Grassland Biome Project Ideas

Instructor: Christopher Muscato

Chris has a master's degree in history and teaches at the University of Northern Colorado.

There are some major grasslands around the world for students to learn about. With these projects, you can help students find new and creative ways to engage with this biome.

Grasslands

As biomes go, grasslands can often be underappreciated. Despite their apparent sparseness, they are homes to complex webs of life and biological niches, and have played a major role in human history. These ideas can help your students appreciate the biodiversity, ecological harmony, and presence of grasslands around the world. The projects are designed to be easily adaptable to students of most grade levels.

Grassland Biome Project Ideas

Diorama

For this project, students will research the grassland as a biome and create a diorama similar to the ones they might find in a museum (but on a smaller scale). You can ask students to research specific grasslands in the world (like the Eurasia Steppes, American Great Plains, or South American Pampas) or ask them to create a generic grassland biome. The diorama itself can be fairly simple, consisting of paper cutout figures held upright with a toothpick and glue/tape, or you can ask students to craft and paint clay models. As for the base of the diorama, an empty shoebox with one side cut out can be a great way to create a contained diorama, while an empty pizza box is a bit larger and more open. In both cases, the boxes can be painted with a basic landscape, and additional plants and animals can be added as 3-D figures. Regardless of the time and resources available to your class, there are many ways to adapt this concept so that it works for your students. Ask students to complete their dioramas, and share them with the class.

  • Materials: A base for the diorama (such as a shoebox or pizza box), paper, paints, markers, modeling clay, glue, tape, other art supplies as desired

Narrative Biomes

Assign each student a specific grassland (or a few specific grasslands to compare) and give them time to research the flora, fauna, climate, soil, latitude, and geography of this ecosystem. Students will then write a fictional travelogue in the first person in which they describe a trip through the grassland or grasslands. In these narratives, students should consider the sights, sounds, smells, and feelings they experience within this biome. They should describe specific plants, animals, weather patterns, and ecological events that are important or specific to this grassland. Once students are done, have them share their travelogues with the class or in peer groups.

  • Materials: Research and writing supplies

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