Investigating habitats: Learning about living environments
by Amy L. Vander Sanden
Grade level: 4
Rationale
Most of the students in a regular elementary classroom have lived in the state for most of their lives and have not had many opportunities to observe different habitats found in the United States. By studying habitats and visiting the museum, students will observe and learn about the importance of habitat features to wildlife survival. Animal or plant species normally live in a habitat that provides specific physical features that enable them to survive. Students can read about different habitats in a textbook; however, the museum experience will bring the new meaning to the information studied. In addition, they will be able to observe and compare major features of different habitats in one area.
Pre-activity: Healthy habitats make happy homes!
Objectives
Students will be able to define
habitat and species.
Students will be able to identify
important components of a general habitat.
Students will be able to make
educated guesses to categorize species into their correct
habitats.
Students will be able to create a
group habitat story to share with the class.
Materials
Markers, crayons, white drawing paper, glue sticks, scissors, nature and wildlife magazines, pencils, tape, animal and habitat cards, 2 large pieces of butcher paper, nature tape or CD.
Anticipatory set
Questions: What do a forest, lake, desert, and city have in common? They all provide habitats for people and wildlife to live.
Part 1: Explain habitat drawing—Allow students 10 minutes to create a habitat drawing that shows what they think are important habitat features. Ask a few students to provide a short definition of a habitat and species. Distribute paper and allow them to find a comfortable place in the room to draw their habitat. (Old wildlife or science magazines are helpful if the students are able to cut pictures out.) Play a nature tape to trigger imagination and creativity. In small groups, students will explain their habitat designs and compile a list of habitat features. Have each small group share with class while teacher records ideas on a piece of butcher paper.
Questions for small group: What are the important features that you included in your habitat? Also, support your selected features with a brief explanation.
Part 2: Have student volunteers read a small textbook section to the class (see resource section for suggested source) that defines habitat and explains the various elements in different habitats (also known as ecosystems). Help class compile a list of different types of habitats that include: deserts, forests, grasslands, wetlands, lake, large rivers, northern forests, ponds, and streams. On a large piece of butcher paper, have the eight habitat categories listed. Distribute an animal card to each student. One at a time, a student will read the name of their animal and tape the card under the animal’s habitat. (Save this chart for the museum review.)
Review: Questions: What did you learn about habitats today? If you could visit any habitat, which one would you select and why?
Have a student restate the definition of a habitat. Also, have class say five important features in a habitat. Give students a few minutes to write a brief journal entry about new information they learned during the habitat activities. They may express concerns or record questions that they hope to have answered at the museum.
Considerations
Give students permission to share their ideas if they prefer not to show their drawing. Some students may need individual assistance in understanding the word habitat. When distributing animals, help students with any difficult pronunciations.
Assessment
Observe students during their work time to see if they are handling materials properly and following directions. Also, note if students are able to justify their feature selections. Note if students were able to make an educated guess about the animal’s habitat. Notice the species and habitats that students were able to easily categorize. Review journals to see if they have expressed positive or negative concerns about the day’s activities.
Extension activities
Divide students into groups of three or four and give them each a specific habitat to design using drawings and magazine clipping. Have them create a story about a day in the life of their habitat.
Field Trip Preparation for teachers:
 | Get permission from administration at least a month in advance to begin field trip planning. |
| Contact UWSP Museum of Natural History to arrange schedule. |
| Distribute and collect signed permission slips. |
| Compile a list of possible chaperones and personally contact chaperones. |
| Schedule a short informational meeting for chaperones to review guidelines and museum activities. |
| Create museum detective handout. |
| Purchase animal crackers and juice for snack time. |
| Contact UWSP Museum of Natural History on the day before the schedule. |
Field trip preparation for class on day of field trip
Review appropriate behavior and procedures for field trip. Remind students that they are each responsible for participating in the group and individual field trip activities. Teacher should explain the field trip group assignment and individual handout. Assign students to one of the four habitat groups that will study two habitat areas and give each student a name tag that represents their assigned group. Introduce chaperones to class and individual groups. Explain the general layout of the museum and the importance of studying the exhibits.
On–site activity: Habitat scramble!
Objectives
Students will be able to discuss
information about their assigned habitat.
Students will be able to present an
informational report to the class about their habitat.
Students will be able to compare
features of different habitats.
Students will be able to answer a
museum detective handout.
Students will be able to distinguish
between species that can and cannot live in particular species.
Materials
Clipboard or folder, pencil, observation paper for chaperone, and museum detective handouts.
Anticipatory set
In the auditorium, ask students to close their eyes and imagine they are walking through a jungle. Tell them to think about what types of climate and species they might observe.
Part 1: Have a museum staff member briefly explain the history and mission of the museum [see website homepage]. Answer any final questions and dismiss one group at a time to investigate their assigned habitat(s). The groups will have 15 – 20 minutes to investigate and discuss their habitat(s). The chaperone should record notes and ask students to summarize what they discovered in preparation for a short class presentation.
Questions may include: What types of animals and vegetation were observed in your habitat? Can you identify any predator/prey pairs within the habitat? What are some of the characteristics of the habitats? What are the weather patterns of your habitat? Identify three possible strengths/weaknesses of living in this habitat.
Regroup in the auditorium for habitat presentations. The group leader should provide the teacher with the group’s notes so they can be put together on a handout for the students. The teacher should record the important features from each habitat under the original list. As a class, discuss what the students learned about their habitat. Ask students to compare and contrast the different habitats.
**Allow ten minutes for a bathroom and drink break. Divide the class into two groups to utilize bathrooms on first and second floor—assign one at least one female and one male chaperone to each floor.
Part 2: In auditorium, distribute museum detective handout. Remind students that they need to keep on task and respect other visitors in the museum. Encourage students to explore and have fun! While students are exploring, chaperones and teacher should walk through the museum to assist students with questions. Give students about a � hour to explore the museum and to complete the handout.
Closure
In auditorium, ask students to share a story from the museum experience.
Questions: What part did they enjoy the most? What did they learn? How did the museum enable them to explore the habitats? What further questions do they have about habitats or the exhibits?
Considerations
Some students may need assistance in reading and answering the questions, so allow partners to work together. Also, have the museum scavenger handouts available for students that may finish early.
Assessment
Collect information sheets from the habitat investigation to evaluate group effort. For individual assessment, collect museum detective handout and look for justification of selection. Note the behavior of individuals and the class. Evaluate the accuracy and completeness of the handout.
Post activity: Publishing "The Habitat Herald"
Objectives
Students will be able to compose a
brief description about their animal.
Students will be able to support
their answers with valid explanations and personal thoughts.
Students will be able to create a
writing portfolio that contains their work from the writing
process.
Students will be able to publish a
newsletter.
Materials
Reference books, text books, magazines, paper, pencils, computer equipment, folders, writing process checklist, and class habitat handout.
Anticipatory set
Ask students for ideas about important topics to cover in their newsletter that will make it creative and original.
Part 1: Provide students with a copy of the class habitat handout. Each student will select and research a wildlife species. They need to prepare a brief written report that describes its living environment, food needs, and any other important information about the species. Engage students in each step of the writing process to help them develop good skills. Include peer editing and revisions.
**Teacher may want to teach a mini-lesson on library resources, Website research, and the writing processes.
Part 2: Students will use their reports to organize and publish a newsletter for parents. Divide class into small groups to write special features, such as an introduction to the field trip experience, a thank you section to chaperones, quotes and stories about the field trip, and a description of the museum. Remember to include their original group habitat stories in the newsletter. (It would be helpful to work with a computer teacher to process and publish the newsletter.) Have students cut out pictures or draw illustrations that can be added to the newsletter. Make enough copies for each student to share with their parents.
Considerations
This activity may require several days to complete; however, it allows students to develop critical thinking and apply language arts. Some students may require more assistance with the writing process. Teachers should ask for donations from local newspaper businesses for paper to print the newsletters.
Assessment
Provide students with a writing process checklist. Evaluate their draft and revision steps. Content of report should be evaluated—does it answer basic questions about a specific animal in the habitat? What further details are included to make it more interesting? Has the student used any higher levels of critical thinking skills in the writing process? Does the student site sources correctly? Did the student include their personal thoughts in the report? Observe and note the cooperation and social skills of students during this project.
Extension activities
The teacher and students could create a small pond habitat in an aquarium using plants and available aquatic life. This will help students observe the interdependence of different species within one environment.
Habitat Categories and Species Reference (Use for the pre-activity – Part 2)
|
References
| Foresman, Scott. Discover the World, Module A. 6 vls. Glenview, IL: Scott Foresman and Company, 1993. (Vol. 3: 4 – 62) |
| Museum Scavenger Hunt and What Do You Think handouts, provided by UWSP Museum of Natural History |
| Hoskisson, Kenneth, and Gail E. Tompkins. Language Arts: Content and Teaching Strategies, 3rd ed. Englewood Cliffs, NJ: Prentice – Hall, Inc., 1995, p231 |
Writing process checklist Check each step off as you complete it. Keep all work organized in writing portfolio folder. Pre-writing: _____ Brainstorm ideas about possible animal species to research. _____ Identify specific audience for report. _____ Identify purpose of writing activity. Drafting: ______ Have several rough draft/review copies. ______ Did you focus on content rather than mechanics in rough drafts? Revising: ______ Share writing with peers and teachers to discuss changes. Have work initialed. ______ Make changes that reflect comments and reactions of peers and teachers. ______ Compare rough and final draft – have you made a few or a lot of changes. Editing: ______ Proofread own work and initial it. ______ Peer edit and corrections. Have work initialed. ______ Were you able to identify your own mechanical errors Publishing: ______ Word process final draft on computer. ______ Publish work in newsletter. ______ Did you site your sources? |
Assessment
Focus on creativity, details about species/ habitat, and personal thoughts about the animal. Also include what you learned from the research experience.
UW–Stevens Point Museum of Natural History Field Trip Our fourth grade class will be studying habitats and wildlife species during science class in the upcoming weeks. We would like to visit the Museum of Natural History at UW – Stevens Point to investigate the habitat exhibits. The field trip is planned for Thursday, October 1st. While at the museum, students will work in small groups to learn about different habitats. As a final project, we will publish a newsletter to share with family and friends. My son/daughter ________________________ has my permission to walk to the UW – Stevens Point Museum of Natural History on the morning of Thursday, October 1st with Ms. Vander Sanden’s class. My son/daughter ________________________ does not have permission to participate in the UW – Stevens Point field trip. |
Attention parents: (Must be 18 years or older.) Are you interested in touring the museum? Volunteer to be a chaperone and group leader! Please review expectations before volunteering. Chaperone expectations:
If you agree to follow these expectations and are available during the morning of Thursday, Oct. 1st, please consider being a volunteer chaperone. I am interested in volunteering for the UWSP Museum Field Trip. ____________ I am not interested in volunteering for the UWSP Museum Field Trip. _________ If you have any questions, feel free to contact Ms. Vander Sanden at 346 – 7103. |
Museum detectives Directions: Explore the museum and study the exhibits. Answer the following questions that will help you investigate a variety of areas in the museum. Feel free to ask the teacher or a chaperone for assistance if you have any questions. You don’t need to answer the questions in order.
***While exploring the museum, list 5 – 10 possible animals that you would be interesting in learning more about. Later, you will select an animal from the list to write a short report. |