Standard Indicators
6.3.6-6.3.8
Biomes and Climates
Purpose
Students will explain how Earth/sun relationships, ocean currents,
and winds influence climate differences on Earth; locate and map the
climate regions of Europe and the Western Hemisphere and describe
the characteristics of each and explain how they differ; and identify
major biomes and explain ways in which the natural environment
of places in Europe and the Americas relates to their climate.
Materials
curriculum
Science
Have students make
models of terrariums
with different
environments: desert,
subtropical, marsh,
woodland/mountain,
and grassland. Discuss
the variation in
moisture, sunlight,
soil, and plants
each requires.
Activity
A. Climate Regions
1. Display the map of the climate zones. Say: “Climate is the weather
conditions an area has over many years. Climate includes
temperature, humidity, and precipitation.”
2. Ask students what trends they notice in the map of the climate
zones.
3. Briefly describe several of the climate zones. Ask students:
“What type of climate does Indiana have? Why? Is there an
area in Europe with a climate similar to Indiana’s?”
B. Sunshine on My Shoulders
1. Tell students that the relationship between Earth and the sun
plays a major role in a region’s climate.
2. Have each student roll a sheet of black paper around the lens
of a flashlight and tape it in place with masking tape.
3. Instruct students to shine the light at different angles onto the
other sheet of black paper. Ask them how the brightness of the
light relates to the angle of the beams of the light.
(continued)
Standard 3 / Curriculum Framework / Activity 5
Indiana Social Studies Grade 6 Standards Resource, February 2003
extending
THE
ACTIVITY
Have students
investigate how
housing, methods
of gathering food,
clothing, and types of
food differed according
to climate in historical
American Indian
populations of North,
Central, and South
America.
Standards Links
6.3.4, 6.3.11,
6.3.12, 6.3.15
page 131
Standard 3
For the teacher: wall or overhead transparency map(s) of the climate
zones and biomes in North America and Europe
For each student: 2 sheets of black construction paper, masking tape,
flashlight with batteries, copy of Black Line Master (BLM) Climates
and Biomes of North America and Europe, pencil, colored pencils,
crayons or markers
For the class: access to maps of the biomes, climate regions, ocean
currents, prevailing winds, annual rainfall, and average temperature
of North America and Europe
connecting
across the
Activity (continued)
4. Explain that near the equator, the sun’s rays hit Earth almost
directly; thus, this area receives almost three times as much heat
as the poles, because at higher latitudes, the indirect angle of the
sun results in less sunlight per square meter of ground.
5. Tell students that in the summer the Northern Hemisphere
is tilted toward the sun, and the rays hit it more directly than
in the winter, when it is tilted away from the sun.
C. Wind and Water
1. Explain to students that wind and ocean currents also play a role
in determining the climate of a region. Describe trade winds,
westerlies, and polar winds.
2. Explain that these winds make the ocean water below them move
in the same direction. Show students the Gulf Stream on the map
or transparency and explain how warm water moves to colder
areas and cold water moves to warmer areas.
Standard 3
D. Regions of North America and Europe
1. Divide students into groups of four. Give each student a copy
of the BLM Climates and Biomes of North America and Europe
and give each group a set of markers, colored pencils, or crayons.
2. Have students locate maps of the climate zones, biomes, ocean
currents, average annual rainfall, and average temperature for
Europe and North America.
3. Instruct one student in each group to color in the climate zones,
another student to color in the biomes, another student to color
in the average rainfall zones, and the fourth student to color in
the average temperature zones. Have all students label ocean
currents and wind currents.
4. After students have completed their maps, guide a discussion
about the interactions among the different elements of each map.
Questions for Review
Basic Concepts and Processes
After students have completed their BLMs, ask them questions
such as:
How do the temperature zones relate to the biomes?
How do rainfall amounts relate to the biomes?
Is rainfall or temperature a better predictor of what
types of animal and vegetation grow in a region? Why?
page 132
Standard 3 / Curriculum Framework / Activity 5
Indiana Social Studies Grade 6 Standards Resource, February 2003
Standard 3 / Curriculum Framework / Activity 5
Indiana Social Studies Grade 6 Standards Resource, February 2003
Black Line Master 1
page 133
Directions: Find resources that show maps of the climate zones, biomes, ocean currents, average annual rainfall,
and average temperature for Europe and North America. One person in your group will be responsible for
making a map of the biomes, one person will be responsible for making a map of the climate zones, one person
will be responsible for making a map showing rainfall, and one person will be responsible for making a map
showing average temperature. Be sure to title your map and include a map key or legend.
Climates and Biomes of North America and Europe
Name:
Climates and Biomes of North America and Europe
Teacher Directions
Divide students into groups of four. Give each student a copy of the BLM Climates and Biomes
of North America and Europe and give each group a set of markers, colored pencils, or crayons.
Have students locate maps of the climate zones, biomes, ocean currents, average annual rainfall,
and average temperature for Europe and North America.
Instruct one student in each group to color in the climate zones, another student to color in the
biomes, another student to color in the average rainfall zones, and the fourth student to color
in the average temperature zones. Have all students label ocean currents and wind currents.
After students have completed their maps, guide a discussion about the interactions among
the different elements of each map.
Answer Key
Maps will vary.
Black Line Master 1
page 134
Standard 3 / Curriculum Framework / Activity 5
Indiana Social Studies Grade 6 Standards Resource, February 2003