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Biomes are distinct environments and the supported life forms found there. Biomes are classified by their geographic and climactic conditions, as well as the

adaptations of, and relationships between, organisms in that environment.

What do you think are the two most basic biome classifications? Q1

The forest biome is dominated by trees and other woody vegetation. Forests occupy roughly one third of the earth’s land area and account for over two thirds of the leaf area of land plants. As such, they are populated by a wide variety of animals. Forests can be classified as tropical, temperate or boreal (taiga), as well as by seasonality.

The grassland biome includes habitats dominated by grasses, as opposed to trees and shrubs. They generally have a hot, dry climate but can support a range of wildlife. The two main types of grasslands are tropical savannahs and temperate grasslands.

The tundra biome is classified as having an extremely cold climate, little precipitation, short growing seasons, poor nutrients and, consequently, low biodiversity. The tundra biome can be further classified as arctic or alpine tundra.

The desert biome is classified as areas with rainfall of less than 50cm per year. Deserts can also be classified as hot and dry, cold and dry, semiarid or coastal. Water shortage and intense climactic conditions mean that these environments are inhospitable for most life forms. Vegetation is generally sparse and specialised to withstand water shortages.

The aquatic biome is the largest on earth, covering about 70% of the earth. This includes marine habitats such as the ocean and estuaries, and freshwater environments such as lakes and wetlands. Water temperature can vary greatly, which influences the types of organisms present. The aquatic biome contains the most organisms of all the biomes.

While biomes are classified by their differences, there are also similarities between biomes.

Read the information below and create as many pairs and groups of biomes with similar

qualities as you can. Can you identify the biome that has a similarity to all of the others?

Q2

SAMPLE

similarly however whereas also likewise

contrastingly both despite although while

Using the information in the previous question, as well as any general knowledge you may

have, write a summary comparing the desert biome and the tundra biome. Also use at least

five of the words below in your comparison.

Q3

! Identify two animals from different biomes. Write a summary comparing the characteristics

of the animals, using three of the words from above. Q4

SAMPLE

The five major biomes can be further broken down into ecoregions. Biomes may

also transcend ecoregions and different ecoregions may contain several biomes. The

Australian landmass consists of seven main ecoregions.

Temperate Grasslands, Savannahs and Scrublands – This region experiences cool annual temperatures and is generally devoid of trees, except for riparian or gallery forests found around streams and rivers. Most of the region has been converted for agricultural purposes, diminishing the diversity of species. Temperate Broadleaf and Mixed Broadleaf Forests – These forests have widely variable temperatures and precipitation levels. Temperate forests that stretch from southeast Queensland to South Australia have a moderate climate and high rainfall, promoting species such as Eucalyptus and Acacia; while temperate forests in Tasmania have more complex climates. Australian temperate forests have served as a refuge for numerous plant species in times when the country was dominated by extremely dry conditions. This has led to a widely diverse assortment of organisms, some endemic to these regions. Montane Grasslands and Scrublands – In Australia, this ecoregion is restricted to the south-eastern regions of elevations above 1300m. It occupies less than three per cent of the Australian landmass. Mediterranean Forests, Woodlands and Shrubs – These forests are characterised by hot, dry summers and cool, moist winters. These regions are rare, however they feature an extraordinary biodiversity of uniquely adapted species. More than 70 per cent of the plant species of south-western Australia are endemic.

! Below is a map of Australia’s main terrestrial ecoregions. Read the information on the

forest and grassland ecoregions and then answer the questions on the following page.

Tropical and Subtropical Grasslands, Savannahs and Scrublands – This expanse does not receive enough rainfall to promote extensive tree cover; they characteristically only receive between 90-150cm of rainfall per year. Much of Australia is covered by grassland, however, savannah ecosystems are restricted to moister areas on the coast. Patches of dry rainforest can also be found throughout this region, which support a high diversity of species.

Tropical and Subtropical Moist Broadleaf Forests – These forests are generally found in areas near to the equator and are characterised by low variation in temperature (generally hot and humid) and consistently high rainfall (on average more than 200cm annually). These conditions support a high level of endemic plant and animal species. The forest composition is dominated by semi-evergreen and evergreen deciduous tree species.

SAMPLE

! Compare Australia’s three forest ecoregions. Can you think of another country that has

one or more of these types of forests? Q2

As well as using the textual

information, use the map to

compare the geographical

locations of the ecoregions.

Tip

Compare Australia’s two grassland ecoregions. Q1

SAMPLE

Tundra exhibit some of the most extreme climactic occurrences on earth. Areas

within this classification also contain a large degree of diversity amongst themselves.

Arctic tundra is located in the northern hemisphere, encircling the north pole and south to the coniferous forests of the taiga. It includes vast areas of northern Russia and Canada. A tundra is classified as an area where the subsoil is permafrost, or permanently frozen soil. Rainfall varies in the different regions but is typically 15 to 25 cm, hence it is considered desert-like. The average winter temperature is -34° C while summer temperatures range between 3 and 12° C. 1,700 species of plants and 48 species of land mammals can be found, although millions of birds migrate there each year for the marshes that occur in the summer months. There are also a few native fish species such as the flatfish. The Arctic tundra is home species of large mammals, including caribou (reindeer), musk ox, arctic hare, arctic fox, snowy owl, lemmings and polar bears. The earliest inhabitants were present on the Arctic Tundra c2500 BC. There are currently approximately 11 groups indigenous to the Arctic Tundra who still refer to themselves as Eskimo which means “snowshoe netters.

Antarctic tundra occurs on Antarctica and on several Antarctic and subantarctic islands. Temperatures reach between −80 °C and −90 °C, in the interior, in winter and reach a maximum of between 5 °C and 15 °C, near the coast, in summer. Antarctica is considered a frozen desert, with annual precipitation of only 20 cm along the coast. Flora consists of around 300–400 lichens, 100 mosses, 25 liverworts, and around 700 terrestrial and aquatic algae species, as well as a thriving fish population. The Antarctic tundra lacks a large native mammal population. Sea mammals and sea birds, including seals and penguins, inhabit areas near the shore. There is no record of primitive humans having inhabited this continent, neither is there an indigenous population. The Antarctic tundra is characterised by low bio-diversity.

! There are three types of Tundra: arctic tundra, alpine tundra and Antarctic Tundra. Read

the information and write five facts comparing the Antarctic Tundra to the Arctic Tundra Q2

Consult the map of tundra regions below and list the countries that contain tundra. Q1

SAMPLE

Alpine tundra is a type of natural region or biome that does not contain trees because it is at high altitude (rather than having a classification of permafrost soil). The high altitude causes an adverse climate that is too cold and windy to support tree growth. Alpine tundra occurs in mountains worldwide. The flora of the alpine tundra is characterized by dwarf shrubs close to the ground. Large regions of alpine tundra occur in the Himalayas, American Cordillera, the Alps, the Scandinavian and Pyrenees mountains, the Caucasus Mountains, the Rift Mountains and a large portion of the Tibetan Plateau. Relative to lower elevation areas in the same region, alpine regions have a high diversity of plant species. This diversity can be attributed to geographical isolation, climate changes, glaciation, microhabitat differentiation, and different histories of migration or evolution or both. Some animals native to alpine tundra environments include the Kea parrot, marmot, mountain goats, chinchilla, woodland caribou, and pika.

! Alpine Tundra is both different from and similar to Arctic and Antarctic Tundra. List four of

these using the vocabulary of compare and contrast. Q3

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Firstly, thank you for your support of Mighty Minds and our resources. We endeavour to create high-

quality resources that are both educational and engaging, and results have shown that this approach

works.

To assist you in using this resource, we have compiled some brief tips and reminders below.

About this resource

This Mighty Minds ‘Fundamentals’ Lesson focusses on one subtopic from the NAPLAN Tests and

presents this skill through a theme from the Australian Curriculum (History, Science or Geography).

This lesson is also targeted at a certain skill level, to ensure that your students are completing work

that is suited to them.

How to use this resource

Our ‘Fundamentals’ Lessons are split into two main sections, each of which contain different types of

resources.

The student workbook contains

• The main title page; and

• The blank student worksheets for students to complete.

The teacher resources section contains

• This set of instructions;

• The Teacher’s Guide, which offers information that may be needed to teach the lesson;

• The Item Description, which gives a brief overview of the lesson and its aims, as well as extension

ideas;

• The student answer sheets, which show model responses on the student worksheets to ensure

that answers to the questions are clear;

• The teacher’s answer sheets, which provide a more detailed explanation of the model responses

or answers; and

• Finally, the ‘end of lesson’ marker.

We suggest that you print the student workbook (the first set of pages) for the students. If students

are completing this lesson for homework, you may also like to provide them with the student answer

pages.

Feedback and contacting us

We love feedback. Our policy is that if you email us with suggested changes to any lesson, we will

complete those changes and send you the revised lesson – free of charge.

Just send your feedback to resources@mightyminds.com.au and we’ll get back to you as soon as we

can.

SAMPLE

Introduction

Comparing and contrasting involves comprehending and evaluating two or more texts or ideas and

then relating them with each other. ‘Comparing’ on its own is noting both similarities and differences,

while ‘contrasting’ on its own is only noting the differences. However, a common expectation of

questions that ask students to ‘compare and contrast’ is that comparing will focus on the similarities

whereas contrasting will focus on the differences. In each instance, attention to detail is required . It

can be carried out in many contexts: for instance, comparing two opinions on an issue to determine

arguments for and against it; contrasting the characteristics of two different people; or evaluating

similar and different qualities using a Venn diagram. Encourage students to organise their thoughts

and observations prior to reaching formal conclusions.

Key Words

There is a variety of vocabulary that can be used to identify similarities and differences between two

or more subjects.

This teaching guide is continued on the next page...

Comparing Words/Phrases Contrasting Words/Phrases

like unlike

both in contrast to

similar different from

likewise whereas

as well as however

also but

just as on the other hand

corresponds to conversely

analogous with on the contrary

related while

parallel despite

mirrors differs

in a similar fashion although

SAMPLE

For example:

• Leopards can retract all of their claws, just like a housecat. Cheetahs, on the other hand,

can only retract their dew claws.

• Although New Zealand and Australia’s urban societies were both created by British

settlers, the two nation’s histories are very different. For instance, Australia was settled as

a penal colony, whereas New Zealand was settled as a religious colony.

Venn Diagrams

Venn diagrams are overlapping circles used to visually show similarities and differences between

different subjects.* Each circle represents something different, and the qualities that are individual to

that subject go in the part of the circle that does not overlap. The qualities that both subjects share go

in the overlapping part.

For example:

A comparison between wombats and possums.

*Note that Venn Diagrams can also be used in a mathematical context to display data.

WOMBATS

POSSUMS BOTH

• Live in burrows • Pouches face

backwards • Are herbivores • Have short tails • Three known

species in Australia

• Live in trees • Pouches face

forwards • Are generally

omnivores • Have long tails • 27 known

species in Australia

• Are native to Australia

• Have pouches • Give birth to live

young • Are marsupials • Are nocturnal • Have four legs • Are

Diprotodontia

...This teaching guide is continued from the previous page.

SAMPLE

Please note: any activity that is not completed during class time may be set for homework or

undertaken at a later date.

‘Brilliant Biomes’, ‘Local Systems’ and ‘Trio of Tundra’

• Activity Description: • The first activity, ‘Brilliant Biomes’, asks students to identify the two most basic biome

classifications. For the second question, students are provided with information on all of the

major biomes and asked to create pairs and groups of biomes with similarities. Students

are then asked to write a summary comparing the desert and tundra biomes, using five

words from a list provided. Finally, students are asked to identify two animals from different

biomes, and write a summary comparing the animals’ characteristics, using three of the

words from the list.

• The second activity, ‘Local Systems’, students are provided with a map of Australia’s main

terrestrial ecoregions, as well as information on the main forest and grassland ecoregions.

Students are asked to use this information to first compare two of Australia’s grassland

regions and then the three forest regions. Students are also asked whether they know of

any other countries with one or more of the forest ecoregions described.

• The third activity, ‘Trio of Tundra’, students are provided with a world map with coloured

tundra regions. Students are asked to list which countries contain tundra. They are also

required to complete a comparison task on Arctic and Antarctic tundra, using the

information provided, as well as a compare and contrast task of the ‘polar’ tundra regions

with alpine tundra.

• Purpose of Activity: • The purpose of the activity is to develop students’ understanding of

comparing and contrasting, by identifying it in texts and applying it to their

own writing.

• KLAs: • English, Geography.

• CCEs: • Recognising letters, words and other symbols (α1)

• Recalling/remembering (α3)

• Interpreting the meaning of words or other symbols (α4)

• Interpreting the meaning of tables or diagrams or maps or graphs (α6)

• Recording/noting data (α13)

• Searching and locating items/information (α52)

• Structuring/organising extended written text (β21)

This Item Description is continued on the next page...

Item Description

SAMPLE

…This Item Description is continued from the previous page.

‘Brilliant Biomes’, ‘Local Systems’ and ‘Trio of Tundra’

• CCEs (Cont’d): • Comparing, contrasting (β29)

• Using correct spelling, punctuation, grammar (π9)

• Using vocabulary appropriate to a context (π10)

• Summarising/condensing written text (π11)

• Creating/composing/devising (π46)

• Suggested Time Allocation: • This lesson is designed to take approximately one hour to complete – 20 minutes per

activity.

• Teaching Notes: • To complete this activity students should already have a basic understanding of the

concepts ‘compare and contrast’. If the teacher feels that students are not confident with

these concepts, a refresher course on the subject is recommended (helpful information

about this subject can be found in the Teacher’s Guide).

• If students are struggling with Question Two in the first activity, ‘Brilliant Biomes’, this could

be completed as a class, with biome pairs and groups written on the board.

• As an extension activity to ‘Brilliant Biomes’, students could further research their chosen

animals from Question Four and complete a more detailed comparison of the animals’

characteristics.

• As an extension activity for ‘Local Systems’, students could develop their comparisons of

ecoregions by researching further classification levels with these regions.

• Follow Up/ Class Discussion Questions: • What are some more useful words that could be used when comparing and contrasting.

Facilitate a class discussion and write a list on the board.

• What are some strategies that animals use to adapt to different biome regions?

Item Description – continued

SAMPLE

Biomes are distinct environments and the supported life forms found there. Biomes are classified by their geographic and climactic conditions, as well as the

adaptations of, and relationships between, organisms in that environment.

Terrestrial (land) and aquatic

What do you think are the two most basic biome classifications? Q1

While biomes are classified by their differences, there are also similarities between biomes.

Read the information below and create as many pairs and groups of biomes with similar

qualities as you can. Can you identify the biome that has a similarity to all of the others?

Q2

Desert and Tundra – intense climactic conditions and low biodiversity

Forest and Grassland – dominated by vegetation and support a range of animals

Desert and Grassland – both can have a hot and dry climate

Aquatic, Desert and Forest – wide range of temperatures

Aquatic, Forest and Grassland – support a variety of animals

All biomes have water sources, therefore, they all contain a similarity to the aquatic biome.

The forest biome is dominated by trees and other woody vegetation. Forests occupy roughly one third of the earth’s land area and account for over two thirds of the leaf area of land plants. As such, they are populated by a wide variety of animals. Forests can be classified as tropical, temperate or boreal (taiga), as well as by seasonality.

The grassland biome includes habitats dominated by grasses, as opposed to trees and shrubs. They generally have a hot, dry climate but can support a range of wildlife. The two main types of grasslands are tropical savannahs and temperate grasslands.

The tundra biome is classified as having an extremely cold climate, little precipitation, short growing seasons, poor nutrients and, consequently, low biodiversity. The tundra biome can be further classified as arctic or alpine tundra.

The desert biome is classified as areas with rainfall of less than 50cm per year. Deserts can also be classified as hot and dry, cold and dry, semiarid or coastal. Water shortage and intense climactic conditions mean that these environments are inhospitable for most life forms. Vegetation is generally sparse and specialised to withstand water shortages.

The aquatic biome is the largest on earth, covering about 70% of the earth. This includes marine habitats such as the ocean and estuaries, and freshwater environments such as lakes and wetlands. Water temperature can vary greatly, which influences the types of organisms present. The aquatic biome contains the most organisms of all the biomes.

SAMPLE

! Identify two animals from different biomes. Write a summary comparing the characteristics

of the animals, using three of the words from above. Q4

Using the information in the previous question, as well as any general knowledge you may

have, write a summary comparing the desert biome and the tundra biome. Also use at least

five of the words below in your comparison.

Q3

similarly however whereas also likewise

contrastingly both despite although while

The desert biome and the tundra biome contain similarities and differences. Both biomes have

intense climactic conditions; however, the desert biome can have a more varying climate, while

the tundra biome is simply dry with extremely low temperatures. The desert biome can be hot

and dry, cold and dry, semiarid or coastal. The tundra biome can similarly be classified further

as either arctic or alpine. The desert and tundra biomes are also similar in that they have low

rainfall. The desert biome has less than 50cm of rain per year and the tundra biome has very

little precipitation. This means that both biomes have a low biodiversity.

Aquatic – fish; Desert/Forest/Grassland – lizard

Fish singularly inhabit the aquatic biome, while lizards can inhabit desert, forest or grassland

biomes. Fish are members of the paraphyletic group, which consists of gill bearing aquatic

animals without limbs. Contrastingly, lizards belong to the reptile group and have feet. Despite

these differences, both fish and reptiles have

scales and tails. Fish and lizards are also both ectothermic

(cold-blooded), with body temperatures varying according to

climate.

SAMPLE

Brilliant Biomes

Question One:

Students were asked what they thought the two most basic biome classification types are, using the

short introduction to biomes to help them with their answer. Using this information on their

classifications, students should have been able to find the correct answer, which is stated below.

Correct Response:

Terrestrial (or land) and aquatic.

Question Two:

Students were provided with information on the major biomes: aquatic, desert, forest, grasslands and

tundra. Students were asked to create pairs and groups of biomes based on similarities. While

student answers may vary, all pairs and groups should have identified similarities based on the

information in the text. A model answer is provided below.

Model Response:

Desert and Tundra – intense climactic conditions and low biodiversity

Forest and Grassland – dominated by vegetation and support a range of animals

Desert and Grassland – both can have a hot and dry climate

Aquatic, Desert and Forest – wide range of temperatures

Aquatic, Forest and Grassland – support a variety of animals

Students were then challenged to identify the biome that has a similarity to all of the others. As all

environments contain water (even if very little), the biome with a similarity to all of the others is the

aquatic biome. A model response is provided below.

All biomes have water sources, therefore, they all contain a similarity to the aquatic biome.

Question Three:

Students were asked to write a summary comparing the desert and tundra biomes. Students were

advised to use the information in the previous question, as well as any general knowledge they had.

Students were also provided with a list of comparing words and informed to use at least five of these

in their response. While student answers may vary, students should have made reference to some of

the following: similar intense climactic conditions, low rainfall and low biodiversity of biomes; the

varying climate of the desert biome compared with the constant climate of the tundra biome. A model

response, with words from the provided list in bold, is provided overleaf.

This answer guide is continued on the next page...

SAMPLE

...This answer guide is continued from the previous page.

Question Three (Cont’d):

Model Response:

The desert biome and the tundra biome contain similarities and differences. Both biomes

have intense climactic conditions; however, the desert biome can have a more varying

climate, while the tundra biome is simply dry with extremely low temperatures. The desert

biome can be hot and dry, cold and dry, semiarid or coastal. The tundra biome can similarly

be classified further as either arctic or alpine. The desert and tundra biomes are also similar

in that they have low rainfall. The desert biome has less than 50cm of rain per year and the

tundra biome has very little precipitation. This means that both biomes have a low

biodiversity.

Question Four:

Students were asked to identify two animals from different biomes and write a summary comparing

their characteristics. Students were also informed to use three words from the list above; however it is

certainly acceptable if they used more, as long as the sentences are grammatically correct. As

students had the option to choose the animals they would compare, answers will vary. However,

responses should have identified the biomes the animals inhabit and included three words from the

list to compare characteristics of the animals.

Model Response:

Aquatic – fish; Desert/Forest/Grassland – lizard

Fish singularly inhabit the aquatic biome, while lizards can inhabit desert, forest or grassland

biomes. Fish are members of the paraphyletic group, which consists of gill bearing aquatic

animals without limbs. Contrastingly, lizards belong to the reptile group and have feet.

Despite these differences, both fish and reptiles have scales and tails. Fish and lizards are

also both ectothermic (cold-blooded), with body temperatures that vary according to climate.

SAMPLE

! Compare Australia’s three forest ecoregions. Can you think of another country that has

one or more of these types of forests? Q2

Both the tropical/subtropical grasslands and the temperate grasslands do not have extensive tree

cover, however, the tropical/subtropical regions contain patches of dry rainforest and the

temperate regions have riparian and gallery forests around streams and rivers. The dry rainforest

patches support a high diversity of species while most of the temperate grasslands have been

converted for agricultural

purposes and so have a diminished diversity of species. The

tropical grasslands cover most of the north of Australia while

the temperate regions are only located in south-east Australia.

The tropical/subtropical forests, located on the east coast of Queensland, have consistently high

rainfall and a low variation in temperature, which is generally hot and humid. The temperate

forests that stretch from Queensland to South Australia also have a high rate of rainfall, however

the temperatures are more moderate, while temperate forests in Tasmania have a more complex

climate altogether. Similarly, Mediterranean forests are characterised by a varying climate that

consists of hot, dry summers and cool, moist winters. Despite the fact that these regions are rare,

Mediterranean forests, woodlands and shrubs cover much of south-western Australia. While

each of Australia’s forest ecoregions have varying climactic conditions, they all support a high

diversity of species, many of which are endemic to these areas.

Compare Australia’s two grassland ecoregions. Q1

Tip

As well as using the textual

information, use the map to

compare the geographical

locations of the ecoregions.

SAMPLE

Local Systems

Question One:

Students were provided with a map of Australia’s main terrestrial ecoregions and information on the

main grassland and forest regions. Students were asked to compare two of Australia’s grassland

regions, using the visual and textual information. While students could have chosen any three of the

grasslands, it is expected that most students would choose Tropical and Subtropical Grasslands,

Savannahs and Scrublands and Temperate Grasslands, Savannahs and Scrublands as they both

contained more information than the paragraph on Montane Grasslands and Scrublands. While

student answers will vary, students should have made comparisons based on climate, level of

species diversity and geographical location.

Students could have noted the similarities in the predominate lack of tree species in the grassland

areas. Students could also have noted the contrast in the high diversity of species supported by the

patches of dry rainforest in the tropical/subtropical grasslands, to the diminished diversity of species

of the temperate grasslands due to agriculture. Finally, students could also have distinguished the

different geographical locations of the grasslands.

Model Response:

Both the tropical/subtropical grasslands and the temperate grasslands do not have extensive

tree cover, however, the tropical/subtropical regions contain patches of dry rainforest and the

temperate regions have riparian and gallery forests around streams and rivers. The dry

rainforest patches support a high diversity of species while most of the temperate grasslands

have been converted for agricultural purposes and so have a diminished diversity of species.

The tropical grasslands cover most of the north of Australia while the temperate regions are

only located in south-east Australia.

Question Two:

Students were asked to compare Australia’s three forest ecoregions, using the visual and textual

information on the previous page. While student answers will vary, students should have made

comparisons based on climate, level of species diversity and geographical location.

Students could have noted the similar high rainfall rates of the tropical/subtropical forests and

temperate forests, as well as the dissimilarity of temperatures of these two forests. Students could

also have noted that the temperate forests in Tasmania have a similarly varying climate to the

Mediterranean forests. Finally, students should have noted that all forests contain a high diversity of

species. A model response is provided on the following page.

This answer guide is continued on the next page...

SAMPLE

...This answer guide is continued from the previous page.

Question Two (cont’d):

Model Response:

The tropical/subtropical forests, located on the east coast of Queensland, have consistently

high rainfall and a low variation in temperature, which is generally hot and humid. The

temperate forests that stretch from Queensland to South Australia also have a high rate of

rainfall, however the temperatures are more moderate, while temperate forests in Tasmania

have a more complex climate altogether. Similarly, Mediterranean forests are characterised

by a varying climate that consists of hot, dry summers and cool, moist winters. Despite the

fact that these regions are rare, Mediterranean forests, woodlands and shrubs cover much of

south-western Australia. While each of Australia’s forest ecoregions have varying climactic

conditions, they all support a high diversity of species, many of which are endemic to these

areas.

SAMPLE

Consult the map of tundra regions below and list the countries that contain tundra. Q1

! There are three types of Tundra: arctic tundra, alpine tundra and Antarctic Tundra. Read

the information and write five facts comparing the Antarctic Tundra to the Arctic Tundra Q2

Arctic tundra is located in the northern hemisphere, encircling the north pole and south to the coniferous forests of the taiga. It includes vast areas of northern Russia and Canada. A tundra is classified as an area where the subsoil is permafrost, or permanently frozen soil. Rainfall varies in the different regions but is typically 15 to 25 cm, hence it is considered desert-like. The average winter temperature is -34° C while summer temperatures range between 3 and 12° C. 1,700 species of plants and 48 species of land mammals can be found, although millions of birds migrate there each year for the marshes that occur in the summer months. There are also a few native fish species such as the flatfish. The Arctic tundra is home species of large mammals, including caribou (reindeer), musk ox, arctic hare, arctic fox, snowy owl, lemmings and polar bears. The earliest inhabitants were present on the Arctic Tundra c2500 BC. There are currently approximately 11 groups indigenous to the Arctic Tundra who still refer to themselves as Eskimo which means “snowshoe netters.

Antarctic tundra occurs on Antarctica and on several Antarctic and subantarctic islands. Temperatures reach between −80 °C and −90 °C, in the interior, in winter and reach a maximum of between 5 °C and 15 °C, near the coast, in summer. Antarctica is considered a frozen desert, with annual precipitation of only 20 cm along the coast. Flora consists of around 300–400 lichens, 100 mosses, 25 liverworts, and around 700 terrestrial and aquatic algae species, as well as a thriving fish population. The Antarctic tundra lacks a large native mammal population. Sea mammals and sea birds, including seals and penguins, inhabit areas near the shore. There is no record of primitive humans having inhabited this continent, neither is there an indigenous population. The Antarctic tundra is characterised by low bio-diversity.

• Canada

• Russia

• Norway

• Finland

• Iceland

Tundra exhibit some of the most extreme climactic occurrences on earth. Areas

within this classification also contain a large degree of diversity amongst themselves.

SAMPLE

There are no native land mammals in Antarctica compared to a variety of

species found on the Arctic Tundra.

It is almost twice as cold in Antarctica during the winter months compared with the Arctic Tundra,

although their summer temperatures are similar.

Both Tundra are considered to be frozen desert and the average annual rainfall of the Arctic

region is typically 15-20cm, which is comparable to the Antarctic’s 20cm.

It is thought that Antarctica had no prehistoric people, nor does it have an indigenous people;

however, the Arctic tundra shows evidence of a prehistoric population as well as being inhabited

by many groups of indigenous people.

! Alpine Tundra is both different from and similar to Arctic and Antarctic Tundra. List four of

these using the vocabulary of compare and contrast. Q3

Alpine Tundra is classified as such because of

its inability to grow trees, due to high altitude,

as opposed to Arctic and Antarctic tundra that

have permafrost soil.

Alpine tundra has native mammals as opposed

to Antarctica.

Alpine tundra are in different regions around the

world, as opposed to being in the polar regions.

Antarctic and Arctic tundra have low biodiversity

compared with their immediate surroundings,

whereas alpine tundra has a high bio-diversity

of flora compared to its geographic

surroundings

Alpine tundra is a type of natural region or biome that does not contain trees because it is at high altitude (rather than having a classification of permafrost soil). The high altitude causes an adverse climate that is too cold and windy to support tree growth. Alpine tundra occurs in mountains worldwide. The flora of the alpine tundra is characterized by dwarf shrubs close to the ground. Large regions of alpine tundra occur in the Himalayas, American Cordillera, the Alps, the Scandinavian and Pyrenees mountains, the Caucasus Mountains, the Rift Mountains and a large portion of the Tibetan Plateau. Relative to lower elevation areas in the same region, alpine regions have a high diversity of plant species. This diversity can be attributed to geographical isolation, climate changes, glaciation, microhabitat differentiation, and different histories of migration or evolution or both. Some animals native to alpine tundra environments include the Kea parrot, marmot, mountain goats, chinchilla, woodland caribou, and pika.

SAMPLE

Trio of Tundra

Question One:

Students were provided with a shaded map of Tundra regions and were asked to identify the

countries that may consist of tundra.

Correct Response:

Canada

Russia

Norway

Finland

Iceland

Question Two:

Students were asked to compare the Antarctic and Arctic tundra regions, using the information

provided. While student answers will vary, students should have made comparisons based on

climate, bio-diversity, rainfall, human inhabitation and geographical location.

Students could have noted the similar rainfall rates of the two regions as well as the similar summer

climates. In comparison to the summer climes, students could have noted the large disparity of the

winter climates. Students should could have noted the similar amounts of flora found in both regions

or conversely, noted the fact that the Arctic tundra has an array of land mammals whereas Antarctica

has none. A model response is provided below.

Model Response:

• There are no native land mammals in Antarctica compared to a variety of

species found on the Arctic Tundra.

• It is almost twice as cold in Antarctica during the winter months compared with the Arctic

Tundra, although their summer temperatures are similar.

• Both Tundra are considered to be frozen desert and the average annual rainfall of the

Arctic region is typically 15-20cm, which is comparable to the Antarctic’s 20cm.

• It is thought that Antarctica had no prehistoric people, nor does it have an indigenous

people; however, the Arctic tundra shows evidence of a prehistoric population as well as

being inhabited by many groups of indigenous people.

Question Three:

Using the information provided on the three types of tundra (Arctic, Antarctic and alpine) students

were asked to compare and contrast alpine tundra with the “polar” Arctic and Antarctic tundra. The

information provided on alpine tundra followed a similar theme of information that was provided for

Arctic and Antarctic, featuring climate, geographical location and bio-diversity flora and fauna.

This answer guide is continued on the next page...

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...This answer guide is continued from the previous page.

Question Three (Cont’d):

Students could have noted the differences between the classifications of the alpine and ‘polar’ tundra,

being altitude with alpine tundra and permafrost soil with the Arctic and Antarctic. Students could

have either compared alpine tundra with the fauna found on the Arctic tundra region or contrasted it

to the lack of native fauna of the Antarctic and similarly could have noted the high degree of

biodiversity found on alpine tundra compared with their surrounding regions, as opposed to the

relative lack of biodiversity in the ‘polar’ tundra regions in comparison with their immediate

surroundings. Students should have referenced the geographic spread of alpine tundra in comparison

to the relative polar isolation of the Arctic and Antarctic tundra. A Model response is provided below.

Model Response:

• Alpine Tundra is classified as such because of its inability to grow trees, due to high

altitude, as opposed to Arctic and Antarctic tundra that have permafrost soil.

• Alpine tundra has native mammals as opposed to Antarctica.

• Alpine tundra are in different regions around the world, as opposed to being in the polar

regions.

• Antarctic and Arctic tundra have low biodiversity compared with their immediate

surroundings, whereas alpine tundra has a high bio-diversity of flora compared to its

geographic surroundings

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