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Exploring Habitats

Elementary

Description

Exploring Habitats is an engaging resource that will help students gain an understanding of habitats as areas that provide plants and animals with the necessities of life. They will also learn how to make inferences from the data that they collect from taking virtual hikes.

The lesson begins with the students activating their prior knowledge through a 'think-pair-share' related to places in nature. The students will then work as a class to define the term “habitat”.  An optional slideshow is included to further solidify the students’ understanding of different habitats if needed. Afterwards, the students identify plants and animals that live in the habitats they have explored.

In the next activity students go on three virtual hikes in three different habitats. They record their observations on a provided observation sheet. In groups the students will share their observations and then make inferences about their observations. The discussions continue with the students making a list of the necessities of life that a habitat must provide.

There is an option to take the students on a hike to a nearby area, should the opportunity exist. Teachers can also replace the virtual hikes by visiting a local habitat or follow up with a hike to a local habitat. Alternatively, teachers may intersperse images or key words from around the school yard to mimic hiking through different habitats.

The lesson concludes with a discussion guided by questions (provided) and the students complete an exit slip to consolidate their learning. 

General Assessment

What skills does this resource explicitly teach?

The focus of this resource is to develop an understanding of the topics of habitats and how to make inferences; therefore, it does not teach any specific skills.

Strengths

  • all materials are provided and up to date
  • good quantity of background information for the teacher
  • assessment suggestions provided
  • videos included are visually appealing and interesting

Weaknesses

  • lack of suggestions for learners who may struggle with the material

Recommendation of how and where to use it

Exploring Habitats is an engaging resource that allows students to gain an understanding of a variety of habitats.  It is an excellent resource to support the 'habitat' outcomes common to upper elementary Science curriculum. 

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
  • British Columbia
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
  • Manitoba
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Growth and Changes in Plants
        • Life Science
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitat and Communities
        • Life Systems
  • New Brunswick
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Our Local Environment : Learning and Living Sustainably
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Plant Growth & Changes
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Growth and Changes in Plants
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Plants
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: Habitats
  • Nunavut
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Growth and Changes in Plants
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Habitats & Communities
  • Ontario
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Plant Growth & Changes
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Plant Growth and Changes
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats and Communities
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Ecosystems (5)

  • Appreciating the Natural World
  • Biodiversity
  • Habitat Loss
  • Interdependence
  • Wildlife Protection

Human Health & Environment (1)

  • Quality of Life

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The lesson is open-ended with the goal of having the students experience three different habitats virtually to determine the necessities the habitats provided for its inhabitants.  The lesson allows students to draw their own conclusions from their observations. 

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

Students explore the habitats virtually while making observations.  The teacher can add to the experience by asking how the habitat could be affected by development or other disturbances. This would allow the students to examine more of the economic and social aspects.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

The aim of the resource is to develop an understanding of the concept of habitats rather than acting on learning. This does not take away from the value of this resource.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

The students should develop their own sense of the value of habitats from the activities.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

This is not a focus of this resource.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Very Good

Through the virtual experiences the students should develop a concern and respect for the habitats and their inhabitants.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

Should the teacher be able to take their students on a hike in the local area, the learning can be centered on the local area.  However, if this is not possible, the virtual hikes aid in making the learning relevant to the students.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory

Although this is not a goal of the resource, it does give the students a sense of the present. The teacher could develop the sense of the past by discussing the development of trails and parks and the need to protect the same areas for the future. 

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

The students work with their own observations from a virtual hike and then make inferences. This allows the students to explore the topic through their own ideas.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

This resource will primarily be used in Science classes due to the nature of the lesson plan.  The teacher can extend the learning to other subject areas through the extension ideas offered.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

The students will work towards identifying the necessities of life that a habitat provides to the organisms that live within it by using their observations and then making inferences.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

This lesson plan readily addresses the needs of most learners with activities that are interesting and are diversified. There are, however, no suggested accommodations for learners who may have difficulty with the material.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Very Good

The virtual hikes provide a learning format that move the students' learning beyond the school walls.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Very Good

There are assessment opportunities provided within the resource that involve observations, conversations and products.  These assessments occur throughout the lesson.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered

Although the resource does not provide actual case studies, it does allow the students to explore a variety of habitats virtually that they may not have the opportunity to explore on their own. This allows the students to explore in an authentic context.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory

Opportunities for the students to go deeper into the subject matter are provided in the extension ideas and are not a part of the core resource.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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