Prairie Biome Survey A River Bend Nature Center Field Study
Grade Level: 4th
Length of Lessons:
Intro: 25-35 minutes
Prairie Plant Survey: 40 minutes
Pioneer Life on the Prairie Skit: 30 minutes (prep 10 min, skit 20 min)
Prairie Animal/Insect Survey: 25 minutes
Conclusion: 15 minutes
Objectives:
Students will:
1. Identify the prairie as one of Minnesota’s biomes.
2. Identify the various species and conditions that make the prairie unique.
3. Collect data and make observations that will be shared with other students and the public via the
RBNC website.
4. Explain the roles that weather, topography, humans, and seasonal changes have on the prairie.
Minnesota Academic Science Standards
4.2.1.1.1 - Measure temperature, volume, weight and length using appropriate tools and units.
5.1.1.2.1 - Identify and collect relevant evidence, make systematic observations and accurate
measurements, and identify variables in a scientific investigation.
5.4.2.1 - Natural systems have many components that interact to maintain the living system.
AAAS Project 2061 Benchmarks
1B/E1 - Scientific investigations may take many different forms, including observing what things are like
or what is happening somewhere, collecting specimens for analysis, and doing experiments.
1B/E2b - One reason for following directions carefully and for keeping records of one's work is to
provide information on what might have caused differences in investigations.
1B/E3a - Scientists' explanations about what happens in the world come partly from what they observe,
partly from what they think.
5A/E1 - A great variety of kinds of living things can be sorted into groups in many ways using various
features to decide which things belong to which group.
Core Knowledge Sequence for Science
N/A
Materials
Intro: Velcro map of US, large versions of data sheets, digital thermometer, ground thermometer, prairie
guides, bug net, bug jar
Plant Survey: student worksheets; clipboards; 3 equipment bags containing: 11 plastic jars, 11 field
guides, laser thermometer, ground thermometer, extra pens, handouts, and batteries
Pioneer Life on the Prairie Skit: scripts for narrator and student actors
Animal/Insect Survey: student worksheets; clipboards; 3 equipment bags containing: 11 plastic jars, 11
field guides; 33 bug nets (one for each pair of students); 3 sheets for bug observations
Conclusion: none
Location
Intro/Skit/Conclusion – IC classroom
Plant & Animal Survey – outdoor classroom, prairie
Background Information
What is a prairie?
A prairie is a biome with a wide array of certain mammals, birds, reptiles, amphibians, insects, grasses,
flowers, fungi, a few specialized trees, and the soil on which these things live and grow. Prairies are
essential for the survival of many plants and animals.
How are prairies different from most grasslands that we find today?
Prairies generally consist of grasses and flowers, rather than alien plants. Most grasslands today have
predominantly alien plants brought over from other countries for grazing or farming, which later replaced
native plants as the ground was disturbed or cultivated.
What makes prairie plants unique?
Prairie grasses tend to grow later in the summer, have deeper roots than most plants, and tend to grow in
clumps. These adaptations allow the plants to better withstand the drought and fire conditions common on
the prairie. Many prairie leaves are covered in hairs to deflect sunlight and conserve moisture. Contrary to
popular belief, prairies are actually very shady at ground level (in regards to new plant growth) because
the thick mass of plants keeps the underlying earth completely covered. This helps to prevent non-prairie
species from growing. Some prairie areas are pockmarked with "prairie potholes". These small lakes and
marshes are vital to the survival of many species of animals, especially waterfowl and other birds.
What happened to Minnesota’s prairies?
Prairies used to cover one-fourth of Minnesota, but the rich prairie soils have made excellent farmland.
Some prairies not converted to crops or grazing have been protected from the fire that used to keep trees
from growing, and thus have turned into forests. Only about 1% of Minnesota’s original prairies remain.
How can prairies be protected or restored?
A number of organizations work hard to purchase and save prairies. Prairie plants and animals are often
reintroduced, and burns are help periodically to help eliminate tree growth and alien invasion. The prairie
at River Bend is a restored prairie. It was once a prairie, was converted to crop land, and now has been
planted with prairie grasses and other plants. We burn it every few years to help generate new growth and
exclude alien vegetation and trees.
Prairie burns at River Bend
The tall grass prairie didn't stay prairie without the help of "destructive" forces that eliminated trees and
invading species but enabled native prairie species to thrive. Fire is the most obvious force, but herds of
bison, swarms of insects, and extreme weather are other example of natural factors that help to keep a
prairie growing strong.
River Bend works with various agencies to hold prairie burns on portions of our prairie from time to time,
often as training or practice burns for the agency's firefighters. Roadsides for Wildlife, Minnesota
Conservation Corps, The Nature Conservancy, the local Faribault Fire Department, and River Bend's own
staff and volunteers have all been involved in burns at River Bend at one time or another.
How does River Bend define "Biome?"
Regions of the Earth that have a unique interdependent community of plants, animals, soils, and weather
patterns are called biomes.
Procedure:
Site Set-up & Prep
Choose 3 areas of the prairie that are along a mowed trail and spaced out enough that all groups can be
easily seen but are not too close. In each of the 3 areas, set up 5 student study plots, there should be no
more than 2 pairs of students per plot. All 5 plots may not be used every time. Mark all four corners of the
plots with flags, and all of the flags outlining a plot should be the same color. If possible, do not have two
plots next to each other outlined in the same color.
Plots should be about 10 feet wide and 15 feet deep. Separate the plots by at least 2 feet so students have a
clear idea of their study area. The plots will have to be moved around every few classes, otherwise the
students will run out of plants to identify and insects will be harder to come by. A fresher plot makes a
more realistic experience for the students, too. Setup may be disturbed by visitors so it is a good idea to
check that all flags are in appropriate places before the program begins.
Load clipboards with student worksheets and pens.
Prior to visiting River Bend (for teachers)
Before your visit, please review with your students:
 The Great Plains and the prairie biome in general with regards to geographic location on the
continent, history, and current status.
 The various groups of plants and animals that we will be surveying on River Bend's prairie. Visit
our webpage, http://www.rbnc.org/schoolunits/prbiome.htm, for a listing of native plants and
animals.
 Some of the broad areas of the Earth's landscape that have unique characteristics (precursor to
biome discussion).
 The general principles of classification, grouping by similarities and separating by differences.
Review guides created by River Bend.
 The current weather conditions and recent weather patterns.
Introduction
While one person is doing the meet & greet, have two interns check with the teachers and make sure that
each teacher has a boy and a girl selected for the play (4 students total). At this time, give teachers the
evaluation sheet and clipboard. Remind the teachers that the students selected need to be strong readers
in order to make the play funny and effective. Once the students are identified, tell/show them where and
when to meet to rehearse for the play during the middle break. One of the two leaders that identified the
actors will help prepare them for the play (also taking the role of the narrator) during the middle break.
When the kids sit down on the carpet, make sure that they are sitting with their group and with their
partners. Ask the kids if they remember what they did when they came to River Bend as 3rd graders
(nature pyramids, winter fun & wildlife). Let them share for a minute or two and then transition by asking
them if they know what they will be studying at River Bend today.
Questions to ask include but are not limited to:
What is a biome? (give examples like: forest biome, tundra biome, marine biome, etc.) Include the term
prairie biome as this will be a key term teachers are listening for.
What is a prairie? (large area with same characteristics; similar mammals, plants, birds, grasses, flowers,
and soil; few trees, dominated by grasses and flowering plants; flat or rolling hills)
What things do we find in a prairie? (grasses, flowers, insects, animals, etc.)
What is not found in a prairie? (trees!)
Ask the students to help you fill in the Velcro map of the United States. Where are we on this map? What
do we call the large prairie we are in? The Great Plains. How did the Great Plains get here? Using the
map as a visual, explain where our weather comes from and where our different kinds of prairie come
from. When clouds coming from the Pacific hit the Rocky Mtns, most of the moisture is dropped on the
west side of the range so the east side of the Rockies gets little moisture resulting in the short-grass
prairie. As more moisture is added from the Gulf of Mexico the prairie gets taller (tall grass prairie); in
the middle it gets medium amounts of moisture (mixed-grass prairie). Get the point across that biomes,
although similar in plants, animals, soil, and climate, also have variability within the biome (E.g: short
grass, tall, mixed types of prairie).
Prairie Plant Survey
Part 1: Inside
Today we are going to be doing a couple activities to explore the prairie biome here at River Bend.
Emphasize that they are River Bend scientists (citizen scientists) working in study plots and that their data
is important to us and that we will be putting all of their data up on the website so everyone can learn
about the River Bend prairie.
Give a short overview and demonstration of the tools they will be using outside, including thermometers,
prairie guide, net, and jar. Ground thermometers will be used to measure the temperature of the soil, laser
thermometers are used to measure the temp of the plant mass. Point out to the students that the grasses on
the prairie guide are located by the bison; bison eat grass, so it’s easy to remember where to find the
grass—right by the bison on the guide.
Next, use the big blown up copy of the worksheet to show how they will be collecting data in the field.
Scientists observe and record information. You will record your information on a worksheet. Ask one
partner in each set of students to raise their hand and pass out a clip board with worksheet to each pair.
Students will write their names on the top and as a group will fill in the air temperature, date, and weather
info. Have helpers walk around and help students fill in the info.
Then, demonstrate how to identify plants with the field guide and decide what fractions of the plants are
in summer/winter form as well as how common the plant is on the prairie. Choose a pair of students from
the class to be scientists and have them come up to the front of the room. Hand out plot flags to 4 students
and have them stand up to mark the study plot. Explain to the students that they will only be collecting
data within the area marked by flags. Have several other students hold a picture of a flower from the
prairie. Choose a flower that is easily accessible, identifiable, and shows a range of summer and winter
form. First, the two students will demonstrate identifying the flower using their field guide. Explain to the
group that scientists talk to each other about their discoveries and research so conversation back and
forth between partners is important for identifying the plants. After the students have successfully
identified the plant and that it was a flower (not a grass), next have the scientists imagine that the rest of
the students inside that marked plot are other plants. Is their plant common or rare? “Common” means
“many” and “rare” is “few”; slide your finger along the line on the big worksheet and have the kids tell
you when to stop. To determine the fraction of summer form plants, ask the students whether all of them,
none of them, or some of them are in summer form (green, flowers, seed stalk for grasses). Finally, have
students come up with a descriptive comment/observation about the plant.
Ask students how to behave at River Bend - be nice to nature, be nice to each other, stay with your group,
follow directions, leave things where they are (“What lives here, grows here, dies here, and stays here”).
Next, divide into groups and go outside; teachers should have students divided up into groups and pairs
ahead of time. Decide beforehand where each group is going, and which group will leave through either
the front or back door.
Part 2: Outside
Each group is taken to one of the three survey areas. Have students stand in a line with their partners;
hand out one prairie guide to each pair and remind them of how to use the prairie guide and what data
they are collecting. There should only be two pairs of students per plot; have the rest of the line move up
with you to the next plot. Educators will float among the groups to monitor their progress and offer help.
If students misidentify plants—usually because they find flowers that are the same color and don’t look
beyond that, find something that is clearly different and ask the students to observe that. For example, if
the students misidentify the plant because of flower color, have them take a look at the leaves.
There should be two adults per group. One group leader can help students identify plants and the other
will be facilitating temperature data collection. Remind students to take note of their plot color (based on
flag color) so when the adult helping them read temperatures calls out their color they all take attention.
To take temperature readings, the adult will call both pairs from one study plot out at a time (4 kids).
Have students put the ground thermometer in the ground and take 5 laser thermometer readings, the adult
demonstrating proper technique (pointing the laser at the plant, not people, and pull the red button once, it
doesn’t need to be held down) and each student getting a turn. Have the students take another set of laser
thermometer readings focusing on the ground and then read the ground thermometer. Finally, ask students
if they know what a median is (the middle). Students will find the median temperature readings by
crossing off the two highest numbers and the two lowest numbers.
Reflecting on Plant Survey
N/A
Pioneer Life on the Prairie Skit
When the kids come in for a break, they have time to get a drink, use the restroom, and look around the
IC. During this time, one intern will take the four actors for the play into the library and explain how the
play works. (See script for additional details.) The first boy and girl to arrive (or the strongest readers if
they arrive at the same time) will play Ma and Pa. As a group, run as many lines as you can and go over
any parts with actions involved. Intern will play the role of narrator.
When introducing the play, ask students to notice differences between life today and life on the prairie
during the pioneer days.
After the play, summarize what students learned by asking questions like: How did the family stop the
fire? What did the family use for fuel? Were there any trees around to use for fires? Explain that buffalo
chips were ideal for cooking and heating because they burned hot with little flame and after a while in the
hot prairie sun they were hard and almost odorless. Buffalo chips too became scarce when the bison were
killed or moved on. Usually it was the children’s job to collect fuel.
Animal/Insect Survey
After the play, have the students flip their worksheets over and read through the examples reminding
students how they will fill it in. Have students point to each section while talking about it. Remind
students that the insects they include on their sheets are from what they observe their study plots. They
also can include any animals they see while outside (such as a hawk flying in the air or ground squirrels).
The actual demonstration with the net and jar is done outside before the students get their nets and jars,
but briefly demonstrate inside where they are not as distracted.
Once outside, demonstrate how to properly use the insect net and jars. Have students wait at their plot to
receive their net and jar. Instruct students to take turns netting as many different insects as they can.
Students should net in the same plot as before, and can go deeper into the prairie but stay within the width
of their plot. Students should remain within earshot and not go too far out. With 10 minutes left at the
end, collect all the nets, and have all of the pairs sit down on the trail and fill out their worksheets. After
they are done identifying their insects, dump the insects from jars onto a sheet. Allow students to observe
the insects up close without the semi-opaque wall of the jar in the way. Have students say goodbye and
release the insects back into their home.
Conclusion
Back inside, ask a few questions about what plants they saw, what animals, and so forth. What were their
favorite things? Did they find anything that was rare? Why is the prairie important?
Next discuss the temperature readings. What was warmest – mowed trail, plant mass, soil in prairie?
How do their readings compare with the air temp? Only compare two temperatures at a time—was the
trail warmer or colder than the ground? Encourage students to think and talk about why the temperatures
are different.
Thank students for being citizen scientists and helping us collect this important data. Now, they know
more about the prairie than most people. Encourage students to come back again and share what they
have learned with others. Invite them back with their families to explore River Bend and remind them
about upcoming events.
Remind students to leave the worksheets and clipboards on the floor. Once their data is collected and
entered into the website, the worksheets will be mailed back to teachers. Direct students attention to their
teachers for further instructions.
Assessment
N/A
Extensions/Resources (for teachers)
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Graph/chart the results of research at River Bend.
Monitor the results from other classes posted on the RBNC website to include in graphing so as
to track changes on the prairie throughout the season.
Research other types of prairies and grasslands, in North America, and around the globe.
Research the history of animals that are rare or no longer found on most prairies (examples:
black-footed ferret, bison), the reasons behind the loss of these species, and the unique needs they
have for a prairie to sustain them.
Explore how the prairie biome presented unique challenges to early peoples.
The following links contain some interesting information on prairies.
o Buffalo-jump archaeological site:
http://www.head-smashed-in.com/home.html
o Another state with tall grass prairies:
http://www.inhs.uiuc.edu/~kenr/tallgrass.html
o A neat grasslands page
http://mbgnet.mobot.org/sets/grasslnd/index.htm
o Prairies Forever organization:
http://www.prairies.org/
o Nice prairie photography:
http://www.reflectiveimages.com/PrairieGallery2.htm
References
N/A