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- Period 1 (30 minutes)
- Introduction to Habitats
- Worksheet
- This first activity is meant to allow students to familiarize
themselves with the topic of habitats. It provides students with an
opportunity to search looking for answers to questions. It also sets
students up to allow them to investigate the areas that they are most
interested in.
- Period 2 (30 minutes)
- Exploring Different Habitats
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- Worksheet
This activity introduces students to various kinds of habitats.
Students must find at least five different kinds of habitats and list the
differences between them. Students then choose a habitat they find
most interesting and explain why they chose it. They also need to do a
bit more investigating to discover more detailed information about the
habitat they chose.
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- Period 3 (50 minutes)
- Build your own Habitat
- Students are asked to construct a habitat in order to house animals
for the Toronto Zoo. They select the animal and build a habitat that
will ensure its survival. It is important that students sketch out
their idea first and have it approved. This ensures that everything
that is needed is covered within the habitat.
There are several activities
students may complete to build their habitats. One may be done in a
2 liter bottle. It can be water based, or other if the student
wants. The second option allows students to use a shoe box, or paper mache to build a habitat.
There are also several different models from students to choose from in
the book Habitats by Pamela Hickman. A student may pick from any of
these activities or perhaps come up with an idea of their own. The
only thing you must establish is whether or not the necessary materials
are available. The more variety of resources you have the
more options your students have to build very detailed, accurate habitats.
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Option 1 (2 Litre Bottle Habitat)
- Description: Students will create an habitat using designated
materials.
Goals: Students will gain an understanding of what an habitat is
and the role that each item within the habitat plays in ensuring its
survival.
Objectives:
- A
habitat will be a 2-liter bottle filled with sand,
gravel, an Elodea plant, water, fish, fish food, and sunlight.
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Students will be able to discuss habitats
in their surroundings.
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Students will be able to create their own
habitat, with given materials, in a bottle.
Materials:
 | 2-liter bottle |
| sand |
| aquatic plants, live and fake (Elodea)
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| gravel |
| scissors |
| ruler |
| water |
| fish (1 small goldfish or guppy
per student) - optional (fake, or glass fish more appropriate) |
| fish food |
| paper |
| writing utensils |
| rocks |
Procedure:
Scientific Explanation:
What is a habitat?
Inform students that they are going to be creating a habitat in a
2-liter bottle. They will be given a 2-liter bottle, aquatic sand, gravel,
a plant, water, and eventually, one fish to add to their
ecosystem. Students must first draw an ecosystem and have it approved
before they can get their materials and begin construction.
Concept Application:
After all students have had their plans approved, they may begin building
their ecosystem. They will be given all the materials that they will need,
except for the fish. Students will have some leniency in the construction
of the ecosystem, but because they will be given a live fish to add to
their ecosystem, the ecosystem must be safe for the fish. Once students
have completed the construction of their ecosystem, students will explain
how the fish will be able to survive in this ecosystem, and what they, as
students, must provide to ensure the success of the ecosystem (i.e. food,
sunlight, oxygen, clean water).
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Option 2 (3D Habitat)
- Period 4 (50 minutes)
- Human Impacts
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Worksheet
Students are asked to briefly summarize some of the serious issues facing
various habitats. Part of the report must include a description of
what happens to habitats during an oil spill. The students are asked
to complete an activity that has them mixing oil and water to see what
happens. They are faced with the task of trying to clean the oil out
of the water. Students also must coat a leaf and feather with the oil
mixture and try to clean it off as well.
This activity gives students many opportunities to make predictions about
what will happen during the various steps in the experiment.
Experiment - Oil & Feather
Step 1
Step 2
- Period 5 (30 minutes)
- What can you do?
- Students are asked to construct a flyer that can address some of the
issues they have learned about. The flyer is to be directed towards
a certain habitat and they are the leader of the organization trying to
save the habitat. They are asked to address some of the following
questions.
What is the name of your organization? What are your
main goals? How will you show others that this habitat is in danger? How will you involve others?
Students may use the computer or cut and paste materials to
complete this activity.
- Period 6 (20 minutes)
- Reflective Journal
Students final activity is to write a one page summary about what they
have learned about habitats. They need to address at least 2 of the
questions below. This is a great opportunity for students to think
about what really interested them in regards to what they learned.
They can also consider what else they would like to learn more about the
topic.
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What was the most interesting thing you learned about
habitats?
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What information surprised you the most about habitats?
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Do you think that you can help save habitats that are
threatened by human effects? How?
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If you could tell people one thing about saving habitats,
what would it be? Why?
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What part of the project did you enjoy the most and why?
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Final Step
The final step students must complete is to print off the
certificate that certifies them as a class Habitat Expert. This is a
great way for students to feel proud of the work they have done. The
certificate can be displayed around the classroom for a couple days for
other students to see and then taken home.
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