TITLE:

Biogeography: world biomes

NAME:

Elina Srkel (Geography and biology teacher)

INSTITUTION:

Viikki Teacher Training School of Helsinki University, Finland

Description

The topic here is world biomes. In this vignette we use just three biomes as examples
- rainforest, savanna and desert.
When children encounter images from these world regions, several simple
geographical questions may arise: What are recognised in these pictures (e.g. the
plants and the animals)? Where are these places located in the world map? Can we
name the environments shown? What are the main characteristics of the
environments shown (can we describe them)?
The overarching question to study is why vegetation is like that it is in different
regions? What are the key concepts we can use when thinking geographically about
landscape, soil, vegetation and animals in these regions?
It is crucial to understand several ideas that are difficult to grasp simply through the
observation of images! For example, because of Earths shape the incoming solar
radiation is more concentrated between the tropic of Cancer and tropic of Capricorn
than in higher latitudes. This influences the distribution of heat and the resulting
winds on a global scale. This results in different climates. And this has a global
pattern. For example, the warm, moist air rises at equator area (depending where the
solar zenith is) bringing convection rain there, and the dry air sinks at horse latitudes,
bringing drought.
Another example: The Earths revolution around the sun and the tilt of Earths axis
produces seasons at least, away from the Equatorial regions. Seasons are visible in
northern Ghanas savanna lands where there are distinct dry and rainy seasons. In
Ghana rainforests are found in southern coastal areas closer to Equator: it is hot and
humid through out the year and seasonal variation is relatively slight.
Later in a course of study, we might investigate crucial issues such as how the biomes
influence human geographies (for example, farming and pastoralism, tourism), and
how people affect the biomes. For example, why erosion is a problem in the savanna
lands, or why the deforestation of the rainforest is an important consideration in how

climate change. But what lies underneath these discussions is a need to understand
the global heat engine that determines climate.
Visuals

Sahara desert, Egypt, January 2010. Picture: Elina Srkel

North Ghana, December 2013. Picture: Elina Srkel

South Ghana, December 2013. Picture: Elina Srkel

Discussion
Geography takes the Earth as its object of study. Geography is therefore known for its
empiricism its tradition to describe, often in rich detail, different places, both near
and far. However, to achieve deeper understanding we require many geographical
concepts that are not readily observable on a local scale. To get to the question why a

biome is like it is, we need to look beyond the biome itself! We say global
geographical knowledge is required.
The lesson seeks to develop powerful disciplinary knowledge with students by
strengthening their knowledge of world and linking biomes so that they are seen as
part of a global system. This is an essential part of thinking geographically.
All students have a right to this knowledge and the ability to think geographically. This
is not always easy, and teachers must pay careful attention to choosing methods to
capture students attention and motivate them to study. Biodiversity loss and climate
change will influence everybodys life so the geographical issues here are also issues
of humankind. It can be argued that teaching geography is crucial to educate people
who can act for the sustainable future teaching geography is not only for individuals
and their well being, it is for the whole planet.