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Background the GREAT Great Basin Desert

Background the GREAT Great Basin Desert

The GREAT Students will understand where the is located, it’s and physical characteristics, and how the that live there are affected and adapted to this unique desert environment. Students will use this knowledge to create an specially adapted to the Great Basin Desert.

Grade Level: 5th Grade Next Generation Science Excellence in Environmental Standards Education Guidelines Phenomena: How do animals adapt to survive 5-LS2-1. Develop a model to Environmental Sciences Content the environment they live in? describe the movement of matter among , animals, Standard 15.0:

decomposers, and the environment. Students will demonstrate an Objectives: understanding that ecosystems display patterns of organization, change, and  Students will identify and describe Science and Engineering stability as a result of the interactions and characteristics specific to the Great Practices (SEP): interdependencies among the life forms Basin Desert. and the physical components of the Developing and using models. .  Students will identify animals Engaging in argument from native to the Great Basin Desert 15.5.2 Investigate and describe how, for any particular environment, some kinds and describe the evidence. of plants and animals survive , some adaptations which enable them to survive less well, and some cannot live in this harsh . Disciplinary Core Ideas: survive at all.  Students will create a unique 5-LS2 Ecosystems: Interactions, 15.5.4 Investigate and describe how the animal adapted to the Great Basin Energy, and Dynamics local has unique Desert. characteristics. Cross Cutting Concepts:  Strand 2.2-The Living Environment. Energy and Matter A) Organisms, populations, and Materials: communities: Learners understand Structure and Function  Map with North American that biotic communities are made up of plants and animals that are adapted to labeled (pg. 8) live in particular environments.  Pictures of Great Basin Desert C) Systems and connections: animals and explanations of their Learners understand major kinds of desert adaptations (pgs. 9 & 10) interactions among organisms or populations of organisms. D) Flow of  Drawing paper matter and energy: Learners  Pencils/markers/crayons understand how energy and matter flows

 Whiteboard/chalkboard among the abiotic and biotic components of the environment. .  Dry erase markers/chalk  Bag containing: Sunglasses, Strand 2.4 Environment and Society. B) skin, bunny ears headband, tube of Places: Learners begin to explore the icy/hot rub, sponge, small bag of meaning of places both close to home and around the , sleeping mask, bonsai or picture, fabric or item.  Craft materials: play-dough, pipe cleaners, tissue paper, pop tabs, Background , that has no natural outlet coffee filters, etc... to the . The Great Basin is not a There are four main deserts in the single basin, but rather a series of Time Considerations: : the Great Basin contiguous watersheds. It is  Preparations: 15 minutes Desert, Sonoran, Mojave, and bounded on the west by  Activity 1: 15-20 minutes Chihuahuan deserts. The Great watersheds of the Sacramento—  Activity 2: 5 minutes Basin Desert is the northern-most, San Joaquin and Klamath rivers,  Activity 3: 5 minutes coldest and largest of these on the north by the watershed of  Activity 4: 5 minutes deserts. the Columbia Snake, and on the  Activity 5: 15-20 minutes south and east by the watershed of  Activity 6: 10-15 minutes The Great Basin is a large, the -Green.  Conclusion: 5-10 minutes region of the United States. Its boundaries depend on The Great Basin Culture Area is how it is defined. Its most common home to several and definition is the contiguous Great Basin tribes and extends watershed, roughly between the further to the north and east than Rocky and the Sierra the hydrographic basin. The

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200,000 square mile (520,000 . “This air, now dry, continues square km) intermountain over the leeward side of the covers most of Nevada and over half . As the air descends the of , as well as parts of , slope, it warms and picks up , and . moisture from the environment. For this reason, the leeward side of the The Great Basin Desert is a cool or mountain remains dry” (Heller, "cold desert" due to its more northern Orians, Purves, Sadava. In A latitude, as well as higher elevations Rainshadow). (at least 3,000 feet, but more commonly from 4,000 to 6,500 feet). Desert animals, like desert plants, , generally 7-12 inches have adapted in very special ways to annually, is more evenly distributed live in hot, dry environments. When throughout the year than in the other finding water is a problem, many three North American deserts. Winter animals develop ways of living to precipitation often falls as snow. help them use less water. Nevada ranks as the driest state, with an average annual precipitation Almost all desert animals stay out of of 9.5 inches. the during the hottest part of the day. They stay deep underground in The Great Basin Desert is located burrows where it is much cooler. enormous ears of jackrabbits and where it is and receives limited release body heat when precipitation due to the shadow Desert , like mule deer and the animal is resting in a cool effect, created by the , are crepuscular during times of location. Mountains to the west and prevailing extreme temperatures, which means winds. The result is a dry, arid they are active for a few hours at Conserving water is important for climate on the leeward side of the dusk and dawn. desert mammals. Some small mountains. mammals have no sweat glands, Migration is another behavioral pass no or very concentrated Rain shadows work systematically. adaptation some large mammals like urine, and acquire all or most of the Focusing on the Great Basin Desert, elk and rely on to survive moisture they need from the food warm air over the Pacific harsh temperatures. In the summer, they eat. begins the process by evaporating they move to the higher and cooler water. “ carry the mountains. In the winter, they return To survive extreme desert moist air over land. As the air rises to lower elevations. temperatures, marmots and other up the mountain, it expands and small mammals may enter a state of cools” (Heller, Orians, Purves, Some physiological adaptations, estivation, which is a dormant state Sadava. In A Rainshadow). When changes in body morphology, are that occurs during hot, dry periods or the water molecules become too long appendages that dissipate body extreme cold. When an animal heavy, they are precipitated back to heat into the environment. The estivates, its breathing, heartbeat, and other body functions slow down. This reduction in activity decreases the need for water.

These are just a few of the adaptations animals of the desert have in order to survive the extreme temperatures and harsh conditions.

 Collect needed supplies for Activities.

 Print off pages 8-16 for class visuals.

Activity 1: North American Desert Discussion

http://www.indiana.edu/~geol116/Week11/wk11.htm 2

Preparation Before the student gets into the Activity 3: Desert Challenges & push up position, ask the class Adaptation Discussion what is to the west of us (The Start the lesson by asking students Sierra Nevada). Continue asking The desert environment, presents what type of ecosystem we live in, questions about what is to the west many challenges. As a class, northern Nevada (desert). of our location until the classes brainstorm challenges plants and/ reaches the . Key or animals face in the desert and Then, ask if anyone knows the locations to identify in this record their ideas on the board. name of the desert. (Great Basin discussion are: the Sierra Nevada, Students should also write Desert). California , and Pacific examples in their journals. Ocean. Doing the Activity Typically thoughts include lack of At this point, have your volunteer water, extreme temperatures, little Bring in a map and put it up on the hold a push up position, as you shade, little or no shelter, and lack board. Ask the class if anyone can demonstrate and explain the rain of food. point out the Great Basin Desert. shadow effect. Using the map, have a student Ask students what it is called when point to the Great Basin Desert. The instructor can either have a plants and animals change how damp sponge or Kleenex to they live or how they are, to better Next, ask the class if they know squeeze over the volunteer to survive in their . any other deserts found in North simulate precipitation. America. Call up volunteers to hold Typically, students will give you pictures up of the Mojave, Sonoran, Begin at the ocean (off the shoes). examples of how plants and and the Chihuahuan Deserts. Explain the air over the ocean is animals adapt. Avoid saying the Share with the students how warm and by way of evaporation is word adapt and instead, try to let unique the Great Basin Desert is in able to hold a large amount of the students come up with the word comparison to the others. Then, moisture. Prevailing winds then adaptation on their own. pose this question to the class: move this air over the land into the Does anyone know how this desert California valley. The air becomes With a few leading questions, formed? Why is it here? over saturated and heavy with students should be able to think of Let the students share their ideas moisture, that rain or snow, during the word adaptation. and then tell them that they are the winter months, is precipitated in going to find out! the valley and mountains. At this To concrete this concept more, point squeeze the sponge or share pictures of Great Basin Activity 2: Kleenex to simulate precipitation. Desert animals and plants whose adaptations are obvious. The air continues over the mountains to the leeward side of Have students identify the the mountains. Ask the class to adaptations in the pictures and reflect on the amount of brainstorm other organisms who precipitation they personally see have adapted. living Great Basin Desert. Not much, why? A majority of the Read the background information moisture was already released. in this lesson plan and other resources to explain other The air is now warm and dry. As adaptations found in the Great the wind moves the air over the Basin Desert. desert, what little moisture in the environment is evaporated and Activity 4: Grab Bag Activity Seaman, Richard.. In of California's . carried away. Demonstrate this by releasing or expanding the sponge To elaborate on the challenges and Effect! or Kleenex. adaptations found in the Great Basin Desert, engage students in Ask for one or two volunteers to Ask the students to return to their this activity. hold a push up position for a fair desks and draw the rain shadow in amount of time. Then move the their journals or on a blank sheet of Begin by dividing the class in half class to an open area of the room. paper. and create groups of 2-3 students within each half. Groups in the first

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half the class, will draw an object than 10 inches annually, amounts of water and shade. from the Grab Bag that represents usually in only a few episodes Animals, plants, and people face a challenge of the desert. The other of rainfall a year. many challenges throughout the half will choose an object that year. represents an adaptation found in  Salt represents salt flats the Great Basin Desert. common in the Great Basin Ask students if they can think of Desert from the many terminal any other challenges to add to the Grab bag objects are metaphors and rivers that collect salt list on the board. which may be confusing to from the land and don’t reach students. To clarify demonstrate the ocean. Activity 6: New ! the activity. by using the sunglasses as an example. Grab Bag Objects: Adaptations Explain to the students that they  Sunglasses represent little are now experts at detecting The goal of this activity is for protection from the sun. adaptations. students to determine what challenge or adaptation their object  Snake skin represents that They now have the opportunity to represents. When students have deserts are home to many cold- show their expertise by decided, have each group write blooded animals. constructing a new species that their answer on the board . has at least two adaptations using Allow 5-6 minutes for the groups to  Bunny ears represent the the supplies that you give them. discuss their object and then invite many animals that have big the groups to stand and present ears with a lot of surface area To clarify, show students an animal their findings. which they use to dispense that you made (prior to class) and heat in extreme temperatures. explain its adaptations to the If some groups struggle with this desert. activity, they may receive hints  Sleeping mask represents from the instructor or they may the many nocturnal animals Ask students to record their new open it up for class discussion. that live in the desert. species information in their journal, using the following questions: Once all groups have recorded  Camouflage represents the a. Where in the desert does their answers, have each group common desert animal the creature live? justify their reasoning to the class. adaptation to look like it’s b. What does the creature eat surroundings so it is hidden and when? Finally have the whole class think from predators. c. What are the adaptations of critically as to what adaptation is this creature? necessary to meet the challenges Activity 5: of living in the desert environment. Desert Challenge Summary Remind students that as they are creating their creature they should Grab Bag: Challenges After the students have finished be thinking about how their animal  Icy/hot represents that their presentations, summarize how is adapted in the Great Basin temperatures in the Great it is not easy for living things to Desert. Basin Desert are both survive in the desert. From the extremely hot and cold. range in temperature to small

 Sponge represents that the plants soak up water and the land is dry, as well as the many terminal lakes and rivers in the Great Basin. Deserts are very dry, receiving less Great Basin Desert

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Ask the students to compare and contrast their desert to the Conclusion Extensions Great Basin Desert.

After an appointed amount of time, Physical vs. Behavioral Class Showcase ask the students to pair share their Adaptations: Students’ work can be complied to creature. Explain to the class there are many make a class Great Basin Desert different types of adaptations, Animal Book showcasing their If there is enough time, choose a which all fall into two main animal creations. few volunteers to share their categories: physical and creature and its adaptations with behavioral. Desert Comparison the class. Ask students to explain what they Show students the attached think each kind of adaptation pictures of each North American means. Physical adaptations are Desert (pgs. 13-16. Have students found on the animals; a change in work in groups to compare the Adaptations Review: an animal’s characteristic; deserts. Use library books to Review with the class the main Behavioral adaptations are how enhance this research. Have points of the lesson: plants and animals act or what they students write a paragraph a. What challenges do animals do. comparing and contrasting two face living in the desert Write the students’ ideas on the North American deserts. ecosystem? board and do the next activity. b. How have the animals To demonstrate one type of Great Basin Desert Plants adapted to these challenges? adaptation, ask each student to Explain that desert plants have two c. How is the Great Basin untie their shoe. If a students does main adaptations: the ability to Desert different from other not have shoelaces on their shoes, collect and store water and deserts? have the student untie the other features that reduce water loss. d. Would these animals need to shoe of their neighbor. Use attached pictures and be adapted differently if they Explain that the class is going to be explanations of desert plant were living in a different timed to see how long it takes for adaptations (pgs. 11 & 12 ) to desert? everyone to tie one shoe. Be sure discuss how these adaptations to time this first round. allow plants to live in this desert. When students finished tying the Assessment shoe, they signal by raising their Have students name some plants hand in the air. Stop the time when in the Great Basin Desert: purple Informally evaluate students’ everyone has raised their hands. monkey flower, weed, knowledge of the Great Basin sagebrush, shadescale, great basin Desert by their participation in class Round two. Explain that everyone fishhook , etc. Then take discussion; ability to answer is do this again, except no one can students on an exploratory hike to questions reviewing animals native use their thumbs. allow them to observe for to the Great Basin Desert; and Demonstrate this once for the themselves some common desert what adaptations they personally students before they are timed. plants adaptations. have to survive the desert Time the class again, but stop the environment. time at 2 minutes. Ask the class what they believe their thumbs are Formally evaluate students by to the species. An observing the animal they create adaptation and adaptations they choose for Ask the class what type of the Great Basin Desert. adaptation thumbs are - Physical. In what ways are the thumbs Ask students what three common important for ? characteristics of a desert are and how animals might adapt to these Library Research conditions. Use library books to help students research a U.S. desert of their choice. Have them then write a paragraph about why it is an interesting and unique place.

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Vocabulary Habitat: The area or environment where an organism or Adaptation: An alteration in ecological community normally structure or function to help the lives or occurs. plant or animal survive in it’s environment. Limiting Factor: An Arid: Without moisture, environmental variable that limits extremely dry. or slows the growth or activities of an organism.

Behaviors: To do or say things in a particular way. Plateau: A level land surface considerably raised above joining land on at least one side. Characteristics: A typical quality or feature. Population: All the organisms that constitute a specific group or Desert: A region so arid because occur in a specified habitat. of little rainfall that it supports only sparse . An arid region that receives little rainfall and Watershed: A drainage area, supports only sparse vegetation. often drained by a or river.

Ecosystem: A community of plants and animals, interacting with their environment.

Sources

 Antelope image: www.biggamejournal.com/species/antelope/.  Antelope info: http://www.gpnc.org/pronghor.htm.  Great Basin Desert. Wikipedia. Last updated 21 June 2008. http://en.wikipedia.org/wiki/Great_Basin_Desert.  Map of American Deserts, Info on Animal and Plant adaptations and Mule Deer Image: http://www.scsc.k12.ar.us/1999Outwest/members/ LachowskyR/lesson_plan.htm.  Info on Animal and Plant adaptations: http://www.ndow.org/wild/animals/facts/index.shtm#amphibians AND www.wikipedia.org. Great Basin info: http://www.nps.gov/brca/naturescience/gbrattlesnake.htm  www.stoller-eser.com/adaptations.htm — accessed 28 June 2010.

Heller, Craig H.; Orians, Gordon H.; Purves, William K.; and Sadava, David. In A Rainshadow. (chap. Ch. 56/ and Biogeography - Life: The Science of Seventh Edition) Retrieved Jan. 4, 2011, from http://bcs.whfreeman.com/thelifewire/content/chp56/5602001.html

Notis, John.. (2007, Nov. 1 ). In . (chap. Public Gallery) Retrieved Feb. 10, 2011, from http://picasaweb.google.com/notisj/ Critters#5154022181455983618.

Dunning, Jeremy. In Deserts, and Shorelines. (chap. Week 11: G-116 Our Planet and its Future) Retrieved Jan. 6, 2011, from http:// www.indiana.edu/~geol116/Week11/wk11.htm

Rosiere, R. E. (2009). In Great Basin Desert. (chap. ShurblandsRange Types of ) Retrieved Jan. 10, 2011, from http:// www.tarleton.edu/Departments/range/Shrublands/Great%20Basin%20Desert/greatbasindesert.html

Seaman, Richard.. In Reptiles of California's Coachella Valley. Retrieved Mar. 1, 2009, from http://www.richard-seaman.com/Reptiles/Usa/California/ CoachellaValley/index.html

Willson, Gary.. (2000, Mar 2). In . (chap. Ocotillo and Chisos Mtns) Retrieved Feb. 23, 2009, from http://willsononline.com/ bigbend2000 6

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Great Basin Desert Animal Adaptations

Great Basin are cold-blooded animals that are Pronghorn Antelopes have widely-spaced eyes so they not exhausted by extreme changes in temperature. Also this are able to see up to three miles away. Their strong herd allows them to be able to only eat a few times a year. The instinct allows them to work together to fend off predators. “Loreal Pit” between their eyes and their nostrils that detects tem- They are the fastest runners in North America, and have perature changes as little as a one degree change from 20-30 been clocked at 60mph, and can sustain speeds of 30mph feet away, possibly indicating prey nearby. They are also able to for many miles. Lastly, the herd runs in perfect unison in a sense vibrations through the ground created by the movement of very tight, oval-shaped formation, much like a flock of . other animals, again helping them to detect their prey.

The Horned has skin which is almost perfectly camouflaged with it’s habitat—increasing it’s ability to fend off predators. They burrow into the sand to es- cape extremely hot temperatures, and use their large, bodies to collect solar warmth when it is cool. Additionally, predators are inhibited by the liz- Mule Deer have large ears that dissipate heat from their body and ard’s wide, thorny body. As a last ditch defense helps to keep them cool during the extremely hot temperatures of the mechanism, they will squirt blood out of their eyes, summer. They can detect water with their keen sense of smell and which is not only startling, but also irritating to the then use their large feet to claw it out to as much as two feet deep. mucus membranes of some predators.

The Common Poorwill is the only known to go into torpor for extended periods (weeks to months). Torpor is a (usually short-term) state of decreased physiological activity in an ani- mal, usually characterized by a reduced body temperature and a slowed rate of metabolism. The birds spend much of their winter inactive, concealed in piles of rocks. The Com- mon Poorwill frequently takes prey off of the ground or by leaping into the air from the ground. They can survive on stony desert slopes with very little vegetation. 8

Great Basin Desert Fauna *

Pronghorn Black-tailed (Antilocapra americana) Jackrabbit (Lepus cali- fornicus)

Cougar

(Puma concolor) (Equus Caballus)

) Oviscanadensis

Golden Eagle Great Basin (Aquila chrysaetos) Pocket Mouse (Perognathus parvus)

(Phrynosoma) BighornSheep (

Mule Deer (Odocoileus hemionus)

Bull Snake (Pituophis catenifer)

Common Poorwill Cui-ui Sucker Fish Leopard Lizard (Phalaenoptilus nuttallii) (Chasmistes cujus) (Gambelia wislizenii)

Coyote (Canis latrans) Mormon Cricket (Anabrus simplex)

Tarantula (Brachypelma smithi)

Black Billed Magpie (Pica hudsonia)

Lahontan Great Basin Rattlesnake ( clarki henshawi) ( oreganus lutosus) 9

Great Basin Desert Plant Adaptations

Dwarf Purple Monkeyflower adapts to the lack of wa- ter by completing its entire life-cycle within three weeks. In early summer, when water is available for a short time, The Prickly Pear Cactus collects moisture in the spongy tissue the monkeyflower sprouts, grows, flowers, produces a of its enlarged stems, called pads. The cactus can then draw , dies, and becomes dormant again. on this stored supply of water when the weather turns dry.

Big Sagebrush grows two The and stem of the Rubber Rabbitbrush are covered by wooly hair that sets of leaves that help it re- protects the plant from the wind and reflects back the sun. Additionally, its small tain water. Large leaves in the leaves expose a minimum area to the drying wind and sun. allow the plant to take in water and grow rapidly. Scorpionweed has These leaves are dropped in deeply veined, matted the summer, and a smaller, leaves that channel water year-round set exposes less to the roots and reduce surface area to evaporation. evaporation by shading Additionally, sagebrush has the ground beneath the three different root systems. plant. Light-colored cilia, The first is a shallow mat of or hair-like structures, roots that helps to absorb cover the plant and inhibit rainfall as quickly as possible. air movement across the A second, deeper set of roots leaves, reflect sunlight, extracts water that soaks into and trap a thin layer of the soil as the winter snow- moisture-laden air around pack melts. Finally a taproot the leaves. Each of these extends downward six feet or factors greatly reduces more to order to reach the the impact of the hot, dry long-lasting ground water. climate.

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Great Basin Desert Flora *

Bristlecone (Pinus Balfourianae )

Rubber Rabbitbrush (Ericameria )

Big Sagebrush (Artemisia tridentate)

Antelope bitterbrush (Purshia tridentate) Scorpion Weed (Phacelia)

Utah ()

Mountain-mahogany (Cercocarpus ) Dwarf Purple Monkeyflower (Mimulus nanus)

Great Basin Fishhook Cactus Prickly-Pear Cactus Shadscale (Sclerocactus pubispinus) () ( confertifolia)

Cottonwood (Populus deltoids) Aspen Single- Pinyon (Populus) ()

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Great Basin Desert Basin Great

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Mojave Desert Mojave

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Sonoran Desert Sonoran

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Willson,Gary.. (2000, Mar In 2). Big Bend National Park. Chihuahuan

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From: , U.S. Department of the Interior, Great Basin National Park. The Bristlecone: The Official Newspaper of Great Basin National Park. Summer 2009-2010. p. 16.

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