to increase global food security?
Use the stimulus material below to identify biomes used for pasture and cropland and to discuss factors that may influence agricultural activities in different places and why some biomes produce more food than others.
Examine the following advances and innovations in technology to increase agricultural yields:
reflection activity
Students reflect on their learning to respond to the statement – The Earth’s biomes can sustainably feed future world populations. Students brainstorm and mind map ideas to develop and justify their personal response. Students work collaboratively in small groups to debate the statement using students’ personal responses.
extension activity
Research the two perspectives of the debate about the company Monsanto. Create a visual campaign to either:
- Encourage the use of Monsanto agriculture
- Discourage the use of Monsanto agriculture
