Lesson 1 - Global distribution and characteristics of biomes
First you need to download the The People and the Biosphere workbook.
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Top Study Tips!
Don't forget to regularly revise over the content from this topic. Your teacher will set you assignments on Seneca for this. If you can't find the assignment, check here for the Seneca Tasks. |
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Need more help?
Have a look at the knowledge organiser for this topic to help condense your understanding. Use the PLC to check on how well you understand what we are learning during this topic. |
Starter:
READ over the instructions for each task you are do complete for Lesson 1. This will help you to focus on the information you will need as you go through the independent research links, videos and tasks. Read pages 244-247 in the Kerboodle Textbook before you attempt the tasks in the workbook. If you are unable to login to Kerboodle today for any reason, please click on this link from the BBC. Note: To show your work each lesson you could - 1) Complete the Word Document provided and upload completed work to ClassCharts or email to your teacher. 2) You can print off the pdf file, complete the tasks, take pictures or scan your work and upload to ClassCharts or email the work to your teacher. 3) If you are really stuck, you can simply complete the tasks on a sheet of paper and send your completed work to ClassCharts or email your teacher. |
Main task 1:
Complete the table with the correct definitions. Main task 2: Next, label and colour the world map provided with the world's major biomes. Stuck? Look back at the start of the Bitesize lesson provided in the starter task. Main task 3: Now, using the information from your reading and from this website, complete the table to describe the climate and vegetation of 5 world biomes. Main task 4: Finally, summarise the detail from your Kerboodle reading or from this website to show the climatic factors which determine the characteristics of each biome. |
Extension/Plenary:
Complete the types of biomes crossword puzzle and the exam questions that follow to illustrate your understanding. |
Lesson 2 - Local factors and biomes
Starter:
READ pages 246-247 in the Kerboodle textbook or this page from Study Rocket. Main task 1: Based on your reading, FILL IN the table in your workbook to summarise how the named local factors influence biome location. |
Main task 2:
Now use your understanding and the diagram of biotic and abiotic factors to fill in the boxes provided in the workbook to identify what each factor represents in the diagram, whether it is abiotic or biotic and how it influences the biome. Stuck? Have a look at this link from the BBC to help. |
Extension/Plenary:
Complete the exam questions provided to illustrate your understanding of the lesson content. |
Lesson 3 - Climate graphs and climatic influences
Starter:
REVIEW the information in table 1 and use the data to complete table 2 in your workbook. Stuck? Look over the definitions at the bottom of the page to remind yourself of mean, median, mode and range. |
Main task 1:
In the workbook, USE the data provided for Manaus, Brazil to create a climate graph. One has been modelled for you in the workbook. Follow the directions provided (1-4) to ensure your climate graph is accurate. Stuck? Watch this video. Main task 2: Next, USING the graphs provided, describe what each climate graph shows for each biome. |
Extension/Plenary:
Complete the tasks and questions linked directly to the learning from the textbook - this will again give you a chance to practice your exam technique. |
Lesson 4 - Biosphere as a life support system
Starter:
COMPLETE the recap task on what is a biosphere and what is the difference between goods and services. Main task 1: COMPLETE the table in the workbook using page 250 in the Kerboodle textbook or this link if you cannot access Kerboodle. Next, explain the difference between provisioning and regulating services. |
Main task 2:
Annotate the picture provided in the workbook with ways in which the Efe people live a sustainable lifestyle - read page 250 in the Kerboodle textbook or use this link to explore how they live. Next, describe the differences in biome destruction shown in Figure 3 in the workbook. Then, state 4 reasons for biome destruction. Main task 3: CREATE a key for the four categories provided in the workbook for how the biosphere is globally important. COLOUR CODE the statements around the diagram of the world to math each statement to the correct heading. Then, EXPLAIN how the biosphere plays a globally important role. |
Extension/Plenary:
Assess the reasons why some people are concerned about the destruction of rainforests for commercial use. Use the space provided in the workbook to answer this question in depth. Please use all the detail you have learned in the lesson to inform your response. |
Lesson 5 - Exploitation and the Biosphere
Starter:
READ pages 250-251 in the Kerboodle Textbook and then watch all of the video links provided in the table in your workbook. Main Task 1: SUMMARISE how each of the activities shown in the videos are threatening the biosphere. |
Main task 2:
Next, WRITE a 300 word response to the following question: Are biomes worth more left in their natural state, rather than being exploited? |
Extension/Plenary:
COMPLETE the exam questions provided to illustrate your knowledge from today's lesson. |
Lesson 6 - Biomes and global services
Starter:
READ pages 252-253 in the Kerboodle textbook. If you cannot access Kerboodle, please read over this link from Study Rocket. Main Task 1: EXPLAIN what we mean by a carbon sink and what the nutrient cycle is. |
Main task 2:
WRITE out the equation for the process of photosynthesis. Check back in your reading from the starter task if you can't remember this from Biology. Next, DESCRIBE what the diagram on the right shows. Main task 3: EXPLAIN how the nutrient cycle works, in less than 150 words - try to use the diagram provided in your workbook to support. |
Main task 4:
USING the diagram on the right hand side of your workbook, EXPLAIN the importance of the biosphere to the water cycle. Extension/Plenary: COMPLETE the More and More resources tasks to extend your knowledge of why human resource usage is becoming a greater issue as more countries develop. |
Lesson 7 - Theories of Population and Resources
Starter:
WATCH the video on the Green Revolution and then in your workbook explain what the Green Revolution is. |
Main task 1:
READ the brief detail on 2030: The Perfect Storm in your workbook. Then READ pages 256-257 in the Kerboodle Textbook. If you don't have access to the textbook, please click here instead. When you are confident with the information you have read, please fill in the table summarising the differences between Malthus and Boserup's points of view on resources. Main task 2: Use your knowledge to DESCRIBE what the Malthusian graph shows and what the Boserupian graph shows happens between population growth and resource availability. Challenge: Now can you explain who is correct according to what we can see happening today? Hint - you can reason that both are right, but can you give evidence for this using the graph to help? |
Extension/Plenary:
Explain how different theorists have differing views on the relationship between population growth and resource consumption (6 marks). Respond to this question in your workbook. Next, answer this question in your workbook: Assess the reasons why population and industrialisation have increased demand for resources (8 marks). Now prepare for your exam by completing the glossary tasks at the end of the workbook. |
End of Topic Assessment
Starter:
Make sure you have reviewed the entire topic using Seneca Learning and that you have checked your understanding against the PLC (at the top of the page) before you attempt the assessment.
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Main task 1:
READ through all of the questions first, ensuring you are using the CRaFT technique to annotate on each question before you attempt a response. See an example of CRaFT below: |
Plenary:
COMPLETE the assessment and send to your teacher once finished. When your teacher provides you with feedback, ACTION the task provided from the feedback sheet. |