Lesson Content

1 Geography Refresher Test

Questions and slides
Task

2 Tundra and desert biomes

3 Forest and grassland biomes

4 Aquatic biomes

5 In class essay prep

Unit Outcomes:

Explain and predict geographical and economic processes

Analyse geographic and economic interconnections
Lesson Duration:​1 hour Lesson Title: ​Intro to Biomes Year: ​9 Main Class ​HaSS
Syllabus Outcomes Learning Outcomes Resources/Equipment
Analyse geographic Students will have an understanding of what biomes - Test Google Slides
and economic are, how they are formed, and what they mean for - Test Google Doc (on Classrooms)
interconnections flora and fauna. - Biomes Google Slides
- Interactive Whiteboard
- Student Devices
Prior Knowledge
Prior study of geography, lesson to refresh memory.
Previously studied eco-systems etc.
Time Guide Content/Learning Experience Teaching Strategies Class Organisation
Introduce and Engage
Geography Refresher Test - test questions will be on Individual
40-45 minutes Google Slides document on the interactive
whiteboard. Students will be required to use their
own devices to answer test questions in the Google
Doc.
Lecture style instruction with
Explicit Teaching Whole Class
15-20 minutes questioning
Intro to Biomes Slides
Assessment Techniques
Formative assessment: Geography Refresher Test
Lesson Duration:​1 hour Lesson Title: ​Tundra and Desert Biomes Year: ​9 Main Class ​HaSS
Syllabus Outcomes Learning Outcomes Resources/Equipment
Analyse geographic Students are able to display their understanding of the - Presentation Slides
and economic characteristics of tundra and desert biomes. - Student Devices
interconnections Students are able to identify the adaptations that living -
things make for life in particular biomes. Prior Knowledge
Students are able to analyse connections between biomes Prior knowledge of the characteristics of a biome.
and living things.
Time Guide Content/Learning Experience Teaching Strategies Class Organisation
Explicit Teaching + Teacher Guided Practice
15-20 minutes Teacher will run through presentation on tundra and desert Checking for understanding Whole Class
biomes with the class. Questioning for understanding Proximity
throughout.

Independent Practice Scaffolding

40 - 45 minutes Research Task - How do people, plants, and animals adapt Proximity Individual
for life in the desert and/or tundra biome? Students are to 1 on 1 teacher
use the google docs template on Google Classrooms to instruction/assistance
answer the research question with two specific examples.
The google docs will scaffold up to the larger research
question.
Assessment Techniques
Completion or working towards completion of Google Slides Research Question
Lesson Duration:​1 hour Lesson Title: ​Tundra and Desert Biomes Year: ​9 Main Class ​HaSS
Syllabus Outcomes Learning Outcomes Resources/Equipment
Explain and predict Students display their understanding of the characteristics - Presentation Slides
geographical and of grassland and forest biomes. - Student Devices
economic processes Students display an understanding of the effects of human -
interaction on geographical processes Prior Knowledge
Prior knowledge of the characteristics of a biome.
Time Guide Content/Learning Experience Teaching Strategies Class Organisation
Explicit Teaching + Teacher Guided Practice
15-20 minutes Teacher will run through presentation on grassland and Checking for understanding Whole Class
forest biomes with the class. Questioning for Proximity
understanding throughout.

Independent Practice Scaffolding

30 - 35 minutes Students are to complete a Google docs task using their Proximity Individual
understanding of forest and grassland biomes and of 1 on 1 teacher
human interaction with geographical systems to predict instruction/assistance
possible threats to forest and grassland biomes.

10 minutes Class discussion sharing findings. (If all students have

completed google docs task).
Assessment Techniques
Completion or working towards completion of Google docs. Engagement in class discussion
Lesson Duration: ​1 hour Lesson Title: ​Aquatic Biomes Year: ​9 Main Class: ​HaSS
Syllabus Outcomes Learning Outcomes Resources/Equipment
Explain and predict Students are able to analyse the symbiotic relationship - Student devices
between flora, fauna, and climate in aquatic biomes. - Google Docs worksheet
geographical and - Coloured pencils
economic processes Students are able to identify the biomes on a map. - Mapping worksheet
Analyse geographic Students are able to explain the geographical Prior Knowledge
and economic interconnections between biomes/climate and latitude Prior knowledge of the characteristics of a biome.
interconnections lines using maps. Prior knowledge of the way in which animals and plants adapt to
suit a biome.
Prior knowledge of threats to biomes.
Time Guide Content/Learning Experience Teaching Strategies Class Organisation
Explicit Teaching
10-15 minutes Teacher will go over the slides with students. Direct Instruction
Introducing/revising the topic of aquatic biomes. Checking for Understanding Whole Class

Teacher Guided Practice

Students have the first half of the lesson to complete the Scaffolding
25-30 minutes “Symbiotic Relationship in Aquatic Biomes” worksheet, Proximity
using the provided videos as the basis for their answers. Individual
1 on 1 teacher
instruction/assistance
Independent Practice
Students have the second half of the lesson to complete Individual
20 minutes the Mapping worksheet, using their devices to assist
them.
Assessment Techniques
Completion of Google Docs worksheet. Completion or working towards completion of the mapping worksheet.