Where is My Home?
Students will be able to discuss the diversity of life found in different habitats.
Introduction (20 minutes)
- Gather the students together in a comfortable area.
- Explain to the students that today they will be exploring animal habitats.
- Ask the students to think of what humans need to survive.
- Generate a list on the whiteboard with the heading Human Needs. Ideas include shelter, food, exercise, clothing, water, safety, and love.
- Ask students to raise their hands if they have a pet.
- Ask the students to think of what their pets need to survive.
- Generate a second list on the whiteboard with the heading Pet Needs.
- Student ideas for pet needs may include love, shelter, food, water, exercise, etc.
- Circle the needs humans and pets have in common.
- Ask the students to think about animals that live outside. Explain to students that since these animals are wild, they have basic needs that must be met for them to survive.
- Explain to the students that the four basic needs are food, water, shelter, and a place to raise young.
- Ask the students if they have ever heard the word habitat. Write habitat on the whiteboard.
- Allow students sufficient time to offer their ideas.
- Explain to the students that a habitat is the place that an organism or community of organisms lives. A habitat includes all the living and nonliving factors that surround the environment.
- Explain to the students that today they will be trying to help animals get to the right habitat so they can survive!
Explicit Instruction/Teacher Modeling (10 minutes)
- Ask the students to form a circle.
- In the middle of the circle, spread out the habitat pictures.
- Ask the students to tell you what the pictures show.
- Hold up a picture of an animal. Place the animal in a habitat that is not the animal’s home. Ask the students if the animal would be able to survive in the habitat. Ask the students to share why or why not.
- Explain to the students that a good habitat for the animal will help the animal to find all of its basic needs.
- Model placing a few animals on the correct habitat, explaining why.
Guided Practice/Interactive Modeling (10 minutes)
- Ask a handful of students to help you place the remaining animals on the correct habitat.
- Ask them guiding questions. For example: Why did you choose that environment? What types of food does this animal eat?
Independent Working Time (20 minutes)
- Ask students to go back to a seated area.
- Pass out the Animal Habitats Match-Up worksheet, pencils, and coloring utensils.
- Explain to the students that they need to draw a line from the habitat to the animal that lives there.
- Model an example.
- Explain to the students that when they are finished, they can color their animals and the habitats.
- Enrichment: Students who need a challenge can complete the Animal Habitats Coloring sheet. Encourage them to use detailed pictures with labels.
- Support: Students who need extra reinforcement of the concept can match the animal pictures to the habitats (that you used during teacher modeling/guided instruction). When they are finished they should be able to finish their matching sheet.
Assessment (5 minutes)
- During teacher modeling and guided practice, pay attention to students who are able to explain the reason for putting an animal on a specific habitat. Make note of students who struggle.
- Rotate around the classroom during independent work time to help struggling students and ask questions such as: What other animals do you think live in the rain forest?
Review and Closing (5 minutes)
- Ask students to put away their materials, and gather the students together as a group.
- Ask the students to think about the habitats that exist in their community. Call on a few students to share.
- Ask the students to think about the habitats that do not exist in their community. A potential question includes: What factors make these habitats unable to exist? Guide the students to think of climate and weather conditions.
- Encourage students to think about keeping a habitat journal at their homes. Tell them they can record the habitats that exist and observe the animals that live there.