Algonquin College
1385 Woodroffe Ave
Ottawa, Ontario
K2G-1V8
(613)727-4723 ext.5138
Sustainability of Ecosystems – Grassland Biomes
Provided by Ottawa Carleton District School Board
Last updated: June 22, 2007
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College, unless otherwise noted or linked. Statistical data and background information has been
collected from the CIA World Factbook, public domain reference materials, and (where identified)
external resources.
Curriculum and Lesson Plans have been created by partner School Boards [as identified]. These
lesson plans and associated resources (photo, video, audio, etc.) are free for use to all teachers
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Expedition Africa at (613)727-4723 ext. 5138 or email expeditionafrica@algonquincollege.com
Small World Big Picture, Expedition Africa 2006
Table of Contents
Summary of Lesson Plan
Summary of Lesson Plan ................... 2
OVERALL EXPECTATIONS ............... 3
SPECIFIC EXPECTATIONS ................ 3
Students engage in a comparison project
between African Savanna Grasslands and
Temperate grasslands of Canada.
LESSON OBJECTIVES ....................... 3
MOTIVATION ....................................... 4
BRACKGROUND REQUIRED ............. 4
INSTRUCTIONAL PLAN ..................... 4
Day 1 .......................................... 4
Day 2 .......................................... 4
Day 3 .......................................... 4
Day 4 .......................................... 4
Day 5/6 ....................................... 5
This lesson plan may identify specific
resources to support certain activities.
While the expedition team will attempt to
gather all the required resources, we cannot
guarantee that all photo, audio, video will be
captured as listed.
MATERIALS ......................................... 5
Feedback Page.................................... 6
Grassland Biomes
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Small World Big Picture, Expedition Africa 2006
Subject Area: SNC2D/P
Unit: Sustainability of Ecosystems – Grassland Biomes
Length of Activity: 6
Activity Number: 2
OVERALL EXPECTATIONS

investigate factors that affect ecological systems and the consequences of
changes in these factors

demonstrate an understanding of the dynamic nature of ecosystems, including
the relationship between ecological balance and the sustainability of life
SPECIFIC EXPECTATIONS

examine the factors (natural and external) that affect the survival and equilibrium
of populations in an ecosystem (e.g., resource limits of an ecosystem, competing
populations, bioaccumulation, selective decline)

examine the factors (natural and external) that affect the survival and equilibrium
of populations in an ecosystem (e.g., resource limits of an ecosystem, competing
populations, bioaccumulation, selective decline)

describe ways in which the relationships between living organisms and their
ecosystems are viewed by other cultures

explain changes in popular views about the sustainability of ecosystems and
humans’ responsibility in preserving them (e.g., the shift from a belief that all
resources are inexhaustible to the belief that recycling, reusing, and reducing are
important)
LESSON OBJECTIVES (Students will learn):

Students engage in a comparison project between African Savanna Grasslands
and Temperate grasslands of Canada. This would best be conducted as a Small
group collaborative activity

Student will investigate the special adaptations of specific Savanna species.

Students investigate an analogous animal in the Temperate Grasslands of
Western Canada

Students create links between physical / behavioural characteristics and
environmental factors

Students will have an opportunity to examine initiatives to preserve threatened
ecosystems in the African Savanna (in particular, movements towards
Ecotourism)

Students will study the seasonal distribution and migration of select Savanna
species. A comparison with Migratory influences in North America will serve as a
comparison
Grassland Biomes
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Small World Big Picture, Expedition Africa 2006
MOTIVATION (Hook):

VIDEO – Intro. to African Savanna – Introduction
BRACKGROUND REQUIRED


Knowledge of Biotic and Abiotic Factors
Knowledge of nutrient cycles
INSTRUCTIONAL PLAN
Day 1
1. Introduction of project through SWBP Expedition Africa website.
2. Students record information about typical species, climate, vegetation, and
migration presented in the Video.
3. Class discussion of the information presented in the video. At this point connect
to world biomes. In particular, generate a list of similarities and differences
between African Savanna (Tropical Grassland) and the Canadian Prairies
(Temperate Grassland).
Day 2
1. Generate groups of 6 students
2. 3 students in each group will choose to research an animal found in the Savanna
Biome and three will research analogous (e.g. fit in a similar trophic level)
3. Begin Research – Each Student is responsible for documenting information on
their physical regions along with their specific species
**Internet resources provided below
Day 3
1. Research (con’t)
Day 4
1. INSTRUCTION: Comparison of Savanna and Prairies. What are the Abiotic
differences between these regions? How have these differences influenced the
region?
 Brainstorm student ideas
 Focus – Tropical climate with Wet and Dry seasons vs a four season
Temperate climate
 Focus – Climatic impacts of productivity
Grassland Biomes
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Small World Big Picture, Expedition Africa 2006
2. Students work in small groups to compare the adaptations of Savanna and
Prairie animal species.
 Focus – Dry climate adaptations
 Focus – Seasonal Adaptations (Hibernation vs Migration)
Day 5/6 - Conservation Initiatives
1. View SWPB Video/Audio link of Interview with Serengeti Conservation Officer.
Students document information using the following headings…
 What issues are being faced by Savanna Lands?
- Physical
- Human
 What initiatives are in place to address specific issues?
**The content of the student worksheet would need to be refined based on the
specific content of the Video feed once it arrives
2. INSTRUCTION: Conservation Issues in Canada’s Grasslands.
Focus Topics:
 Issues in common
 agriculture stress on land
 drought

Species at risk – where did all the big animals go (this is a chance to
discuss how economic value of certain animals (or parts of them) impacts
their survivability (e.g. Western Bison) and why we still find analogous
large animals in the African Savanna.

Role of Park Lands – Canadian Parks vs Game Parks / Reserves in
Africa
**Intro to Ecotourism
MATERIALS (Requirements):
VIDEO/Audio
 Introduction to the Savanna Video Feed
 Conservation Initiatives in the Savanna Feed
TECHNOLOGY/INTERNET
 Map of Serengeti
http://www.zambezi.co.uk/safari/tanzania/mapseren.html
 Migratory maps of Serengeti migrations
http://www.zambezi.co.uk/safari/tanzania/maptzmig.html

General information on Grasslands (comparison of temperate and tropical
(Savanna)
http://www.ucmp.berkeley.edu/glossary/gloss5/biome/grassland.html
http://www.canadianbiodiversity.mcgill.ca/english/ecozones/prairies/prairies.htm#
 Serengeti Conservation
http://www.serengeti.org/main_serengeti.html
Grassland Biomes
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Small World Big Picture, Expedition Africa 2006
Feedback Page
Please provide us with your feedback on this lesson and/or its available resources. We
welcome suggestions for improvements, additional methodologies, and/or new
resources you may have found to support the lesson(s).
If you would like to submit your own lesson plan(s) or curriculum idea(s) please contact
your school board representative listed at http://www.algonquincollege.com/africa
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Lesson Plan Title:
Grassland Biomes
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