Prairie Biome Mobiles

Lesson Introduction

A biome is defined as a community of plants and animals. Biomes are global patterns of plants and animals and the communities they live in. Biomes are strongly related to particular climates, but a study of biomes also reveals the ways in which animals and plants adapt to soils, temperature and altitude, and the physical environment of their area. Biomes, or biotic regions, are areas in which plant and animal populations are well-adapted to the soil and climate.

The defining characteristics of the grassland biome in the Midwest include the climate, with its long, hot summers and dry, cold winters. Plants are well adapted to conserving water resources and finding new ones. Plant roots in the temperate grasslands grow deep into the soil to search out water. These deep roots also help store water for times of drought. They also allow the plant to reassert itself after destruction by fire or buffalo. The animals of the grassland have evolved to take advantage of these plant adaptations. The interrelation of plant and animal communities makes the study of biomes so important for understanding the ecology of your local area and the world.

For a good resource site about biomes, check out the Biome Basics Teachers Page.

Illinois State Goal	Standard	Learning Benchmarks
26	B	2d. Demonstrate knowledge and skills to create works of visual art and problem solving, observing, designing, sketching and constructing.
12	B	2b. Identify physical features of plants and animals that help them live in different environments.
12	A	2a. Describe various relationships among various organisms in their environments.

Lesson Objectives

• learn about the different habitats found in a prairie biome.
• be able to describe the animals and plants of each habitat in words and pictures.

Time Allotment

1 class period of 45-60 minutes

Materials

• paper
• crayons and/or markers
• string
• glue and/or tape
• large can (coffee cans work well, or 28 oz. cans)

PROCEDURE

Tap Prior Knowledge

1. Ask students to name a biome or a community of plants and animals that they have seen or heard of. What kinds of plants and animals might live in the biome they named. Why would these animals choose this biome as a home? What resources would plants find in a certain biome? How would plants and animals have to adapt to live in different biomes?

Share with Neighbor

2. Divide the students into small groups. Have them pick a biome that the class has discussed and make a chart of the physical characteristics of certain biomes. For each characteristic have them think of the ways in which animals might have to adapt to live in the biome's environment. In a third column, have students write down the names of some animals that have adapted to survive in the biome's climate.

For example, if a student group has a "desert" biome, under "Characteristics" the students might write "hot, arid land," or "extreme temperatures." Under "Adaptations" students might write, "needs to be able to find food, water and shelter in extreme conditions." Animals or plants that meet these criteria might be horned toads, lizards, cacti or small rodents. Have students share their results with the rest of the class.

Hands-on Activity

3. In this activity, students will be studying the biome of the grassland very closely. Although they have already seen that many different kinds of biomes exist worldwide, the North American prairie grassland is a very rare type of biome. The prairie being restored at the Midewin National Tallgrass prairie in Joliet, Illinois, will help the remaining plant and animal species survive by giving them suitable habitat.

4. Students will make biome mobile balls that show the different types of habitats that shape the prairie biome. Use the cans to draw 3 circles out of paper and cut out the circles. The circles should all be the same size. Have students illustrate the circles with words and pictures describing the plants and animals and the landscape of three habitats that make up the grassland biome in Illinois: rivers or wetlands, oak savanna, and tallgrass prairie. Once students have finished illustrating their circles, have them fold them in half and glue the un-illustrated halves to each other to form a ball. Attach a thin string to the top of each ball so that they can be displayed in the classroom.

Introduce Scientific Principle/ Environmental Issue

5. The temperate grassland that once existed across much of Illinois was used by settlers in the 19th-century for farmland. Since prairie grasses are annual and die every winter, their leaves and branches return to the soil, creating a rich, black soil. The plants and animals of the prairie have adapted to the unique characteristics of the prairie. Plants' long root systems help them store water and nutrients to survive the long, hot summers. Often these roots store the materials for the regrowth of plants the next spring. Patches of this unique biome survive in Illinois.

6. The animals of the prairie once included the bison, elk, and the predators that could survive thanks to large populations of these prey, like gray wolf and mountain lion. Since European settlement, other smaller predators have taken the place of the large wolf and puma, including coyote, bobcat and birds of prey. The bison especially played a key role in the evolution of the prairie landscape. The roots of prairie grasses grew tough to survive the sharp hooves of millions of bison and although bison eat the prairie grasses, they only bite off the tops. Bison do not pull up the roots of plants, like cattle do.

Relate Activity and Concept

Learning Outcomes

• discuss the definitions of biome and habitat.
• identify some of the species in thegrassland biome.
• identify differences between biomes and why they are important.

Extension Activity

8. As an extension activity, students could make biome balls with five or more circles depicting the different biomes of the world, such as taiga, desert, grassland, mountains, temperate forest, rain forest, polar regions, oceans, or rivers and lakes.