Implementation of ‘Exploring Species’ Habitats’ (SOI-MT-510)


The learning scenario ‘Exploring Species’ Habitats‘, created by Elena Vladescu, was implemented by a Maltese teacher, Rebecca Cassar, with 9 12th-grade students attending St. Martin’s College Sixth Form in Swatar, Malta. The lesson was implemented during the subject Environmental Science with students aged 16-18 years of age. The lesson was adapted to teach the syllabus topic ‘Physical, climatic, and biological characteristics of the main terrestrial biomes’ using student-centred, participative and collaborative learning through the use of student research, group work and the creation of posters and presentations through which formative assessment could take place. Using a cross-curricular approach, the lesson incorporates elements of geography, biology, English (EFL), ICT, and public speaking.

Why this learning scenario?

This lesson plan is a perfect fit for the biomes topic. The syllabus emphasizes that students should understand how climate affects the development of different biomes, with particular emphasis on the vegetation and adaptations found in tundra, deserts, temperate forests, grasslands, Mediterranean scrublands, and tropical rainforests. The implementation takes the Learning Scenario’s main activity where students create posters and present their research in groups to the class. It also uses the same Europeana collection resources. The differences between the Learning Scenario and its implementation are the types of biomes discussed.


Name of activityProcedureTime
BrainstormingTeacher introduces students to the biomes using the resources in the Europeana collection resources and refers to the table in the teacher’s handout, the online resources to create the posters and presentation.5 min
Online resources Poster makers:, 
Teacher resourceTable with the following Heading Columns: Climate, Vegetation, Soil, Adaptations 
Europeana Collection resources as taken from Learning Scenariog materialdesert: desert1, desert2, desert3 forest: forest1, forest2, forest3, forest4 grassland: grassland1, grassland2, grassland3 tundra: tundra1, tundra2, tundra3 
IntroductionTeacher introduces the definition of a biome and invites students to identify the biomes and some plants or animals represented in images shown. Using discussion, teacher leads pupils to recognize the five major biomes: Tundra, Desert, Temperate forests, Grassland, Mediterranean scrubland and Tropical rainforest.10 min
PreparationThe teacher splits the students into three groups of three. Each group has two types of biome to research.2 min
Group workEach group is provided with a description of their task and they have to use Europeana Collections to search images, and the internet to research their two biomes. Their research will help them to fill in the table in the teacher’s handout resource on the climate, vegetation, soil and organism adaptations, produce a poster on each biome and present the work to the class by the end of the lesson. Extra credit is to be given if the students manage to discuss why the biome should be protected and managed sustainably.40 min
ConclusionAt the end of the lesson, the teacher gives feedback on the information researched and presented by the students.  3 min
Plan for the Implementation of this Learning Scenario
Figure 1 – A poster students created collaboratively to present their topic of the Desert Biome


The following outcomes were achieved thanks to the originality of the learning scenario and its use of the Europeana collection resources and inspiration behind the student’s work.

Teaching Strategies

Student-centred learning, collaborative learning and ICT learning, Project-based learning and Public-speaking skills are facilitated through out the implementation of the learning scenario.

21st century skills

The students are learning about the biomes through independent learning via their research and use the internet and ICT to research and create the posters and presentations. They are also given the opportunity to practice their public speaking skills in a safe environment.


Students work in groups to research, fill in the table, create the posters and give the presentation.

Critical thinking

Students must analyse the information on the major biomes and decide what and how to include it in the work. They must also consider why and how the biomes should be protected.

Figure 2 – Another group of students used their group work to present their information on the Temperate Forest Biome.

Teacher’s Reflection on the Implementation of the Learning Scenario

This learning scenario provided an excellent framework and inspiration for the topic. It was easy to adapt it to my specific needs. Students learnt from their groupwork and the combination of writing, creating posters, and presenting their work to the class.

Link to the learning scenario implemented: Exploring Species’ Habitats (LS-RO-270)

Do you want to discover more stories of implementation? Click here.

CC0 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Tartu Art Museum.

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