Biomes of the World

Best suited for: 4 groups of 5-8 middle schoolers (6-7th grade)

Objectives: 1) Explore the variety of biomes in the world 2) Identify important climatic/environmental differences between biomes, 3) Identify traits that help plants survive in the climate of their biome.

Introductory discussion: 

Setup: World map

Use a world map to introduce the concept of biomes. Point to a place on the map and talk about how that is different from here in Georgia [or wherever you are], or how each place is different from the others (i.e. Alaska, Saharan Africa, the Amazon, Kansas). What do the students already know about deserts, tundra, rainforests, temperate forests, and grasslands? How much rain falls there? How hot is it? What plants and animals grow there? If possible, have the students think about how these environmental conditions might influence how plants get the raw materials they need to live. Use the [Georgia] biome (temperate deciduous forest) as a reference point.

Explore the Biomes

Setup: Create 4 stations around the room to represent the 4 biomes. Each station contains plants with description cards next to them, as well as the appropriate laminated precipitation and temperature graphs

Biomes/Ecosystems for our lesson: 

[These habitat types were chosen based on the accessibility of the example plants. Many tropical rainforest plants are common ornamentals. Small cacti are often sold ornamentally. If real plants are not available, pictures are a second choice]

Tropical Rainforest (begonia, bromeliad)
Desert (cacti, succulents)

Wetland (pitcher plants, sedges, papyrus)

Freshwater aquatic (duckweed, salvinia)

Help the plants get to their homes! Someone donated a whole bunch of plants, but now we need to figure out the best place to plant them. 

Each group (5 students) gets a copy of laminated biome guides and world maps, as well as a list of “donated” plants that need to be sent to the right biome. 

First visit each of the biome stations and discuss:

a. climate and characteristics of each biome (using the graphs—students may need help with this)

b. plant adaptations to these climate characteristics (as written on plant description cards)

Then introduce the “donated” plants to your group, have them discuss:

a. What are the characteristics / adaptations of this plant?

b. How is it similar or different from other plants they’ve seen

c. What type of environment would this plant be suited for?

Revisit biome stations that the students propose that the plant belongs to and discuss whether or not it would grow well there. The objective here is to connect plant survival needs, climatic conditions, and adaptations. Match as many plants to biomes as you want.

Optional Activity:

Pick one biome. Draw or describe an imaginary plant that lives in it. Give the plant appropriate traits and adaptations so that it can survive in that biome.