Teacher’s Guide

Grades 4-12

Inquiry, Exploration &

Service Learning in the

Sagebrush Ecosystem
Inquiry, Exploration &

Service Learning in the

Sagebrush Ecosystem

Teacher’s Guide

Grades 4-12

 

 

Rick Reynolds, M.Ed.
Written, Designed, and Produced by Rick Reynolds, M.Ed.

Engaging Every Student, engagingeverystudent.com

Collaborator: Anna Harris, Public Affairs Specialist, USFWS

Ecosystem illustrations by Fran Lee, fran-lee.com

Published by the U.S. Fish & Wildlife Service

911 NE 11th Ave

Portland, OR 97229

fws.gov/pacific

For curriculum materials:

fws.gov/greatersagegrouse/education.php

The mission of the U.S. Fish and Wildlife Service is working with others to conserve, protect, and

enhance fish, wildlife, plants, and their habitats for the continuing benefit of the American people.

Printed guides are available through the support of the Bureau of Land 

Management (BLM). They can be ordered or downloaded at the link above.

BLM also supported the creation of the Sagebrush Ecosystem Trunks available 

through Audubon Rockies: rockies.audubon.org/conservation/sagebrush-trunk

The mission of the BLM is to sustain the health, diversity, and productivity of the public lands for the 

use and enjoyment of present and future generations.

Copyright © 2016-2017 by U.S. Fish & Wildlife Service

Educators may reproduce lesson plans, handouts, and other resources in this guide for their classroom use only. 

Otherwise, no part of this publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or 

translated into any language, in any form, by any means without the written permission of the publisher. Brief 

quotations embodied in critical articles or reviews are permissible.
About this Guide

This teacher’s guide contains lesson plans and other resources designed to help teachers engage their students 

in thinking critically about the sagebrush ecosystem and ways to support it. Lessons are aligned to the Next 

Generation Science Standards and Common Core State Standards, and they contain numerous adaptations /

extensions to meet the divergent needs of students in grades 4-12. Care has been taken to incorporate the 

perspectives of diverse stakeholders, including plant and wildlife biologists, ecologists, educators, fire 

managers, indigenous peoples, and ranchers.

Connect with Us!

Want to learn more about how this program can benefit your school and community?

Please visit fws.gov/greatersagegrouse/education.php.

Questions or comments?

Please contact:

Sarah Levy

Public Affairs Specialist

U.S. Fish & Wildlife Service

sarah_levy@fws.gov

503-231-6208
Acknowledgements

We greatly appreciate the many generous colleagues who have provided invaluable contributions to this 

curriculum and supporting resources, especially:

Ilana Abrahamson, Ecologist/Writer, Forest Service Cooperator, Univ. of Montana, FireCenter

Quintin Bauer, Education Coordinator, SOLVE (Oregon)

John Bowman, Director, Multimedia Productions, Cornell Lab of Ornithology

Cassidy Comer, M.S., Idaho Rangeland Resource Commission intern & Univ. of Idaho graduate student 

Trisha Cracroft, Idaho State Biologist, USDA Natural Resources Conservation Service (NRCS)

Jackie Cupples, Fish & Wildlife Biologist, La Grande, OR Office, U.S. Fish & Wildlife Service (USFWS)

Marc Dantzker, Ph.D., Producer and Biologist, RangeWide Productions

Dawn Davis, Fish & Wildlife Biologist, Portland, OR Regional Office, USFWS

Norie Dimeo-Ediger, Dir. of K-12 Education Programs, Oregon Forest Resources Institute (OFRI)

Jacelyn Downey, Senior Regional Community Naturalist & Education Programs Manager, Audubon Rockies

Daly Edmunds, Regional Policy Coordinator, Ft. Collins, CO Regional Office, Audubon Rockies

Lovina Englund, Outreach Coordinator, University of Idaho Rangeland Center

Meredith Fisher, 4-H intern & graduate student, College of Natural Resources, Univ. of Idaho

Kate Gessford, Faculty, Journeys School, Teton Science Schools, Jackson, WY

Theresa Giery, Teacher, Emmet Middle School 

Tim Griffiths, Working Lands for Wildlife Coordinator, Sage Grouse Initiative, USDA NRDS

Shelly Gurney, Teacher, Emmet Middle School

Anne Halford, Restoration Ecologist & Botanist, Idaho State Office, Bureau of Land Management (BLM)

Richard Hannan, Assistant Regional Director for the Pacific Region, USFWS (retired)

Rick Hardgrave, Deputy Administrator—Information & Education Division, Oregon Dept. of Fish & Wildlife

Kelly Hazen, Volunteer, Adopt a Lek Program, Oregon Dept. of Fish & Wildlife

Thad Heater, Nevada State Biologist, USDA NRCS

Gretchen Hyde, Executive Director, Idaho Rangeland Resource Commission

Jackie Ingram, Contract Educator & retired science teacher

Brian Jensen, Wyoming State Wildlife Biologist, Casper, WY

Susan Kain, Visitor Services Manager, Deer Flat National Wildlife Refuge, USFWS

Josh Kleyman, Dir. of Development, Teton Science Schools

Sarah Kulpa, Botanist, Reno, NV Fish & Wildlife Office, USFWS

Micah Lauer, Teacher, and his students, Heritage Middle School, Meridian, ID

Fran Lee, Illustrator, Fran-Lee.com

Matt Levin, Photographer, Flickr

Alison Lyon-Holloran, Executive Director, Audubon Rockies

Lauren Maloney, Fire Mitigation & Education Specialist, Fire, , BLM/Forest Service

Michiko J. Martin, Director, Conservation Education, U.S. Forest Service

Stacy Moore, Ecological Education Program, Institute for Applied Ecology

Jennifer Myslivy, State Fire Mitigation and Trespass Specialist, Idaho State Office, BLM

Elena Ortiz, Ph.D., Professor, Ecology, Botany, and Environmental Education, Phoenix College, Phoenix, AZ
Kelly Petrick, M.Ed., Research Faculty, Journeys School, Teton Science Schools, Jackson, WY

Sue Poland, Teacher and Future Farmers of America advisor, Homedale High School, Homedale, ID

Theresa Rabot, Assistant Regional Director for the Pacific Region, USFWS

Brianna Randall, Writing & Communications, Sage Grouse Initiative, USDA NRCS

Scott Richardson, Education Specialist, BLM

Tyanne Roland, Univ. of Idaho Extension, Adams County Office & Idaho 4-H

Roger Rosentreter, Ph.D., Biology Dept., Boise State University

Angela Sitz,Fish & Wildlife Biologist, Bend, Oregon Office, USFWS

Steve Small, Division Chief Fish and Wildlife Conservation, BLM

Brenda Smith, Outreach Coord./Invasive Plant Scientist, Eastern OR Ag. Research Cntr., Oregon State Univ.

Juliet Stromberg, Ph.D., Assoc. Professor, Ecologist & Senior Sustainability Scientist, Arizona State Univ.

Marissa Ticus, Educator, High Desert Museum, Bend, Oregon

Kellie Tharp, Education Branch Chief, Arizona Fish & Game Dept.

Kyle Tackett, Montana State Biologist, USDA NRCS

Joanna Tjaden, Rangeland Management Specialist, BLM

Traci Weaver, Fire Comm. & Education Specialist, Grand Teton National Park, National Park Service

Western Assoc. of Fish & Wildlife Agencies (WAFWA) Resource, Information, & Education Committee

The 11 Western States and their State Directors in: California, Colorado, Idaho, Montana, Nevada, North 

Dakota, Oregon, South Dakota, Utah, Washington, and Wyoming

This curriculum and supporting resources would not have been possible without the support of the experts

above and many others, including their colleagues at the following partner agencies and organizations:

 

 

 

 
Contents 

Introduction to Greater Sage-grouse and the Sagebrush Ecosystem – 7 

The Sagebrush Sea’s Web of Life – 14

Invasive Plants: A Threat to Sagebrush Ecosystems – 21 

Common Invasive Plants and Removal Techniques – 27 

 Invasive Species Project – 33

Native Plants in the Sagebrush Ecosystem – 35

Transect Survey Data Worksheet – 42

 Common Native Plants in the Sagebrush Ecosystem – 43

 Sage-Grouse / Pollinator Beneficial Plant Species – 56

Fire! Impacts on the Sagebrush Ecosystem and Human Communities – 59

Tragedy in Sageview: Could You Prevent It? (Scenario) – 66

 Fire Ecology Modeling Worksheets – 67

Succession in the Sagebrush Ecosystem – 70

Game: Plant Wars of Succession – 74

Survival in the Sagebrush Sea – 83

Human Connections to the Sagebrush Sea – 89

Developing Plans to Restore Habitat for Sage-grouse and Other Wildlife – 95

Wildlife Restoration Plan Project – 101 

 Wildlife Restoration Plan Budget Worksheet – 102 

 Wildlife Restoration Plan Rubric – 103 

Wildlife Community Presentations and Engagement – 104

Appendix – 108 

 Sagebrush Ecosystem Pre-Test – 109

 Sagebrush Ecosystem Pre-Test Answer Key – 110 

 Sagebrush Ecosystem Post-Test – 111 

 Student Feedback Form – 112 

 Youth Permission and Waiver Form – 113

 Presentation Rubric – 114

 Photo Point Monitoring – 115 

 Glossary – 121

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Introduction to Greater Sage-Grouse 

and the Sagebrush Ecosystem 

Lesson Overview 

After a brief pre-test to assess students’ 

current understanding, an introduction 

to sage-grouse and the sagebrush 

steppe ecosystem is presented, broken 

up by activities which help students 

better understand them. Activities 

include examining artifacts from 

organisms of the sagebrush ecosystem 

and discussing the adaptations which 

help those organisms to survive. Lesson 

adaptations / extensions are listed at 

the end of the lesson including field, 

research, writing, and art projects. 

Lesson Goals 

Students will think critically about 

systems and discuss the adaptations of 

species such as the greater sage-grouse 

that help it to survive and reproduce in 

the sagebrush ecosystem, as well as the 

species’ importance and other factors 

which contribute to a healthy sagebrush 

ecosystem. 

Subject Areas Science 

Grade Level 4-12 (Ages 9-18) 

Time 50-75 minutes or more 

Objectives 

 Students will connect the concept of a system with an example in their own lives and discuss how 

systems are comprised of parts which shape the system. 

 Students will observe artifacts of living organisms from the sagebrush ecosystem and think critically 

about how the organisms’ adaptations help it to survive in the often harsh climate. 

 Students will present their conclusions to the class about the organisms’ adaptations and discuss how 

the unique physical and behavioral traits of wildlife species such as sage-grouse and other organisms in 

the sagebrush ecosystem help to create a healthy ecosystem. 

 Students will discuss how human activities have had an impact on the living and geological systems in 

the sagebrush ecosystem. 

A greater sage-grouse hen finds food and shelter in a 

diverse community of sagebrush and other plants.

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Next Generation Science Standards 

Crosscutting Concepts 

 Structure and function 

 Systems and system models 

 Stability and change 

Core and Component Ideas in the Life Sciences 

LS1: From Molecules to Organisms: Structures and processes 

 LS1.A: Structure and Function 

 LS1.B: Growth and Development of Organisms 

LS2: Ecosystems: Interactions, Energy, and Dynamics 

 LS2.A: Interdependent Relationships in Ecosystems 

 LS2.C: Ecosystem Dynamics, Functioning, and Resilience 

LS4: Biological Evolution: Unity and Diversity 

 LS4.C: Adaptation 

Core and Component Ideas in Earth and Space Sciences 

ESS2: Earth’s Systems

 ESS2.C: The Roles of Water in Earth’s Surface Processes 

 ESS3: Earth and Human Activity 

 ESS3.C: Human Impacts on Earth Systems 

Common Core State Standards 

Speaking and Listening Standards for Grade 6 (similar standards for grades 4, 5, 7, 8, 9, 10, 11, 12)

Standard 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, 

facts, and details to accentuate main ideas or themes; use appropriate eye contact, 

adequate volume, and clear pronunciation. 

Standard 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal 

English when indicated or appropriate.

College and Career Readiness Anchor Standards for Writing (if Adaptation / Extension #5 is completed) 

Standard 6. Use technology, including the Internet, to produce and publish writing and to interact and 

collaborate with others. 

Standard 7. Conduct short as well as more sustained research projects based on focused questions, 

demonstrating understanding of the subject under investigation.

Materials 

1. Sagebrush Ecosystem Pre-Test (Appendix A, one for each student) 

2. Greater Sage-Grouse and the Sagebrush Ecosystem PowerPoint presentation; available on the Greater 

Sage-Grouse Education page: http://www.fws.gov/greatersagegrouse/education.php

3. Computer access and Microsoft PowerPoint software 

4. Display screen 

5. Optional: The Sagebrush Ecosystem educational poster available at

http://www.fws.gov/greatersagegrouse/education.php

6. Optional: Sagebrush Ecosystem Trunk available from Audubon Rockies. Contact Jacelyn Downey at 

(307) 756-3941 or jdowney@audubon.org for more information.

7. Optional: If you have skulls available from the trunk or elsewhere, make copies of the “Mystery Skull 

Worksheet” on page 14 of the Wildlife Skills Activities booklet from the University of Arizona 

Cooperative Extension for each student. This is an excellent resource for facilitating discussion about 

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adaptations evident in skulls, as is the rest of the guide: 

http://extension.arizona.edu/sites/extension.arizona.edu/files/pubs/az1145.pdf

8. Optional: One or more sets of wildlife SteppeUp cards developed by the Bureau of Land Management 

(BLM); available in the trunks and on the website listed above 

9. Optional: Enough copies of “The Sagebrush Steppe” poster from Audubon Rockies for small groups to 

share: http://rockies.audubon.org/sites/g/files/amh431/f/sagebrushposter_fsc.pdf

Contact Jacelyn Downey at (307) 756-3941 or jdowney@audubon.org for the 18"X24" poster. 

10. Optional: Habitat Flashcards from Audubon Rockies: 

http://rockies.audubon.org/conservation/wyoming-habitat-flashcards 

11. Optional: Markers, crayons, or colored pencils for students to share 

Preparation 

1. If possible, identify an expert partner to work with your class. Contact information and 

recommendations for partners such as the U.S.FWS, BLM, state wildlife agencies, Audubon, and the 

Nature Conservancy can be found at http://www.fws.gov/greatersagegrouse/education.php. The Sage 

Grouse Initiative website also has a page which lists many excellent partners/experts, such as the 

Natural Resources Conservation Service: http://www.sagegrouseinitiative.com/about/partners. The 

NRCS should be considered for many of the lessons in this curriculum—especially those tied to plants 

and soils, but also for those focused on wildlife and restoration. 

2. Ensure all materials above are ready for student use. 

3. Get ready to show one or more video clips such as the 1-minute “On a Sage-Grouse Lek” video from 

The Cornell Lab Bird Academy: http://academy.allaboutbirds.org/features/fancymales/on-a-sagegrouse-lek. The live “lek cam” can also be exciting to watch: 

http://www.nature.org/ourinitiatives/regions/northamerica/unitedstates/oregon/our-priorities/sagegrouse-lek-cam.xml

4. Optional: Review the excellent “Wildlife Skills Activities” booklet from the University of Arizona 

Cooperative Extension to prepare to discuss adaptations evident in skulls: 

http://extension.arizona.edu/sites/extension.arizona.edu/files/pubs/az1145.pdf

5. Optional: Watch the following additional videos for more background information in preparation for 

teaching the complete curriculum: 

 The Sagebrush Sea from the Nature website: http://www.pbs.org/wnet/nature/sagebrush-sea-fullepisode/12341/. 

o Short clips from film: “Sagebrush Sea: A High Desert Ecosystem” on the PBS LearningMedia 

site: http://opb.pbslearningmedia.org/search/?q=%22Sagebrush+sea%22&selected_facets

 “Sage Advice for Sage Lands” from This American Land (5 minutes):

http://www.thisamericanland.org/news/sage-advice-for-sage-lands

 Oregon Public Broadcasting (OPB), Oregon Field Guide, “Sage Grouse”: 

http://watch.opb.org/video/2365357596/

 Inspiring video announcing sage-grouse decision with former Sec. Jewell from USFWS: 

https://www.youtube.com/watch?v=OHUsVfmyXhg

 “Borah High kids learn about sage grouse in Owyhee County”: https://youtu.be/d4ml0scuPh8

 The Sage Grouse Initiative and the Eastern Oregon Agricultural Research Center, “Unraveling 

Sagebrush Community Change to Manage for Resilient Sage Grouse Habitats”: 

https://www.youtube.com/watch?v=YbwaA9ziLLw

 Sage Grouse Biology & Ecology webinar: https://www.youtube.com/watch?v=smvSE-VJXic

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Teacher Instructions 

1. Tell students they will be starting an interesting new unit about a type of system. Ask them an 

essential question to start them thinking about what they already know about systems, such as "How 

do parts shape systems?" Give students an example of a system they know well, such as your 

classroom, and ask them to quickly brainstorm different parts of it. They could chime in with parts 

such as the teacher, the different students, the desks, the clock, the whiteboard, the computers, the 

pencils, etc. 

2. Next, ask the students to think more about another system in their own lives (e.g. the school, their 

home, a sports team, a youth group, a bike, etc.). Direct students to: 

 Write down the name of the system and some of its parts, putting a star next to the part(s) 

which they think is/are most important. They should explain why they believe that/those 

part(s) have the greatest impact on the system. 

 Write down what they think would happen if that part (or those parts) of the system was/were 

removed. 

3. Circulate around the room, answering questions, if necessary. After about 5 minutes, ask for a couple 

of volunteers to share which system they chose, which part(s) they felt were most important and why, 

and what they thought would happen without those parts. Then explain to students that this lesson 

will be all about figuring out a new system and its unique parts, how they work together, and what 

happens when the system becomes unbalanced. 

4. Tell students that the fascinating system they will be learning about is the sagebrush ecosystem, but 

first they will take a short pre-test to see what they already know. Pass out the Sage-Grouse & 

Sagebrush Ecosystem Pre-Test to each student and allow 10-15 minutes for them to complete it. Tell 

the students they are not expected to know the answers, so they should just do the best they can. This 

survey serves many purposes, including evaluating current student knowledge and helping students 

focus on topics to be discussed. 

5. Ask students to trade the pre-tests with another student while you open the Sage-Grouse and the 

Sagebrush Ecosystem PowerPoint presentation. 

6. Introduce the expert visitor if one is present. If so, he or she can ask the first four questions one at a 

time for students to answer. After the students answer each question, the PowerPoint presentation 

can be advanced one image/slide at a time so students can see images of sage-grouse, a lek, and the 

sagebrush steppe ecosystem. 

 What is a greater sage-grouse? (Definitions could include: a large bird about the size of a chicken 

that lives in the West; the largest grouse species; lives in the high desert of the American West) 

 What is a lek? (Answers could include: An area where sage-grouse gather in the spring to breed; an 

area where males show off and compete for mates) 

 What is a sagebrush ecosystem? (Definitions could include: a type of dry grassland with sagebrush 

plants) 

Note: You may want to briefly discuss how the ecosystem is often called the sagebrush steppe, 

because so much of it is found in areas that fit the definition of a steppe: an arid area at high 

elevation which is generally flat. This would be especially helpful if you plan to use the SteppeUp 

cards, to explain how they got their name. However, there are areas with a sagebrush ecosystem 

that are not considered steppe, especially in the Great Basin region with areas of lower elevation. 

 Is there a sagebrush ecosystem located near your school or somewhere in your state? (11 states: 

Washington, Oregon, Idaho, Wyoming, Montana, Utah, Nevada, California, North Dakota, South 

Dakota, Colorado. Please check the Greater Sage-Grouse Education at 

http://www.fws.gov/greatersagegrouse/education.php and feel free to check with Anna Harris of 

the U.S. FWS if you aren’t sure: anna_harris@fws.gov.) 

 Close the discussion by talking about how sage-grouse and many of the other species in the 

ecosystem need a large amount of undisturbed open space in order to survive. 

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7. Ask for a student volunteer to collect the pre-tests while you and/or the visitor get ready to present a 

video clip to students showing the greater sage-grouse and a lek. A good choice would be the 1-minute 

“On a Sage-Grouse Lek” video from The Cornell Lab Bird Academy: 

http://academy.allaboutbirds.org/features/fancymales/on-a-sage-grouse-lek. If you have more time—

possibly later in the lesson—you could show the other sage grouse videos that follow it one or more of 

these videos, especially “Sagebrush Sea: A High Desert Ecosystem” on the PBS LearningMedia site: 

http://opb.pbslearningmedia.org/search/?q=%22Sagebrush+sea%22&selected_facets

8. Have the visitor (if present) show the students items from the Sagebrush Ecosystem Trunk (if 

available), such as skulls, beaks, feathers, etc. The artifacts can come from sage-grouse as well as other 

organisms from the sagebrush ecosystem. Explain to students that all of these artifacts reveal amazing 

adaptations that help the wildlife to survive. Write the word “adaptations” on the board to reinforce 

the concept and brainstorm a couple of the adaptations with students, such as light feathers to help 

the birds fly and camouflage to hide from predators. 

9. Form groups of about 4 students. Distribute the items from the trunk among the groups for students 

to examine carefully and discuss how their features—adaptations—might help the organisms to 

survive. You can also distribute sets of the SteppeUp cards, if desired and available. If so, the students 

can match the artifacts with the card of the organism each comes from and learn more about the 

organisms by reading the cards. Tell groups they should be prepared to present their ideas to the class 

and direct group recorders to write down these 3 things that you can list on the board: 

 Names or descriptions of the artifacts (i.e. beak, feather, etc.) 

 Possible organism each comes from 

 Adaptations that the artifacts reveal 

10. After 10-15 minutes, tell students they have 5 more minutes to work and remind them that they 

should be prepared to present to the class. Different members of each group should be ready to stand 

up and share the artifacts, their ideas about which organisms they come from, and the possible 

adaptations. 

11. Direct each group to take turns presenting to the class, giving other class members a chance to ask 

questions at the end of each short presentation. After each group presents, other groups can also 

respectfully challenge their ideas, backing up their alternative ideas with evidence from observations 

and the SteppeUp cards. 

12. Collect the artifacts and have students return to their groups. Continue with the PowerPoint 

presentation using the speaking notes shown at the bottom of the presentation. Ask questions to 

engage students and explain how they will be traveling to the field and/or working to restore a 

sagebrush ecosystem (if applicable).

13. Ask students to observe the “The Sagebrush Steppe” illustration (slide 4) and/or pass out The 

Sagebrush Steppe posters to the groups. Ask a series of questions to get them to look more carefully 

and think critically about the sagebrush ecosystem, such as: 

 Where is the sage-grouse lek? Why do sage-grouse use a lek and other birds do not? 

 What things might sage-grouse eat? Possible answers: 

o Sagebrush (especially in winter when other foods are not available) 

o Other plants like wildflowers (forbs) 

o Insects 

 What predators do students see? Which might be a threat to sage-grouse? 

 What do sage-grouse use for shelter and protection from predators? 

o Answer: Sagebrush and tall bunch grasses 

14. Tell students that because sage-grouse need sagebrush for food and shelter, they are considered a 

sagebrush “obligate” and write that word on the board. Explain that obligate means that something is 

required, in this case, sagebrush for sage-grouse and other species to survive. For older or more 

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advanced students, ask if they have heard a similar word, and then discuss the word “obligation,” 

including what it means and how it compares to how the word obligate is used in this sense. 

15. Complete the presentation, focusing on the role humans play in shaping the sagebrush ecosystem and 

how fire has historically been a part of it. Be sure to discuss ways we can restore the environment and 

bring natural systems more in balance, referring to the specific exciting projects that are planned for 

the coming unit. For example, tell them about any upcoming field experiences and ask them to keep 

thinking about the different parts of sagebrush ecosystems—including which parts they think are most 

important—because they will be creating a visual model of one in the next class. 

Adaptations / Extensions 

1. It is recommended that you take students on a field trip to explore the sagebrush ecosystem first 

hand, if possible. Have students engage in an activity such as creating a nature journal or field guide of 

the organisms they observe. A lesson plan entitled “Field Journaling” can be found on the Idaho 

Rangeland Resource Commission education website: 

http://idrange.org/_literature_156764/Field_Journaling. Excellent information on creating nature 

journals can also be found on the BirdSleuth website: http://www.birdsleuth.org/nature-journaling/. 

2. The Sage-Grouse Scavenger Hunt available from the Idaho Rangeland Resource Commission is another 

good option for a field activity: http://idrange.org/education/lessons-and-activities/sage-grouse

3. Have students sketch one or more of the artifacts observed during the lessons. Provide colored 

pencils, crayons, and/or markers to color the illustrations. Have volunteers share their drawings with 

the class. 

4. Do a more involved lesson with the wonderful Wildlife Skull Activities from the University of Arizona 

Extension and 4-H: http://extension.arizona.edu/sites/extension.arizona.edu/files/pubs/az1145.pdf

5. Have each student choose an organism from the SteppeUp cards or The Sagebrush Steppe illustration 

in the PowerPoint presentation to research in depth. They can research elements such as what the 

organism needs to survive and how human activities have impacted it over time. Provide a rubric so 

students know how they will be evaluated on the project, and findings could be shared with the rest of 

the class through written reports and/or oral presentations. 

More Resources / References 

 More Teacher Trunks from Audubon Rockies: http://rockies.audubon.org/traveling/trunks 

 FireWorks Encyclopedia for the Sagebrush Ecosystem. BLM Idaho State Office. Available late 2017 from 

Idaho Fire Information: http://www.idahofireinfo.com 

 Sammy’s Quest to Save the West. BLM Idaho State Office. Available late 2017 from Idaho Fire 

Information: http://www.idahofireinfo.com 

 Contact your local 4-H (http://www.4-h.org) for more resources related to your local area. 

 Copeland, Holly. Conserving the Sagebrush Sea, the Place “In-between”. 

http://www.pbs.org/wnet/nature/blog/conserving-sagebrush-sea-place/

 Discussion of sagebrush obligates and near obligates, etc.: “Wildlife Diversity in Sagebrush Habitats.” 

University of Nevada. http://www.unce.unr.edu/publications/files/nr/2003/FS0365.pdf

 Greater Sage-Grouse resources from the U.S. Fish and Wildlife Service: 

http://www.fws.gov/greatersagegrouse/

 Idaho Rangeland Resource Commission education resources: 

http://range.idaho.gov/education/teachers.htm

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 Klamath Bird Observatory. 2012. “Sage Grouse: Adaptations & Habitat” lesson plan. 

http://www.klamathbird.org/images/stories/kbo/pdfs_k12_library/sage_grouse_adaptations_habitat.

pdf

 Sage Grouse Initiative resources: 

 Proactive Conservation information: http://www.sagegrouseinitiative.com/ourwork/proactive-conservation/

 Sagebrush News & Resources: http://www.sagegrouseinitiative.com/news-media/

 Sagebrush Science & Policy http://www.sagegrouseinitiative.com/our-work/science-policy/

 “Discover Montana’s Ecosystems” website from Montana Fish, Wildlife, & Parks: 

http://fwp.mt.gov/education/ecosystem/shrub/

 More information about the Next Generation Science Standards, including a link to the Framework for 

K-12 Science Education to which this lesson was aligned, can be found at 

http://www.nextgenscience.org/framework-k%E2%80%9312-science-education. 

 More information about the Common Core State Standards and links to the complete documents can 

be found at http://www.corestandards.org. 

 Opar, Alisa. “Unprecedented Conservation Efforts Keep Greater Sage-Grouse Off Endangered Species 

List.” Audobon. National Audubon Society. https://www.audubon.org/news/unprecedentedconservation-efforts-keep-greater-sage-grouse-endangered-species

 Dumroese, R Kasten et al. 2015. “Conserving and restoring habitat for Greater Sage-Grouse and other 

sagebrush-obligate wildlife: the crucial link of forbs and sagebrush diversity.” Native Plants Journal 16 

3. http://www.fs.fed.us/rm/pubs_journals/2015/rmrs_2015_dumroese_k005.pdf

 Montana Outdoors resources: 

 Sage Grouse video library: 

https://www.youtube.com/user/MontanaFWP/search?query=Sage+grouse

 Where Can Sage Grouse Live? 

http://fwp.mt.gov/mtoutdoors/HTML/articles/2013/sagegrouse.htm#.VmoRb8uFP5o

 Down But Not Out: http://fwp.mt.gov/mtoutdoors/HTML/articles/2006/sagegrouse.htm 

 Rowland, M. et al. 2005. “Greater sage-grouse as an umbrella species for sagebrush-associated 

vertebrates.” http://naldc.nal.usda.gov/download/27907/PDF

 “The Sagebrush Steppe” ecosystem photos from Audubon Rockies: 

http://rockies.audubon.org/sites/g/files/amh431/f/web_of_life_print-outs_sagebrush_2.pdf

 Sage Grouse education resources from the Idaho Rangeland Resource Commission: 

http://idrange.org/education/lessons-and-activities/sage-grouse

 Sally Sage-Grouse Explores Idaho Junior Explorer booklet for students in grades 4-6 (and younger): 

http://www.blm.gov/style/medialib/blm/wo/Law_Enforcement/nlcs/education__interpretation/junior

_explorer.Par.58451.File.dat/SallySagegrouseJrExp.pdf

Many other Junior Explorer booklets are available on BLM’s Learning Landscapes page, including 

Native Plants which has quite a bit of sagebrush information: 

http://www.blm.gov/wo/st/en/res/Education_in_BLM/Learning_Landscapes/For_Kids/junior_explorer.

print.html

 “Seriously Sage-Grouse” activity book for elementary students from the Sage-Grouse Initiative: 

http://www.sagegrouseinitiative.com/wp-content/uploads/2013/08/seriouslysagecoloringbook.pdf

 Wildlife Skull Activities from the University of Arizona Extension and 4-H: 

http://extension.arizona.edu/sites/extension.arizona.edu/files/pubs/az1145.pdf

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The Sagebrush Sea’s

Web of Life 

Lesson Overview 

Lesson adaptations and 

extensions offer a variety of 

ways to engage all learners, 

but one enjoyable option for 

starting the lesson is for 

students to act out a simple 

food chain of different 

organisms which feed on 

each other in the sagebrush 

ecosystem. Next, pairs of 

students can create more 

involved visual 

representations of the food 

web. The whole class can 

then work together to create 

a food web which 

demonstrates the resilience 

that comes with biodiversity. 

The lesson closes with a brief 

discussion of the many 

interdependent relationships 

in the ecosystem that allow 

all of the species to survive 

in the arid, challenging 

climate. 

Creating food webs of an 

ecosystem helps students understand the basic ecological principle that everything in nature is connected. By 

analyzing the relationships in the sagebrush ecosystem, students will increase their understanding of 

community ecology and the underlying relationships that bind living things together. 

Lesson Goals 

Students will understand that the multitude of organisms in the sagebrush ecosystem—also called the 

sagebrush sea—are woven together in an interconnected web of life known as a food web. They will 

understand that this interdependence among species, supported by nonliving things such as water, air, rocks, 

and soil, enables wildlife and plants to survive and live in balance with each other for the ecosystem’s longterm health. 

Subject Areas Science, Language Arts, Art, and Social Studies 

Grade Level 4-12 (Ages 9-18) 

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Time One or two class periods of 50-60 minutes, or one longer block; additional time if one or more of the 

Adaptations / Extensions at the end of the lesson are incorporated 

Objectives 

 Students will create a visual representation of the concept of a food web and how organisms are 

linked to one another by the transfer of matter and energy in an ecosystem. 

 Students will show the interconnections among living and nonliving things in the sagebrush ecosystem 

with a visual model. 

 Students will show visually and explain verbally how energy from the Sun and photosynthesis forms 

the foundation of the sagebrush ecosystem. 

 Students will simulate as a class the sagebrush web of life, including the interactions in the ecosystem 

and the factors which create healthy sagebrush ecosystems. 

Next Generation Science Standards 

Crosscutting Concepts 

 Systems and system models 

 Energy and matter 

 Stability and change 

Core and Component Ideas in the Life Sciences 

LS1: From molecules to organisms: Structures and processes 

 LS1.B: Growth and Development of Organisms 

LS2: Ecosystems: Interactions, Energy, and Dynamics 

 LS2.A: Interdependent Relationships in Ecosystems 

 LS2.C: Ecosystem Dynamics, Functioning, and Resilience 

 

Common Core State Standards 

College and Career Readiness Anchor Standards for Reading 

Standard 7. Integrate and evaluate content presented in diverse media and formats, including visually 

and quantitatively, as well as in words.

College and Career Readiness Anchor Standards for Writing (if Adaptation / Extension #4 is completed) 

Standard 6. Use technology, including the Internet, to produce and publish writing and to interact and 

collaborate with others. 

Standard 7. Conduct short as well as more sustained research projects based on focused questions, 

demonstrating understanding of the subject under investigation.

Materials 

 Computer with Internet access and display screen 

 “Constructing a Food Web of the Sagebrush Sea” activity handout found here: 

http://www.pbs.org/wnet/nature/sagebrush-sea-food-web

 Glue sticks for students to share 

 Markers, crayons, or colored pencils for students to share 

 Large pieces of paper or poster board to share (can use backs of used paper/poster board for this 

activity, if available) 

 Printed pictures and/or names of organisms from the ecosystem—either cut up cards from the activity 

above or larger ones if you have time to make them. If you use the cut up cards, you will at least need 

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to write out the names of more organisms on cards or sheets of paper so you have one for each 

student in the class, or students can help you as explained in step 11 of the Teacher Instructions. 

 Ball of colorful yarn 

 Optional: Class whiteboard, chalkboard, or interactive whiteboard 

 Optional: Colored markers or chalk to write on board 

 Optional: Sagebrush Ecosystem poster/graphic available on the Greater Sage-Grouse Education page: 

http://www.fws.gov/greatersagegrouse/education.php

 Optional: Sagebrush Ecosystem Trunk from Audubon Rockies: 

http://rockies.audubon.org/traveling/trunks. Contact Jacelyn Downey at (307) 756-3941 or 

jdowney@audubon.org for more information.

 Optional: “The Sagebrush Steppe” poster/graphic from Audubon Rockies: 

http://rockies.audubon.org/sites/g/files/amh431/f/sagebrushposter_fsc.pdf

 Optional: One or more sets of wildlife SteppeUp cards developed by the Bureau of Land Management 

(BLM).

Preparation 

1. Depending on the age level and degree of comfort with each other as a class, prepare to do the 

recommended warm-up activity in steps 1-5, or skip ahead to step 6 for classes for which you think the 

activity might not be as successful as those that follow in the lesson, including those in the Adaptations 

/ Extensions at the end. 

2. Ensure all materials above are ready for student use. 

3. Optional: Watch the following videos for more background information in preparation for teaching the 

complete curriculum: 

 The Sagebrush Sea from the Nature website (53 minutes):

http://www.pbs.org/wnet/nature/sagebrush-sea-full-episode/12341/. 

 “The Sagebrush Sea: A High Desert Ecosystem” on the PBS Learning Media site (3 minutes): 

http://opb.pbslearningmedia.org/search/?q=%22Sagebrush+sea%22&selected_facets

Teacher Instructions 

1. Engage the students with an activity or discussion which will helps reconnect them with what they 

learned in the introduction to the sagebrush ecosystem lesson. One option is to arrange the class into 

a circle with 5 groups around the outside of it, and then ask the students to share the name of one of 

their favorite species from the ecosystem with each other. This can be an animal or plant that they 

have learned about or seen in the wild. 

2. If you start with this warm-up activity, you can then ask the groups to choose 2-3 of the species and 

volunteers to represent the group and play the role of the species to act out a simple food chain for 

the rest of the class. Write the term on the board, and ask one of the student groups to send a 

representative to the center of the circle to play the role of an animal at the top of the food chain, a 

large predatory one which eats other animals. Ask the student to try to make themselves look and/or 

act like the animal they are playing. 

3. Ask another group to send a representative to play a different animal which eats other animals, but 

that might be eaten by the first animal. Ask the second student to act out their animal, while the first 

gets ready to try to eat it. Ask the class if they know a word used for animals that eat other animals 

and a word for the animals which get eaten. Write or type the words predator (carnivore) and prey on 

the board. Then ask the groups to identify another animal that might get preyed upon and what 

predator might eat it; have a student representative come to the center of the circle and ask one of its 

predators to move near its prey, as well. 

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4. Ask the class what important parts of the sagebrush food chain are missing. Where do the prey species 

like the sage-grouse and prairie dog get their energy from? Instead of calling on a student raising 

her/his hand, tell the class that at the count of 3, all of them should shout out the organisms they think 

are most important for the ecosystem. Count 1-2-3, and hopefully many of them will shout PLANTS!—

or sagebrush or something else important, like insects. 

5. Ask for volunteers from the groups to play the role of sagebrush and other plants—the producers—

and invite those students to join the food web simulation in the circle; write the word producers on 

the board, as well. Unless students have already studied photosynthesis very recently, ask the class to 

again shout out—at the count of 3—where the plants get their energy from, and hopefully most of 

them will shout THE SUN! or PHOTOSYNTHESIS! Write the Sun and photosynthesis on the board and 

ask the students playing plants to act like they are soaking up the Sun’s energy so they can convert it 

into food—sugar, starch, and other nutrients—that supports the whole ecosystem. 

6. Ask students if they know the prefix of the word photosynthesis, and what the prefix means. Write 

photo- when someone says it and ensure students understand that it means “light.” Then ask what the 

main part of the word—synthesis—means. Students should know that it means “combining.” Then 

ask: How and what do plants combine to make energy? Review with students that plants use 

chlorophyll (write the word on the board)—what makes them green—to combine sunlight with water 

and carbon dioxide (CO2) gas found in the air to complete the amazing process. Consider giving the 

students playing the role of plants cups of water for them to drink labeled “snowmelt”—the source of 

most water in the sagebrush ecosystem—and ask them to inhale and exhale deeply to complete the 

photosynthesis analogy. 

7. Ask students what else prey species like sage-grouse might eat, and one of them should suggest 

insects. Explain that the sagebrush ecosystem is very complex, with over 350 species of animals and 

native plants—all of them interconnected through a complex food web and supported by nonliving 

things such as sunlight, water, and air. Write food web under food chain and explain that it is the 

interaction of multiple food chains. 

8. Ask for a round of applause for the ecosystem actors, and ask them to take their seats. Explain that 

you will play a short video which will show the students more of the diverse organisms living in the 

interconnected community of the sagebrush ecosystem, and how the food web enables them to 

survive. Write the word community on the board when you say it, and ask students if they hear that 

word used in other ways. Briefly discuss how both humans and other living things exist together and 

support each other in communities. 

9. Explain to students that they will now create an art project which will be a visual representation of a 

more complex food web. This one will better represent the rich biodiversity of a healthy sagebrush 

ecosystem. Write that term on the board when you say it, too. 

10. Have students choose a partner and pass out copies of the “Constructing a Food Web of the Sagebrush 

Sea” activity handout found here: http://opb.pbslearningmedia.org/asset/nat15_doc_sagefood. Pairs 

will also need a large sheet of paper or poster board to share; consider having a few stacks of used 

sheets around the room from which students can choose (to use the back of it). 

11. Explain to students that they will be cutting up the organism cards and arranging them on the paper in 

a food web, leaving space to add simple drawings and labels for other organisms and nonliving 

components that they think are critical for the ecosystem. If students prefer, they could also draw 

simple illustrations of all of the organisms—or symbols to represent them. Then they should add 

arrows pointing from the animals to the organisms they eat and glue everything down with a glue 

stick. Students should also add the indispensable Sun and a title to the diagram. Additional resources 

such as books, the SteppeUp Cards, the Sagebrush Exploration trunk, and the Internet can be made 

available for students to conduct additional research, if necessary. 

Optional: Students can include humans and livestock in their diagrams, if desired. 

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Optional: Show students the Sagebrush Ecosystem poster/graphic available from the USFWS on the 

Greater Sage-Grouse Education page as an example: 

http://www.fws.gov/greatersagegrouse/education.php

12. Direct students to use different colored arrows for the different types of interactions on their 

diagrams, and write this on the board with color-coded markers or chalk, if available, or type it to 

display on the screen or interactive whiteboard: 

 Orange to connect the Sun with producers (plants) 

 Green to connect herbivores to plants 

 Red to connect predators to their prey 

 Brown to connect decomposers to the plants and animals they break down after they die. 

13. When pairs of students begin to finish (after about 25 minutes), prepare to simulate the web of life 

with yarn: 

 Pass out images and/or names of organisms from the ecosystem—one per student. Use either 

cut up cards from the activity above or larger ones if you have time to make them. Student 

pairs who complete their webs early can also help you make these based on the additional 

organisms they and other students added to their webs. 

 If you use the cut up cards, you or the students will at least need to write out the names of 

more organisms on cards or sheets of paper so there is one for each student in the class. 

 Ask the class to move their desks aside or go outside so you have a large area to form a circle 

with the whole class, directing students to take their images with them. 

14. When the class is in a circle, tell students that you will now be recreating the sagebrush ecosystem 

web of life. Give the end of the ball of yarn to one of the students representing a plant species. Ask the 

student to say the name of an organism it interacts with and toss the ball of yarn to the student 

representing it. 

15. Ask the second student to do the same thing, passing the ball to another organism it interacts with 

while holding the end of the yarn; continue until all the students are connected in the web of life, 

completing the sagebrush ecosystem. 

16. Ask the students to step back and/or gently pull on the yarn until the web is taut. Then ask the 

students to remain still. Explain that in a moment the student who started the web will tug on it, and 

only those students who feel a tug will tug back. 

Ask the student playing the plant to begin the process, and continue until all the students can feel a 

vibration moving through the web. Then ask students to choose an organism that might be less 

important for the ecosystem and ask that student to drop the yarn. 

17. Continue this process several more times, then ask students a few questions to promote critical 

thinking and generate discussion: 

 How did removing organisms from the sagebrush ecosystem impact the web? Possible answer: 

Organisms that depend on the food web are impacted and the web changes shape. 

 When were the changes to the web most dramatic? Possible answers: When there were less 

species, losing one of them had a greater impact on the ecosystem. 

 When was the web the most stable and why? Possible answers:

• The web was most stable when there was the largest number of species. 

• In general, the more biodiversity (point to the word on the board), the more stable 

the environment and the less it is impacted by changes in the environment. 

• If time allows, talk about the prefix bio- and the root diversity. 

 How might humans impact the web if they were added to it? Possible answers:

• They might cause more species to leave the web. 

• This would be especially true if the humans don’t try to minimize their impact and 

protect the biodiversity of the ecosystem. 

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18. After the discussion, direct students to roll up the yarn and clean up the classroom. Explain that if 

students did not have time to complete their diagrams they can do so in class after they complete 

another assignment or outside of class time. (Give students a deadline by which they will need to be 

completed.) Complete diagrams—or the best of them—can be displayed on the classroom walls or on 

a hallway bulletin board or other display. 

Adaptations / Extensions 

1. Start the lesson with an essential question like "How does all life on Earth depend on the Sun?" 

Students could start with a quick free write in their journal/notebook. Then you could ask them to 

create a simple food web with them at the center. This could help illustrate the concept of being an 

obligate and could be used at a different time in the unit. For example, you could ask something like, 

“Look at your personal food web and circle the food that you would choose if you could only have one. 

What might be some limitations of only being able to eat one type of food?” Another quick front 

loading activity could be to have students take a favorite food and trace it back to the Sun (e.g., 

hamburger patty comes from a cow, cow eats grass, grass grows because of the Sun). These quick 5-10 

minute activities can help activate prior knowledge and prepare students to focus their thinking in new 

ways. 

2. Take students outside and have them explore your local ecosystem. Organisms discovered can be 

recorded in student-created field guides or journals and observed to determine how they interact with 

other organisms in a food web. Back at school, research can be conducted to develop a deeper 

understanding of the organisms and how they interact in the ecosystem. 

3. Students can choose an organism from the sagebrush ecosystem to research and write about, 

preferably diverse species including birds, mammals, reptiles, plants, and insects. Provide students 

with an assessment rubric and/or graphic organizer, if desired, to help them direct and organize their 

work. They should include information such as: 

 Where in the sagebrush ecosystem does it live? 

 What does it eat? (for animals) 

 What eats it? 

 With which other organisms and nonliving things does it interact, and how does it depend on 

them for survival? 

 How does the organism impact the sagebrush ecosystem? 

4. Research findings could be shared with the rest of the class through oral presentations. 

5. Students can write a poem related to one of the organisms they have been learning about and its role 

in the food web of the sagebrush ecosystem. 

6. Student groups could diagram food webs from other ecosystems, even tiny ones like those found in 

the school yard. 

7. Students can use software such as Inspiration, Kidspiration, or Explain Everything to create their food 

web diagrams, rather than create them on paper. 

8. If students have time after completing the food web activity, have them sketch and label one or more 

of the artifacts from the Sagebrush Ecosystem Trunk (if available). 

9. As an alternate activity, students can work in pairs or small groups to create short videos about the 

sagebrush ecosystem food web. 

10. Students can explore the online food web activity from PBS found here: 

http://www.pbs.org/wnet/nature/sagebrush-sea-food-web

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More Resources / References 

 The title and last part of the lesson using the yarn were inspired by a Project Learning Tree lesson 

entitled “Web of Life.” It is found in their Pre-K-8 Environmental Education Activity Guide (2013) on 

page 194. A simplified version can be found online: https://www.plt.org/family-activities-web-of-life. 

 FireWorks Encyclopedia for the Sagebrush Ecosystem. BLM Idaho State Office. Available late 2017 from 

Idaho Fire Information: http://www.idahofireinfo.com 

 “The Sagebrush Steppe” poster from Audubon Rockies is a great additional resource students can refer 

to when creating their food webs: 

http://rockies.audubon.org/sites/g/files/amh431/f/sagebrushposter_fsc.pdf

Contact Jacelyn Downey at (307) 756-3941 or jdowney@audubon.org for the 18"X24" poster. 

 “The Sagebrush Steppe” ecosystem photo cards from Audubon Rockies are another possible resource 

students can use when creating their food webs: 

http://rockies.audubon.org/sites/g/files/amh431/f/web_of_life_print-outs_sagebrush_2.pdf

 “Explore Sagebrush Prairie” KIDs activity booklet from Project WET Foundation: 

http://www.projectwet.org/what-we-do/publications/kids-activity-booklets/explore-sagebrushprairie-kids-activity-booklet

 The Pocket Guide to Sagebrush Birds can be another resource for students: 

http://www.pointblue.org/uploads/assets/education/SagebrushPocketGuide_050611_reduced.pdf

 Lessons and Activities from the Idaho Rangeland Resource Commission: 

http://idrange.org/education/lessons-activities.htm 

 Sammy’s Quest to Save the West from Wildfire. BLM Idaho State Office. Available late 2017 from Idaho 

Fire Information: http://www.idahofireinfo.com 

 Video from Montana Fish, Wildlife & Parks about research on the effects of grazing for sage-grouse: 

http://fwp.mt.gov/education/videoLibrary/outdoorReports/video_0371.html

 More information about the Next Generation Science Standards, including a link to the Framework for 

K-12 Science Education to which this lesson was aligned, can be found at 

http://www.nextgenscience.org/framework-k%E2%80%9312-science-education. 

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Invasive Plants 

A Serious Threat to Sagebrush Ecosystems 

Lesson Overview 

A short multimedia presentation will be shared on 

the problems with invasive plants. If possible, 

students will then go outside to an area where they 

can observe invasive plants and work towards 

restoring the area if time and resources allow. Ideally 

this will be in the sagebrush ecosystem, but another 

area such as one near the school is also an option. 

Invasive plants will be identified and their seeds will 

be collected to observe adaptations which are 

beneficial for dispersal. This can be done later in the 

classroom using microscopes, if available. (Plants 

and/or plant parts can also be collected for drying 

and to observe more closely in the classroom, if 

desired). Students can then embark on a service 

learning project to help restore the area by removing 

invasive plants. The work will be documented and 

shared to educate others about the project and the 

need to restore natural areas with native plants such 

as sagebrush. 

If outside work is not possible, students can learn 

more about invasive plants through hands-on 

activities in the classroom as explained in the Teacher 

Instructions that follow. Adaptations and extensions 

are listed at the end of the lesson including research, 

writing, and art projects. 

Lesson Goal Students will be able to explain the role invasive plants play in changing sagebrush ecosystems. 

Subject Areas Science, English/Language Arts, and Art 

Grade Level 4-12 (Ages 9-18) 

Time 75 minutes or more 

Objectives 

 Students will be able to explain the factors which create healthy sagebrush ecosystems. 

 Students will be able to properly identify invasive plants and demonstrate proper removal techniques. 

 Students will document and reflect on the 

benefits of their service work through journal 

writing and sharing their findings through a 

variety of mediums. 

Cheatgrass overtakes the sagebrush ecosystem.

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Next Generation Science Standards 

Scientific and Engineering Practices

 Asking questions (science) and defining problems (engineering) 

 Obtaining, evaluating, and communicating information 

Crosscutting Concepts 

 Stability and change 

Core and Component Ideas in the Life Sciences 

 LS2: Ecosystems: Interactions, Energy, and Dynamics 

 LS2.A: Interdependent Relationships in Ecosystems 

 LS2.C: Ecosystem Dynamics, Functioning, and Resilience 

LS4: Biological Evolution: Unity and Diversity 

 LS4.C: Adaptation 

 

Common Core State Standards 

College and Career Readiness Anchor Standards for Writing (if Adaptation / Extension #2 is completed) 

Standard 6. Use technology, including the Internet, to produce and publish writing and to interact and 

collaborate with others. 

Standard 7. Conduct short as well as more sustained research projects based on focused questions, 

demonstrating understanding of the subject under investigation.

Materials 

1. Plastic bags to gather seeds 

2. Digital camera(s) and/or video camera(s) 

3. Student journals 

4. Optional: Work gloves for each student 

5. Optional: Tools to remove invasive plants present at restoration site, such as shovels, which students 

can share 

6. Optional: Microscopes or magnifying glasses 

7. Optional: Petri Dishes 

8. Optional: Plant presses to dry plant specimens 

9. Optional: Bags, if necessary, for the removal of specific invasive plant species on site (See the chart 

“Common Invasive Plants and Removal Techniques” later in the lesson.) 

Preparation 

1. If possible, identify an expert partner to work with your class. Contact information and 

recommendations for partners such as the U.S.FWS, BLM, state wildlife agencies, Audubon, the Nature 

Conservancy, Cooperative Extension, Conservation Districts, and Wyoming Weed and Pest Council as 

options for experts who can come into classrooms or offer resources can be found on the Greater 

Sage-Grouse Education page of the FWS website: 

http://www.fws.gov/greatersagegrouse/education.php. The Sage Grouse Initiative website also lists 

many excellent partners/experts, such as the Natural Resources Conservation Service: 

http://www.sagegrouseinitiative.com/about/partners. 

2. Have students return signed permission forms (found in the Appendix) if the class will be traveling 

beyond the school campus. 

3. Remind students to wear appropriate clothing, such as warm clothes and boots, and to bring a water 

bottle. 

4. If desired and time permits, tell students to bring snacks and/or lunch the day before the site visit. 

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5. Ensure all materials are ready for student use and/or ask students to bring materials from home. For 

example, ask students to bring in work gloves if they have them. 

Teacher Instructions 

1. If possible, take the students to an area degraded by invasive plants. If this is not possible, gather the 

students around a large table or set of desks with specimens of invasive and native plants (at least 

some of which have seeds).

2. Introduce the class visitor, if one is present. The visitor (or you) can then ask the class, “What is an 

invasive species?” This should lead to a quick discussion of why some plants are considered invasive 

and how they negatively impact ecosystems. Be sure students understand that invasive plants are 

those that have been introduced to an area, so they do not have natural enemies and they can spread 

quickly. If necessary, follow up with “How do invasives negatively impact habitat for wildlife species 

such as sage-grouse?” Reasons to be discussed could include: 

 By outcompeting native plants, they create monocultures which do not provide good habitat 

for native wildlife and lack the biodiversity needed for healthy ecosystems. Some species, such 

as sage-grouse and other sagebrush obligates, cannot survive if native plants like sagebrush 

are driven out. 

 Most invasives do not provide as much food and shelter as wild plants like sagebrush, bunch 

grasses, and wildflowers (forbs) do, negatively impacting wildlife habitat. 

 Invasives like cheatgrass and medusahead increase the threat of severe wildfires because they 

are extremely flammable, especially during the long dry season. 

 Invasives tend to have shallower roots and less complex root structures than native plants, 

causing increased erosion of soil. 

 They did not evolve in the ecosystem and therefore lack natural predators. 

 Their roots are generally shallower than those of diverse native plant communities, so they do 

less to slow erosion and promote the creation of healthy soils. 

 They use water that could be used by beneficial native plants. 

 The monocultures they create lack the complex structure and varied plant height needed to 

support a diverse ecological community. 

3. Ask the students if anyone can guess which plants are invasive in the outside area or on the table. 

Walk over to (or hold up) the invasive plants present and teach students how to identify each of them. 

See the chart of common invasive plants and other resources at the end of the lesson. 

4. If students are in the field and they will be removing invasives, follow the steps below. Otherwise, skip 

to step 5. 

 Go over safety rules and then pass out work gloves and tools. Ensure students can identify the 

invasive plants that are on site, such as those listed in the table that starts on the next page, 

and demonstrate the best techniques of removing them, ideally with the help of experienced 

students. 

 Have student groups begin removing the invasive plants. Circulate among the groups and be 

ready to answer questions. Provide guidance, as necessary, to ensure that students are 

practicing good safety and removal techniques. Identify students who have photography 

and/or filming experience and ask them to document the student groups working, as well as 

before and after images of the site. 

 Fifteen or twenty minutes before you are scheduled to leave, ask student teams to clean up 

the site, including completing piles and/or bagging plants, as necessary, and packing up the 

tools. 

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 To encourage students to reflect and help meet science and writing standards, pass out 

student journals and ask students to write for about 10 minutes on how their work will help 

transform the area. Encourage them to include vivid details about their experience and specific 

ways in which the rehabilitated site will improve the environment. For example, how might 

habitat for wildlife like sage-grouse be improved by removing the invasive plants and planting 

natives like sagebrush, forbs, and bunch grasses? If necessary, brainstorm ideas with students 

to help them get started. 

 Give students a one-minute warning to finish writing. Then gather the class together and ask 

for one or more volunteers to share an excerpt of what she or he wrote. 

 If students will be doing ongoing service work at the site, explain that the students’ good work 

today was just the beginning of their service project to increase the health and biodiversity of 

the site. They will use the notes gathered in their journals, as well as the images and/or video 

recorded, to create more resources which educate others about what they have been doing. 

5. Ask students to form groups of 3-4. 

 If students are in the classroom, pass out bags with invasive plants and seeds to the groups. 

 If students are in the field, pass out plastic bags for groups to collect seeds from the invasive 

plants. Tell students to be very careful not to spread the seeds around, and to clean their 

shoes and clothes carefully before boarding the bus. You may also want to skip this step and 

carefully gather seeds yourself to avoid the risk of spreading the noxious weeds. 

6. Students can carefully observe the seeds and other parts of the invasive plants in the classroom. Ask 

them to think about what adaptations on the seeds help them to disperse and germinate. Include a 

discussion of invasive weed vectors, such as vehicles, livestock, pet dogs, and clothes, emphasizing the 

importance of cleaning shoes before and after entering natural areas. Students can also observe the 

other plant parts if those were gathered, and microscopes can be used, if available, to observe the 

seeds and other parts on a microscopic level. 

7. Ask students to choose one or more seeds and/or plants to illustrate in their journals. Demonstrate 

how to make careful scientific drawings which include all of the structures of the seeds and/or plants. 

Direct students to label the seeds and/or plants and any of the structures they can identify. 

8. Close the lesson with a class discussion about the amazing adaptations of invasive plants. How have 

they been able to conquer such vast stretches of the sagebrush ecosystem and other important 

ecosystems? How can we stop them before they further damage wildlife habitat, rangeland for 

livestock, and the long-term health of the land for humans and wildlife alike? 

Adaptations / Extensions 

1. Have students design their own wind-dispersal method for a seed to help students develop their 

engineering skills and better appreciate seed adaptations: 

 Give pairs of students each a dry seed or bean and access to supplies to develop the own 

creative way to disperse their seed or bean by wind as far as possible. Supplies can include: 

• Pieces of paper 

• Scissors 

• Fiberfill 

• Tissue paper 

• Tape and glue 

• Bubble wrap 

• Anything else that students might think to use 

 Put a fan on a table or counter. 

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 When designs are complete, direct student teams to each drop their seed from the same 

height in front of the fan. Allow each team three attempts, using a measuring tape to record 

the distance traveled for each and then calculating the average distance traveled. 

 Have teams share their data in one large table to determine which design(s) traveled the 

farthest. Discuss which seed(s) traveled the farthest and hypothesize why those designs were 

successful. 

 If time permits, allow students to revise their designs to see if they can improve their seed’s 

wind-dispersal distance. 

2. Do a simple classroom simulation to demonstrate how invasive plants can quickly become a problem. 

For example: 

 Do some work with ratios (which supports Common Core math standards). 

 Have a couple sets of plant cards—each deck having one card for each student in the class. 

These could be made from simple 3/5 index cards. 

 Let students know that there is only room in the model ecosystem for X number of plants 

(equal to the number of students). 

 The first round of play could involve a functional ecosystem with a mix of cards replicating 

native shrubs, forbs, grasses, etc. The teacher and students could figure out how many plants 

there are in each category and list them on the whiteboard. Then the cards could be collected 

and the new deck distributed. 

 The new deck would include invasive weeds and fewer native plants. 

 This activity could include an option for the teacher to have a student roll a die or draw a card 

that describes a change in the system that might introduce more invasive weeds. Or, the 

teacher could have a simple narrative (paragraph or two) to read in between each round of 

the game. 

 The final round of the game could end with the deck of cards being entirely invasive weeds 

and even a video clip or photos/story about a real place where fire or other factors have 

completely displaced a native sagebrush plant system with invasive weeds. 

3. Ask students to save samples of the invasive plants. These can be preserved by pressing and drying to 

use when educating others about the project. A Plant Collection and Pressing Guide can be found on 

the Idaho Rangeland Resource Commission’s “Rangeland Plants” education webpage: 

http://idrange.org/LiteratureRetrieve.aspx?ID=143189

4. Have students research a specific invasive species to learn more about its life cycle and its negative 

role in ecosystems. Students can also research its origins and how it traveled to your area. Findings 

could be shared with the rest of the class through multimedia class presentations and/or written 

reports. One possible Invasive Species Project is explained following the invasive plants guide at the 

end of the lesson and another is “Plant Immigrants” from Earth Partnership for Schools: 

http://www.litzsinger.org/EPS/10-10-Plant-Immigrants.pdf. 

5. Seeds can be germinated in petri dishes and observed with microscopes or magnifying glasses. 

Prior to or following the field work, have students research a specific invasive plant to learn more 

about its life cycle and its negative role in ecosystems. Findings could be shared with the rest of the 

class through class presentations. One possible Invasive Species Project is explained following the 

invasive plants guide at the end of the lesson. 

6. Prior to or following the field work, have students watch The Silent Invasion documentary film from 

Oregon Public Broadcasting (OPB): http://www.opb.org/programs/invasives. 

7. Talk about how sometimes plants are introduced by humans with the best intentions to try to solve 

problems, but they have themselves lead to ecological declines (e.g. buffelgrass (Cenchrus ciliaris) and 

Poa bulbosa, both introduced to reduce erosion and stabilize soils).

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More Resources / References 

 List of common invasive plants in the sagebrush ecosystem and removal techniques which starts on 

the next page 

 Excellent invasive weed curriculum for grades K-12: Invasives: Plants on the Move. 

http://www.weedinvasion.org/

 Idaho Rangeland Resource Commission education resources on Rangeland Plants: 

http://range.idaho.gov/education/lessons-and-activities/rangeland-plants

 Excellent lesson plans on invasive and native plants and more: Return of the Natives. 

https://csumb.edu/ron/lesson-plans

 Montana Dept. of Agriculture Noxious Weed Education: 

http://agr.mt.gov/agr/Programs/AgClassroom/k-8projects/noxiousweededucation/

 The engineering seed dispersal extension was inspired by a lesson called “Scattering Seeds” on the 

Discovery Education website: 

http://school.discoveryeducation.com/lessonplans/programs/scatteringseeds/

 Cramer, J. and Einerson, J. (2011). From Salmonberry to Sagebrush. Corvallis, OR: Institute for Applied 

Ecology. You can download the complete 300+ page book here: 

http://www.blm.gov/style/medialib/blm/wo/Law_Enforcement/nlcs/education__interpretation/teach

ers_page.Par.40262.File.dat/Oregon_Native_Plant_Curriculum.pdf

 USDA Plants database: http://plants.usda.gov/

 Conserve our Western Roots poster and postcard from the Sage Grouse Initiative: 

https://www.sagegrouseinitiative.com/roots

 Earth Partnership for Schools’ process for schools during ecosystem restoration with lessons:

http://www.litzsinger.org/education/resources/earth-partnership-for-schools. 

 FireWorks Encyclopedia for the Sagebrush Ecosystem. BLM Idaho State Office. Available late 2017 from 

Idaho Fire Information: http://www.idahofireinfo.com 

 Sammy’s Quest to Save the West. BLM Idaho State Office. Available late 2017 from Idaho Fire 

Information: http://www.idahofireinfo.com 

 “Explore Sagebrush Prairie” KIDs activity booklet from Project WET Foundation: 

http://www.projectwet.org/what-we-do/publications/kids-activity-booklets/explore-sagebrushprairie-kids-activity-booklet

 DiTomaso, J. (2013). Weed control in natural areas in the Western United States. Davis, Calif.: 

University of California Weed Research and Information Center. 

 More information about the Next Generation Science Standards, including a link to the Framework for 

K-12 Science Education to which this lesson was aligned, can be found at 

http://www.nextgenscience.org/framework-k%E2%80%9312-science-education. 

 More information about the Common Core State Standards and links to the complete documents can 

be found at http://www.corestandards.org. 

 Teacher Trunks from Audubon Rockies, including Sagebrush Exploration. Contact Dusty Downey at 

(307) 756-3941 or ddowney@audubon.org for more information. 

 Contact your local 4-H (http://www.4-h.org) for more resources related to your local area. 

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Common Invasive Plants in the Sagebrush Ecosystem

and Removal Techniques

Cheatgrass

(Downy Brome)

Bromus tectorum

Photo credit: Jim Kennedy

Manual removal (recommended for student 

groups):

 Hand pull or dig in spring before seeds ripen

 Repeat when new plants appear

Mechanical removal:

 Disking/tilling of live plants before seeds

ripen

 Use disk, rototiller, spike-tooth harrow, etc.

Biological (cultural) removal:

 Livestock grazing by goats, sheep, and cattle 

in spring before seeds form

 Can heavily graze the area and repeat 3 

weeks later

 Repeat for at least 2 years

Chemical removal:

 Chemicals can be used, but this method is 

not recommended for students, due to their 

toxicity.

Controlled burning:

 Dangerous and not recommended for 

student groups, of course!

Medusahead

Taeniatherum caput-medusae

Photo credit: Matt Lavin

Manual removal (recommended for student 

groups):

 Hand pull or dig in spring before seeds 

ripen; repeat when new plants appear

 Removal of thatch by raking in areas 

where a heavy thatch exists.

Mechanical removal:

 Disking/tilling of live plants before seeds 

ripen

 Use disk, rototiller, spike-tooth harrow, 

etc.

Biological (cultural) removal:

 Because of its high silica content, 

livestock avoid grazing medusahead

Chemical removal:

 Chemicals can be used, but this method 

is not recommended for students, due to 

their toxicity.

Controlled burning:

 Dangerous and not recommended for 

student groups, of course!

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Ventenata

(North African Wiregrass)

Ventenata dubia

Photo credit: Matt Lavin

Manual removal (recommended for student 

groups):

 Hand pull or dig in spring before seed is ripe 

and when soil is moist to uproot this 

shallowly rooted species

 Repeat when new plants appear

Cultural (livestock) removal:

 Grazing is unlikely to be effective due to low 

palatability

Chemical removal:

 Chemicals can be used, but this method is 

not recommended for students, due to their 

toxicity.

Controlled burning:

 Dangerous and not recommended for 

student groups, of course!

Common, Cutleaf,

& Fuller’s Teasel

Dipsacus fullonum, Dipsacus laciniatus, 

& Dipsacus sativus

Photo credit: Jim Kennedy

Manual removal (recommended for student 

groups):

 Hand pull or dig in spring before 

flowering

 When digging, sever the root below the 

soil surface

 Repeat when new plants appear

Mechanical removal:

 Tilling effectively controls emerged 

plants, but can stimulate new 

germinations

Biological (cultural) removal:

 Livestock may graze rosettes, but teasel has 

low palatability at most growth stages. 

Chemical removal:

 Chemicals can be used, but this method is 

not recommended for students, due to their 

toxicity.

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Bull, Canada, Musk, and Scotch Thistle

Cirsium vulgare, Cirsium arvense,

Carduus nutens, & Onopordum acanthium

Manual removal (recommended for 

student groups):

 Hand pull or hoe before flowering

 When digging, sever the root below 

the soil surface 

Mechanical removal:

 Mowing is only effective if done 

immediately before flowering or 

when plants are just starting to 

flower. 

 A single mowing is ineffective due to 

variation in plant maturity and must 

be repeated at least every 2-3 weeks

Biological (cultural) removal:

 Large livestock tend to avoid grazing 

thistles, but horses, goats, and cattle 

have been known to eat flowerheads 

and sheep to eat rosettes. 

Chemical removal:

 Chemicals can be used, but this 

method is not recommended for 

students, due to their toxicity.

Russian Thistle

Salsola tragus

Photo credit: Matt Lavin

Manual removal (recommended for 

student groups):

 Hand pull or dig in spring before 

seed is ripe

 Repeat when new plants appear

Mechanical removal:

 Tilling before seed set will control 

seedlings and larger plants, but 

must be repeated for 2+ years until 

the soil seedbank has been 

depleted.

Biological (cultural) removal:

 Livestock may graze young plants

Chemical removal:

 Chemicals can be used, but this 

method is not recommended for 

students, due to their toxicity.

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Yellow Star Thistle

Centaurea solstitialis

Mark Stannard, USDA-NRCS Pullman Plant Materials Center

 Removal same as other thistle, above

Other Common Invasive Plants Found in Wetter Areas (Such As 

Riparian Areas and Wetland Meadows) and Removal Techniques

English Ivy

Hedera helix

 Removal from trees is easily done by 

“air gapping” (cutting the runners at 

chest height around the tree and 

pulling everything below chest height 

out of the ground). Anything above on 

the tree will die.

 Ivy on the ground is pulled out from 

the roots with hands and rakes.

Old Man’s Beard Clematis

Clematis vitalba

 Same as above

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Armenian (Himalayan) Blackberry

Rubus armeniacus

 Cut the canes with loppers down to a 

foot above the ground. Pull the canes 

to a central pile and cut into 1-2 foot 

sections.

 Dig up the roots; the foot-long 

blackberry plants mark the locations. 

Bang the roots on the ground to knock 

off the top soil and deposit them on 

top of the cane pile. (We don’t remove 

invasive plants from sites, but rather 

“chop and drop” them since the debris 

piles offer good habitat for wildlife. 

For example, Green Team students 

conducted a salamander survey and 

found many of the charismatic 

amphibians in the piles!

Garlic Mustard

Alliaria petiolata

 Pull out by hand in spring. Since the 

plant will regenerate if left on site, it 

needs to be bagged and thrown away. 

It’s also important to use brushes on 

shoes if students walk in an area 

infested with Garlic Mustard as the 

seeds travel easily on shoes.

Morning Glory

or Field Bindweed

Convolvulus arvensis

 This invasive will re-root if left on site, 

so lay out a tarpand put the debris 

pile on the tarp to dry out. Then two 

or three weeks later the tarp can be 

removed and the plant won’t resprout.

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Reed Canary Grass

Phalaris arundinacea

 One of the most difficult plants to 

remove, a good strategy is to cut the 

grass down right before the first 

native planting, and then plant the 

natives very densely (2-3

feet apart).

 Installing biodegradable coffee bags 

around the native plants gives them 

some protection from the invading 

grass and reduces or eliminates the 

need for mowing. 

 Reed canary grass prefers full sun, so 

shade can help control.

 Dense willow staking can also help 

control the invader.

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Name: ______________________________ Period: ____ Date: ______________________

Invasive Species Project

Adapted with permission from a project in the SOLVE Environmental Service Leaning curriculum by Erin Cole

Your Assignment

Research an invasive plant or an invasive animal that is impacting the sagebrush ecosystem or another 

ecosystem. Create an “eradication sales pitch” to share your information and warn others about the 

dangers of these noxious organisms!

Overall Guidelines

You will be trying to convince your classmates that your plant or animal is the MOST concerning to the 

sagebrush steppe or another ecosystem and that all our money and resources should go to 

eradicating it NOW! Some things to think about in your sales pitch:

1. Is your plant one that is already causing widespread damage?

2. Is it one that is not that big a problem in our area yet, but it may become really damaging?

3. Is it causing significant economic damage? Environmental damage? Aesthetic damage?

4. Is it cost-effective to get rid of?

5. Is there an organization which is already trying to get rid of it? If so, could they use help?

Information Requirements

1. Common and scientific name of your plant or animal

2. Detailed description of what it looks like; how to not confuse it with similar organisms

3. Its original ecosystem (where they are native and originally from)

4. Where it can be found now (region, specific place in ecosystem)

5. How they harm humans and ecosystems (Be specific: for example, if they take over land from 

other plants, HOW do they do it? If they cause economic damage, to what industries or 

structures?)

6. What humans are trying to do to stop the invasion (Again, be as specific as possible: is there a 

specific organization which is already trying to stop them? What tools/chemicals/methods are 

they using, and are there pros and cons to the various methods?)

7. All sources of information, including photos, are cited in MLA format

Formatting and Aesthetic Requirements

1. 4-10 slides created with PowerPoint or another program, including a sources page at the end

2. A title slide with a photo or drawing of the plant or animal that has been stylized to look “evil” 

or “wanted” (created with graphics software or drawn by hand and scanned)

3. The presentation should last no longer than 3 or 4 minutes and should seem like a “sales 

pitch,” not just an informational session—be persuasive!!!

Page 1 of 2

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Evaluation

Your presentations will be scored as follows:

Requirement Score

Information: All information requirements met, including sources / 20

Organization: Presentations are neat and organized, with proper 

grammar and spelling / 5

Creativity: Photo or drawing on first slide has been “evilized” and 

presentation is persuasive / 5

Total / 30

Choices

Invasive Plants

1. Cheatgrass (Downy Brome)

2. Medusahead 

3. Ventenata (North African Wiregrass)

4. Bull, Canada, Musk, and Scotch Thistle

5. Common, Cutleaf, or Fuller’s Teasel

6. Russian Thistle

7. Yellow Star Thistle

8. Scotch (Scot’s) broom

9. Purple loosestrife

10. Knapweeds

11. Knotweeds (Japanese or other)

12. Thistle and Teasel (various species)

13. Traveler’s Joy / Old Man’s Beard Clematis

14. Laurel

15. Garlic Mustard

16. English Ivy

17. English Holly

18. Tree of Heaven

19. Yellow Flag Iris

20. Indigo Bush/Butterfly Bush

21. Reed Canary Grass

Invasive Animals

1. Zebra and Quagga Mussels

2. Chinese Mitten Crab

3. Nutria

4. European Starling

5. English House Sparrow

6. Asian Carp/Asian Leaping Carp/Silver Carp

7. American Bullfrog

8. Rusty Crayfish

9. Feral Pig/Feral Swine

10. Red-eared Slider

11. Oriental Weatherfish

12. Northern Snakehead

13. New Zealand Mud Snail

14. Yellow Perch

15. Asian Clam

16. European Green Crab

17. Red Swamp Crayfish

Resources

 USDA Plants database: http://plants.usda.gov/

 Silent Invasion documentary film with additional resources: 

http://www.opb.org/programs/invasives

 Oregon Invasive Species Council: http://www.oregon.gov/OISC

 USDA Invasive Species resources: http://www.invasivespeciesinfo.gov/unitedstates

 Oregon Dept. of Fish and Wildlife (ODFW) Invasive Species resources: 

http://www.dfw.state.or.us/conservationstrategy/invasive_species.asp

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Native Plants in the Sagebrush Ecosystem 

Structures, Benefits, and Student Action

Lesson Overview 

Students learn to identify native plants, 

including shrubs, grasses, and/or forbs 

(wildflowers), and how they benefit 

ecosystems. Ideally, students travel to 

a sagebrush ecosystem restoration site 

where they learn to identify the 

important plants and plant structures. 

They then learn to use transects to 

approximate the distribution of plants 

at the site and take action to improve 

the health of the ecosystem by 

planting native plants. Even if that is 

not possible, students can observe 

native plants on the school campus 

and/or in the classroom, either as live 

or dried specimens or through images. 

Students then create detailed drawings 

of their favorite plants in journals and 

label the plant structures. Adaptations 

and extensions are listed at the end of 

the lesson, including additional research, 

writing, and art projects. 

Lesson Goals Students will learn to identify plant structures and specific native plants. They will understand 

the ecological benefits of native plants and, if possible, work to improve the health of an 

ecosystem—preferably sagebrush steppe—by planting one or more species of native shrubs, 

grasses, and/or forbs (wildflowers). 

Subject Areas Science, Math, English/Language Arts, and Art 

Grade Level 4-12 (Ages 9-18) 

Time 75 minutes or more, depending on lesson components incorporated 

Objectives 

 Students will demonstrate understanding of the many ways native plants help maintain healthy 

ecosystems. 

 Students will demonstrate knowledge of plant structures through the creation of detailed diagrams. 

 Students will correctly identify and plant native plants. 

Students conduct a line transect.

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Next Generation Science Standards 

Scientific and Engineering Practices

 Asking questions (science) and defining problems (engineering) 

 Planning and carrying out investigations 

 Constructing explanations (for science) and designing solutions (for engineering) 

Crosscutting Concepts 

 Patterns 

 Structure and Function 

 Stability and Change 

 Systems and System Models 

Core and Component Ideas in the Life Sciences 

LS2: Ecosystems: Interactions, Energy, and Dynamics 

 LS2.A: Interdependent Relationships in Ecosystems 

 LS2.C: Ecosystem Dynamics, Functioning, and Resilience 

 LS4: Biological Evolution: Unity and Diversity 

 LS4.C: Adaptation 

Common Core State Standards 

Common Core State Standards for Mathematics 

Ratios and Proportional Relationships 

Standard 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio 

relationship between two quantities. 

Standard 6.RP.A.3.C Find a percent of a quantity as a rate per 100. 

College and Career Readiness Anchor Standards for Writing 

College and Career Readiness Anchor Standards for Writing

Standard 4. Produce clear and coherent writing in which the development, organization, and style are 

appropriate to task, purpose, and audience. 

Materials 

1. Copies of “Transect Survey” handout (found after this lesson) and clipboards for each group; plastic 

cover sheets if precipitation expected 

2. Student journals and pencils 

3. Optional: Copies of the “Plant Identification Booklet” from the Idaho Rangeland Resource Commission: 

http://idrange.org/_literature_140279/Plant_Identification_Booklet 

4. Optional: Colored pencils 

5. Optional: Digital camera(s) and/or video camera(s) 

6. Optional: Tape measures or strings with measurement lines for student groups to share 

7. Optional: GPS devices and/or smartphones for students to share 

8. Optional: Whiteboard or poster board and markers 

9. Optional: Work gloves for each student, flagging tape, and tools to plant native plants, such as shovels 

10. Optional: Plant presses to dry plant specimens 

11. Optional: Microscopes or magnifying glasses 

12. Optional: Plastic bags to gather seeds 

13. Optional: Petri dishes or pots and soil to sprout seeds 

14. Optional: Sagebrush Ecosystem Trunk from Audubon Rockies: contact Jacelyn Downey at (307) 756-3941 

or jdowney@audubon.org for more information 

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15. Optional: The Sagebrush Steppe poster from Audubon Rockies: 

http://rockies.audubon.org/sites/g/files/amh431/f/sagebrushposter_fsc.pdf

Contact Jacelyn Downey at (307) 756-3941 or jdowney@audubon.org for the printed poster. 

Preparation 

1. If possible, identify an expert partner to work with your class. Contact information and 

recommendations for partners such as the U.S.FWS, BLM, state wildlife agencies, and Audubon can be 

found on the Greater Sage-Grouse Education page: 

http://www.fws.gov/greatersagegrouse/education.php. There you can also find contacts who can help 

with gathering the materials above. Sarah Levy from the U.S. FWS is one of the contacts who can help 

connect you with resources and/or restoration partners: sarah_levy@fws.gov. 

2. Have students return signed permission forms (found in the Appendix) if the class will be traveling 

beyond the school campus. 

3. Be able to identify native plants in the area you will be visiting, such as those found in the chart 

“Common Native Plants in the Sagebrush Steppe” later in the lesson. 

4. Remind students to wear appropriate clothing, such as warm clothes and boots, and to bring a water 

bottle. 

5. If desired and time permits, tell students to bring snacks and/or lunch the day before the site visit. 

6. Ensure all materials are ready for student use and/or ask students to bring materials from home. For 

example, ask students to bring in work gloves if they have them. 

Teacher Instructions 

1. If possible, take students to an area containing native plants—preferably with plants found in the 

sagebrush ecosystem—or show students live or dried specimens in the classroom. Teach students how 

to identify native plants such as the following: 

o Shrubs: Sagebrush, such as the specific species found in your observation area 

o Grasses: Such as native perennial bunchgrasses; tell students these are species that come back 

every year and ask them what they think annual grasses are and how they are able to regrow 

the following season. 

o Forbs: Wildflowers such as arrowleaf balsamroot; try to show at least one example of both an 

annual and perennial forb. 

o Trees: Juniper: native, but considered invasive in the sagebrush ecosystem

2. Optional: Pass out plant guides such as copies of the Plant Identification Booklet and the “Common 

Native Plants in the Sagebrush Ecosystem” handout at the end of this lesson for students to share. 

Students can use either or both of these to help them identify plants and plant structures. Talk through 

the different parts of the guides with them. 

3. Ask students which plants at the site are invasive and review concepts from the last lesson on invasive 

plants and their negative impacts on the environment. 

4. Ask students how native plants help to create healthy ecosystems. (Ask for a volunteer to record the 

ideas on a whiteboard or poster board (if available) while you facilitate discussion.) Add to the list 

students created by explaining the rest of the ways native plants help ecosystems. For example, native 

plants in the sagebrush ecosystem provide essential habitat for countless organisms, such as birds, 

insects, and reptiles. Incorporate important concepts into the discussion, such as natural selection, 

adaptation, biodiversity, and the interconnectedness of ecosystems. If available, use a visual aid such as 

The Sagebrush Steppe poster to help review the concepts. 

5. Tell students they will be surveying the area to measure the current distribution of different types of 

plants. The method they will be using is called a transect line survey. Demonstrate the process of 

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collecting data, which can vary depending on available materials and the method used, but may include 

these steps: 

o Form groups of 3-4 students and pass out the “Transect Survey Data” sheet (found after this 

lesson) to each group with a clipboard. 

o Groups mark the spot of the first survey point and unroll a measuring tape or marked string to a 

distance of 10 meters or more. (Thirty meters is another common distance to measure, which is 

why there are that may spaces on the data sheet, but they do not all need to be used). 

o Groups use the data sheet to record what is found along the line, starting with the first survey 

point and continuing at each meter mark (or another interval, such a foot or 3 steps). 

o Percentages of each type of vegetation or ground cover are calculated by adding up the number 

of times each was counted, divided by the total number of data collections points. For example, 

if invasive grass was recorded at 10 out of 20 data collection points, the percentage recorded for 

that category would be 50%. 

o A similar method that does not involve measuring tape is demonstrated here: 

https://www.youtube.com/watch?v=OUahqcpxaZg

6. After students have completed the surveys and calculated the percentages, come together as a class to 

share the findings. Which type of plants or ground cover were the most common? Least common? What 

factors might have contributed to the conditions at the site? If invasive species were found, what can 

students do to help restore the native ecosystem? 

7. Optional: If students will be planting native species: 

o Show students one of each species they will be planting that day and explain what each is and 

some characteristics to remember it. You can share ethnobotany facts about the species, as 

well. Many books and websites explain the traditional uses of the plants by Native Americans, 

such as Ethnobotany of the Middle Rockies by the BLM: 

http://www.blm.gov/style/medialib/blm/wy/programs/pcp/docs.Par.29345.File.dat/Ethnobota

nyMiddleRockies.pdf

o Ask students to work with a partner to flag plants with flagging tape for future identification if 

requested by the restoration site partner. If there are an odd number of students, ask for a 

volunteer to work independently or form a group of three. 

o Demonstrate for students how they will work with a partner to properly prepare and plant the 

native plants. Techniques will vary based on environmental conditions, so consult with your 

restoration partner and/or other experts in the area. 

o Ask students to begin working. If plants were not placed 

ahead of time, ask students to space them appropriately 

depending on the species. Circulate among the student 

groups and ensure that all plants are planted properly. 

o Direct students to stop working 20 minutes before it is time 

to leave and clean up the site. 

7. Ask for one or more volunteers to help pass out student journals 

and have students work on them for the remainder of the time on 

an assignment such as the following: 

o Sit with your favorite plant from today. Draw it in DETAIL, 

explaining plant structures you see that we learned about 

today. If time allows, write a haiku or another type of 

poem about the plant; one idea is to illuminate one or 

more of its benefits for the environment. (This can be 

completed back in the classroom or for homework, if 

necessary.) 

o Alternative projects are listed in the Adaptations / 

Extensions section which follows. Photo courtesy Drew Nash,

Times-News

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8. Gather the students together and congratulate them on all they accomplished today. Close the lesson 

with two or three questions which remind them about some of the important concepts they learned, 

such as the important roles the specific plants you learned about play in the ecosystem and the 

structures which help them to survive, as well as how their transect line surveys will help document 

changes to the landscape over time. 

Adaptations / Extensions 

1. Students can graph the percentages of each type of vegetation or ground cover calculated from the 

transect data. For example, pie charts and/or histograms can be drawn and labeled by hand or created 

with software such as Microsoft Excel or Google Docs. 

2. Students can record the GPS coordinates of their transect line points. These can be used to record data 

at exactly the same points in the future and make it easier to compare changes over time. In addition to 

standalone GPS devices, smartphone apps are also available, such as “Record my GPS position,” a free 

app for iPad/iPhone, Android, and Windows phone. 

3. Students can document the condition of the site using photographs and/or video. These can be used to 

show changes over time at the site. See the “Photo Point Monitoring” document in the Appendix for a 

detailed explanation of the process. A video explaining a similar process is found here: 

https://www.youtube.com/watch?v=JdtAExrzJtY

4. Ask students to save samples of the native plants. These can be preserved by pressing and drying to use 

when educating others about the project. A Plant Collection and Pressing Guide can be found on the 

Idaho Rangeland Resource Commission’s “Rangeland Plants” education webpage here: 

http://idrange.org/LiteratureRetrieve.aspx?ID=143189

5. Have students create plant descriptions to go with the pressed plants. Then they can either create a 

class field guide or display the pressed plants and descriptions somewhere in the school, such as the 

library, front office, or a prominent location in a hallway. Students love making real things for real 

audiences. 

6. Compare the plant diversity in the school yard to that in a natural environment with native species. Use 

a transect line to compare both locations. 

7. Collect seeds of native plants and have students experiment testing growth rates of different plant 

species under different conditions. Seeds can also be germinated in petri dishes and observed with 

microscopes or magnifying glasses. 

8. Have students create journals prior to visiting the field. A Field Journaling lesson, including a description 

of one way to make a journal, can be found on the Idaho Rangeland Resource Commission’s “Rangeland

Plants” education webpage here: http://idrange.org/_literature_156764/Field_Journaling. Cornell’s 

BirdSleuth site also has excellent information on nature journaling: http://www.birdsleuth.org/naturejournaling. 

9. Students can find the soil type at their school or home and then research the native plants that should 

be growing there. Here is a good website to gather data: 

http://websoilsurvey.sc.egov.usda.gov/App/HomePage.htm

10. Prior to doing field work, have students watch one or more videos on how to conduct a transect such as: 

 This one produced by college students: https://www.youtube.com/watch?v=OUahqcpxaZg. 

 “Range Monitoring catches on with Idaho ranchers”: 

https://www.youtube.com/watch?v=OYPeGZzgmUM

 Simple one-minute transect line video: https://www.youtube.com/watch?v=wr-kegUQb4c

 How to set up a line transect—Plant Demography: 

https://www.youtube.com/watch?v=TDe7eOVW8Gw

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11. Prior to or following the field work, have students research a specific native plant from the sagebrush 

ecosystem to learn more about its life cycle and its beneficial role in the ecosystem. Findings could be 

shared with the rest of the class through class presentations. 

12. Arrange for students to visit your public library—either as a class or after school—to research specific 

native plants in your area. 

13. Discuss pollination with the class. This is a very important concept everywhere, but especially in 

sagebrush ecosystem areas such as those in Idaho, Eastern Oregon, and Eastern Washington, because 

many native plants only have a single species of pollinators. This makes wildfire much more of an issue 

because when the native vegetation burns, the essential pollinators are lost, as well. 

14. Discuss with students how sustainable grazing management can lead to vigorous native plants that are 

resilient to drought, weeds, etc. For example, moving livestock frequently can be highly beneficial. 

15. Discuss "Species Groups" that are preferred by sage-grouse in order of life form and key palatable 

characteristics; e.g. yellow composites with milky sap or tender legumes versus coarse forbs like borage 

and mustards. 

More Resources / References 

 “Common Native Plants in the Sagebrush Ecosystem” and “Sage-Grouse / Pollinator Beneficial Plant 

Species” which follow lesson 

 FireWorks Encyclopedia for the Sagebrush Ecosystem. BLM Idaho State Office. Available late 2017 from 

Idaho Fire Information: http://www.idahofireinfo.com 

 Conserve our Western Roots poster and postcard from the Sage Grouse Initiative: 

https://www.sagegrouseinitiative.com/roots

 Sammy’s Quest to Save the West from Wildfire. BLM Idaho State Office. Available late 2017 from Idaho 

Fire Information: http://www.idahofireinfo.com 

 Rangeland Plants education resources from the Idaho Rangeland Resource Commission: 

http://idrange.org/education/lessons-and-activities/rangeland-plants

 Restoring Native Plants video and teacher’s guide from This American Land: 

http://www.thisamericanland.org/lesson-plans/restoring-native-plants

 Backpack Guide to Idaho Range Plants. The University of Idaho Rangeland Center and the Idaho 

Rangeland Resource Commission. http://idrange.org/store/books/backpack-guide-to-idaho-range-plants

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 Sagebrush Country: A Wildflower Sanctuary by Ronald Taylor is another excellent field guide which 

contains excellent photos for easy plant ID. http://www.amazon.com/Sagebrush-Country-A-WildflowerSanctuary/dp/0878422803

 Highly rated apps for iPhone/iPad and Android include: 

 Audubon Wildflowers: http://www.audubonguides.com/field-guides/wildflowers-northamerica.html

 Idaho Wildflowers: http://www.highcountryapps.com/IdahoWildflowers.aspx

 Excellent lesson plans on invasive and native plants and more can be found on the Return of the Natives 

site, California State University Monterey Bay: https://csumb.edu/ron/lesson-plans

 USDA Plants database: http://plants.usda.gov/

 Shultz, L. (2012). Pocket Guide to Sagebrush. PRBO Conservation Science. 

http://www.sagestep.org/pubs/pubs/sagebrush_pock_guide.pdf

 Native Plants Classroom Investigation Series from BLM: 

http://www.blm.gov/style/medialib/blm/wo/Law_Enforcement/nlcs/education__interpretation/teache

rs_page.Par.77635.File.dat/CI_native_plants.pdf

 Native Plants Junior Explorer booklet for students in grades 4-6 (and younger) from BLM: 

http://www.blm.gov/style/medialib/blm/wo/Law_Enforcement/nlcs/education__interpretation/junior_

explorer.Par.13034.File.dat/Jr%20Explorer_Native_Plants.pdf

 Contact your local 4-H (http://www.4-h.org) for more resources related to your local area. 

 Cramer, J. and Einerson, J. (2011). From Salmonberry to Sagebrush: Exploring Oregon’s Native Plants. 

Corvallis, OR: Institute for Applied Ecology. You can download the complete 300+ page book here: 

http://appliedeco.org/wp-content/uploads/Oregon-Botany-Curriculum-Salmonberry-to-Sagebrush.pdf 

 Montana Sagebrush Guide from Montana Dept. of Fish, Wildlife & Parks (black & white): 

http://sagemap.wr.usgs.gov/docs/MT_Sagebrush_Guide.pdf

 If you will be doing environmental service work, these additional resources may also be helpful: 

 An inspiring short video showing inmates planting the sagebrush that they grew with the 

Institute for Applied Ecology: http://youtu.be/zSu28gsItpQ

 “Great Basin Native Plant Selection and Increase Project” presentation:

http://www.fs.fed.us/rm/boise/research/shrub/projects/PowerPoint_Presentations/2012/Shaw.pdf

Photo courtesy Tetona Dunlap, Times-News

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Names: _____________________________________ Date: _________ Location: __________________ 

Transect Survey Data 

1. Record the code of the ground cover type for the locations along the line in the bottom table. 

2. Calculate the percentages for each cover type, below. 

Categories 

Use this coding system to record your data, then calculate ratios and percentages after transect complete.

Vegetation / 

Ground Cover Code Ratio of # of Data Points to Total # of Points

Fraction 

Equivalent

Decimal

Equivalent

Percentage 

Cover 

Shrub S %

Native Perennial 

Grass PG %

Invasive Grass IG %

Perennial Forb PF %

Annual Forb AF %

Tree T %

Humus / Organic 

Litter L %

Rock / Gravel R %

Bare Ground BG %

Total (should add up to 100%) %

Transect Data Collection

What is found at each interval along the line?

Transect 

Line Marks Code

Transect 

Line 

Marks

Code

Transect 

Line 

Marks

Code

Transect 

Line 

Marks

Code

Transect 

Line 

Marks

Code

1 ________

(meter, 

foot, etc.)

7 13 19 25

2 8 14 20 26

3 9 15 21 27

3 10 16 22 28

5 11 17 23 29

6 12 18 24 30

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Common Native Plants in the Sagebrush Ecosystem

Photos by Sarah Kulpa, U.S.FWS botanist, unless otherwise noted

SHRUBS

Basin Big Sagebrush

(Artemisia tridentata subsp. tridentata)

Leaves and Flowers

Wikimedia Commons

Key Characteristics

 Member of sunflower family (Asteraceae)

 Grows 5–7 ft (1.5–2.1 m) tall; tallest of big sagebrush varieties

 Found on deep, well-drained soils in cool air valleys 

 Crowns are irregular and rounded

 Leaves are gray-green, narrowly wedge shaped, and 3-lobed

 Flowers are tiny and occur in dense clusters called heads; each 

head contains 3–7 florets or smaller flowers

 Blooms from late summer to late fall

 Strongly aromatic and does not re-sprout after fire

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_artrw8.pdf

Sagebrush Pocket Guide: 

http://www.sagestep.org/pubs/pubs/sagebrush_pock_guide.pdf

Mountain Big Sagebrush

(Artemisia tridentata subsp. vaseyana)

Wikimedia Commons

Key Characteristics:

 Member of sunflower family (Asteraceae)

 Grows 2–4 ft (0.6–1.2 m) tall

 Grows at mid to high elevations, typically on mountain slopes

 Crowns are flat-topped with flowering stalks that rise above the 

crown in elongated spikes (sometimes called the “cake and 

candles” look)

 Leaves are gray-green, broadly wedge shaped, and 3-lobed

 Flowers are tiny and occur in dense clusters called heads; each 

head contains 3–9 florets or smaller flowers

 Blooms from late summer to late fall

 Strongly aromatic and does not re-sprout after fire

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_artrw8.pdf

Sagebrush Pocket Guide: 

http://www.sagestep.org/pubs/pubs/sagebrush_pock_guide.pdf

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Wyoming Big Sagebrush

(Artemisia tridentata subsp. 

wyomingensis)

Key Characteristics

 Member of sunflower family (Asteraceae)

 Grows 2–4 ft (0.6–1.2 m) tall

 Grows on harsh, dry sites at lower elevations in valleys up to 

mountain slopes

 Crowns are unevenly rounded

 Leaves are gray-green, narrowly to broadly wedge shaped, and 3-

lobed

 Leaves look similar to mountain big sagebrush except the middle 

lobe of the 3-lobe is slightly extended and offset from the 

neighboring lobes

 Flowers are tiny and occur in dense clusters called heads; each 

head contains 4–8 florets or smaller flowers

 Flowering stalks are short and remain on the plant for years giving 

it a characteristic “twiggy” or “shaggy” appearance

 Blooms from late summer to late fall

 Strongly aromatic and does not re-sprout after fire

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_artrw8.pdf

Sagebrush Pocket Guide: 

http://www.sagestep.org/pubs/pubs/sagebrush_pock_guide.pdf

Antelope Bitterbrush

(Purshia tridentata)

Key Characteristics

 Member of the rose family (Rosaceae)

 Grows 1–10 ft (0.3–3 m) tall depending on where it is growing

 Leaves are clustered on short branches and are thick, dark green, 

have cobwebby hairs, and are 3-lobed

 Flowers have 5 yellow spoon-shaped petals, numerous stamens, 

and greenish centers

 Seeds are spindle-shaped with a tapering beak and shatter at 

maturity

 Blooms in the spring

 Important browse plant for wildlife

More Info.

USDA Plant Guide: http://plants.usda.gov/factsheet/pdf/fs_putr2.pdf

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Mockorange

(Philadelphus lewisii)

Wikimedia Commons

There are at least 8 varieties of mockorange; other common names 

include syringa.

Key Characteristics

 Member of the hydrangea family (Hydrangeaceae)

 Grows 4–12 ft (1.2–3.7 m) tall and 3–9 ft (0.9–2.7 m) wide

 Leaves are oblong to broadly lance-shaped, opposite, and 1–3 in 

(2.5–7.5 cm) long

 Flowers are white with 4 petals and a bright yellow center

 Very fragrant and smells like orange blossoms

 Blooms from May to July

More Info.

USDA Plant Guide: http://plants.usda.gov/factsheet/pdf/fs_phle4.pdf

Woods’ Rose

(Rosa woodsii)

Photo by Robert Sivinski, CalPhotos

Other common names include: wild rose and mountain rose.

Key Characteristics

 Member of the rose family (Rosaceae)

 Grows 2–10 ft (0.6–3 m) tall

 Forms loose or dense thickets

 Stems are straight, red to gray-brown, and are typically thorned

 Leaves form groups of 5–9 leaflets that are grouped to resemble a 

feather; leaflet leaves are oval shaped and have toothed margins

 Flowers are pink to rose with 5 petals and numerous stamens

 Fruits are dark red and called “rose hips”

 Blooms May to July

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_rowo.pdf

Yellow Rabbitbrush

(Chrysothamnus viscidiflorus)

There are 5 varieties of yellow rabbitbrush.

Key Characteristics

 Member of the sunflower family (Asteraceae)

 Grows 1–3 ft (0.3–0.9 m) tall

 Stems are pale green to gray and can have glands or hairs, 

depending on the variety

 Leaves are green and narrow, often appearing twisted

 Small, yellow flowers are in flat-topped clusters called heads

 Blooms late summer to late fall

More Info.

USDA Plant Guide:

http://plants.usda.gov/plantguide/pdf/pg_chvi8.pdf

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Winterfat

(Krascheninnikovia lanata)

Key Characteristics:

 Member of the goosefoot family (Chenopodiaceae) 

 Grows 1–2 ft (0.3–0.6 m) tall 

 Stems are gray to reddish brown and covered in hairs

 Leaves are green, hairy, and narrow, alternating along the stem

 Male flowers have protruding stamens and are clustered at the 

top of stems; female flowers are in clusters in leaf axils below

 Bracts under male and female flowers have tufts of hair, giving the 

flowers a cotton ball appearance

 Blooms in the spring

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_krla2.pdf

USDA Forest Service Fire Effects Information System (FEIS): 

http://www.fs.fed.us/database/feis/plants/shrub/kralan/all.html

PERENNIAL BUNCHGRASSES

Bluebunch Wheatgrass

(Pseudoroegneria spicata)

Howard F. Schwartz, Colorado State University

Key Characteristics

 Member of the grass family (Poaceae)

 Grows 1–4 ft (0.3–1.2 m) tall

 Leaves are green to blue in color and are usually smooth on the 

back, but have short, fine hairs on the front

 Flowers are arranged in spikes that are 3–8 in (8–20 cm) long

 Spikelets do not overlap and contain 4–8 florets or small flowers

 Awns are up to 0.75 in (1.9 cm) long and spread at maturity. 

However, this species can also be awnless.

 Blooms from June to August 

More Info.

USDA Plant Guide: http://plants.usda.gov/factsheet/pdf/fs_pssp6.pdf

Utah State University:

http://extension.usu.edu/rangeplants/htm/bluebunch-wheatgrass

Idaho Fescue

(Festuca idahoensis)

Matt Lavin, Wikimedia Commons

Key Characteristics

 Member of the grass family (Poaceae)

 Grows 1–3 ft (0.3–0.9 m) tall

 Leaves are narrow, stiff, and usually bluish green to green in color

 Flowers are arranged in panicles that are 4–7 in (xx–xx cm) long

 Spikelets are somewhat flattened and contain 4–7 florets or small 

flowers

 Awns are short, only up to 0.18 in (0.5 cm) long

 Blooms from June to July 

More Info.

USDA Plant Guide: 

http://www.nrcs.usda.gov/Internet/FSE_PLANTMATERIALS/publications/i

dpmspg04835.pdf

Utah State University:

http://extension.usu.edu/rangeplants/htm/idaho-fescue

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Indian Ricegrass

(Achnatherum hymenoides)

Dan Ogle, USDA-NRCS

Key Characteristics

 Member of the grass family (Poaceae)

 Grows 1–2.5 ft (0.3–0.7 m) tall

 Leaves are narrow and usually tightly rolled; giving the plant a 

somewhat wiry appearance

 Flowers are arranged in loose panicles with spreading, hair-like 

branches

 Spikelets are solitary and contain 1 floret or small flower

 Seeds are black or brown, round, and covered with short, dense, 

white hairs

 Blooms from April to July

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_achy.pdf

Utah State University: http://extension.usu.edu/rangeplants/htm/indianricegrass

Needle-and-Thread

(Hesperostipa comata)

Robert Sivinski, CalPhotos

Key Characteristics

 Member of the grass family (Poaceae)

 Grows 1–2 ft (0.3–0.6 m) tall

 Leaves are narrow, prominently veined, taper to a point, and 3–12 

in (xx–xx cm) long

 Flowers are arranged in loose, spreading panicles that are 4–8 in 

(xx–xx cm) long

 Spikelets are solitary and contain 1 floret or small flower

 Awns are 4–5 in (xx–xx cm) long and hygroscopic (winds up and 

unwinds as it becomes wet or dry as a means of seeding itself into 

the ground)

 Seeds have a sharp attachment point that is the “needle” to the 

awns “thread” 

 Blooms from May to July

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_heco26.pdf

Utah State University: http://extension.usu.edu/rangeplants/htm/needleand-thread

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Sandberg Bluegrass

(Poa secunda)

Sheri Hagwood, BLM

Key Characteristics

 Member of the grass family (Poaceae)

 Grows up to 12 inches (30 cm) tall

 Numerous basal leaves that are 1–3 in (xx–xx cm) long with boatshaped tips

 Flowers are arranged in narrow panicles that are up to 4 in (xx cm) 

long

 Spikelets are purplish before maturity and contain 2–4 florets or 

small flowers

 Blooms from April to June

More Info.

USDA Plant Guide: http://plants.usda.gov/factsheet/pdf/fs_pose.pdf

Utah State University: 

http://extension.usu.edu/rangeplants/htm/sandberg-bluegrass

Squirreltail

(Elymus elymoides)

Key Characteristics

 Member of the grass family (Poaceae)

 Grows 4–20 in (10–51 cm) tall

 Leaves narrow with raised veins above and visible midrib below

 Flowers are arranged in a dense, bristly spike that is 1–3 in (xx–xx 

cm) long

 Two fertile spikelets per attachment point with 2 to a few florets 

or small flowers per spikelet

 Seed heads appear twisted with awns that look like a squirrel’s 

tail and disarticulates at maturity 

 Blooms from April to June

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_elel5.pdf

Utah State University: 

http://extension.usu.edu/rangeplants/htm/bottlebrush-squirreltail

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FORBS—PERRENIAL 

Arrowleaf Balsamroot

(Balsamorhiza sagittata)

Key Characteristics

 Member of sunflower family (Asteraceae)

 Grows 1–2 ft (0.3–0.6 m) tall 

 Shiny, bright green, arrow-shaped leaves 2–18 in (5–45 cm) long 

 Yellow flowers are composed of solitary heads (disk flower) with 

8–25 overlapping ray flowers

 Blooms from May to August

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_basa3.pdf

Plant of the Week, U.S. Forest Service: 

http://www.fs.fed.us/wildflowers/plant-of-theweek/balsamorhiza_sagittata.shtml

Gooseberry-Leaf Globemallow

(Sphaeralcea grossulariifolia)

Clint Shock, Malheur Experiment Station, Oregon State

Key Characteristics

 Member of mallow family (Malvaceae)

 Grows 14–30 in (35–75 cm) tall 

 Stem and leaves covered with dense, fine grayish white hairs

 Leaves are deeply 3-lobed, with each lobe again lobed or divided 

 Flowers are orange, bowl shaped, and have 5 petals

 Flowers close at night, but open again with the morning sun

 Blooms from May to September

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_spgr2.pdf

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Hooker’s Balsamroot

(Balsamorhiza hookeri)

©2015 Richard Spellenberg, CalPhotos

Key Characteristics

 Member of sunflower family (Asteraceae)

 Grows up to 1.5 ft (18 in) tall 

 Stems are leafless and covered in dense, woolly white hairs

 Leaves are pinnately divided into segments like a feather and

4– 6 in (10–40 cm) long 

 Yellow flowers are composed of solitary heads (disk flower) with 

10–21 ray flowers that are fringed at the tips

 Blooms from April to July

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_baho.pdf

Indian Paintbrush

(Castilleja chromosa)

Key Characteristics

 Member of the broomrape family (Orobanchaceae)

 Grows 6–18 in (15–46 cm) tall

 Hemiparasitic, meaning if paintbrush roots encounter the roots of 

other plants they will attach to these roots for water or nutrients

 Leaves are below the bracts, linear, and have 3–5 narrow lobes

 The red parts (sometimes orange or yellow) are bracts, not 

flowers. The bracts attach below the flower and nearly hide the 

narrow, tubular, greenish-yellow flowers.

 Blooms May to August

More Info.

Jepson eFlora: 

http://ucjeps.berkeley.edu/eflora/eflora_display.

php?tid=18160

Colorado plant database: 

http://jeffco.us/coopext/plantdetail.do?sna=Castil

leja%20chromosa&image=0

Wikipedia article:

https://en.wikipedia.org/wiki/Castilleja

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Oregon Sunshine

(Eriophyllum lanatum)

 Ben Legler, University of Washington Burke 

Herbarium

Other common names include wooly sunflower and golden yarrow.

Key Characteristics

 Member of sunflower family (Asteraceae)

 Grows 4–24 in (5–45 cm) tall

 Stem and leaves are covered with white, wooly hairs

 Leaves are linear, sometimes pinnately divided to resemble a 

feather, and are 0.5–3 in long

 Yellow flowers are composed of solitary heads (disk flower) with 

8–13 ray flowers that are sharply toothed at the tip

 Blooms May to July

More Info.

USDA Plant Guide: http://plants.usda.gov/factsheet/pdf/fs_erla6.pdf

Wikipedia article: https://en.wikipedia.org/wiki/Eriophyllum_lanatum

Royal (Showy) Penstemon

(Penstemon speciosus)

Derek Tilley, USDA NRCS Idaho PMC

Key Characteristics

 Member of the plantain family (Plantanginaceae)

 Grows 1–2 ft (12–24 in) tall

 Leaves gray-green, lance shaped, and sometimes folded 

lengthwise

 Flowers are 1-1.75 in (2.5–4.4 cm) long, among the largest in all of 

the penstemons

 Flowers grow in showy, purple-bluish clusters, are tube shaped,

and 2-lipped with 5 lobes

 Blooms May to July

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_pesp.pdf

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Scarlet Globemallow

(Sphaeralcea coccinea)

Jim Pisarowicz, National Park Service

Key Characteristics

 Member of mallow family (Malvaceae)

 Grows 4–16 in (10–40 cm) tall 

 Entire plant is covered in stellate or star-shaped hairs

 Leaves are palmately lobed or divided from a common point like 

the fingers of the hand and are 1–3 in (4–6.5 cm) long

 Flowers are deep orange or reddish and have 5 petals 

 Blooms from May to July

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_spco.pdf

Sulphur-Flower Buckwheat

(Eriogonum umbellatum)

A. Young-Mathews, California Plant Materials Center

There are 30 subspecies of sulphur-flower buckwheat.

Key Characteristics

 Member of buckwheat family (Polygonaceae)

 Grows 4–24 in (10–61 cm) tall and forms low, spreading mats

 Leaves are mostly basal, oval, and olive-green colored with whitish 

hairs on the underside

 Bright yellow flowers form large umbel-like or head-like clusters at 

the tips of leafless stems

 Flowers become reddish or cream with age

 Blooms from May to September

More Info.

USDA Plant Guide: http://plants.usda.gov/factsheet/pdf/fs_erum.pdf

Taper-tip Hawksbeard

(Crepis acuminata)

Clint Shock, Malheur Experiment Station,

Oregon State University

Other common names include western hawksbeard, longleaf hawksbeard, 

and mountain hawksbeard.

Key Characteristics

 Member of sunflower family (Asteraceae)

 Grows 10–33 in (25–84 cm) tall 

 Many branched stems with milky sap

 Leaves are mostly basal, 4–16 in (10–40 cm) long, and pinnately 

lobed with the edges having teeth

 Numerous yellow flowers are composed of solitary heads (disk 

flower) with 5–10 ray flowers 

 Blooms May to August

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_crac2.pdf

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Yarrow

(Achillea millefolium)

Curtis Clark, Wikimedia Commons

Key Characteristics

 Member of the sunflower family (Asteraceae)

 One of the most abundant wildflowers in West 

 Grows up to 2 ft (24 in) tall

 Stem and leaves have white, wooly hairs

 Leaves are narrow, fernlike, and finely-divided

 White flower heads (disk flowers) are small and 

grouped together to form large, flat-topped clusters. 

Each flower head has 3–8 small, round ray flowers

that are beige or brownish.

 Blooms from May to September 

More Info.

USDA Plant Guide: http://plants.usda.gov/plantguide/pdf/pg_acmio.pdf

Wikipedia article: https://en.wikipedia.org/wiki/Achillea_millefolium

FORBS—ANNUAL

Blue-eyed Mary

(Collinsia parviflora)

Walter Siegmund, Wikimedia Commons

Key Characteristics

 Member of the plantain family (Plantanginaceae)

 Grows 1-6 in (3-15 cm) tall

 Spindly reddish stems

 Green leaves are narrow and pointed.

 Each flower has five lobes. The two upper petals are white 

(sometimes blue tipped) and the lower two are mostly blue 

(white at the base). There is a third lower, blue petal but it is 

followed into a narrow keel or boat shape and hidden between 

the other two petals. 

 Blooms March to July

More Info.

Burke Museum of Natural History and Culture: 

http://biology.burke.washington.edu/herbarium/imagecollection.php

?SciName=Collinsia%20parviflora

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Annual Phlox

(Microsteris gracilis)

Walter Siegmund, Wikimedia Commons

Key Characteristics

 Member of the phlox family (Polemoniaceae)

 Grows 2–12 in (5–30 cm) tall

 Stem typically branches and is sticky-hairy

 Leaves are narrow; lower leaves are opposite and upper leaves are 

alternate

 Flowers are typically in pairs at the tips of stems and branches

 Each tiny flower is composed of a fused tube that is white or 

yellowish, with 5 pink petal lobes that are notched at the tips, 

creating a heart shape. 

 Blooms from March to July 

More Info.

Burke Museum of Natural History and Culture:

http://biology.burke.washington.edu/herbarium/imagecollection.php?Sc

iName=Microsteris%20gracilis

Rough Eyelash

(Blepharipappus scaber)

Wikimedia Commons

Key Characteristics

 Member of the sunflower family (Asteraceae)

 Grows 4–12 in (10–30 cm) tall

 Rough, hairy stem with slender 1 in (2.5 cm) long leaves

 White flowers heads are composed of 6–25 tubular, disk flowers 

with 2–8 3-lobed ray flowers 

 Anthers (pollen bearing portion of male reproductive structure) are 

black-purple with feathery, bristly pink-purple styles (narrow 

portion of the pistil connecting the style to the ovary)

 Blooms May to August

More Info.

Jepson eFlora: 

http://ucjeps.berkeley.edu/eflora/eflora_display.php?tid=1761

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TREES

Western Juniper

(Juniperus occidentalis)

Key Characteristics

 Member of the cypress family (Cupressaceae)

 Grows 13–32 ft (4–10 m) tall

 Mature bark is thin, less than 1 in (2.5 cm) thick and reddish-brown, 

but weathers to grayish brown with broad, shallow furrows and 

flattened ridges

 Needles are persistent and scale-like, arranged in whorls of 3; back 

sides of needles are glandular and resin dotted, very aromatic

 Male and female flowers are on different plants; male cones are 

small, yellow, and terminal while female cones are small, oval, and 

at the ends of branches

 Cones are small, about 1⁄4 in diameter and round with smooth, 

leathery scales; green when young, and turning bluish black when 

mature

 Blooms May to June

 Can be invasive and problematic for sagebrush ecosystems 

More Info.

Kalmiopsis article by Ron Halvorson: 

http://www.npsoregon.org/kalmiopsis/kalmiopsis20/kalm20halvorson.

pdf

Virginia Tech: 

http://dendro.cnre.vt.edu/dendrology/syllabus/factsheet.cfm?ID=419

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Sage-Grouse / Pollinator Beneficial Plant Species 

Developed by Roger Rosentreter, Ph.D., Ann DeBolt, and Anne Halford; Used by Permission 

KEY 

S = Beneficial for Sage-Grouse 

P = Beneficial for Pollinators 

* = best for sage-grouse

 

Common Name Scientific Name Beneficial for 

Shrubs

Antelope bitterbrush Purshia tridentata P 

Basin big sagebrush Artemisia tridentata tridentata S 

Blue elderberry Sambucus nigra cerulea P 

Chokecherry Prunus virginiana P 

Douglas rabbitbrush Chrysothamnus viscidiflorus P 

Early sagebrush Artemisia longiloba S* 

Fringed sagebrush Artemisia frigida S* 

Golden currant Ribes aureum P 

Low sagebrush Artemisia arbuscula S* 

Mountain big sagebrush Artemisia tridentata vaseyana S 

Nootka rose Rosa nutkana P 

Prairie sagebrush Artemisia ludoviciana S 

Purple sage Salvia dorrii P 

Rubber rabbitbrush Ericameria nauseosa P 

Saskatoon serviceberry Amelanchier alnifolia P 

Shrubby cinquefoil Potentilla fruticosa P 

Skunkbush sumac Rhus trilobata P 

Wax currant Ribes cereum P 

Wood’s rose Rosa woodsii P 

Wyoming big sagebrush Artemisia tridentata wyomingensis S 

Forbs

American vetch Vicia americana S 

Annual sunflower Helianthus annuus Both 

Arrowleaf balsamroot Balsamorhiza sagittata Both 

Aspen daisy Erigeron speciosus Both 

Bigelow’s tansyaster Machaeranthera bigelovii P 

Bighead clover Trifolium macrocephalum Both 

Bigseed biscuitroot Lomatium macrocarpum Both 

Blanketflower Gaillardia aristata P 

Bolander’s yampah Perideridia bolanderi Both 

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Broadbeard penstemon Penstemon angustifolius P 

Camas Camassia spp. Both 

Canada milkvetch Astragalus canadensis Both 

Carey’s balsamroot Balsamorhiza careyana Both 

Cous Lomatium cous Both 

Douglas’ dustymaiden Chaenactis douglasii Both 

Fernleaf biscuitroot Lomatium dissectum Both* 

Firecracker penstemon Penstemon eatonii P 

Freckled milkvetch Astragalus lentigenosus Both* 

Fuzzytongue penstemon Penstemon eriantherus P 

Gairdner’s yampah Perideridia gairdneri Both 

Gooseberry-leaf globemallow Sphaeralcea grossularifolia Both 

Heartleaf arnica Arnica cordifolia S 

Hoary tansyaster Machaeranthera canescens P 

Hooker’s balsamroot Balsamorhiza hookeri Both* 

Hotrock penstemon Penstemon deustus P 

Lowbush penstemon Penstemon fruticosus P 

Mountain dandelion Agoseris glauca S* 

Mule ears Wyethia amplexicaulis P 

Munro globemallow Sphaeralcea munroana Both* 

Naked-stem biscuitroot Lomatium nudicaule Both 

Nineleaf biscuitroot Lomatium triternatum Both 

Nodding microseris Microseris nutans Both* 

Pacific aster Aster chilensis Both 

Palmer penstemon Penstemon palmeri P 

Purple prairie clover Dalea purpurea P 

Rocky Mountain beeplant Cleome serrulata P 

Rocky Mountain penstemon Penstemon strictus P 

Sagebrush false dandelion Nothocalais troximoides (Microseris 

troximoides)

Both* 

Scarlet gilia Ipomopsis aggregata P 

Scarlet globemallow Sphaeralcea coccinea Both 

Shaggy fleabane Erigeron pumilus Both 

Showy goldeneye Heliomeris multiflora Both 

Showy milkweed Ascleplas speciosa P 

Sierra pea Lathyrus nevadensis S 

Silky lupine Lupinus sericeus P 

Silky phacelia Phacelia hastata P 

Silverleaf lupine Lupinus argenteus P 

Slender hawksbeard Crepis atribarba Both* 

Smoothstem blazingstar Mentzelia laevicaulis S* 

Sulfur buckwheat Eriogonum umbellatum P 

Tailcup lupine Lupinus caudatus P 

Tansyleaf tansyaster Machaeranthera tanacetifolia P 

Tapertip hawksbeard Crepis acuminata Both* 

Taper-tip onion Allium acuminatum P 

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Timber milkvetch Astragalus miser Both 

Utah sweetvetch Hedysarum boreale Both* 

Wasatch penstemon Penstemon cyananthus P 

Western aster Aster occidentalis Both 

Western coneflower Rudbeckia occidentalis P 

Western hawksbeard Crepis occidentalis Both* 

Western yarrow Achilllea millifolium occidentalis P 

White evening primrose Oenothera pallida P 

Whitestem blazingstar Mentzelia albicaulis S* 

Wild bergamot Monarda fistulosa P 

Wild geranium Geranium viscosissimum S 

Wooly mule ears Wyethia mollis P 

Wyeth buckwheat Eriogonum heracleoides P 

Yellow beeplant Cleome lutea P 

Non-Native Forbs which Sage-Grouse Use

Alfalfa Medicago spp. S 

Bird foot trefoil Lotus corniculatus S 

Clover species Trifolium spp. S 

Dandelion Taraxacum officinale S 

Salsify species Tragopogon spp. S 

Small burnet Sanguisorba minor S 

Sow thistle Sonchus arvensis S 

Suckling clover Trifolium dubium S 

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Fire! Impacts on the Sagebrush 

Ecosystem and Human Communities 

Lesson Overview 

Students first participate in a demonstration 

of fire science and the concept of the fire 

triangle. They learn additional concepts 

through a short PowerPoint presentation 

and/or video(s), and apply what they have 

learned by working together to design a fire 

adapted community. Plans and groupcreated dioramas are presented to the 

class, and lesson adaptations / extensions 

are listed at the end of the lesson. 

Lesson Goals 

Students will understand how wildfires start 

and spread, and their impacts on the 

sagebrush ecosystem and human 

communities. They will also demonstrate 

understanding of ways to reduce fire risk. 

Subject Areas Science, Social Studies, Language Arts, and Art 

Grade Level 4-12 (Ages 9-18) 

Time Two 50-60 minute class periods (or one long block of 90 minutes or more) 

Objectives 

 Students will demonstrate how fires start and spread in natural areas and human communities by 

planning a fire adapted community and safer area for wildlife. 

 Students will demonstrate the potential impacts of wildfires on both the sagebrush ecosystem and 

human communities. 

 Students will demonstrate their understanding of fire and fire prevention through models and class 

presentations. 

Next Generation Science Standards 

Crosscutting Concepts 

 Stability and Change 

 Systems and System Models 

Science & Engineering Practices 

 Developing and Using Models 

 Constructing Explanations and Designing Solutions 

 Obtaining, Evaluating, and Communicating Information 

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Core and Component Ideas in the Physical Sciences 

PS1: Structures and Properties of Matter 

 PS1.A: Structure and Properties of Matter 

 PS1.B: Chemical Reactions 

Core and Component Ideas in Earth and Space Sciences 

Core Idea ESS3: Earth and Human Activity 

 ESS3.C: Human Impacts on Earth Systems 

Common Core State Standards 

 

 College and Career Readiness Anchor Standards for Reading: 

Standard 7. Integrate and evaluate content presented in diverse media and formats, including visually 

and quantitatively, as well as in words 

Speaking and Listening Standards for Grade 6 (similar standards for grades 4, 5, 7 and 8)

Standard 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, 

facts, and details to accentuate main ideas or themes; use appropriate eye contact, 

adequate volume, and clear pronunciation. 

Standard 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal 

English when indicated or appropriate.

 College and Career Readiness Anchor Standards for Writing (if Adaptation / Extension #5 is completed) 

Standard 6. Use technology, including the Internet, to produce and publish writing and to interact and 

collaborate with others. 

Standard 7. Conduct short as well as more sustained research projects based on focused questions, 

demonstrating understanding of the subject under investigation.

Materials 

1. Small birthday candle 

2. Clear glass jar with lid 

3. Modeling clay 

4. Two additional jars with lids 

5. Box of wooden matches 

6. Rolled up piece of paper, the size of a wooden match 

7. Stopwatch (or smartphone with that feature) 

8. Optional: Short strands of dry cheatgrass 

9. Spray bottle filled with water, fire extinguisher, and/or large container of water 

10. Copies of the “Tragedy in Sageview” worksheet which follows the lesson for each student 

11. Aluminum roasting pans for students to share in groups of 4 

12. Modeling clay or Play-Doh and natural materials like dried vegetation and rocks for students to share 

13. Wildfire and the Sagebrush Ecosystem PowerPoint presentation; available on the Greater Sage-Grouse 

Education page: http://www.fws.gov/greatersagegrouse/education.php

14. Computer with Microsoft PowerPoint software and Internet access 

15. Display screen 

16. Optional: One or more of the following articles for students to read and/or discuss: 

o “Born of Fire—Restoring Sagebrush Steppe.” USGS Forest and Rangeland Ecosystem Science 

Center: http://fresc.usgs.gov/products/fs/fs-126-02.pdf

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o “Big Wildfires in the West: Why, How, What To Do?” Lily Whiteman, National Science 

Foundation. livescience. July 31, 2013 : http://www.livescience.com/38572-western-wildfirescauses-nsf-bts.html

o “Science Connections: Western Wildfires & Climate Change.” Infographic. Union of Concerned 

Scientists: 

http://www.ucsusa.org/global_warming/science_and_impacts/impacts/infographic-wildfiresclimate-change.html

o “Benefits of Fire.” FWS: 

http://www.fws.gov/fire/downloads/Benefits%20of%20Fire%20Case%20Studies.Feb06.pdf

o Joyce, Christopher. “In Arid West, Cheatgrass Turns Fires Into Infernos.” NPR. Dec. 5, 2012.

http://www.npr.org/2012/12/05/166574589/in-arid-west-cheatgrass-turns-fires-into-infernos

o Lester, Liza. “Sage grouse losing habitat to fire as endangered species decision looms” 

Ecological Society of America (ESA). Apr 3, 2014: http://www.esa.org/esa/sage-grouse-losinghabitat-to-fire-as-endangered-species-decision-looms

o Schimel, Kate. “The art – and science – of forecasting wildfires.” Mar. 13, 2015. High Country 

News. http://www.hcn.org/articles/the-art-and-science-of-forecasting-wildfires

Preparation 

1. If possible, identify an expert partner to work with your class, such as a local firefighter or wildland 

firefighter from the BLM or USDA Forest Service. Recommendations and contact information for 

potential partners can be found on the Greater Sage-Grouse Education page: 

http://www.fws.gov/greatersagegrouse/education.php. There you can also find contacts who may be 

able to help with gathering the materials above. 

2. Put the 3 jar lids face down on a table or counter which students will be able to gather around. Mount 

the small candle on one of them using a small amount of modeling clay. 

3. Place a small amount of modeling clay on each of the other two lids. Stick a rolled up piece of paper in 

one which is about the size of the match. In the other, stick a few short strands of cheatgrass, if you 

have it, or a few thin strips of paper to simulate it. 

4. Put the fire extinguisher or large container of water on or near the table just in case the fire demo 

spreads. 

5. Ensure the computer and PowerPoint presentation are ready. You can also get ready to show one or 

more video clips such “The Sagebrush Community” by Idaho Fire Info: 

https://www.youtube.com/watch?v=yIwbRdLrOX0. 

These videos from the National Interagency Fire Center are related to fire and sage-grouse: 

 “Help This Habitat” (30 seconds): https://youtu.be/0sc9IuKTo3I

 “Wildfires and Sage-grouse” (1:03): https://youtu.be/WxybQRvmpEw

 “Standing Up for Sage-grouse” (2:29): https://youtu.be/hzG2G_2nkxw

 “Ripples” (1:32): https://youtu.be/eXC7wER6wBY

 “Ranchers hit hard by wildfires; How can we avoid them in the future?”—is another excellent 

video by Life on the Range, though it is longer (almost 14 minutes), so you could show just part 

of it, if desired: https://www.youtube.com/watch?v=BqC6iWivE6U

6. Optional: Watch the following additional videos for more background information in preparation for 

teaching the lesson: 

 “Creating Fire Adapted Communities: A Case Study from Colorado Springs and the Waldo 

Canyon Fire” from National Fire Protection Association: https://youtu.be/4p9VYKoq3qE

 “Colorado Wildfire Destroys 1 Million Acres” (2 minute news coverage): 

https://youtu.be/CSB9pTurhi4

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 “Mountain Home ranchers form Rangeland Fire Protection Association” from Life on the 

Range: https://www.youtube.com/watch?v=XutZSFwtY2c

 “Restoring the Land after the Pony and Elk Wildfires in Idaho” from Life on the Range: 

https://youtu.be/b5WVQXqI91g

Teacher Instructions 

1. Introduce the expert visitor if one is present. He or she (or you, if you are leading the lesson alone) can 

ask students one or more questions to get them thinking about what they know about fire, such as: 

 What does fire need to burn? 

 How do wildfires spread?

2. In the discussion about student ideas, it should be explained that there are 3 things fire needs to burn: 

heat, oxygen, and fuel. Write those 3 words on the board in the shape of a triangle and explain that 

these 3 elements are often called the fire triangle. Write that above the triangle to label it. 

3. The visitor or you can do a brief demonstration with fire so students understand the fire triangle and 

the principles of physical science which explain it more fully. This is one possibility: 

 Gather students around a counter or table and put the lid with the mounted candle in the 

center of it. 

 Ask the students how they could quickly get enough heat to light the candle. One of them 

should suggest “strike a match.” Take a match box from your pocket and ask students why 

striking a match will work. Optional: For older or more advanced students, discuss how 

rubbing sulphur molecules in the match tip against the rough surface on the box which 

contains phosphorus molecules creates a chemical reaction which releases energy in the form 

of heat which lights the match. 

 Ask students: “What can create enough heat in nature to cause wildfires?” Briefly discuss how 

lightning is the most common cause, but that humans also cause many wildfires. Optional: For 

older or more advanced students and if time allows, discuss how lightning is a sudden 

movement of electrons between a cloud and the ground—or between clouds—which can 

reach temperatures of over 50,000 degrees Fahrenheit (almost 30,000 degrees Celsius). This is 

much hotter than the surface of the Sun, and it causes the air molecules to expand rapidly and 

bang into each other, making the loud crack and rumblings we know as thunder. 

 Strike the match and light the candle. Explain how the heat has caused the candle to burn, but 

ask students what else is letting the flame continue burning. They should answer oxygen from 

the air and fuel from the wax and wick in the candle. 

 Show students the jar, and ask them to predict what will happen when you screw it onto the 

lid—and why. One of them should suggest that the flame will burn for a short time before the 

oxygen is all used up and the flame goes out. 

 Screw the jar onto the lid, but just as the flame starts to go out, unscrew the jar to let in more 

air (and confirm the student hypothesis). Explain that wind can have this same effect on fire: 

even if a wildfire is almost extinguished—sometimes with no visible flames, just coals—strong 

winds can cause it to reignite and spread quickly. Any fire can be greatly intensified and grow 

out of control if there are strong winds. 

 Ask students to predict what will happen when all of the fuel—the wax and wick—are used up. 

Tell students that you will let the candle burn all the way down to test the student hypotheses. 

 Direct students’ attention to the lids with the match, rolled up paper, and cheatgrass (or 

strands of paper) standing up. Ask students to predict which would catch fire and burn most 

quickly and discuss student ideas about why they hold those hypotheses. 

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 Ask for one or more student volunteers to use the stopwatch(es) to record the time it takes for 

each of the 3 fuels to burn from the moment a lit match is placed next to them. Hand the 

stopwatch(es) to the student(s) and ensure they know how to start and stop them. 

Ask the student(s) doing the timing to get ready, then strike a match and put it near the bottom of the 

cheatgrass (or paper strips). When the grass or paper is completely burned, say “time!” to ensure the 

student(s) timing stop their watch(es), then screw the jar to the lid to contain any residual smoke and 

extinguish any remaining embers. Ask for a student volunteer to write “Cheatgrass” (or Paper Strips) 

on the board and record the time(s) under the label. Repeat this process with the rolled paper and 

match until a complete table is listed on the board. 

 Optional: Use water to extinguish the burning match—or another one—before it burns all the 

way down. Explain that water drastically reduces both heat and oxygen, which extinguishes 

the flame. 

 Discuss the findings as they relate to the flammability of different fuel types; dry grasses, 

especially cheatgrass, can catch fire most quickly because they are so thin and contain so little 

moisture, which lets them heat up very fast and allows oxygen to get to all parts of the plant in 

an instant. From there the fire can spread to other vegetation like sagebrush, just like a 

campfire can be started with dry paper or thin kindling before it spreads to larger sticks and 

logs. Fast-moving fires put both wildlife and human communities at risk. 

4. Show and discuss the visuals with notes in the PowerPoint presentation to enhance student 

understanding of wildfires and the importance of the topic, such as: 

 How fire travels more quickly up slopes and if there are no firebreaks. 

 Positive, as well as negative, effects of wildfires. 

 How we can make better fire adapted communities which are safer from fire. 

Stop the presentation before you reach the “Fire Scenario” slide.

5. Optional: Direct the students to take their seats and present one or more video clips about fire, such as 

those listed above. 

6. Advance to the “Fire Scenario” slide of the PowerPoint presentation. Explain to students that they will 

be working with their group to plan a fire adapted community and safer area for wildlife. Tell students 

that they will read about a town impacted by fire and problem solve ways the damage could have 

been reduced. Their group will then create a labeled diorama or other visual which demonstrates their 

plan and present it to the class.

7. Break the students into groups of 4 and pass out the “Tragedy in Sageview” worksheet which follows 

this lesson to each student. Ask the groups to read the scenario out loud to each other so they are 

prepared to address the challenge before they start working on a plan. Tell students where the 

roasting pans and other materials are located so their groups can pick them up after they have read 

through the complete worksheet and begun working on their plans. 

You and/or the expert visitor (if present) can circulate among the groups, answering questions and 

providing more information, as necessary. 

Five minutes before the end of class, tell students they have a few more minutes to work and they 

should start cleaning up soon. Tell students they will be presenting their plans at the end of the next 

class. 

8. During the next class, review with students some key concepts of fire and fire prevention before they 

begin working. Tell them how much time they have to complete their dioramas and plans, and then 

allow them to begin working. 

9. Have each group present their plans and models, led by the students that each group elected mayor. 

10. Close with a class discussion of the ways we can help prevent the spread of wildfires and the negative 

impacts on human communities and wildlife. 

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Adaptations / Extensions 

1. Have students create matchstick fire simulations and ignite them outside on blacktop. One version of a 

handout you could use with your students—“Fire Ecology Modeling”—is found at the end of this 

lesson. It is adapted with permission from one created by Micah Lauer from Heritage Middle School in 

Meridian, ID. Complete teacher instructions are provided in the “Fire Ecology on the Rim” curriculum 

from the National Park Service (NPS) which inspired Micah’s project. The curriculum is found here: 

http://www.nps.gov/grca/learn/education/upload/Fire-Ecology-on-the-Rim-2010-5.pdf. 

2. Consider preparing students to test their dioramas (and plans) with real fire after they present them to 

the class. If you decide to do this: 

 Have students take the finished dioramas outside to a large area of pavement on a day that 

isn’t too windy.

 Bring matches and a fire extinguisher or large container of water with you. 

 Optional: Add a little more dried vegetation to the dioramas, if necessary, to make them a 

little more realistic. 

 Gather the students around each project at a safe distance, one at a time, and use a match to 

start a fire in a corner of the diorama. Discuss the results of each trial with students. What 

worked well and what might have made the mock Sageviews even better fire adapted to 

minimize losses? 

2. Pass out more fire information for students that they can use to help them create their plans. Options 

are listed at the end of the Materials section and in the More Resources / References section that 

follows. One to consider is the Fire Fact Sheet from the Idaho Rangeland Resource Commission: 

http://range.idaho.gov/_literature_140549/Fire_Fact_Sheet. 

3. Have students create public service announcements or posters about ways to be fire safe. 

Alternatively, students could create visuals of the fire triangle which show the 3 things fire needs to 

burn: heat, oxygen, and fuel. Creating PSAs, posters, or other visuals helps students remember the 

concepts, especially if they are displayed around the classroom or in hallways. Other students in the 

school would also gain more understanding of fire, its dangers, and fire safety if student projects are 

displayed or presented publically. 

4. Students can research statistics related to wildfires in your state and/or neighboring states or the U.S. 

as a whole. Data such as the number, sizes, and costs of the fires could be collected in tables and 

graphed on paper or with software such as Microsoft Excel, iWork, or InspireData to compare the fires 

and changes over time. Good sources for this data include the USDA Forest Service, state fire agencies, 

and the National Interagency Fire Center: http://www.nifc.gov. 

5. Have each student choose an organism from the sagebrush ecosystem to research and learn more 

about how it is being impacted—or could be impacted—by wildfires and human activities. Provide a 

rubric so students know how they will be evaluated on the project, and findings could be shared with 

the rest of the class through written reports and/or oral presentations. A presentation rubric is 

available in the Appendix. 

6. Do a fire simulation which teaches the effects of slope on fires. The “Matchstick Forest 

Demonstration” lesson from Idaho Rangeland Resource Commission explains how: 

http://range.idaho.gov/_literature_143088/Matchstick_Forest_Demonstration

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More Resources / References 

 Part of this lesson plan was inspired by a Project Learning Tree lesson entitled “Living with Fire.” It is 

found in their Pre-K-8 Environmental Education Activity Guide (2013) on page 350. A simplified version 

and other resources can be found online: https://www.plt.org/prek-8-activity-81--living-with-fire. 

 BLM Education: 

 FireWorks Curriculum for the Sagebrush Ecosystem. Available late 2017 from Idaho Fire 

Information: http://www.idahofireinfo.com

 FireWorks Encyclopedia for the Sagebrush Ecosystem. BLM Idaho State Office. Available late 

2017 from Idaho Fire Information: http://www.idahofireinfo.com 

 Sammy’s Quest to Save the West from Wildfire. BLM Idaho State Office. Available late 2017 

from Idaho Fire Information: http://www.idahofireinfo.com

 Original FireWorks Curriculum: 

http://www.firelab.org/sites/default/files/images/downloads/curriculum.pdf

 FireWorks Trunks are available for use in your classroom. Details can be found here: 

http://www.firelab.org/project/fireworks-educational-program

 Exploring Wildland Fire Educator’s Guide: 

https://www.blm.gov/teachers/activities/documents/wildland_fire_primer.pdf 

 More BLM Education resources: 

http://www.blm.gov/id/st/en/prog/NLCS/MNSRBP_NM/education.html

 Firewise Teaching Tools: http://www.firewise.org/wildfire-preparedness/teaching-tools.aspx

 Fire education resources from the Idaho Rangeland Resource Commission: 

http://range.idaho.gov/education/lessons-and-activities/fire

 Fire-Adapted Communities: The Next Step in Wildfire Preparedness. Oregon State University Extension 

Service: http://oregonstate.edu/dept/kbrec/sites/default/files/em9116_0.pdf 

 Excellent book to explain fire science for grades 4-8: Cottrell, W. (2004). The Book of Fire. Mountain 

Press Publishing. 

 Wildland Fire Map: http://www.wildlandfire.com/wildfire-map/

 “Fire In-Depth” site from the National Park Service: http://www.nps.gov/applications/fire/wildlandfire/learning-center/fire-in-depth.cfm

 Fire & Aviation Fire Reports: http://www.fs.fed.us/news/fire/. Daily fire reports from agencies such as 

the National Interagency Fire Center and U.S. Forest Service 

 Fire Wars classroom activities from NOVA: 

http://www.pbs.org/wgbh/nova/education/activities/2908_fire.html#materials

 More information about the Next Generation Science Standards, including a link to the Framework for 

K-12 Science Education to which this lesson was aligned, can be found at 

http://www.nextgenscience.org/framework-k%E2%80%9312-science-education. 

 More information about the Common Core State Standards and links to the complete documents can 

be found at http://www.corestandards.org. 

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Name: ______________________________ Period: ____ Date: ______________________ 

Tragedy in Sageview: Could You Prevent It?

Scenario

The once beautiful town of Sageview had a population of 5,000. There were also large ranches on 

the outskirts of town with thousands of livestock: cattle, sheep, and goats. It was surrounded by 

prime sagebrush habitat filled with native plants and wildlife—sage-grouse and about 350 other 

species. The large nearby wilderness area was especially popular with backpackers. There were 

also patches of cheatgrass that had invaded the area over the past 20 years, making the area 

more susceptible to wildland fire. 

A young man was backpacking through the area one summer day and he needed to go to the 

bathroom. He couldn’t wait for a latrine, so he went behind some large shrubs. Trying to “leave 

no trace” in the pristine area, he decided to burn his toilet paper and waste. Unfortunately, it was 

bone-dry and scorching hot, with gusty winds; the fire spread through a dry patch of invasive 

cheatgrass and burned through the sagebrush with incredible speed. The man barely escaped 

and was badly burned. Countless wildlife lost their lives as the fire 

raced up the hillsides to nearby ranchland with little warning. 

Many livestock and entire ranches were lost. 

Sageview was not prepared for the fast-moving wildfire, which 

surged across the rangeland to the neighborhoods bordering it at 

a terrifying rate. Fortunately, heroic wildland firefighters 

eventually stopped the fire’s advance and most of the residents 

managed to escape, but many suffered effects from smoke 

inhalation and over 500 homes, 2 city parks, a school, and dozens 

of businesses were destroyed. Damage to the town was so severe, 

experts predict it will take many years to fully recover, if ever. 

Your Challenge 

Imagine you are a group of leaders: Sageview’s mayor, fire chief, and representatives of agencies 

which fight wildland fires, such as the Bureau of Land Management (BLM) and U.S. Forest Service. 

Work with your group to: 

1. Brainstorm possible ways that the tragedy could have been avoided or minimized. What 

could have been done to reduce the danger to Sageview’s buildings, ranches, and natural 

areas? Record your ideas on paper. 

2. Prioritize the order of what you would try to save first in this scenario: ranches and 

livestock, wildlife areas, parks, town buildings such as homes, schools, and businesses, etc. 

3. Use the roasting pan and materials such as sticks, dried vegetation, clay, and rocks to create 

a diorama which demonstrates your ideas. Include areas representing buildings, ranches, 

etc. 

4. Work together to write a 2-3 minute speech about your plan and how it could help in the 

event of fire. Elect a member of your group to be mayor and present your plan persuasively 

to the rest of the class. 

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Name: ______________________________ Period: ____ Date: ______________________

Fire Ecology Modeling

Adapted with permission from a project by Micah Lauer based on the “Fire Ecology on the Rim” curriculum, National Park Service

Assignment

Your group will create a small-scale habitat to model 

wildfire. 

Materials

 96 matches, which will represent plants (your fuel 

load):

o Native plants (match tip buried/down)

o Non-native weeds (match tip exposed/up)

 200 mL sand

 Small aluminum meatloaf tin or baking pan

Planning Questions

 How might the distribution of native and non-native plants influence fire activity? 

 How could plant height affect fire? 

 How might fire breaks influence fire activity? 

Model Requirements

1. Incorporate at least two of the three following conditions/features: 

 Dense invasive weeds 

 Sparse native vegetation 

 Open space indicating a fire break (e.g. road, stream, etc.) 

Choose at least two and list your choices below: 

_____________________________________________________________________________ 

2. Describe the conditions (from question 1) that you chose to model. Why did you choose these 

conditions? How are they observed in the real world? What led you to make these decisions? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. Map your fire model on the back of this paper. Include: 

 Symbols for all of your matchsticks 

 A Key to label the conditions/features of your model 

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Map of Fire Model 

Key

4. What do you think will happen to your model? What percentage do you think will burn? What 

might not burn? Add this prediction to your model by shading with orange or red. Add a label 

to your key to explain. 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

5. Why could it make sense to construct a model with match tips up for non-native weeds and 

match tips buried for native plants? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

6. Why does fire matter in ecosystems? Write a short summary paragraph in the space below 

and continue on a separate page, if necessary. 

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Fire Ecology Modeling

Post-Activity Analysis

1. What was the ratio of native plants to weeds in your habitat?

2. What percentage of your habitat burned?

3. How did fire breaks impact the spread of fire?

4. How did native plants impact the spread of fire?

5. Did the outcome match your prediction for your fire model? 

6. Why do you think things worked the way that they did?

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Succession in the 

Sagebrush Ecosystem

Lesson Overview 

In this lesson, students are introduced to the 

concept of succession—plant community 

dynamics—through a short presentation 

and fun, educational game in which students 

play plant characters from the sagebrush 

ecosystem. As students play the game, they 

learn that the plants respond differently to 

disturbances. They also learn that plants 

interact with each other. 

The game acts like a series of experiments, 

with students reporting on the results at 

different stages. Then they participate in a 

class discussion about what they have 

learned. To apply their new knowledge, 

students predict changes in the plant 

community and attempt to make the 

community change in specific ways. 

Adaptations / Extensions are listed at the end 

of the lesson. 

Lesson Goal 

Students will understand how plant succession works and its importance for the diverse species in the 

sagebrush ecosystem. 

Subject Areas Science, Language Arts 

Grade Level 4-8 (Ages 9-14) 

Time 50-60 minutes; longer if one or more Adaptations / Extensions are incorporated 

Objectives 

 Students will demonstrate their understanding of how disturbance events such as wildfires and 

overgrazing can quickly change plant communities such as those in the sagebrush ecosystem, and how 

the changes that come after the disturbances are known as succession. 

 Through an interactive simulation, students will demonstrate their understanding of how plant 

communities are always interacting and changing. 

 Students will explain how plant species respond differently to disturbances, which impacts the whole 

sagebrush ecosystem. 

 Students will demonstrate an understanding of the importance of sustainable sagebrush ecosystem 

management. 

Students play “Plant Wars of Succession.”

Photo courtesy Micah Lauer

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Next Generation Science Standards 

Crosscutting Concepts 

 Stability and Change 

 Systems and System Models 

Core and Component Ideas in the Life Sciences 

LS2: Ecosystems: Interactions, Energy, and Dynamics 

 LS2.A: Interdependent Relationships in Ecosystems 

 LS2.C: Ecosystem Dynamics, Functioning, and Resilience 

 LS4: Biological Evolution: Unity and Diversity 

 LS4.C: Adaptation 

Common Core State Standards 

 College and Career Readiness Anchor Standards for Reading: 

Standard 7. Integrate and evaluate content presented in diverse media and formats, including visually 

and quantitatively, as well as in words 

 College and Career Readiness Anchor Standards for Writing (if Adaptation / Extension #3 is completed) 

Standard 6. Use technology, including the Internet, to produce and publish writing and to interact and 

collaborate with others. 

Standard 7. Conduct short as well as more sustained research projects based on focused questions, 

demonstrating understanding of the subject under investigation.

Materials 

1. Game boards for each group of 4-6 students (follows lesson plan in 2 parts) 

2. Set of game cards for each student (found after lesson plan), ideally printed on different-colored card 

stock 

3. Game pieces: anything small enough to fit in the board spaces; assorted items from the sagebrush 

ecosystem, such as different colored rocks, would be ideal 

4. 1 coin for each group 

5. Student handout for each student which contains rules and discussion questions (follows lesson and 

game board) 

6. Succession in the Sagebrush Ecosystem PowerPoint presentation; available on the Greater Sage-Grouse 

Education page: http://www.fws.gov/greatersagegrouse/education.php

7. Computer with Microsoft PowerPoint software and Internet access 

8. Display screen

Preparation 

1. Print enough game boards for groups of 4-6 students to share and 

tape the two halves together. 

2. Make copies of the three types of game cards: Event cards, 

Interaction cards and Character cards. Cut the cards apart with a 

paper cutter. 

Optional: Print on card stock, using a different color for each of the 3 

types of card, if available. 

3. Optional: Combine all the game components in large zip lock bags, 

with elastic bands around the sets of cards, to help keep everything organized. 

4. Ensure the other materials are ready for student use and that the computer and PowerPoint 

presentation are ready. 

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Teacher Instructions 

1. Open the PowerPoint presentation. Picking up from the last lesson on fire, ask students: What do you 

think happens after a serious wildfire burns through an area of the sagebrush ecosystem? 

2. Discuss student ideas, and then direct student attention to the visuals with notes in the presentation 

to teach students about plant succession and how the process can lead to different stages/types of 

ecosystems. 

3. Explain to students that they will now get to play a new game to help them learn more about 

succession. Have the students break into groups of 4-6 and recruit a student volunteer or two to help 

pass out the “Sagebrush Succession” games: game boards, cards, pieces, and a coin—one set per 

group—and the handout to each student. Read the rules with the class, and walk them through a 

round of the game. 

4. Ask the groups to review the instructions and rules with each other before they start the game to 

make sure everyone in the group understands how to play. Circulate among the groups, answering 

questions and providing more information, as necessary. 

5. At the end of the game, have students fill out and discuss the questions on their handout. The last 

question asks students to make a prediction about the outcome of the game in the absence of invasive 

species and disturbance cards. Have students make predictions and try the experiment if time allows. 

6. Groups can share the results of the different versions of the game with another group to compare and 

contrast their results and discuss their explanations for the outcomes. 

7. Fifteen minutes before the end of class, direct students to start working on their questions and 

drawings (the last question on the worksheet) if they haven’t yet done so. When they finish, they can 

start cleaning up. 

8. When cleanup is complete, close the lesson with a class discussion of the game and the process of 

succession. In addition to discussing the worksheet, ask students more questions, such as: 

 How can human activities also impact plant communities? 

 How can we help native plants to recover quickly after disturbance events so that diverse 

sagebrush ecosystems can thrive? 

Adaptations / Extensions

1. Take students on a field trip to an area that has experienced a recent wildfire or other disturbance 

event. Have students engage in an activity such as planting native plants or seeds to help restore the 

area and/or write reflections in journals about the site and ways it can be restored for wildlife and 

human uses. Students can also observe the area closely for signs of life, using binoculars and/or 

magnifying glasses, if available. 

2. Students can develop and play other creative versions of the game, with a variety of different 

variables. Considerable new research has demonstrated the power of play to enhance learning, 

creativity, interpersonal skills, and overall human development, so this would be one area of the 

lesson to integrate more of it. 

3. Students could create their own completely original games related to the sagebrush ecosystem or 

other ecosystems, such as those found where you live. 

4. Have students write short essays to reflect on the game and questions such as those listed in step 8 above. 

5. Student can choose an organism from the sagebrush ecosystem to research and learn more about how 

it is being impacted—or could be impacted—by wildfires and other disturbance events, including human 

activities. Provide a rubric so students know how they will be evaluated on the project, if desired. 

Findings could be shared with the rest of the class through written reports and/or oral presentations. 

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More Resources / References 

 The game portion of this lesson plan is adapted with permission from “The Floristic Relay: A Game to 

Teach Succession.” It is found on Arizona State University’s GK-12 website: 

http://gk12.asu.edu/node/60. 

 If you will be doing restoration service work, “Restoring Native Plants” from This American Land is an 

excellent video that highlights what students can do: http://www.thisamericanland.org/lessonplans/restoring-native-plants

 BLM Education resources: http://www.blm.gov/id/st/en/prog/NLCS/MNSRBP_NM/education.html

 Native Plants Junior Explorer booklet for students in grades 4-6 (and younger): 

http://www.blm.gov/style/medialib/blm/wo/Law_Enforcement/nlcs/education__interpretatio

n/junior_explorer.Par.13034.File.dat/Jr%20Explorer_Native_Plants.pdf

 FireWorks Encyclopedia for the Sagebrush Ecosystem. BLM Idaho State Office. Available late 

2017 from Idaho Fire Information: http://www.idahofireinfo.com 

 Sammy’s Quest to Save the West from Wildfire. BLM Idaho State Office. Available late 2017 

from Idaho Fire Information: http://www.idahofireinfo.com 

 Many other Junior Explorer booklets are available on BLM’s Learning Landscapes page, 

including Sally Sage-Grouse Explores Idaho: 

http://www.blm.gov/wo/st/en/res/Education_in_BLM/Learning_Landscapes/For_Kids/junior_

explorer.print.html

 

 Rangeland Plants education resources from the Idaho Rangeland Resource Commission: 

http://idrange.org/education/lessons-and-activities/rangeland-plants

 Cramer, J. and Einerson, J. (2011). From Salmonberry to 

Sagebrush:Exploring Oregon’s Native Plants. Corvallis, 

OR: Institute for Applied Ecology. You can download the 

complete 300+ page book here: 

http://appliedeco.org/wp-content/uploads/OregonBotany-Curriculum-Salmonberry-to-Sagebrush.pdf 

 Backpack Guide to Idaho Range Plants. The University of 

Idaho Rangeland Center and the Idaho Rangeland 

Resource Commission. 

http://idrange.org/store/books/backpack-guide-toidaho-range-plants

 Conserve our Western Roots poster and postcard 

from the Sage Grouse Initiative: 

https://www.sagegrouseinitiative.com/roots

 Montana Sagebrush Guide from Montana Dept. of Fish, 

Wildlife & Parks (black & white): 

http://sagemap.wr.usgs.gov/docs/MT_Sagebrush_Guide

.pdf

 More information about the Next Generation Science 

Standards, including a link to the Framework for K-12 

Science Education to which this lesson was aligned, can be found at 

http://www.nextgenscience.org/framework-k%E2%80%9312-science-education. 

 More information about the Common Core State Standards and links to the complete documents can 

be found at http://www.corestandards.org. 

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Plant Wars of Succession

Background 

After a long, prosperous reign, King Sagebrush is in danger of losing control of the vast realm of 

Sageland. Disturbances such as wildfires, overgrazing, and erosion have depleted his subjects, and 

now a new threat—Cheatin’ Cheatgrass—has invaded the realm. This wily intruder has overtaken 

large swaths of territory, using insidious poisons and seeds to fight for control of Sageland. Will he 

and his band of marauders succeed, or will King Sagebrush or another rival prevail? 

Game Overview

• The game is best played with 4-6 players. Each player takes the role of one of 6 characters 

which represents a plant species: King Sagebrush, Queen Rabbitbrush, Prince Penstemon, 

Princess Balsamroot, Squirreltail, and Cheatin’ Cheatgrass. 

• Players take turns and first flip a coin: “heads” they move forward a space, “tails” they stay in 

place. Then they choose an Event Card. All the players then move across the playing board 

based upon the event and their species’ response. 

• Interaction Cards are drawn after each complete round of play when two or more players 

have landed on the same spot. Each pair of interacting players draws a card. 

• The game ends when a player reaches the Finish square. The player with the most plants of 

his or her species in the community wins. 

• Each player counts the Event Cards that were played in the game, and records the number of 

each event type in the data table on the back of this sheet. 

Rules / How to Play 

1. Character Cards are shuffled and played face down. Each player then chooses one. 

2. Players choose or create a game piece and place it in the “Start” square on the board. 

3. A player shuffles the Event Cards and places them face down in the Future Events spot. 

Another player shuffles and places the Interaction Cards face down in their spot. 

4. Players take turns and flip a coin: “heads” they move forward a space, “tails” they stay in 

place. Then they choose an Event Card and place it face up in the Current Event spot. All 

players then move (or stay in place) based upon the event and their species’ response listed 

on the Character Cards, starting with the player whose turn it is and going clockwise. 

5. When every player has had a turn, check the board for players who landed on the same 

square. These players are interacting: 

a. Two at a time, the interacting players draw one Interaction Card and play according 

to the card. 

b. Interactions are also played clockwise, starting at the player whose turn it is. 

6. Repeat Steps 4 and 5 until a player reaches the Finish square. Record the order of the players 

and the number of each type of event that occurred during the game in the data table.

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Name: _______________________________________ Date: ______________ 

Plants Wars of Succession 

Event Data

Event Game 1

Number of Occurrences

Game 2

Number of Occurrences

Game 3

Number of Occurrences

Wildfire 

Disturbance

Overgrazing 

Disturbance

Erosion / Landslide 

Disturbance

Urban Sprawl

Disturbance

Non-Disturbance 

Events

Finishing Order

Player

Game 1

Finishing 

Place

Game 2

Finishing 

Place

Game 3

Finishing 

Place

Ideas why player finished in that place

King Sagebrush

Queen 

Rabbitbrush

Prince 

Penstemon

Princess 

Balsamroot

Squirrel Tail

Cheatin’ 

Cheatgrass

Reflection / Discussion Questions

1. Which player won the game most often? ______________________________________

2. Why do you think that character won? 

______________________________________________________________________________________________ 

______________________________________________________________________________________________

3. Which character did you play? ______________________________________

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4. What would have had to happen for your character to win most of the time? 

______________________________________________________________________________________________ 

______________________________________________________________________________________________

5. Which plant(s) did the worst when there were wildfires? 

______________________________________________________________________________________________ 

6. Which plant(s) did the worst when there was overgrazing and large-scale erosion / landslides? 

______________________________________________________________________________________________

7. Which plant(s) did better when there were disturbances? Why do you think that might be the 

case in real life? 

______________________________________________________________________________________________

______________________________________________________________________________________________

8. Imagine that Cheatin’ Cheatgrass had not invaded Sageland. What do you predict might happen 

if that was the case and all the Event cards were No Disturbance cards? 

______________________________________________________________________________________________

______________________________________________________________________________________________

9. Try the game that way. Was your prediction correct? _____________

Drawing

Draw a picture of what Sageland might look like 100 years after a disturbance if there were no 

invasive species. Use the space below or a separate sheet. 

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King Sagebrush

Character Card

Character Type

Late successional

Disturbance Event

Lose a turn

No Disturbance Event

Move forward 2 spaces

Queen Rabbitbrush

Character Card

Character Type

Late successional

Disturbance Event

Lose a turn

No Disturbance Event

Move forward 2 spaces

Prince Hawksbeard

Character Card

Character Type

Early successional

Disturbance Event

Lose a turn

No Disturbance Event

Move forward 2 spaces

Princess Penstemon

Character Card

Character Type

Early successional

Disturbance Event

Lose a turn

No Disturbance Event

Move forward 2 spaces

Squirreltail

Character Card

Character Type

Early successional

Disturbance Event

Lose a turn

No Disturbance Event

Move forward 2 spaces

Cheatin’ Cheatgrass

Character Card

Character Type

Invasive species

Disturbance Event

Stay in place

No Disturbance Event

Move forward 3 spaces

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Competition

for Water

Interaction Card

Late character type has more 

developed roots to get more 

water.

Late: Move forward 1 space.

Early: Lose a turn.

Invasive: Stay in place.

If both characters are early or late, 

flip a coin: the winner moves 

forward 1 space.

Competition

for Light

Interaction Card

Late character type shades

early character type.

Late: Move forward 1 space.

Early: Lose a turn.

Invasive: Stay in place.

If both characters are early or 

late, flip a coin: the winner 

moves forward 1 space.

Facilitation

of Nutrients

Interaction Card

Early character type adds

nutrients for late successional.

Late: Move forward 1 space.

Early: Stay in place.

Invasive: Move forward 1 space.

If both characters are early or 

late, flip a coin: the winner 

moves forward 1 space.

Facilitation

of Shade

Interaction Card

Early character type creates shade 

for late successional.

Late: Move forward 1 space.

Early: Stay in place

Invasive: Move forward 1 space

If both characters are early or 

late, flip a coin: the winner moves 

forward 1 space

Tolerance

Interaction Card

Early and late character types

live together in community.

Invasive type produces the 

most seed; releases toxins 

which damage other types.

Late: Stay in place or move back

1 space if interact with invasive

species

Early: Stay in place or lose a 

turn if interact with invasive

species

Invasive: Move forward 1 space.

Tolerance

Interaction Card

Early and late character types

live together in community.

Invasive type produces the most 

seed; releases toxins which 

damage other types.

Late: Stay in place or move back 1 

space if interact with invasive

species

Early: Stay in place or lose a turn

if interact with invasive species

Invasive: Move forward 1 space.

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Wildfire!

Caused by Lightning Strike

Disturbance Event

Wildfire!

Caused by Careless Camper

Disturbance Event

Landslide

Disturbance Event

Overgrazing

Disturbance Event

Livestock Stay in

One Place Too Long

Overgrazing

Disturbance Event

Overpopulation

of Wild Horses

Urban Sprawl

Disturbance Event

Wildlife-Friendly

Ranching

Non-Disturbance Event

Wildlife-Friendly

Sheep Ranching

Non-Disturbance Event

Large-scale

Erosion

Disturbance Event

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Sunny Weather

Non-Disturbance Event 

Cloudy

Weather

Non-Disturbance Event

Scattered 

Showers

Non-Disturbance Event

Mule Deer 

Migration

Non-Disturbance Event

Bees

Pollinating

Non-Disturbance Event

Butterflies 

Pollinating

Non-Disturbance Event

Pronghorn 

Migration

Non-Disturbance Event

Golden Eagle

Hunting

Non-Disturbance Event

Sage-grouse 

Lekking

Non-Disturbance Event 

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START

TIME

You are beseiged by

a nasty fungus!

Go back 1 space.

FINISH

You disperse all

your seeds!

Move ahead 2 

spaces.

Future

Events

Current

Event

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Interaction

Cards You are infested by a

deadly wilting disease.

Go back 2 spaces.

Snow melts and you grow.

Move forward 1 space.

You are pollinated by

bees! Move ahead

2 spaces.

You are attacked

by ravenous insects!

Move back 1 space.

You make seeds!

Move ahead 1 

space.

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Survival in the Sagebrush Sea 

Lesson Overview 

After a brief multimedia 

presentation about what wildlife 

like sage-grouse need to survive 

year-round in the sagebrush 

ecosystem, students choose 

centers with hands-on activities to 

help them learn more about the 

wildlife and share what they have 

learned in creative ways. Possible 

activities include carefully 

observing artifacts from organisms 

of the sagebrush ecosystem and 

creating labeled scientific drawings 

of them, constructing new 

creatures with modeling clay 

which are perfectly adapted to 

survive in the sagebrush 

ecosystem, writing poetry about 

the wildlife, and creating 

multimedia presentations about 

one or more species and how it survives year-round in the sagebrush 

ecosystem. Lesson adaptations / extensions are listed at the end of the lesson. 

Lesson Goal Students will understand what sage-grouse and other wildlife need to live year-round in the 

often harsh sagebrush ecosystem. 

Subject Areas Science 

Grade Level 4-12 (Ages 9-18) 

Time 60-75 minutes or more 

Objectives 

 Students will demonstrate understanding that sage-grouse require different types of habitat 

throughout the year including breeding habitat, brood rearing habitat, and winter habitat. 

 Students will understand the importance of water availability in the high desert and how organisms 

have adapted to survive with limited amounts of it. 

 Students will understand the importance of geological features including rock outcroppings for the 

survival of wildlife including raptors. 

 Students will demonstrate understanding of how human activities have an impact on the living and 

geological systems in the sagebrush ecosystem. 

Photo courtesy Gerrit Vyn

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Next Generation Science Standards 

Crosscutting Concepts 

 Structure and Function 

 Stability and Change 

Core and Component Ideas in the Life Sciences 

LS1: From Molecules to Organisms: Structures and Processes 

 LS1.A: Structure and Function 

 LS1.B: Growth and Development of Organisms 

LS2: Ecosystems: Interactions, Energy, and Dynamics 

 LS2.A: Interdependent Relationships in Ecosystems 

 LS2.C: Ecosystem Dynamics, Functioning, and Resilience 

LS4: Biological Evolution: Unity and Diversity 

 LS4.C: Adaptation 

 

Core and Component Ideas in Earth and Space Sciences 

ESS2: Earth’s Systems

 ESS2.C: The Roles of Water in Earth’s Surface Processes 

 

 ESS3: Earth and Human Activity 

 ESS3.C: Human Impacts on Earth Systems 

Common Core State Standards 

College and Career Readiness Anchor Standards for Writing (if Adaptation / Extension #5 is completed) 

Standard 6. Use technology, including the Internet, to produce and publish writing and to interact and 

collaborate with others. 

Standard 7. Conduct short as well as more sustained research projects based on focused questions, 

demonstrating understanding of the subject under investigation.

Materials 

1. Survival in the Sagebrush Sea PowerPoint presentation; available on the Greater Sage-Grouse 

Education page of the USFWS website: http://www.fws.gov/greatersagegrouse/education.php

2. Computer access and Microsoft PowerPoint software 

3. Display screen 

4. Markers, crayons, or colored pencils for students to share 

5. Optional: Sagebrush Ecosystem Trunk from Audubon Rockies or other partners; contact Jacelyn 

Downey with Audubon Rockies at (307) 756-3941 or jdowney@audubon.org for more information 

6. Optional: “Wildlife Skills Activities” booklet from the University of Arizona Cooperative Extension: 

http://extension.arizona.edu/sites/extension.arizona.edu/files/pubs/az1145.pdf

7. Optional: Modeling clay or Play-Doh and natural materials like pine cones, pine needles, and dried 

vegetation for students to share 

8. Optional: Microscopes and/or magnifying glasses

9. Optional: Books with information about sagebrush wildlife, such as field guides and bird books; the 

FireWorks Encyclopedia for the Sagebrush Ecosystem will be available in late 2017 from the Idaho Fire 

Information website: http://www.idahofireinfo.com 

10. One or more sets of wildlife SteppeUp cards developed by the Bureau of Land Management (BLM) 

11. Optional: Online access for students 

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Preparation 

1. If possible, identify an expert partner to work with your class. Contact information and 

recommendations for partners such as the USFWS, BLM, state wildlife agencies, and Audubon can be 

found on the on the Greater Sage-Grouse Education page: 

http://www.fws.gov/greatersagegrouse/education.php

2. Ensure all materials above are ready for student use. 

3. Optional: Get ready to show one or more video clips, such as “Sagebrush Sea: A High Desert 

Ecosystem” on PBS LearningMedia: 

https://opb.pbslearningmedia.org/resource/nat15.sci.lisci.sagebrush/sagebrush-sea-a-high-desertecosystem 

4. Optional: Watch the following additional videos for more background information in preparation for 

teaching the complete curriculum: 

 The Sagebrush Sea from the Nature website: http://www.pbs.org/wnet/nature/sagebrush-sea-fullepisode/12341/. 

 Sage Grouse—Oregon Public Broadcasting Field Guide: http://watch.opb.org/video/2365357596/

 The Sage Grouse Initiative and the Eastern Oregon Agricultural Research Center, “Unraveling 

Sagebrush Community Change to Manage for Resilient Sage Grouse Habitats”: 

https://www.youtube.com/watch?v=YbwaA9ziLLw

Teacher Instructions 

1. Introduce the expert visitor if one is present. If so, he or she can give 

a brief presentation incorporating the PowerPoint presentation. 

Optional: One or more video clips can also be shown which illustrate 

ways wildlife survive and reproduce in the sagebrush ecosystem. 

2. Work with the visitor (if present) to show and explain items from the 

Sagebrush Ecosystem Trunk (if available) to students, such as skulls, 

animal track impressions, feathers, rubber scat, wildlife 

identification books, etc. The artifacts can come from sage-grouse as 

well as other organisms from the sagebrush ecosystem. Discuss with 

students how the items can be used to identify the wildlife they 

come from, and how they reveal ways that the organisms survive. 

Review the concept of adaptations from the first lesson in the 

curriculum and how the items may reveal those, as well. If you have 

access to skulls, an excellent resource with details about how to 

identify carnivores, herbivores, and omnivores, and how the skull 

features reveal other adaptations, is the “Wildlife Skills Activities” 

booklet from the University of Arizona Cooperative Extension: 

http://extension.arizona.edu/sites/extension.arizona.edu/files/pubs/az1145.pdf

3. Tell students that they will be able to choose centers in which to work and rotate through today. They 

will be responsible for finishing at least 1 quality product of their choice which shows they understand 

ways that wildlife survive in the sagebrush step. Explain the available options for centers and possible 

finished projects, which may include the following (based on available materials and level of the class): 

 A center with items from the sagebrush ecosystem, including from Trunk (if available), and 

drawing materials. Students can draw items carefully—trying to be as scientifically accurate as 

possible—and label the important features of them, including the adaptations which help 

them to survive in the sagebrush ecosystem. If there are skulls, you can print the student 

handout pages from the “Wildlife Skills Activities” booklet mentioned above, including the 

labeled skulls of coyote and pronghorn and the “Mystery Skull Worksheet” for students to fill 

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out. Books, posters, and SteppeUp cards can also be made available with additional 

information, as can microscopes and/or magnifying glasses to examine the artifacts more 

closely. 

 A second center with different items from the ecosystem, such as the different track 

impressions and rubber scat. Students can study the items and any additional information 

about the wildlife, such as in SteppeUp cards and books including field guides and the 

FireWorks Encyclopedia for the Sagebrush Ecosystem. Students can write a summary 

document which explains what they learned about how to identify the wildlife by the traces 

they leave behind. Or, if they prefer, they can write one or more poems about the animals 

which include details which reveal how they survive. Exemplar student poems can be provided 

for inspiration and/or books which include wildlife poetry. 

 A center with modeling clay and natural materials such as dried vegetation, seed pods, 

pebbles, and sand. Students can design and construct a new organism that is ideally suited to 

survive year-round in the sagebrush ecosystem. Students who choose this option should be 

ready to explain to the class the different structures found on their organism, its behaviors in 

the wild, and how those adaptations enable it to survive and reproduce. 

 One or more computer stations with access to sagebrush education resources such as those on 

the Greater Sage-Grouse Education page: 

http://www.fws.gov/greatersagegrouse/education.php. Students can use images, etc, and 

create a short multimedia presentation which explains how one of more species survives yearround in the sagebrush ecosystem. 

4. Tell students they may not get their first choice for a center, but that they will have the option of 

rotating to a different center later. For all of the centers, encourage students to ask and/or write down 

questions that arise as they work, which is one of the most important things scientists do—along with 

developing hypotheses (their best informed guesses)—and trying to answer the questions through 

observation and research. 

5. Walk to the first center and ask students to raise hands quietly if they are interested in it as their first 

choice? Call over students one by one until you feel that the center is full. 

6. Walk to the other centers and repeat the process until all students have chosen a center. 

7. Rotate though the groups of students with the visitor(s), if present, answering questions and helping 

students get started on producing their products about the wildlife. Tell students that they should be 

prepared to present their work to the class. 

8. After 10-15 minutes, tell students that they will soon be able to move to a different center if they 

choose. The first group that will have the opportunity to move will be the one that is working the most 

productively together. Preference will also be given to students who have made progress on their 

individual projects, so they should they should strive to do that. 

9. After about 5 more minutes, tell students that some of them will now be able to move if they are 

ready. Explain that you will choose a group to start moving, and that when students arrive at another 

group, students already in that group can raise their hands quietly if they would like to move. Each 

student arriving at a new center will choose a student to replace, and those students who have been 

chosen will move to another center to choose different students who would like to move and continue 

the process. The process will continue until all students who would like to move have been given a 

chance to do so, provided there are enough students who are ready to move in the desired group. If 

not, students may have to wait until another student wishes to change places with them. 

10. Move to a group that is working well and ask students to raise hands if they would like to move to a 

different center. If too many students wish to move, choose those students who have made the most 

progress and let them go to a different center, starting the process described in the step above. 

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Monitor the process of moving closely to make sure the process runs smoothly, and stop the class if it 

becomes too chaotic and remind them of how it is supposed to work. 

11. After another 8-10 minutes, give students another opportunity to rotate to a different group if they 

would like, following the process described above. 

12. Give students a warning when there are 5 minutes left to work. Tell them that you will be looking for 

volunteers to make a brief presentation to the class about items they produced today, and ask them to 

start cleaning up when they are finished. When 5 minutes have passed, ask the remaining students to 

help clean up. 

13. Ask students to raise hands if they would like to share what they made with the class. Call on a few 

students, one at a time, to stand up and share their work, giving other class members a chance to ask 

questions at the end of each short presentation. 

14. Tell students that they will be able to finish their products for homework or in class the next day (if 

necessary and as you deem appropriate). Collect the finished products to review more carefully and 

display around the classroom and/or the school. You could also ask students to revise their work based 

on constructive feedback you provide to ensure that the work is the best the students can produce 

before it is displayed publicly. 

15. Close with a quick review of concepts learned during the lesson and ask students to call out some of 

the amazing ways wildlife survive year-round in the sagebrush ecosystem. 

Adaptations / Extensions 

1. Do a "teach a peer" session at the end of the lesson in which students pair up or get in small groups 

and share what they learned with each other. This will increase the amount of sharing/discussion, 

because usually students who are reluctant to share with the whole class will happily do so with a 

partner or in a small group setting. Consider providing a simple planning sheet to guide their sharing; it 

could be a quick reflection/summary for one of the stations they explored. This helps ensure that 

students will have something to share when it is their turn. It could also be collected at the end of class 

as a check for student understanding. 

2. Play the “Knock, Knock . . . Who’s There?” activity adapted from the activity of the same name created 

by Sharon Kessler & Trina Howard in Arizona: Have students listen to sounds of animals from the 

sagebrush ecosystem—either audio recordings or videos without the pictures showing—and guess the 

animal and the animal’s size. Students then watch the videos or see pictures of the animals to see the 

animals and/or the way they vocalize. They can then discuss the various adaptations that the animals 

have for producing sound (e.g. throat sacs), their influence on how the listener perceives the sounds 

(e.g. Do throat sacs make an animal's voice lower and therefore make the animal seem bigger than it 

is?), and why those traits might be advantageous to the animal (e.g. Does a throat sac make the animal 

sound more threatening?). Sounds and videos are available on sites such as Cornell’s All About Birds 

(http://www.allaboutbirds.org) and ARKive.org. The original activity can be found here: 

http://gk12.asu.edu/files/GK-12_Poster_2010_v2_reduced.pdf

3. Take students on a field trip to explore the sagebrush ecosystem first hand, with an emphasis on 

uncovering the ways organisms survive year-round in the sagebrush ecosystem. Have students engage 

in an activity such as creating a nature journal or field guide (or continuing one started previously) of 

the organisms they observe. A lesson plan entitled “Field Journaling” can be found on the Idaho 

Rangeland Resource Commission education website: 

http://idrange.org/_literature_156764/Field_Journaling. Excellent information on creating nature 

journals can also be found on the BirdSleuth website: http://www.birdsleuth.org/nature-journaling. 

4. Students could give brief presentations about the creatures they created to the rest of the class. 

5. Have each student choose an organism they have learned about to research in depth. They can 

research elements such as what the organism needs to survive and how have human activities 

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impacted it over time. Provide a rubric so students know how they will be evaluated on the project, 

and findings could be shared with the rest of the class through written reports and/or oral 

presentations. 

6. A fun game students can play outside is “Camouflage”:

 Choose a student to be "it.”

 That student calls out "CAMOUFLAGE!" so everyone can hear it. Once it is called they close 

their eyes and count to ten. They will not be able to move their feet after this. 

 All the other students have 10 seconds to find a hiding place in which they can see the person 

counting, but the person can’t see them.

 Once the one who is "it" has finished counting, he or she opens their eyes, still unable to move 

their feet. He or she then holds up a hand to make a sign (pinky up, ring finger down, index 

finger up, thumb down, hand covering head, etc.). They must hold up the sign for 15-30 

seconds. During this time they may twist at the waist, but without moving their feet, and call 

out people who they see and their hiding spots. 

 Once the 30 seconds are up, the one who is "it" calls out "Show yourselves!" Those who are 

left undiscovered come out and the first to show the correct sign wins the round and gets to 

guess the next round. 

More Resources / References 

 “Wildlife Skull Activities” booklet from the University of Arizona Cooperative Extension: 

http://extension.arizona.edu/sites/extension.arizona.edu/files/pubs/az1145.pdf

 FireWorks Encyclopedia for the Sagebrush Ecosystem. BLM Idaho State Office. Available late 2017 from 

Idaho Fire Information: http://www.idahofireinfo.com 

 Sammy’s Quest to Save the West. BLM Idaho State Office. Available late 2017 from Idaho Fire 

Information: http://www.idahofireinfo.com 

 Contact your local 4-H (http://www.4-h.org) for more resources related to your local area. 

 Greater Sage-Grouse resources from the U.S. Fish and Wildlife Service: 

http://www.fws.gov/greatersagegrouse

 Idaho Rangeland Resource Commission education resources: 

http://range.idaho.gov/education/teachers.htm

 Sage-Grouse Initiative partners which may be able to assist your class or provide additional resources: 

http://www.sagegrouseinitiative.com/about/partners/

 Sage-Grouse Initiative’s list of sagebrush ecosystem wildlife: 

http://www.sagegrouseinitiative.com/sagebrush-community/the-wildlife/

 More information about the Next Generation Science Standards, including a link to the Framework for 

K-12 Science Education to which this lesson was aligned, can be found at 

http://www.nextgenscience.org/framework-k%E2%80%9312-science-education. 

 More information about the Common Core State Standards and links to the complete documents can 

be found at http://www.corestandards.org. 

 More Traveling Trunks from Audubon Rockies: http://rockies.audubon.org/traveling/trunks 

 Traveling Trunks and other education programs from the High Desert Museum in Bend, OR; details 

online at https://www.highdesertmuseum.org/traveling-trunks. 

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Human Connections 

to the Sagebrush Sea 

Lesson Overview 

Students are first presented with stories of Native American 

traditions connected with the greater sage-grouse and other 

wildlife and plant species in sagebrush ecosystems. A graphic 

organizer worksheet can be used to summarize and organize the 

information. Then they learn about ways modern American life is 

connected with the sagebrush sea and modern practices which 

both benefit and harm the important ecosystem. Next, they 

create a visual diagram using art supplies or computer software 

to present what they know about the human connections to the 

ecosystem, conducting additional research, as needed. Lesson 

adaptations / extensions are listed at the end of the lesson. 

Lesson Goal 

Students will demonstrate understanding that both traditional Native American peoples and modern 

Americans have depended on and impacted sagebrush ecosystems in both positive and negative ways. 

Subject Areas Social Studies, Science, Language Arts, and Art 

Grade Level 4-12 (Ages 9-18) 

Time Two 45 to 60-minute class periods; tim e outside of class, if necessary, to complete projects 

Objectives 

 Students will be able to demonstrate the many ways the sagebrush ecosystem has positively impacted 

human health, prosperity, and cultural heritage. 

 Students will be able to describe ways that humans have both benefited and harmed the sagebrush 

ecosystem and the native wildlife and plants found there. 

 Students will be able to create a visual diagram which illustrates their understanding of the human 

connections to the sagebrush ecosystem. 

Next Generation Science Standards 

Crosscutting Concepts 

 Structure and Function 

 Stability and Change 

 Systems and System Models 

Core and Component Ideas in the Life Sciences 

LS1: From molecules to organisms: Structures and processes 

 LS1.A: Structure and Function 

 LS1.B: Growth and Development of Organisms 

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LS2: Ecosystems: Interactions, Energy, and Dynamics 

 LS2.A: Interdependent Relationships in Ecosystems 

 LS2.C: Ecosystem Dynamics, Functioning, and Resilience 

Core and Component Ideas in Earth and Space Sciences 

 ESS3: Earth and Human Activity 

 ESS3.C: Human Impacts on Earth Systems 

Common Core State Standards 

 College and Career Readiness Anchor Standards for Reading: 

Standard 7. Integrate and evaluate content presented in diverse media and formats, including visually 

and quantitatively, as well as in words. 

College and Career Readiness Anchor Standards for Writing 

Standard 6. Use technology, including the Internet, to produce and publish writing and to interact and 

collaborate with others. 

Standard 7. Conduct short as well as more sustained research projects based on focused questions, 

demonstrating understanding of the subject under investigation.

Materials 

1. Computer with Internet access and Microsoft PowerPoint software 

2. Display screen 

3. Brief Human Connections to the Sagebrush Sea PowerPoint presentation; available on the Greater 

Sage-Grouse Education page: http://www.fws.gov/greatersagegrouse/education.php

4. Markers, crayons, or colored pencils for students to share 

5. Optional: Large paper or poster board on which to create visual diagrams 

6. Optional: Native American artifacts, such as headdresses or drums 

7. Optional: Samples of the native plants listed below and/or others species you could discuss with 

importance for Native Americans 

8. Optional: The Sagebrush Ecosystem educational poster available from USFWS; learn more on the 

Greater Sage-Grouse Education page: http://www.fws.gov/greatersagegrouse/education.php

9. Optional: “The Sagebrush Steppe” poster from Audubon Rockies: 

http://rockies.audubon.org/sites/g/files/amh431/f/sagebrushposter_fsc.pdf

Contact Jacelyn Downey at (307) 756-3941 or jdowney@audubon.org for the 18"X24" poster. 

Preparation 

1. If possible, identify an expert partner to work with your class. Contact information and 

recommendations for partners such as the U.S.FWS, BLM, state wildlife agencies, and Audubon can be 

found on the Sage-Grouse Education page: http://www.fws.gov/greatersagegrouse/education. 

2. Ensure all materials above are ready for student use. 

3. Get ready to show the video clips “The Chicken Dance” (2-minutes) and “Sage Grouse Legends of the 

Wasco and Paiute Tribes” (3-minutes). They are linked from slides 2 and 3 of the PowerPoint 

presentation. The High Desert Museum produced them and they are shown on the Sage-Grouse 

Initiative’s website: http://www.sagegrouseinitiative.com/sagebrush-community/the-people. 

4. Optional: Get ready to show the short video “Human Impact in the Sagebrush Sea” (which plays in 2 

linked clips for a total of just under 4 minutes): 

https://opb.pbslearningmedia.org/resource/nat15.sci.lisci.hisage/human-impact-in-the-sagebrush-sea 

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Teacher Instructions 

1. Introduce the expert visitor if one is present. If so, he or she can ask students if they know any ways 

that traditional Native Americans and/or today’s Americans have benefited from the sagebrush 

ecosystem, otherwise you can lead the lesson. Either of you can lead a brief discussion with the class 

about their ideas. 

2. Start the Human Connections to the Sagebrush Sea 

PowerPoint presentation. Click the images on slides 2 

and 3 to show the short videos one at a time which 

depict traditional Native American practices related to 

the sage-grouse and other wildlife. The videos are 

found on the Sage-Grouse Initiative’s website: 

http://www.sagegrouseinitiative.com/sagebrushcommunity/the-people

3. Optional: Prior to or after showing the videos, pass out 

a graphic organizer for each video such as one or more 

of those found in the Resource Packet on the This 

American Land website: 

http://www.thisamericanland.org/_literature_110166/Resource_Packet. Graphic organizers such as 

these help students to think critically about the content, summarize it, and remember it, in addition to 

helping to organize it. 

4. After showing each video—and giving students enough time for most of them to complete the 

organizer (if one was given), discuss what students learned and answer any questions. If necessary to 

facilitate a rich discussion, ask questions such as: 

 Why do you think Native American peoples have respect for the greater sage-grouse? 

 In what ways did the men from the Eastern Shoshone Tribe imitate the greater sage-grouse? 

 Why do you think the Native Americans only hunted roosters (males), took only what they 

needed to live, and hunted only in the spring? 

 What do the Native American legends teach us about their connections to the greater sagegrouse and the sagebrush sea, in general? 

5. Optional: Ask the students to stand up, move their desks aside and show the “The Chicken Dance” 

video again, starting at 0:30. You and/or the visitor can demonstrate the dance for students and ask 

them to try it while the chanting and drumming from the video continues. Alternatively, you could ask 

for student volunteers to come to the front of the room and try to demonstrate the dance for the 

other students. Trying the dance would be even more fun, educational, and memorable if you are able 

to obtain Native American artifacts to incorporate, such as headdresses or drums. 

6. You and/or the visitor can then talk with students about some of the ways Native Americans have used 

plants for medicine, food, and spiritual practices. Tell students that all peoples around the world have 

used plants in these ways, and that the word for the study of these cultural practices is ethnobotany. 

Write the word on the board and ask students to identify the two main parts of it: the prefix “ethno,” 

meaning people or culture, and “botany,” the study of plants. Use sample plants as visual aids, if you 

have them, and/or the PowerPoint slides from the “Human Connections” presentation which shows 

the plants. Species you might talk about include: 

 Basin, Mountain, and Wyoming Big Sagebrush (tall/big sagebrush): many uses of the 

subspecies of big sagebrush, including treating wounds and fungal infections, stomach 

problems, sore throat, and headaches. Modern science has proven its powerful anti-bacterial, 

anti-fungal, and antioxidant properties. Strong teas made from the leaves have been the most 

common way to use big sagebrush and other sagebrush species—to make an antiseptic and 

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anti-fungal wash, for instance, but moistened, green leaves can also be crushed to make a 

poultice which is applied to the skin. 

 Yellow Rabbitbrush: similar to sagebrush, a tea can be made to made to treat colds (viruses) 

and stomach upset 

 Desert Buckwheat (also called umbrella plant and parsnipflower buckwheat): strong tea used 

to treat joint pain and swelling, relieve pain; many other uses, including as an eye medicine, 

heart aid, and stomach aid 

 Brown’s Peony: many uses, including as an anti-inflammatory, disinfectant, and immune 

system stimulant 

 Sheep Sorrel: used to treat skin rashes and cancers (modern science has shown that 

chlorophyll—found in abundance in this plant—may be a primary source of the benefits) 

 Winterfat (Krascheninnikovia lanata; also called white sage, winter-sage, feather-sage, sweet 

sage, lambstail): was used by many tribes to treat fever and pain; powdered root or poultice 

used to treat skin problems like rashes, burns, and sores 

7. The visitor and/or you can then discuss with students how some native plants, especially juniper, can 

have negative effects on the ecosystem and humans, just like invasive nonnative plants. Advance to 

the next slide of the PowerPoint which shows juniper encroaching on sagebrush habitat and discuss 

how human activities have helped the juniper to spread, reducing habitat for sage-grouse and other 

species. Show students samples of juniper and cut sections of trunk, if available. If so, these can be 

passed around to have student groups examine closely and count rings to determine the age of the 

trees, discussing why some rings are wider than others. Tell students that juniper is being removed 

because of its negative effects on the ecosystem, but that the wood can be useful for fence posts and 

other uses, since it is naturally resistant to rotting. Ask: What else could they build with it? 

8. Discuss how humans have impacted the sagebrush ecosystem in other ways. Show students the short 

video “Human Impact in the Sagebrush Sea” (which plays in 2 linked clips for a total of just under 4 

minutes) and then discuss the concepts raised, such as fragmentation of the land and using it for 

energy production. 

9. Advance to the next slide of the PowerPoint to show 

the “Web of Life” example, and explain how it is a 

visual representation of the sagebrush ecosystem. 

Explain to students that they will now create their 

own diagram to teach others about what they have 

been learning about sagebrush ecosystems and the 

human connections to it, both positive and negative. 

10. Direct students to form groups of 3-4 and have the 

groups brainstorm topics that they could include in 

their diagrams on scrap pieces of paper, in their 

journals, or by using available technology such as 

iPads and software such as Inspiration Maps, 

Kidspiration, Google Docs, or iWork. As students 

work, walk around with large pieces of paper and 

art supplies for groups to share, and answer 

questions or help students with the brainstorming, 

as necessary. 

11. After about 5 minutes, tell students that they can begin creating their visual diagrams when they have 

a plan for it worked out. Review with them the options available, such as a hand-drawn illustration or 

computer-aided diagram. Advance through the next couple of slides for students to see more 

examples. Students can then begin working on their diagrams. 

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12. lnform students when they have 5 more minutes to work. After that time, ask them to clean up and 

put the room back in order. 

13. Thank the class visitor, if present, and review with students what they learned about the human 

connections to the sagebrush ecosystem and the native plants and animals found there. Be sure they 

understand they have started a challenging project; they do not have to create a perfect visual in their 

first attempt. They will have another whole period to work, and more time outside of class, if 

necessary, so there will be plenty of time to revise their ideas and create excellent diagrams. 

14. At the start of the next work session, review with students the goals of the diagram project and how 

they will be assessed (consider providing a rubric). Discuss what is challenging about the project and 

answer any questions before students begin working. At the end of the period, tell students how much 

time they will have outside of class to complete their visual, if necessary. 

Adaptations / Extensions 

1. Take students on a field trip to immerse them in one 

or more concepts from the lesson more fully. For 

example, a Native American festival which 

incorporates dancing or an area with juniper or other 

native plants discussed in this lesson. Students could 

also participate in a service learning project in the 

area. 

2. If you have samples of beneficial plants, pass them 

around for students to observe more closely and 

sketch in journals or field guides. 

3. Students can give oral presentations about their 

diagrams. Their finished projects can also be posted 

on the classroom walls, around the school, and/or in 

community buildings such as the public library or 

town hall. 

4. Do an activity involving juniper. For example: 

 Have “juniper cookies” (cross sections of 

trunk or branches) and ask students to count 

the rings to determine their age. Discuss 

possible reasons for the differences in ring 

width (more or less water those years, etc.). 

 Have a contest with juniper. You and/or the 

students can bring juniper to class and make 

creative projects with it. Tell students that it 

can be an ideal building material for things 

that will be placed in the ground, such as 

fences and posts, because it is resistant to 

rotting. 

5. Watch and discuss the short video “Developing 

Grazing Systems” from the Sage-Grouse Initiative 

and ranchers: 

https://www.youtube.com/watch?v=laf_VaZ2Il0

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More Resources / References

 Contact local tribes, history museums, and/or universities for information related to your local area. 

Superb resources include:

o Tamástslikt Cultural Institute, Pendleton, OR: http://www.tamastslikt.org 

o The Museum at Warm Springs, Warm Springs, OR: http://www.museumatwarmsprings.org 

o High Desert Museum, Bend, OR: https://www.highdesertmuseum.org 

 Moerman, D.E. (2000). Native American Ethnobotany. Portland, OR: Timber Press. 

 Foster, S. & Hobbs, C. (2002). The Peterson Field Guide Series: A Field Guide to Western Medicinal 

Plants and Herbs. New York, NY: Houghton Mifflin Co. 

 Green Pharmacy, Dr. Jim Duke’s Botanical Desk Reference. http://greenpharmacy.com

 Native American Ethnobotany: A Database of Foods, Drugs, Dyes and Fibers of Native American 

Peoples, Derived from Plants. Univ. of Michigan: http://herb.umd.umich.edu

 Ethnobotany—Native Plant Dyes: http://www.fs.fed.us/wildflowers/ethnobotany/dyes.shtml

 Cramer, J. and Einerson, J. (2011). From Salmonberry to Sagebrush. Corvallis, OR: Institute for Applied 

Ecology. 

 Yellow Rabbitbrush info: http://plants.usda.gov/plantguide/pdf/pg_chvi8.pdf

 Celebrating Gaia's Herbal Gifts, including the article “Teasel, Wild Rose and Parsnipflower Buckwheat”: 

https://herbalgoddessmedicinals.wordpress.com/tag/native-plants/

 Video from Montana Fish, Wildlife & Parks about research on the effects of grazing for sage-grouse: 

http://fwp.mt.gov/education/videoLibrary/outdoorReports/video_0371.html

 Woodfield, M. et al. Native American Ethnobotany of the Four Corners Region: 

http://meggiewoodfield.me/media/uvu/native-american-ethnobotany.pdf

 More information about the Next Generation Science Standards, including a link to the Framework for 

K-12 Science Education to which this lesson was aligned, can be found at 

http://www.nextgenscience.org/framework-k%E2%80%9312-science-education. 

 More information about the Common Core State Standards and links to the complete documents can 

be found at http://www.corestandards.org. 

 Contact your local 4-H (http://www.4-h.org) for more resources related to your local area. 

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Developing Plans to Restore Habitat 

for Sage-grouse and Other Wildlife 

Lesson Overview 

Students are first presented with 

stories and images which highlight 

ways scientists and ranchers are 

helping to restore habitat for 

wildlife of sagebrush ecosystems. 

After being presented with a 

hypothetical scenario, students 

then work in small groups to 

develop their own plans to restore 

wildlife habitat based on the 

available information presented in 

the scenario and what they have 

learned throughout the sagebrush 

ecosystem unit. Plans should 

include a written component as 

well as a visual representation of 

their choice, such as a poster, 

diorama, or computer-aided 

diagram. Lesson adaptations / 

extensions are listed at the end of 

the lesson. 

Lesson Goal 

Students will create wildlife restoration plans to restore habitat for sage-grouse and other wildlife species of 

the sagebrush ecosystem. 

Subject Areas Science 

Grade Level 4-12 (Ages 9-18) 

Time Three class periods (45 to 60 min.); time outside of class, if necessary, to complete projects 

Objectives 

 Students will be able to describe ways scientists and ranchers are helping to improve habitat for sagegrouse and other wildlife living in sagebrush ecosystems. 

 Students will be able create visual models such as dioramas or posters which illustrate their plan for 

wildlife restoration. 

 Students will effectively communicate their restoration plan ideas in writing. 

 Students will be able to explain how human activities can benefit, as well as harm, living systems. 

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Next Generation Science Standards 

Crosscutting Concepts 

 Cause and Effect: Mechanism and Explanation 

 Structure and Function 

 Stability and Change 

 Systems and System Models 

Science & Engineering Practices 

 Developing and Using Models 

 Constructing Explanations and Designing Solutions 

 Obtaining, Evaluating, and Communicating Information 

Core and Component Ideas in the Life Sciences 

LS1: From molecules to organisms: Structures and processes 

 LS1.A: Structure and Function 

 LS1.B: Growth and Development of Organisms 

LS2: Ecosystems: Interactions, Energy, and Dynamics 

 LS2.A: Interdependent Relationships in Ecosystems 

 LS2.C: Ecosystem Dynamics, Functioning, and Resilience 

LS4: Biological Evolution: Unity and Diversity 

 LS4.C: Adaptation 

 

Core and Component Ideas in Earth and Space Sciences 

ESS2: Earth’s Systems

 ESS2.C: The Roles of Water in Earth’s Surface Processes 

 ESS3: Earth and Human Activity 

 ESS3.C: Human Impacts on Earth Systems 

Common Core State Standards 

College and Career Readiness Anchor Standards for Writing 

Standard 6. Use technology, including the Internet, to produce and publish writing and to interact and 

collaborate with others. 

Standard 7. Conduct short as well as more sustained research projects based on focused questions, 

demonstrating understanding of the subject under investigation.

Materials 

1. Wildlife Restoration PowerPoint presentation; available on the Greater Sage-Grouse Education page: 

http://www.fws.gov/greatersagegrouse/education.php

2. Computer with Microsoft PowerPoint software and Internet access 

3. Display screen 

4. Markers, crayons, or colored pencils for students to share 

5. Optional: Posterboard 

6. Optional: Sagebrush Ecosystem Trunk from Audubon Rockies or other partners; contact Jacelyn 

Downey at (307) 756-3941 or jdowney@audubon.org for more information

7. Optional: Video, “Oregon Ranchers Protect Sagebrush Habitat”: 

https://www.youtube.com/watch?v=_qAqqH5bEvw

8. Optional: Sets of wildlife SteppeUp cards developed by the Bureau of Land Management (BLM) for 

groups to share 

9. Optional: Sagebrush Ecosystem educational poster available on the Greater Sage-Grouse Education 

page: http://www.fws.gov/greatersagegrouse/education.php

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10. Optional: Video,“Developing Grazing Systems” from the Sage-Grouse Initiative which features 

ranchers: https://www.youtube.com/watch?v=laf_VaZ2Il0

Preparation 

1. If possible, identify an expert partner to work with your class. Contact information and 

recommendations for partners such as the USFWS, BLM, state wildlife agencies, and Audubon can be 

found on the Greater Sage-Grouse Education page: 

http://www.fws.gov/greatersagegrouse/education.php. 

2. Ensure all materials above are ready for student use. 

3. Get ready to show one or more video clips such as “Jared Brackett - Ranching in a Fish Bowl in Idaho” 

(6.5 minutes) from Life on the Range: https://youtu.be/lLNxe7HF35U. 

4. Optional: Watch the following additional videos for more background information in preparation for 

teaching the complete curriculum: 

 “Tom Page improves sage grouse habitat in Pahsimeroi Valley”: 

https://youtu.be/NLHeZLgFRGM

 “Sage Grouse” from Oregon Public Broadcasting (OPB) Field Guide: 

http://watch.opb.org/video/2365357596/

Teacher Instructions 

1. Introduce the expert visitor if one is present. If so, he or she can ask students if they know ways to help 

greater sage-grouse and other wildlife in the sagebrush ecosystem, otherwise you can lead the lesson. 

Either of you can lead a brief discussion with the class about their ideas. 

2. Either the visitor or you can then present the PowerPoint presentation one image/slide at a time to 

students, so they can think about each image and how it reveals problems for wildlife and/or ways that 

scientists and/or ranchers are helping to improve habitat for sage-grouse and other wildlife species in 

the sagebrush ecosystem. Pause after each image, and ask students to describe what they see and 

how what is shown demonstrates ways to help and/or hurt sage-grouse and other wildlife species. 

Images (with speaking notes at the bottom of the presentation) include: 

 Reflective markers on wire fencing 

o Makes fencing more visible to sage-grouse and other low-flying bird species like owls, as well 

as running animals

o Most important in areas with a lot of sage-grouse, such as within 1.2 miles of a lek and in 

wintering habitat

 PVC (plastic) cover on top line of fencing (another way to increase visibility) 

 Top rail (not barbed wire) on fencing (another way to increase visibility) 

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 Ramp on water trough (to allow wildlife like sage-grouse to get out if they fall in) 

 Spikes on the top of telephone poles and fence posts (to prevent predators like raptors, ravens, 

and crows from perching in sage-grouse areas)

 A skeleton of a wild ungulate tangled in a fence (top wires too close together and/or fence too 

high)

 Open fence gate (to allow wildlife like elk and mule deer to pass through in high traffic areas...show 

this on the next slide)

 Laying down an area of fencing (to allow wildlife to pass through)

 A very tall fence 

o Impossible for wildlife to jump over 

o Mention that fences should ideally be 40” high or less, and no more than 42” high) 

 Fence on hill slope 

o Increases barrier for wildlife trying to go up hill 

o Fences on steep slopes can become almost impossible to jump over without injury 

 A larger gap between the top two lines of fencing 

o Deer and elk often get entangled in fencing if lines are closer together 

o The gap should be 12” or greater

 Smooth (not barbed) wire for the lowest string on fence wire, well above the ground

o Allows antelope and other wildlife to pass under 

o Bottom wire at least 16” and preferably 18” above ground

 Movable electric wire fence 

o Can keep livestock out of sensitive habitat areas 

 Managed grazing to leave enough cover of healthy grasses and forbs (especially important in early 

spring to allow sage-grouse and other wildlife optimal cover and food for nesting and broodrearing)

 Open vertical pipe like ventilation pipes on buildings and porta-potties, as well as fence posts 

(birds and other small animals can go in and get trapped; install caps or wire mesh over openings 

or remove pipes if not needed)

 Fence around riparian area (stream) in springtime (to protect from grazing livestock) 

 An area with pumped water (to keep livestock away from stream and pond)

 An area of burned land 

 An area overrun by cheatgrass 

 An area of overgrazed land turned barren 

 A healthy area of sagebrush steppe with wildlife and livestock living in harmony 

3. Advance to the next slide of the PowerPoint to show the visual representation of the wildlife 

restoration plan. Explain to students that they will be working to create a plan to restore habitat for 

sage-grouse and other wildlife of the sagebrush ecosystem. Tell them that they will be working with a 

group and will be given a choice of the type of visual model they will create which explains their plan. 

Tell them the options available, such as a diorama, poster, and/or computer-aided diagram. Advance 

through the next couple of slides for students to see more examples. They will also be writing up their 

plan to explain it more fully. 

4. Form groups of 3-4 students. 

5. Pass out the “Habitat Restoration Plan Project” handout sheets, which follow the lesson plan and 

include a description of the project, a budget worksheet, and a rubric. 

6. Ask for student volunteers to read the first handout—the Background and Your Challenge sections—

aloud to the class. Ask if there are questions, then turn to the budget worksheet and explain it. Again, 

answer questions, then turn to the rubric and talk about the different parts of the plan which should 

be included. 

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7. Explain to students that they can first brainstorm the species they would like to help, along with the 

greater sage-grouse, and then come up with a family and/or ranch name. Then they can brainstorm 

the restoration strategies they plan to implement and do a quick sketch of what the ranch might look 

like after the project is complete. Then they can start working on their budget and written plan, with 

the last step being their final visual. 

8. Explain the options for finished visuals to students: dioramas, posters, computer-aided diagrams, etc. 

Show students the available materials to complete the projects when they are ready for that step. 

9. Tell students that they will eventually be presenting about their plans and/or service learning work 

they have done to others outside the class, so they should keep that in mind as they work; their 

projects are important and they will be helping to educate others in the community about ways we 

can help wildlife. 

10. Ask if there are any more questions, then students can begin working. You and the expert visitor(s) (if 

present) can circulate through the groups, answering questions and providing assistance, as necessary. 

11. Tell students when they have 5 more minutes to work. After that time, ask them to clean up and put 

the room back in order. 

 

12. Congratulate students on what they accomplished, and be sure they understand this is a challenging 

project; they do not have to create a perfect plan, budget, and visual in their first attempt. They will 

have two more whole periods to work together, and more time outside of class, if necessary, so there 

will be plenty of time to revise their ideas and create excellent wildlife restoration plans if they work 

efficiently together. 

13. At the start of the next work sessions, review with students the goals of the project and how they will 

be assessed (the rubric). Discuss what is challenging about the project and answer any questions 

before students begin working. At the end of the last work session, tell students that they can arrange 

to meet with their group to finish their final draft and visual(s), if necessary. 

14. See the next lesson in the curriculum, Community Presentations and Engagement, for details about 

how student presentations about their projects can be organized. 

Adaptations / Extensions 

1. Prior to asking students to create plans, take a field trip to a model ranch which uses techniques such 

as those described above which benefit wildlife. The students can also participate in service learning 

projects, such as installing reflectors on wire or planting native plants. 

2. Print the images depicting the wildlife restoration techniques for student groups to share. Instead of 

spending time discussing the images as a class, students can discuss them in groups and have them for 

reference while working on their restoration plans. 

3. Students can choose one wildlife species to focus on for their plans, such as greater sage-grouse or one 

of the other species from the SteppeUp cards or posters. 

4. Students can give oral presentations about their plans, in addition to, or instead of, creating written 

plans. See the next lesson for more ideas about how presentations can be shared with the community. 

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More Resources / References 

 A Landowner’s Guide to Fences and Wildlife: Practical Tips to Make Your Fences Wildlife Friendly. The 

Sage-Grouse Initiative. http://www.sagegrouseinitiative.com/wpcontent/uploads/2013/07/Wyo_FenceGuide.pdf

 Sage-Grouse Initiative resources: 

o Proactive conservation: http://www.sagegrouseinitiative.com/our-work/proactive-conservation/

o Sagebrush ecosystem wildlife: http://www.sagegrouseinitiative.com/sagebrush-community/thewildlife/

 More information about the Next Generation Science Standards, including a link to the Framework for 

K-12 Science Education to which this lesson was aligned, can be found at 

http://www.nextgenscience.org/framework-k%E2%80%9312-science-education. 

 More information about the Common Core State Standards and links to the complete documents can 

be found at http://www.corestandards.org. 

 Contact your local 4-H for more resources related to your local area: http://www.4-h.org. 

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Wildlife Restoration Plan Project

Background

Your group is a 4th generation family of ranchers on a beautiful 200 acre ranch in the sagebrush 

steppe. Situated at an elevation of about 5,000 ft. (1,500 meters), it contains: 

• 100 acres of irrigated pastures 

• A pond 

• A riparian area (stream and area near it) with spring runoff 

• A lush wetland meadow in spring 

• Unlike most areas of steppe which are fairly flat, your ranch contains rolling hills, as well as 

dramatic rock outcroppings. 

Most of the land was once prime sagebrush ecosystem habitat for sage-grouse and many other 

wildlife species, but the population of most of the species has been in decline for decades. Many 

factors have been blamed, including: 

• Invasive plants, especially cheatgrass, and a wildfire that burned 50 acres 2 years ago. 

Cheatgrass has overtaken the area again. 

• Old barbed wire fencing around the perimeter of the property and dividing it into several 

other sections. The top wire in most sections is roughly 48 inches tall (4 ft. or 1.2 meters). 

• Encroaching juniper trees on 20 acres of the highest elevation land. 

• Livestock overuse of the stream and pond, which has destroyed most of the native plants in 

those areas and eroded the stream banks. 

Your family cares about the wildlife and diverse native plants on your ranch, as well as your 

livestock, so you have committed to develop and implement a plan to help the sage-grouse and 

other species recover. Fortunately, the Nature Conservancy will help your family with some of the 

funds needed for the project, and to help you recruit volunteers including students to help. 

Your Challenge

• Develop a plan to restore the habitat and help two or more wildlife species, greater sagegrouse and at least one other species. What practices can you use to help the wildlife while 

still having a productive ranch for livestock for at least 4 more generations? 

• Work within a budget of $9,000, including family money and funds from the Nature 

Conservancy. 

• Create a visual model and written description or your plan. 

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Team Member Names: __________________________________________________________ Date: ______________ 

Wildlife Restoration Plan Budget

Family and/or Ranch Names: _________________________________________________________________ 

Possible Restoration Measures Cost / Unit

# Needed /

Area to 

Implement

Total Cost

Fencing, Visibility, and Wildlife Safety

Reflectors $0.07 each (one

marker every 3 ft.)

PVC pipe to cover wires $3 / 10 ft.

Solar electric fence system for movable fence $300

Solar electric fence section $200 / 300 ft.

Smooth (not barbed) wire $100 / 1,300 ft.

Top Rail for fencing $10 / 8 ft.

Ramp for water trough $25 each

Screen to cover open pipes $4 / sq. ft.

Invasive Species Removal

Work gloves for volunteers $3 / pair

Shovels for volunteers $14 each

Chemical treatment $87 / acre

Native Plants

Sagebrush seedlings $0.50 / bare root 

stock

Sagebrush seed $10 / pound for 

basin big sage

Native forb (wildflower) mixed seed $59 / pound

Native bunch grass mixed seed $15 / pound

Other Expenses

TOTAL:

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Team Member Names: __________________________________________________________ Date: ______________ 

Wildlife Restoration Plan Rubric

Family and/or Ranch Names: _________________________________________________________________ 

Project Component

Maximum 

Points 

Possible

Group Self 

Score

(fill out before 

project submitted)

Teacher 

Score

Part 1: Background

Wildlife species to be helped identified 5

Management objectives identified 5

Part 2: Plan Development

Habitat needs of species accurately explained 10

Ranch areas accurately evaluated as habitat

(What is present and what is lacking?)

10

Part 3: Plan Implementation

Appropriate management practices included 10

Effect of various management practices on habitat and

species demonstrated 10

Appropriate native plant species used and invasive species 

removed 10

Part 4: Plan Evaluation

Realistic methods for monitoring success of plan presented 15

Part 5: Format of Visual and Written Plan

Visual clearly demonstrates plan with all necessary labels 10

Written plan is well written, organized, and easy to 

understand 10

Grammatical and spelling conventions followed 5

TOTALS: 100

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Wildlife Community Presentations 

 and Engagement 

Lesson Goals Students make presentation(s) about 

their wildlife restoration plans and/or 

the service learning work they 

participated in and its importance. In 

this way, students strengthen their 

understanding and skills and magnify 

their impact on the community. 

Subject Areas Science and Language Arts 

Grade Level 4-12 (Ages 9-18) 

Time Will vary 

Objectives 

 Students will create effective presentations and/or videos which educate the community about their 

work to improve habitat for sage-grouse and other wildlife of the sagebrush ecosystem. 

 Students will effectively present their work to peers and the broader community with the assistance of 

multimedia technology. 

Next Generation Science Standards 

Crosscutting Concepts 

 Stability and change 

Core and Component Ideas in the Life Sciences 

 

LS2: Ecosystems: Interactions, Energy, and Dynamics 

 LS2.A: Interdependent Relationships in Ecosystems 

 LS2.C: Ecosystem Dynamics, Functioning, and Resilience 

 

Core and Component Ideas in Earth and Space Sciences 

 ESS3: Earth and Human Activity 

 ESS3.C: Human Impacts on Earth Systems 

Common Core State Standards 

Speaking and Listening Standards for Grade 6 (similar standards for grades 4 – 5 and 7 – 12)

Standard 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, 

facts, and details to accentuate main ideas or themes; use appropriate eye contact, 

adequate volume, and clear pronunciation. 

Standard 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal 

English when indicated or appropriate.

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College and Career Readiness Anchor Standards for Writing 

Standard 6. Use technology, including the Internet, to produce and publish writing and to interact and 

collaborate with others. 

Standard 7. Conduct short as well as more sustained research projects based on focused questions, 

demonstrating understanding of the subject under investigation.

Lesson Overview 

This lesson provides guidance in conducting effective community presentations. Presenting their wildlife 

restoration plans and/or accomplishments with restoration work strengthens student understanding and skills 

and magnifies their impact on the community. Audiences could include city or town leaders, parents, the rest 

of the school including administration, and/or another school, as well as restoration partners, land owners, 

and the community at large. The exercise helps students further reflect on what they have learned throughout 

the sagebrush ecosystem unit, understand that their work is important to the public, further educate others on 

what they have learned, and develop their public speaking and presentation skills. 

Materials 

1. Computer access and software such as PowerPoint, Prezi, and/or iMovie to create multimedia 

presentations and/or videos 

2. Display screen 

3. Optional: Tables for students or partner organizations to display information

Preparation 

1. Schedule an event well in advance and, if desired, work with partners to invite community members 

such as funders, parents, administrators, and partner organizations such as governmental agencies and 

nonprofit organizations interested in the sagebrush ecosystem. 

2. Encourage students to dress appropriately when it is time to present to the public.

3. Consider encouraging students to incorporate props into their presentations which will better engage 

the audience and help convey their points. 

Teacher Instructions 

1. Talk to students about ideas for the format of the community presentations. This will give them the 

opportunity to incorporate their ideas for the event(s) and have more “buy-in” and enthusiasm for 

them. For example, what groups do they think should be invited? When should the event be held? 

2. Explain to students that they will be working with their small groups from the wildlife restoration plan 

project to create a 5-10 minute long oral presentation or video about their project and/or the 

restoration work they participated in (if applicable). Engaging multimedia content should be 

incorporated using software such as PowerPoint, Keynote, or Prezi, or videos can be created using 

software such as iMovie. Encourage students to conduct additional research to enhance their 

presentations/videos and bolster their arguments. 

3. Discuss or provide students with a sample outline they can use to help them structure their 

presentations and videos. For example, instruct students to include details such as: 

 All the elements of their wildlife restoration plans, including visuals 

 What they learned during the restoration work and sagebrush steppe unit 

 How their field work enhanced what they learned in the classroom 

 How they changed because of this project 

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Details such as those above are especially important if restoration partners, funders, and/or school 

administrators will be in the audience. Additional elements that could be included in a sample outline 

are listed below as they related to a potential project removing invasive cheatgrass.

a. History of the land where the restoration work occurred, including background on the 

sagebrush steppe ecosystem. 

b. Report findings from research questions such as: 

i. What is cheatgrass? 

ii. Where did it come from? 

iii. How was it brought here? 

iv. What does it look like? 

v. How does it influence habitat and ecosystem/ranch health? 

vi. How is it allelopathic (possesses the ability to biochemically inhibit growth in 

other plant species) and what are the implications of that? 

vii. What does it do to the sagebrush ecosystem? 

viii. What are some common removal techniques? 

c. How have we been removing cheatgrass? 

d. Why do we pull it out in spring? 

e. Where can one report sightings of cheatgrass? 

4. Pass out copies of the Presentation Rubric found in the Appendix (or your own rubric) to guide student 

learning and let them know how they will be assessed. Tell students that they will complete the “SelfScore” portion of the rubric and turn it in to you before they present. 

If desired, work with partner organizations to develop an agenda for the community presentations. 

Other organizations can also be invited to attend who can staff tables and offer sagebrush ecosystem 

volunteer opportunities after the presentations are complete. 

5. On the day of the event, sit back and watch the students shine! 

Adaptations / Extensions 

1. Collaborate with grade level English/Language Arts teachers to support standards that have been 

taught in the students' English classes. Students could do a joint project in which they work on science 

and literacy together in both their English and science classes. 

2. Students can present to younger students to teach them about their work. 

3. One or more awards could be presented to outstanding class members, either individuals or groups. 

Awards could be for exceptional additional volunteer efforts, the most outstanding restoration plan, 

etc. 

4. Identify students who have photography and/or filming experience and ask them to use a camera(s) 

and/or video camera(s) to document the community presentations. Students can then share their 

presentations via YouTube, the school website, social media, etc., as allowed by school and district 

policy. 

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More Resources / References 

 Professionals can be invited to serve as keynote speakers for community presentation events from 

organizations such as those listed on the Greater Sage-Grouse Education page: 

http://www.fws.gov/greatersagegrouse/education.php. 

 Sage-Grouse Initiative Resources: 

o Sagebrush ecosystem cooperative conservation partners: 

http://www.sagegrouseinitiative.com/about/partners/

o Proactive Conservation information: 

http://www.sagegrouseinitiative.com/our-work/proactive-conservation/

o Additional sagebrush ecosystem resources: 

http://www.sagegrouseinitiative.com/sagebrush-community/additional-resources

o News and Resources: http://www.sagegrouseinitiative.com/news-media/

o Sagebrush Science and Policy: http://www.sagegrouseinitiative.com/our-work/science-policy/

 More information about the Next Generation Science Standards, including a link to the Framework for 

K-12 Science Education to which this lesson was aligned, can be found at 

http://www.nextgenscience.org/framework-k%E2%80%9312-science-education. 

 More information about the Common Core State Standards and links to the complete documents can 

be found at http://www.corestandards.org. 

 Contact your local 4-H (http://www.4-h.org) for more resources related to your local area. 

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Appendix 

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Sagebrush Ecosystem Pre-Test 

We want to find out what you learned from this program that you didn’t know before! Please answer the 

following questions the best you can by yourself. Please do not put your name on your paper. 

1. What is a greater sage-grouse? 

____________________________________________________________________________________ 

2. What the heck is a lek? 

____________________________________________________________________________________ 

3. What is the sagebrush ecosystem? 

____________________________________________________________________________________ 

4. What are four animals commonly found in the sagebrush ecosystem? 

1. __________________________________ 3. __________________________________ 

2. __________________________________ 4. __________________________________ 

5. Circle TRUE or FALSE: Plant communities stay the same for long periods of time. 

6. What are three ways that planting native plants benefits the environment? 

1. _________________________________________________________________________________ 

2. _________________________________________________________________________________ 

3. _________________________________________________________________________________ 

 4. What is an invasive species? 

 ___________________________________________________________________________________ 

5. Please name two different invasive plant or animal species. 

 1. __________________________________ 2. __________________________________ 

6. Please name four plants—or plant types—that are native to the sagebrush ecosystem? 

1. __________________________________ 3. __________________________________ 

2. __________________________________ 4. __________________________________ 

 

7. What factors add to the threat of wildfire? 

 ___________________________________________________________________________________ 

 ___________________________________________________________________________________ 

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Sagebrush Ecosystem Pre-Test Answer Key 

1. What is a greater sage-grouse? 

It is a large, rounded-winged, ground-dwelling bird, about the size of a chicken. Their habitat is sagebrush 

country in the western United States and southern Alberta and Saskatchewan, Canada. They cannot survive in 

areas where sagebrush does not exist. 

2. What the heck is a lek? 

A lek is an area where male sage-grouse display for the purpose of gaining breeding territories and attracting 

females. The areas are usually open with short vegetation within sagebrush habitats. 

3. What is the sagebrush ecosystem? 

The sagebrush ecosystem is an interconnected community dominated by sagebrush with 350+ species; it is a 

landscape with shrubs, grasses, and forbs (wildflowers) with few trees. 

4. What are four animals commonly found in the sagebrush ecosystem? 

See the animals on the Sagebrush Ecosystem poster, such as pronghorn, mule deer, golden eagles, prairie dogs, 

sagebrush lizards, sage thrashers, coyotes, elk, and burrowing owls. 

5. Circle TRUE or FALSE: Plant communities stay the same for long periods of time. FALSE

6. What are three ways that planting native plants benefits the environment? 

1. Diverse native plants provide food and shelter for diverse wildlife species. 

2. Deep roots and ground cover slow runoff and erosion, protecting soil and retaining water. 

3. Native plants, with their deep taproots and other adaptations, can retain more moisture than invasive 

plants, benefitting wildlife and reducing the risk of wildfires. 

Other benefits: 

4. Native plants filter water, clean the air, and produce oxygen needed for humans and animals. 

5. Evapotranspiration from native plants cools the air during hot summer months. 

6. Native plants along streams provide shade which cools the water, increasing dissolved oxygen; this benefits 

fish and other wildlife. 

 4. What is an invasive species? 

 A species, usually nonnative, that spreads and crowds out native species, causing harm to the environment, 

economy, and/or human health 

5. Please name two different invasive plant or animal species. 

Cheatgrass (downy brome) and medusahead are damaging invasive plants in sagebrush ecosystems. Other 

species are listed at the end of the Invasive Plants lesson, such as teasel and thistle species. 

6. Please name four plants—or plant types—that are native to the sagebrush ecosystem? 

Big sagebrush, antelope bitterbrush, bluebunch wheatgrass, western yarrow, and others listed at the end of the 

Native Plants lesson. 

 

7. What factors add to the threat of wildfire? 

 Heat, dry weather (low precipitation), fuel build-up, climate change, high winds, and hill slope 

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Sagebrush Ecosystem Post-Test 

We want to find out what you learned from this program that you didn’t know before! Please answer the 

following questions the best you can by yourself. Please do not put your name on your paper. 

1. What is a greater sage-grouse? 

____________________________________________________________________________________ 

2. What the heck is a lek? 

____________________________________________________________________________________ 

3. What is the sagebrush ecosystem? 

____________________________________________________________________________________ 

4. What are four animals commonly found in the sagebrush ecosystem? 

1. __________________________________ 3. __________________________________ 

2. __________________________________ 4. __________________________________ 

5. Circle TRUE or FALSE: Plant communities stay the same for long periods of time. 

6. What are three ways that planting native plants benefits the environment? 

1. _________________________________________________________________________________ 

2. _________________________________________________________________________________ 

3. _________________________________________________________________________________ 

 4. What is an invasive species? 

 ___________________________________________________________________________________ 

5. Please name two different invasive plant or animal species. 

 1. __________________________________ 2. __________________________________ 

6. Please name four plants—or plant types—that are native to the sagebrush ecosystem? 

1. __________________________________ 3. __________________________________ 

2. __________________________________ 4. __________________________________ 

 

7. What factors add to the threat of wildfire? 

 ___________________________________________________________________________________ 

 ___________________________________________________________________________________ 

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Student Feedback 

Sagebrush Ecosystem Experience

We want your opinion about your experience! Help us find out what was good and bad about the program, 

and what difference it made for you. There are no right or wrong answers and no one will know your 

responses (please don’t put your name on the paper). 

Please read each statement below and decide if you agree or disagree with the statement. 

Put an X in one box in each row.

 

Statement Strongly 

NO

Sort of

No

I’m

Not Sure

Sort of 

Yes 

Strongly 

YES

What I did in this program was interesting.

The things I learned in this program will stay 

with me the rest of my life.

I see some things differently because of this 

project.

I care more about what happens to the 

sagebrush ecosystem after participating in this 

project than I did before.

I can see the connection between this program 

and the other things I am learning in school.

I would volunteer to help sagebrush ecosystem 

habitat even if it wasn’t part of school.

I might like to enter a career dealing with the 

environment because of this project.

Do you have any suggestions or comments about this program? 

THANK YOU—Your input helps a lot!

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Project: ______________________ Site Location: ______________________ Date: ______________________ 

ALL PARTICIPANTS UNDER THE AGE OF 18 WHO ARE UNESCORTED BY AN ADULT MUST HAVE A PARENT OR GUARDIAN 

SIGN THIS PERMISSION AND WAIVER FORM. Escorted youth may be included by their parent, guardian or authorized 

adult on the adult registration and waiver form. 

This is a waiver and release. Please read it carefully before signing. I am the parent or legal guardian of Participant named below and I, the 

undersigned, enter this Release and Waiver of liability and Assumption of Risk Agreement (“Agreement”) on behalf of myself, the Participant, my 

personal representatives, next of kin, heirs, successors, and assigns and anyone else who may make any claim for or on behalf of the Participant. 

 I will cause the Participant to agree and comply with the 

terms of the Agreement and not to take any actions that 

would assist or cause the Participant to invalidate, 

renounce, negate, revoke, or disclaim any part of the 

Agreement. 

 I make this Agreement for the benefit of partner organizations, 

other individual volunteers, project coordinators, sponsors, 

suppliers, supporters, and all private and public land owners on 

whose property the project described above may be located 

(collectively the “Released Parties), including, without 

limitation, the Released Parties’ employees, agents, personal 

representatives, next of kin, heirs, successors and assigns. 

 I make this Agreement in consideration of the Released Parties 

providing Participant with the opportunity to participate as a 

volunteer in this project. 

 I understand that the Project may include dangerous or 

hazardous activities and that the Project may take place on a 

location or under conditions that may be dangerous to 

Participant. 

 Participant and I accept full personal responsibility for all risks 

arising from or relating to this Project. 

 Participant’s involvement in this Project is completely 

voluntary and neither participant nor I have received nor 

expect to receive any compensation for participation in it. 

 Participant will read, listen to and follow all safety instructions 

and procedures presented in conjunction with this Project and 

use best judgment based upon physical and mental abilities at 

all times, and to immediately terminate participation in this 

Project if activities become too strenuous, difficult or 

hazardous. 

 I agree to waive all liability of the Released Parties, discharge 

them, and covenant not to sue them for any liability, claims, 

sums, costs, or other expenses on my account that may be 

caused in whole or in part by Participant’s involvement in the 

Project. 

 I agree that this Agreement shall act as a complete bar against 

all actions or claims that I might otherwise bring against the 

Released Parties, including negligence claims, arising from or 

related to this project. 

 I have read this Agreement, fully understand its terms, 

understand that I have given up substantial rights by signing it, 

and have signed it freely and without any inducement or 

assurance of any nature. I intend this Agreement to be a 

complete and unconditional release of all liability to the 

greatest extent allowed by law, and I further agree that if any 

portion of this Agreement is held invalid, then the balance of 

the Agreement shall continue in full force and effect. 

 I understand that a photographer may be present to 

photograph the activities at the Project and that Participant 

may be photographed while participating in the Project. I agree 

that Participant will contact the photographer if he or she does 

not wish to be photographed. 

 I hereby grant the irrevocable and unrestricted right to use and 

publish photographs of Participant, or in which Participant may 

be included. I hereby release Photographer and his/her legal 

representatives and assigns and partner organizations from all 

claims and liability relating to any such photographs. 

Thank you for filling out the form below and signing to give permission for your student to participate in field work. 

Please print clearly. We would never sell or trade your information. 

Name of Participant Male Female

Name of Parent/Guardian

Relationship to Participant Phone - - Home Business

Address Home Business

City State Zip

Age of Participant

Signature of Parent or Guardian Date

Are you able to chaperone? YES No Maybe 

If so, please indicate your preferred method(s) of contact. 

Email, using address below

(please write your email address in the boxes below)

Mail, using address above Phone

Home Business

Youth Permission and Waiver Form

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Name(s): __________________________________________________________ Date: ______________________ 

Presentation Rubric 

Title: __________________________________________________________________________________________ 

Presentation Component

Maximum 

Points 

Possible

Self-Score

(fill out before 

presentation)

Teacher 

Score

Part 1: Content

Subject and purpose of presentation clearly introduced 10

Key concepts identified and clearly explained in wellorganized way 10

Ideas supported by examples, data, graphs, etc.;

All information accurate and obtained from reliable sources 10

Conclusion summarizes key points in persuasive way;

Questions answered thoroughly and accurately 10

Part 2: Delivery / Audience Engagement

Speech delivered clearly at appropriate volume and speed

(not too fast, slow, loud, or soft) 10

Speed, volume, and voice inflection are varied to engage 

audience and emphasize key points 10

Speaker connects with audience through eye contact and 

does not spend too much time looking at notes or screen 10

Speaker demonstrates enthusiasm for topic throughout 

presentation; audience is persuaded by speaker 10

Part 3: Visuals

Visuals help to clearly explain concepts 10

Part 4: Writing Conventions

Grammatical and spelling conventions followed 10

TOTALS: 100

Comments: 

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One of the photos taken in the same location throughout 

the year by Valley Catholic High School students in 

Oregon to document changes to their restoration site

 

Photo Point Monitoring

Adapted with permission from the SOLVE Environmental Service Learning Teachers Guide and 

Student Watershed Research Project, Saturday Academy, Photo Point Monitoring Instructions 

Summary: Photo Monitoring can be an 

effective way to determine if the goals of a 

restoration project are being met, while 

being a simple and affordable monitoring 

technique. Photographs can reveal changes 

that other measurements may miss over 

time. 

Monitoring with photographs requires

establishing permanent (or at least semipermanent) points which can be 

maintained in a consistent manner. 

In order to set up your photo points, you 

need goals for the project being monitored. 

The goals of the project will help you formulate 

the best regime and vantage point for 

photographs: 

Goal Regime Outcome

Wildlife habitat restoration Summer, Fall, Winter, Spring Captures seasonal habitat variations

In-stream flow modifications Summer, Winter Captures high and low flow periods

Landscape changes Once per year Shows long-term changes

Reed canary grass control Once per year Photo plots – effectiveness within test plots

Use or both of these types of photographs depending upon the goals of the project: 

Feature Photos Landscape Photos

Feature photos document change on or around 

larger objects such as rock dams, stream banks, or 

stream profiles. Photos are usually taken from 

opposite ends of an imaginary line, such as opposite 

sides of a stream, downstream and upstream, or 

along a fence line to show contrast between 

different land management activities.

Landscape photos are an overview of the area 

showing the feature and its relationship to the 

surrounding area. A landscape photo might be 

taken from a nearby hill showing from a distance 

the same section of a stream where the feature 

photo was taken.

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Establishing Photo Points 

Photo points which are well-documented will be much easier to maintain on an ongoing basis. 

Materials 

 Data sheets  Camera

 Clipboard  Compass

Optional (if your site is lacking permanent landmarks): 

 Stakes (rebar or wooden)

 Mallet

 Brightly-colored spray 

paint to mark stakes

Procedure 

1. Fill out the first page of the Permanent Record Data Sheet at the end of the activity (so called because it 

is used repeatedly throughout the year). 

Provide: 

 Site name 

 Clear directions to the site 

 Description of the project 

 Goal(s) for photo point monitoring 

 Attach other maps and info 

2. To assist in relocating your photo points, roughly sketch a bird’s eye view of your site (or include a 

photograph of the site) in the box provided at the bottom of the first page of the Permanent Record 

Data Sheet. Draw a north arrow on the map parallel to the border of the box. 

 To determine North ↑, use a compass and remember “Red in the shed.”

 Hold the compass level at arm’s length in front of you. 

 Turn the compass dial to 0 degrees (North) and rotate yourself until 

the red north arrow is in alignment with the orienting arrow (the 

“shed”).

 Sketch your map facing north including major features and 

permanent landmarks of your site. 

 Compass apps are also available for smartphones. 

3. To set a photo point, choose a point that will capture the intended feature or landscape from a 

permanent landmark1

–or stake your photo point with a brightly colored wooden or rebar stake (only 

use rebar with approval from site owner or manager). 

 You will have better accuracy with replicating your photos if you capture another permanent 

landmark in your photo. This becomes especially important if you are monitoring vegetation that 

will look different seasonally and over time. 

 Avoid taking photos too close to vegetation, as future vegetation growth might obscure your 

view. 

 

1

Permanent Landmarks – Try to choose landmarks that are actually permanent. Buildings, telephone poles, roads, light 

posts, bridges and signs make good landmarks. A well-established tree is okay, except that it may die and/or fall before 

the next monitoring cycle. 

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4. On page 2 of the Permanent Record Data Sheet, record the directions to the photo point marker and 

the goal of the photo. 

5. Look through the camera viewfinder and determine the center of the photo. 

6. Hold your compass at arm’s length away from your eye with the directional arrow pointing at the object 

you determined to be the photo center. Turn the dial on the compass so that north is aligned with the 

direction of the red needle. Note the compass angle (bearing) that is in line with the directional arrow. 

7. Look through the camera viewfinder again and make a rough sketch of the photo in the rectangle 

 provided, labeling any permanent landmarks. 

8. Record the location of the photo point and an arrow indicating the direction of the photo on your 

 General Site Map. 

9. Take photo. 

10. Repeat for subsequent photo 

points, numbering each based on the 

following system: 

 Begin a new number for each 

new point from which you take 

photos (i.e. Photo Point 1 = 

telephone pole; Photo Point 2 = 

East end of bridge) 

 If you take photos at multiple 

bearings from the same point, 

use letters to separate the 

Photo Point numbers. EXAMPLE: 

Photo Point 1A = telephone pole 

facing 45° (NE); Photo Point 1B = 

telephone pole facing 90° (E) 

Maintaining Photo Points 

Once you have established your photo points and determined your monitoring regime (yearly, quarterly, etc.), 

the following instructions can be used to maintain photo data collection. 

Equipment 

 Permanent Record Data Sheets

 Clipboard

 Camera

 Compass (magnetic)

Procedure 

1. Follow the directions to the site from the first page of the Permanent Record Data Sheet. 

2. Use the general site map and the directions to locate each photo point. 

The same location as shown at the start of the lesson, 

documented before the restoration work.

That invasive Armenian blackberry has to go!

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3. Use the photo point sketch and compass bearing to frame the photo. 

4. Take the photo. Repeat steps 2-4 for each photo point on your Permanent Record Data Sheet. 

5. It may be necessary to take additional photos that are not established photo points – i.e. if you notice 

changes that would be significant to assessing the effectiveness of the restoration project, such as a 

bank failure up or down stream from a riparian planting project. 

Saving Photos 

Digital images should be given a descriptive 

name. Names should provide enough 

information that the image does not need to 

be opened in order to determine the photo 

contents. This means the image name should 

include information about: 

 Site 

 Photo point number 

 Date 

An example image name for photo point 3A at 

Rock Creek Park taken on March 26, 2016 

would be: 

RCP_3A_3-26-16.JPG 

Be Consistent! 

By using a consistent naming protocol, images 

stored in the same file folder on a computer 

should be sorted by site, then by photo point 

number and then by date. This can make it 

easier to insert photos taken at a particular 

photo point over time into a report. Image 

data can also be stored in spreadsheet or 

database files, which might be a consideration 

if you have limited computer storage space. 

Adjusting the photo size can also save 

computer space, since smaller images require 

less memory. Standardizing the image sizes 

during storage can make reporting or posting 

photos on a web site easier. 

Image Format 

The final thing to keep in mind when storing photo images is the format. If you plan to display photo data on a 

web site, saving images as JPEG (or JPG) is the preferred format. If images will be inserted into printed reports, 

.tiff or .bmp formats can be used, but high resolution .jpeg files can also work.

Restoration site after blackberry removal; using a system 

which indicates site, photo point number, and then date

will help you to easily locate images

Removing the blackberry; don’t forget to document the 

site with photos before and after the restoration work!

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Photo Point Monitoring 

Permanent Record Data Sheet*

Site Name: 

Directions to Site: 

 

Site Description: 

Goals for Photo Point Monitoring: 

Duration of Photo Point Monitoring: 

Monitoring Regime: Fall Winter Spring Summer 

General Site Map

Sketch a bird’s-eye map of your site including major landmarks and a NORTH ↑ arrow. Mark and number your 

photo points as you establish them. Note: A time-saving option is to insert a photograph of the area, but the map 

can be beneficial.

 

*

 Adapted with permission from Student Watershed Research Project, Saturday Academy, Oregon

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Photo Point Monitoring 

Permanent Record Data Sheet - Page 2

Photo Point #: Bearing: 

Directions to Photo Point Marker:

Goal of Photo:

Photo Point #: Bearing: 

Directions to Photo Point Marker:

Goal of Photo:

Photo Point #: Bearing: 

Directions to Photo Point Marker:

Goal of Photo:

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Glossary of Sagebrush Ecosystem

& Greater Sage-Grouse Terms

adaptation – process in which an organism changes over many generations to better fit its habitat 

Example: If plants have deep roots, they are more likely to survive and reproduce during dry years. In this way, 

future generations are more likely to have the adaptation of deep roots, as well. 

alternate – leaf pattern in which one leaf grows from each node on alternating sides of 

the stem 

annual – a plant that completes its life cycle in one year

anther – the pollen-bearing part at the top of a flower’s stamen

banding – putting metal or plastic rings (bands) on the legs of birds, making the individual birds identifiable for 

management and research projects

biennial – a plant that takes two years to complete its life cycle 

botany – the scientific study of plants 

bract – leaf-like structure at the base of a flower head or inflorescence

biodiversity (biological diversity) – the variety of life and the interrelationships among various levels of living 

things 

biological control – management of a pest species by the introduction of a natural enemy or predator, such as 

beetles or fungi 

biology – the study of living things 

biome – the world’s major ecological communities which cover large areas; examples are desert, forest, and 

grassland 

brooding – when parents warm baby birds (nestlings) that cannot maintain their own body temperature

bud – undeveloped (or baby) stem or flower; covered with scales 

bulb – a short, vertical, thickened underground stem such as an onion; NOT a root 

bunchgrass – a grass having a bunched growth form which lacks rhizomes 

candidate species – species being considered for listing under the federal Endangered Species Act 

classification – in biology, a method to group and categorize organisms 

climate – the average weather conditions of a place, such as temperature and rainfall levels, over a long period 

of time 

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climax community – the final stage of succession, in which there is a relatively stable plant community 

clutch size – the number of eggs laid by an individual female bird 

community – all the organisms in a habitat, which interact in a complex food web 

common name – a name by which a species is known, rather than its scientific name; can vary by region or 

country, unlike scientific names

competition – an interaction between organisms or species for a limited supply of one or more resources (such 

as food, water, and territory) that are used by both

composite flower – the clustering of many small flowers on a single flower base 

compound leaf – a leaf divided into two or more separate leaflets

conservation biology – the study of how to protect species, their habitats, and ecosystems through 

stewardship of entire biological communities 

conservation measures – actions to preserve, improve, and/or restore habitat for one or more wildlife species 

and/or future human use

conservation/restoration plan – recorded decisions of a landowner on how to use his/her land for 

maintenance or improvement of its natural resources, including soil, water, wildlife, and plant resources 

conservation strategy – an approach for protecting a particular species, habitat, or ecosystem 

contiguous – connected; meeting or joining at the border 

controlled burn – a fire set intentionally, with specific vegetation and weather prescriptions, in order to 

achieve a specific resource objective

corridor – in terms of conservation biology, a connection between habitat fragments in a fragmented 

landscape 

cover – shelter or protection from vegetation; normally used to assess nesting habitat

cultivation – the plowing and other preparation of land for agricultural planting 

cultural resources – locations of human activity, occupation, or use, including archaeological, historic, 

architectural, and scientific sites 

culture – a system of beliefs that guide behavior which are shared by a group of people and passed from 

generation to generation

diversity – a variety of different things; the number of different species, communities, or habitats; can also 

apply to human communities 

dominant males – the male sage-grouse of a lek who defeat rivals to obtain the best positions on the lek and 

attract mates 

dormancy – a temporary state when a plant or seed is not growing 

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ecosystem – the plant, animal and other living organisms interacting together and with their environment; 

often thought of as a functioning unit 

ecosystem services – the life-sustaining functions of healthy, diverse ecosystems, such as flood control, food, 

and water/air purification

endangered species – an organism that is in danger of extinction throughout all or a significant part of its 

range

Endangered Species Act of 1973 – federal law designed to protect species at risk of extinction and the 

ecosystems on which they depend; administered by the U.S. Fish & Wildlife Service (FWS) and the National 

Oceanic and Atmospheric Administration (NOAA)

eradication – complete elimination of something, such as a plant or animal species 

ethnobotany – the study of the relationship between people and the plants in their environment

exotic – not native, introduced

extinct – a species that no longer exists 

fauna – animal life of an area

field journal – a place to record observations, illustrations, data, and ideas 

filament – a thin stalk that supports an anther in a flower

fire suppression – when natural or prescribed burning is not allowed 

flora – the plant life of an area

flower – the reproductive part of some plants; used to help make seeds 

forage – food available to grazing animals

forb – a non-woody, broad-leaved plant (wildflower) 

fruit – ripened flower part that contains the seeds 

fuels reduction – using management techniques such as thinning, brush removal, and controlled burns to 

reduce the amount of surface fuels and prevent or lessen the severity of wildfires 

germination – the process through which a seed starts to grow and it is no longer dormant

greater sage-grouse – Centrocercus urophasianus is a large, rounded-winged, ground-dwelling bird. Their 

habitat is sagebrush country in the western United States and southern Alberta and Saskatchewan. They 

cannot survive in areas where sagebrush does not exist. 

groundwater – underground water in soil or permeable rock, often feeding springs and wells 

habitat – the place or type of site where an organism lives 

herbicide – a chemical designed to control or destroy plants, weeds, or grasses 

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introduced (nonnative) species – a species brought into an ecosystem by humans (accidentally or 

intentionally) 

invasive species – a species, usually nonnative, that spreads and crowds out native species, causing harm to 

the environment, economy, and/or human health 

invertebrates – animal species which lack a backbone, such as insects, snails, and worms; includes 97 percent 

of all animal species 

landscape – the visible expanse of an area of land, made up of physical elements (landforms, water bodies), 

living elements (dominant flora and fauna), and human elements (buildings, roads, farms) 

leaf – flattened, above-ground piece of a plant attached to a stem, which is usually green during the growing 

season; uses sunlight to make food for the plant through photosynthesis 

leaflet – a division of a compound leaf that is similar to a leaf but is attached to a leaf vein instead of the 

plant’s stem

lek – an area where male sage-grouse display for the purpose of gaining breeding territories and attracting 

females; areas are usually open with short vegetation within sagebrush habitats; also called “strutting ground”

litter – accumulation of dead plant material on the soil surface 

microscopic – so small as to be invisible without a microscope 

mineral – any natural, inorganic material that can be extracted from the earth 

mitigation – steps taken to avoid or minimize negative environmental impacts 

monoculture – area consisting almost entirely of a single plant species 

mutation – a rare change in the DNA of genes that creates genetic diversity 

native plant – a plant that is naturally found in an area 

natural selection – the process in which organisms better adapted to their environment survive to produce 

more offspring 

nectar – a sweet liquid produced in flowers to attract pollinators 

node – knob where new plant growth originates 

noxious – harmful, poisonous, or very unpleasant 

obligate – essential, necessary; for example, sage-grouse are sagebrush obligates because sagebrush is their 

main source of food in the winter 

observation – the act of noticing or paying attention using one’s senses

opposite – a leaf pattern in which two leaves grow across from each other at 

the same node on the stem 

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organism – individual living thing that can react to stimuli, reproduce, and grow 

ovule – the part of the ovary of seed plants that becomes the seed after fertilization 

perennial – a plant that lives for more than two growing seasons 

pesticide – a chemical designed to control or destroy insects or other organisms

photosynthesis – the process of using energy in sunlight to convert water and carbon dioxide into 

carbohydrates and oxygen

pioneer species – plant species that grow first in an area without vegetation 

policy – a statement of guiding principles or procedures 

pollination – the process of transferring pollen between the anthers and stamen of flowers

predation – when one species (the predator) feeds on another (the prey) 

public land – land owned by the United States and administered by the Department of the Interior 

raptor – bird of prey with sharp talons and strongly curved beaks; includes eagles, hawks, owls, and falcons

rehabilitate – to make habitable or useful again; to return to original condition

reintroduction – to return members of a species to their historical range

restoration – the process of returning a degraded or former habitat to a healthy condition 

riparian area – the important strip of habitat along rivers and streams where water is more abundant

rhizomes – horizontal, underground plant stems that send shoots to the surface

root – part of a plant without leaves, usually found underground; roots anchor the plant and take up water 

and nutrients

rosette – a circular cluster of leaves growing close to the ground

sagebrush ecosystem – an interconnected community dominated by sagebrush with 350+ species; a landscape 

with shrubs, grasses, and forbs (wildflowers) with few trees; receives most of its water from snow melt 

sagebrush steppe – a shrub community dominated by sagebrush; a landscape with shrubs, grasses, and forbs 

with few trees which is generally flat and found at higher elevations 

saline – containing salt; saline soil contains enough salts to negatively impact plant growth

scientific name – the two-part Latin name assigned to a species; system established by botanist Carl Linnaeus 

in the 1700s

seedbank – all seeds stored in the soil

shrub steppe – a landscape that is a mixture of shrubs, grasses, and forbs with few trees 

seed – a mature or ripened ovule; used by plants to reproduce

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species – a group of organisms that share a unique set of characteristics and that (usually) can reproduce 

among themselves 

species diversity – the number and variety of species present in a community, as well as the relative 

abundance of each species

stem – the part of a plant that supports the leaves and buds 

stewardship – caring for our natural resources in a way that preserves them for future generations

succession – in ecology, the process of change in an ecosystem through the gradual replacement of one 

community by another 

taproot – a large root that grows straight down and is important for tapping groundwater 

threatened species – a species likely to become endangered within the foreseeable future throughout all or a 

significant portion of its range 

topography – the earth surface features of a region, such as mountains, plains, or hills 

understory – the portion of a plant community growing underneath the taller plants

ungulate – a hooved mammal such as deer, elk, pronghorn, cattle, and sheep

veins – in leaves, the structures that transport water, sugars, and minerals; can be seen radiating throughout 

the leaf

watershed – the land area that drains into a river, stream, or other body of water

weed – any plant out of its native habitat that is unwanted and has an ability to spread 

whorled – a leaf arrangement in which three or more leaves are growing from the same node on a plant stem 

wildfire – an unplanned, rapidly spreading fire over brush, woodland, or grassland 

wildflower – a wild or uncultivated flowering plant 

wilderness – an area of undeveloped land which has its native character, without permanent improvements or 

human habitation 

woody – plants that are made of, contain, or resemble wood; made hard by lignin in the cell walls 

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Learn more at

www.fws.gov/GreaterSageGrouse/education.php

Engaging the Next Generation

of Land Stewards while 

Meeting Educational Standards