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Healthy Habitats: Climate Change Action for K-2

Elementary

Description

Without a home or habitat that provides food ,water, shelter and space, all living organisms, even humans could not thrive.  Habitats are essential in creating balanced ecosystems and supporting biodiversity but human impacts such as development, pollution and climate change are affecting many of these natural spaces and displacing the wildlife that inhabit them . This resource guides students in understanding what defines a healthy habitat, the potential consequences of climate change on these vital systems and how they can become active, engaged environmental citizens. Three inquiry-based lessons work together to create a cohesive learning experience as follows: 
Lesson 1: What Makes a Healthy Habitat?
Students explore a schoolyard habitat to observe, identify and describe the critical components that make it thrive. By looking for signs of food, water, shelter, and space, they will see how these resources support wildlife and understand interconnections in the environment.
Lesson 2: What Would a Healthy Habitat Look Like?
Featuring the book “The Great Kapok Tree”, students describe human impacts on animal habitats and relate this learning to visualizing and creating a diorama of what they think a healthy habitat looks like.  Pupils also explore their feelings and thoughts about climate change and discuss the links between climate and weather.   
Lesson 3: How Can We Care For and Protect Our Habitat?
Referring back to the schoolyard habitat they observed in the first lesson, pupils identify problems they observed and brainstorm solutions. The class then designs and implements a practical action project that benefits the local environment. This lesson reinforces the message that everyone can contribute to healthier ecosystems through simple, meaningful steps.
Through hands-on exploration and critical thinking these engaging lessons support outcomes where students will be able to:
Define and describe habitat components
Observe a local habitat and identify living and non-living features of the space while exploring differences between plants and animals
Identify negative and positive human impacts on habitats
Discuss climate change in relation to how weather may impact the environment 
Work as a team to design and complete a local action project that improves a schoolyard habitat

Without a home or habitat that provides food, water, shelter and space all living organisms, even humans could not thrive. Habitats are essential to balanced ecosystems and biodiversity but human impacts such as development, pollution and climate change are affecting many of these natural spaces and displacing the wildlife that inhabit them.  This resource guides students in understanding what defines a healthy habitat, the potential consequences of climate change on these vital systems and how they can become active, engaged environmental citizens. Three inquiry-based lessons work together to create a cohesive learning experience as follows: 

Lesson 1: What Makes a Healthy Habitat?

Students explore a schoolyard habitat to observe, identify and describe the critical components that make it thrive. By looking for signs of food, water, shelter, and space, they will see how these resources support wildlife and understand interconnections in the environment.

Lesson 2: What Would a Healthy Habitat Look Like?

Featuring the book “The Great Kapok Tree”, students describe human impacts on animal habitats and relate this learning to creating a diorama of what they think a healthy habitat looks like. Pupils also explore their feelings and thoughts about climate change and discuss the links between climate and weather.   

Lesson 3: How Can We Care For and Protect Our Habitat?

Referring back to the schoolyard habitat they explored in the first lesson, pupils identify problems they observed and brainstorm solutions. The class then designs and implements a practical action project that helps build climate resiliency. This lesson reinforces the message that everyone can contribute to a healthier world through simple, meaningful steps.

Through hands-on exploration and critical thinking these engaging lessons support outcomes where students will be able to:

  • Define and describe habitat components
  • Observe a local habitat
  • Explain the difference between living and non-living features of the space
  • Identify negative and positive human impacts on habitats
  • Discuss climate change in relation to how weather may impact the environment 
  • Work as a team to design and complete a local action project that improves a schoolyard habitat

General Assessment

What skills does this resource explicitly teach?

  • Observation and recording information
  • Analyzing and explaining information
  • Critical thinking
  • Brainstorming
  • Collaboration
  • Creative expression of ideas
  • Advocacy and solutions design

Strengths

  • Nature based with a real outdoor experience
  • Encourages exploration, discovery and inquiry
  • Introduces the climate change topic by emphasizing optimism and hope for the future
  • Supports stewardship and age-appropriate environmental action 
  • Links each lesson to Next Generation Science Standards
  • Well organized with clear outlines, included worksheets and appendices of teacher information

Weaknesses

  • Does not provide any formal tools for evaluating work like the student diorama or assessing action projects according to the criteria described in the lesson
  • Some content, like word-only worksheets, may be difficult for Kindergarden students
  • Does not include audio-visual supports to aid in student understanding

Recommendation of how and where to use it

This resource supports Grade K-3 Science and Social Studies lessons in which students explore living and non-living things, habitats, and the relationships between people, place and the natural world. Climate change is introduced by examining how humans can harm or help the environment while emphasizing citizen engagement in resolving local issues. This approach supports solutions-based thinking when students explore this topic in more detail in later grades. English Language Arts skills are used to listen and reflect on reading "The Great Kapok Tree" and read and write answers on worksheets.

Earth Rangers has an app-based program called "Habitat Heros" which encourages pupils to create simple schoolyard projects like making a "shop" for bird nesting materials.  A teacher can download the app and involve the class in projects to achieve "Habitat Hero" status, and then share their success and receive recognition from the program. This would be a fun way to extend the learning experience and involve students in further community-based stewardship. Information can be found here.

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Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Citizenship (1)

  • General Guide to Taking Action

Ecosystems (3)

  • Appreciating the Natural World
  • Biodiversity
  • Habitat Loss

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Students begin by investigating the identifying features of a habitat. Next, they analyze climate impacts by considering the effects of  changing weather patterns and human activities like deforestation. This scaffolding process provides the understanding needed in the final lesson that has the learners apply new knowledge to make thoughtful decisions about how to take environmental action.

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

The central focus of the activities is habitats and human impacts on the environment but the theme of interdependence builds an awareness that all living things are connected, including humans. Students will understand the close connection between well-being and the social responsibility of caring for nature. Group discussions also explore inequity in climate change impacts, such as living in an inner city area where there are no trees to provide shade.

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 Good

As students explore interconnected habitat components with the yarn web activity in Lesson 1, they will understand cause and effect relationships between climate, humans and ecosystems.

Respects Complexity:

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

Acting on Learning Very Good

Pupils investigate a schoolyard habitat, identify problems that may affect it and become part of the solution as they plan and implement an achievable and meaningful action initiative.

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

As students participate in mindfulness activities, connect with nature and consider how to care for a natural space, they have many opportunities to reflect on personal feelings and develop their own thoughts about sustainability.

Values Education:

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

Empathy & Respect for Humans Good

Using mindfulness exercises, storytelling and discussions the lessons build compassion by helping students explore their own feelings to understand how environmental issues like climate change may affect different communities. 

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

The resource provides an opportunity to observe and explore animals and plants in the local environment which develops stewardship and environmental responsibility.

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 Very Good

By observing and interacting with natural spaces in their community, students are able to build meaningful connections and extend their learning to other local ecosystems and familiar places.

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

The young target audience means that science concepts like carbon emissions and long term global temperature trends are not explored, but by using nature journals to record observations students will develop a sense of the link between time and change. The lessons also provide a positive message about citizen engagement in protecting Earth's 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 Good

Each of the lessons uses an “Engage, Explore, Explain, and Elaborate” approach that develops curiosity and  facilitates discovery, reasoning and creativity.  

Open-Ended Instruction :

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

Integrated Learning Good

The resource blends Science and Social Studies concepts to provide an introduction to the cause and effect relationship between climate change, habitat loss and community sustainability. Pupils actively practise STEM skills such as observation, analyzing information, communication and using equipment. Each lesson also provides suggestions for incorporating Math and Literacy learning.

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 Good

The lessons engage students in observing real habitats, asking questions, exploring impacts and developing solutions. This combination of investigation, analysis and brainstorming helps students build understanding through active learning and critical thinking.

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 Satisfactory

Mindfullness exercises at the beginning of each lesson reduce student anxiety about climate change and calm the learning environment to help students remain focused and engaged.

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 Good

Pupils observe the environment, conduct investigations and take action through direct experience in their own schoolyard and community.

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 Good

Students learn about consensus building with interactive group discussions and reach a group decision on a class project to improve the local environment.

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 Satisfactory

Assessment suggestions are included but not formalized. Guided questioning, student nature journals and worksheets do provide tools to informally measure the level of student understanding.

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 Poor/Not considered

Peer teaching is not considered in this lesson, although students do share ideas and observations.

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 Satisfactory

Climate change is a global issue that is made more relatable to young pupils by focusing learning on real, observable problems and solutions at school and in their community.

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 Good

Students are able to observe and identify issues independently while considering solutions and voting on an action project, which gives them voice and ownership of their learning.

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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