While the Kalahari Desert may be a harsh physical environment, it is also an environment rich with biological diversity. This seeming contradiction sets the stage for the giant-screen film Roar: Lions of the Kalahari, which documents a lion pride's struggle for survival in this unmerciful land. [It is not mandatory that students view the film in combination with this lesson; however, because the film illustrates the following content, it is a great accompaniment.]

In this lesson, students will study the defining characteristics of deserts, the physical geography and biota—or flora and fauna—of the Kalahari Desert, and the biological adaptations (in structures, behaviors, and physiology) that enhance lions' (and other cats') survival and reproductive success in such a demanding ecosystem. Students will then work in groups to produce a mural depicting life in the Kalahari Desert.

Geography, biology, zoology

Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface"

Four to six hours

• Computer with Internet access
• Writing materials
• Print or online dictionary
• Art supplies (e.g., pencils, pens, crayons, paint, etc.)
• Large-sized paper (e.g., butcher paper)

Students will

• discuss their knowledge of and experience(s) in/with desert environments;
• research information and answer questions related to general desert environment characteristics, the Kalahari Desert, and the biological adaptations that have enhanced cats' survival;
• examine and discuss the impact(s) of environmental change on life within an ecosystem (e.g., lions in the Kalahari Desert); and
• work in groups to produce a mural depicting plant and animal life in the Kalahari Desert.

Have students brainstorm as a class what characteristics they believe define a desert environment. [It is likely that students will mention ideas related to low levels of precipitation and/or a low density of living organisms.] Have students give examples of deserts around the world. If any students have visited these types of environments, ask them to share what their particular experiences/impressions were like (e.g., what physical characteristics [terrain, weather, biota (flora and fauna), etc.] stood out to them the most?).

Divide the class into three groups. Then assign to each group one of the three Categories (Deserts, Ecoregions, Cats) as described below. Then, divide each of the three large groups into smaller groups of no more than three students. Have student subgroups read and discuss the information provided in the referenced articles in order to answer the questions within their respective categories. Instruct students to save the contents of their research, as they will use the information to create a mural based on life in the Kalahari Desert later in the lesson.

Category 1:
Have students access the Internet to research information on Deserts and prepare written responses to the following questions:

"Intro"

• How is a desert geographically defined? What are some preconceptions people have based on this definition? Are these accurate? Why, or why not?
• What are the common features of desert landscapes?

"Types of Desert"

• On what combinations of elements do most desert classification systems rely when categorizing deserts?
• Why is the term "potential evapotranspiration" a more accurate means for describing/classifying deserts than the term "aridity?" What two examples are given to help illustrate this point?
• List and describe the different forms of deserts.

Find Kalahari Desert in the listings of desert forms. Use the link there to answer the next set of questions.

"Kalahari Desert"

• Is the Kalahari Desert a true desert? Why, or why not?
• What type of game and vegetation can be found in the Kalahari Desert?

Category 2:
Have students access National Geographic's Wild World Ecoregion Profiles to research information specific to the Kalahari Xeric Savanna and prepare written responses to following questions. [Students will need a print or online dictionary.]

"Vocabulary"
Use a dictionary and your reading in context to define the following new terms:

• Ungulate
• Biome
• Xeric
• Savanna
• Ecoregion

"Where the Kalahari Lion is King"

• What types of plants and animals live in this region? (You may need to use your dictionary to identify some of the animal and plant species named.)
• What challenges do they face from the climate?

"Special Features"

• What extremes characterize the Kalahari Xeric Savanna?
• What makes this environmentally extreme ecoregion valuable from a human economic standpoint?
• From what you have learned so far, is there anything you find valuable about this ecoregion not listed in this section?

"Did You Know?"

• What physical characteristics distinguish the Kalahari lion from other African lions?

"Wild Side"

• What reproductive strategies have the Kalahari's ungulates evolved to minimize the risk of predation of their young?

"Causes for Concern"

• What percentage of the Kalahari Xeric Savanna is protected?
• What threats currently face this ecoregion? What effect(s) result from these threats when left unaddressed?

Category 3:
Have students access National Geographic's Cats: Plans for Perfection to research information specific to the biological adaptations of cats and prepare written responses to following questions:

"Skeleton"

• How is a cat's skull different from a dog's? What is the result of this? How might this enhance a lion's chances for survival?
• Are cat's claws extended or retracted most of the time? How might this enhance a lion's chances for survival?
• What are cat's teeth compared to? What are they adapted (used) for?

"Muscles"

• What biological adaptation allows cats to avoid being injured while hunting? Why would one consider this an extremely important adaptation for lions hunting prey?
• How did Sabertooth tigers use their fangs? Do you know if lions kill prey in a similar manner?

"Senses"

• What is a cat's best-known feature? Describe how cats' eyes operate, and why this is central to hunting.
• How much better is a cat's nocturnal vision than a human's? Describe the mechanics of how cat's pupils operate.
• How do cat ears differ from human ears?
• What problems do cats face in hunting, and how do whiskers help overcome them?

"Behavior"

• How are lions biologically adapted to stalking prey? What does stalking allow a lion to do?
• Lions live in groups called prides. Is this type of social behavior common among all cats?
• What is one type of threatening gesture that lions assume to ward off opponents, such as scavengers? Why is the avoidance of conflict in a lion's best interest?
• How do cats hone their skills? Is this similar to how we as humans learn skills? Why, or why not?

Have all student groups access National Geographic's Be the Creature: Lion site to research and take notes on information specific to lion behavior (e.g., coalitions, pride living, hunting, etc.).

During the course of your students' research and note-taking have them keep in mind this central question:

• How is a lion's ability to adapt behaviorally to physical changes within their environment illustrated on this site (e.g., what factors led to a change in their environment, and how has this altered the prey that they target, and the way they hunt)?

Close by having students discuss, first in their groups and then as a whole class, answers to the central question. Ask students to share their thoughts on what they have learned about lions and life in the Kalahari (e.g., Do they have an opinion about the lion's role in the ecosystem? What is it?).

Organize students into groups to create murals depicting life in the Kalahari Desert. To the best of your ability, student groups should be organized in such a way that each student group category (from the "Development") is represented in each of the mural groups created (groups should contain no fewer than three students). This may be done so as to achieve the best possible balance of student 'expertise' within each group. [Tip: the size of the group should dictate the size of the paper medium used; i.e., larger groups will need a larger surface to work on.]

On large-sized paper have students draw and color visual representations of life in the Kalahari Desert. Murals should explore the interrelation of the ecosystem's biota; the mural must also illustrate at least one of the biological adaptations of lions covered in the lesson reading (e.g., stalking, which incorporates the use of claws).

Have students visit The Big Frame (PDF, Adobe Acrobat Reader required) site to learn about the making of the giant-screen film Roar: Lions of the Kalahari.

National Geographic Channel: Be the Creature—Lion
National Geographic Magazine: Africa MegaFlyover—Charting the Last Wild Places on Earth
National Geographic: Cats—Plans for Perfection
National Geographic: Wild World Terrestrial Ecoregions—Kalahari Xeric Savanna
Nationmaster.com Encyclopedia: Deserts
The Big Frame: Roar—Lions of the Kalahari