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Biomes and food security: Overview
Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security | VCGGK
"The major recognizable life zones of the continents are called biomes. Because vegetation is usually the dominant and most apparent feature of the landscape, a biome is characterized by its plant community. " ("Biome", n.d.)
Reference / citation: "Biome", (n.d.) or ("Biome", n.d.)
Reference list / bibliography: Biome. (n.d.). In Encyclopædia Britannica. Retrieved from https://bt-libproxy.mentonegirls.vic.edu.au/levels/middle/article/biome/317523
Reference / citation: "Ecosystem", (n.d.) or ("Ecosystem", n.d.)
Reference list / bibliography: Ecosystem. (n.d.). In Encyclopædia Britannica. Retrieved from https://bt-libproxy.mentonegirls.vic.edu.au/levels/middle/article/ecosystem/384948
"Since the mid-1900s countries have typically linked their national security most closely with advanced weapons systems and a large military budget. The greatest key to national security and survival, however, is probably a reliable food supply. Such a supply must be maintained despite such factors as soil erosion, land conversion, population growth, and economic inequalities." ("Food supply", n.d.)
Reference / citation: "Habitat", (n.d.) or ("Habitat", n.d.)
Reference list / bibliography: Habitat. (n.d.). In Encyclopædia Britannica. Retrieved from https://bt-libproxy.mentonegirls.vic.edu.au/levels/high/article/habitat/38703
Explore the various types of ecosystems and biomes in this fascinating title that uses bright images, engaging charts and graphs, intriguing facts, and easy-to-read text to captivate readers from beginning to end! Readers will be enthralled as they learn about such ecosystems and biomes as the tundra, grassland, desert, temperate forests, rainforests, and even riparian and pelagic biomes. A glossary and index are included to aid in readers further understanding of the content while an engaging and exciting experiment is featured to keep children delighted and interested!
In Understanding Biomes, students will learn about the different biomes that exist on Earth. Readers will love discovering new information in this chapter book while also reinforcing learned skills with comprehension and extension activities. The Let's Explore Science series allows readers to dive into the world of fascinating science-related topics while strengthening reading comprehension skills. Each 48-page title features full-color photographs, real-world applications, content vocabulary, and more to effectively engage young learners.
The intricate relationship between living creatures and their habitats is simplified in this clear and detailed guide to the variety of environments that plants and animals inhabit. Tundra, forests, and the ocean are just a few of the many types of biomes discussed in this volume, each with a discussion of the adaptations species living there have undergone to best fit their surroundings. Key terms are defined in textboxes as well as sidebars with critical questions for the reader and compare-and-contrast activities on the various biomes covered.
Reference / citation: cK-12 (n.d.) or (cK-12, n.d.)
Reference list / Biography: CK-12. Biomes and Climate. Retrieved from https://www.ck12.org/biology/biomes-and-climate/le sson/Climate-Effects-on-Biomes-BIO/
"Have you ever wondered what it would be like to live in a different part of the world? What would the weather be like? What kinds of animals would you see? Which plants live there? By investigating these questions, you are learning about biomes. A biome is a community of plants and animals living together in a certain kind of climate. Scientists have classified regions of the world into different biomes." (NASA Earth Observatory, n.d.)
"This interactive module explores biomes, climate, biodiversity, and human impacts around the globe and at different times. The accompanying “Student Worksheet” guides students’ exploration. It introduces the various types of data in BiomeViewer, and delves deeper into biodiversity data and human impacts on the environment." (Howard Hughes Medical Institute, n.d.)
Reference / citation: Howard Hughes Medical Institute (n.d.) or (Howard Hughes Medical Institute, n.d.)
Reference list / Bibliography: Howard Hughes Medical Institute, n.d., BiomeViewer, Retrieved from https://www.biointeractive.org/classroom-resources/biomeviewer
The U.S. Climate Resilience Toolkit is a website designed to help people find and use tools, information, and subject matter expertise to build climate resilience. The Toolkit offers information from all across the U.S. federal government in one easy-to-use location. The goal is to improve people’s ability to understand and manage their climate-related risks and opportunities, and to help them make their communities and businesses more resilient to extreme events.
Includes information and resources on: Ecosystems and biodiversity, Mitigating environmental contaminants, Resilient cities of the 21st century, Social & economic systems, Water resources, International water, Landscape management, Synthetic Biology, and Responsible Innovation Initiatives
JSTOR Sustainability contains everything JSTOR has to offer in the field of Sustainability – a wide range of journals, e-books and research reports on environmental stresses and their impact on society. Research spans the Biological Sciences, Business & Economics, Ecology, Environmental Sciences, Law, Public Health, Urban Studies, and many other disciplines.
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Biomes and food security | Videos
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"By 2050, the world's population will likely increase 35 percent. But is growing more food the only option—or even the best? National Geographic investigates the challenges and solutions to feeding everyone on our planet, based on an eight-month series in National Geographic magazine." (National Geographic, 2014)
When using this video don't forget to cite and reference your sources. For more information and help see the Kerferd Library referencing guide and / or CiteMaker. In text reference / citation: National Geographic (2014) or (National Geographic, 2014) Bibliography / Reference list: National Geographic (2014). Food by the Numbers: Feeding Our Hungry Planet [eVideo]. Retrieved from https://youtu.be/CB9Enh6yP0w
Biomes and food security | Curriculum alignment
This Mentone Girls' Grammar School LibGuide supports the following Victorian curriculum outcomes. Click on the links to explore more.
* identifying and describing the major aquatic and terrestrial biomes of Australia and the world, and their spatial distribution
* examining the influence of climate on biomass production (as measured by net primary productivity) in different biomes
* investigating the environmental constraints on agricultural production in Australia, such as soil moisture, water resources and soils, and the extent to which agricultural innovations have overcome them
* investigating how high crop yields around the world (for example from wheat, rice and maize) are related to factors such as irrigation, accessibility, labour supply, landforms and agricultural technologies, such as high yielding varieties
* using the concept of soil moisture budget to examine the spatial and seasonal quantity of soil moisture available for agriculture in different places in Australia
* exploring environmental challenges to food production from land degradation (soil erosion, salinity, desertification), industrial pollution, water scarcity and climate change
* identifying the impacts on food production from competing land uses. For example, urban and industrial uses, mining, production of food crops for biofuels, production of food crops for livestock, and recreation (such as golf courses)
* evaluating whether some ways of increasing food production could threaten sustainability
* identifying the biomes in Australia and overseas that produce some of the foods and plant material people consume
* investigating ways that the production of food and fibre has altered some biomes through, for example, vegetation clearance, introduction of exotic species, drainage, terracing and irrigation
* using the concept of a system to identify the differences between natural and agricultural ecosystems in flows of nutrients and water, and in biodiversity
* investigating the knowledge and practices of Aboriginal and Torres Strait Islander peoples that enabled them to use resources and environments sustainably (such as rotational use and harvesting of resources through planned movement, controlled burning, temporary or permanent prohibitions on hunting animals and harvesting plants, and limitations on harvesting) and how some of this knowledge is currently shared among Aboriginal and Torres Strait Islander peoples and also with non-Aboriginal and Torres Strait Islander peoples
* investigating the impacts of alterations of biomes on the productivity and availability of staple resources for Aboriginal and Torres Strait Islander peoples, for example, the Murnong (yam daisy) in Victoria
* examining the effects of anticipated future population growth on global food production and security, and its implications for agriculture and agricultural innovation
* researching the potential of agricultural production in northern Australia
* identifying how poverty, food wastage, government policies and trade barriers could affect future food security
* applying an understanding of the functioning of natural and agricultural ecosystems to investigate ways of making Australian agriculture more sustainable
* examining a contemporary geographical issue related to food production and security and debating alternative responses that consider environmental, economic and social factors