Grassland ecosystems

Learning outcomes (slide 2)

• understand that grasses have adaptations that suit the combinations of factors and processes that cycle materials in grasslands
• understand that humans can change these factors or disrupt these processes and that this has consequences for the ecosystem
• describe the potential impacts of the processes used to maintain grasslands around schools

Grassland statistics (slides 3-4)

General facts about grasslands in global and UK contexts. 

Biotic and abiotic factors of grasslands (slides 5-8) 

• Review of components of an ecosystem. 
• Introduction to the abiotic and biotic factors that produce grassland ecosystems. 
• Learners could research different grassland ecosystems, or use the provided Grassland Profiles to learn about the combinations of biotic and abiotic factors that produce grassland ecosystems.

Processes and interactions in grasslands (slides 9-12) 

• Details on grazing and how this process or interaction maintains grasslands. 
• Details on fire and how this process or interaction maintains grasslands. 
• Learners research the processes that cause grasslands to change into other habitats. Good starting points for this research are included in the notes or at: Plantlife.org.uk and Kew.org

Grasslands for people (slides 13-16) 

• Learners consider the differences between grasslands made for people and other grasslands. 
• Learners consider the processes used to maintain grasslands made for people, and how these are similar to or different from natural processes.
• Learners consider how other living things are impacted by the characteristics of grasslands made for humans, and the processes used to maintain them.

Reflection (Slides 17-19) 

Learners can discuss what they think is the best type of grassland habitat. 

• A key takeaway here is that it is necessary to be clear about “best for what?” 
• Strong responses here will demonstrate an understanding that different types of grassland will suit different purposes or organisms. 
• Strong responses should also demonstrate understanding that the types of grassland that can form and be maintained in an area depend on the qualities of each site.

Learners could also identify opportunities to change characteristics or processes that maintain the grasslands around the school to better meet the needs of the community. Important sub-questions: 

• Who and what makes up our school community? 
• What needs or wants aren’t being met? 
• Are there areas maintained for people that aren’t being used by people?