Lesson 5: Habitat is a Home by Dorothy Palmer (41492447)

Stage: 1 Date: Time:

Learning Objectives:
Students will:
Investigate different animal and plant habitats and their distinct features.
Communicate and observe how animals and plants are adapted to the conditions of a particular environment in
which they live.
Rationale:
As students investigate ways in which the environment provides for the needs of living things, students establish a
sense of respect and appreciation for the natural world (Basile & White, 2000). Habitats will give students the
opportunity to pose and investigate questions, observe and gather information, and share and compare ideas through
class discussions (ST1-4WS, BOS NSW, 2012).
Prior Learning:
Students have observed similarities and differences and developed an understating of the key characteristics of living
things.
Outcomes & Indicators:
Science & Technology
ST1-11LW Describes ways that different places in the environment provide for the needs of living things.
Explores the needs of animals and plants in its environment.
Describes how different environments provide for the needs of the animals or plants that live there.
ST1-4WS Investigates questions and predictions by collecting and recording date, sharing and reflecting on their
experiences and comparing what they and others know.
Students question and predict by responding to and posing questions.
ST1-5WT Uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions
that respond to identified needs and wants.
Students generate and develop ideas by exploring an information kiosk.
Links to Other KLAs
EN1-1A Communicates with a range of people in informal and guided activities demonstrating interaction skills and
considers how own communication is adjusted in different situations.
Students will pose questions, discuss purposes and share ideas with peers.
KSK:
1. Characteristics: distinguishing traits of things
(Biology Online, 2009).
2. Habitat: the environment an organism can
usually be found in (Barry & Holwell, 2012).
PLoK:
1. Characteristics are all the parts of living things that we can
see. They help us to tell whether something is an animal or
plant, and even which group or it might belong to (Barry &
Holwell, 2012).
2. A place where an animal lives is known as a habitat.
Resources & Equipment:
Mind map from lesson 1, Information Kiosk (refer to weebly, lesson resources), Book: Natures Patchwork Quilt:
Understanding, Habitats by Mary Miche, 4 Ipads with internet, National Geographic Magazines, Books on various
habitats, Cardboard, pens, textas, scissors and glue
Lesson development:
Introduction 10 min:
Revise the mind map from lesson 1 and class discussion on characteristics.
Read Natures Patchwork Quilt: Understanding Habitats to the class.
Introduce the word habitat and brainstorm ideas on the IWB. Look at slide 1 & 2 of the information kiosk. Questions;
Why do animals live in different habitats? What are the needs of animals in their habitat?
Body 40 min :
Look at slide 3,4,5 & 6 of the information kiosk. Whilst engaging with the information kiosk, discuss the difference
between coastal, freshwater, forest and desert habitats. Questions; Why do animals and plants adapt to different
habitats? How do these habitats provide food, water and shelter?
Students will work in groups of 5/6 and design a poster. The teacher gives each group a habitat to investigate (ocean,
freshwater, forest, desert). Questions; What does the habitat look like? What animals and plants live in this habitat and
why? Students will research their habitat using the internet, magazines, books, mind map and the information kiosk and
gather information.
Encourage students to investigate their questions, share ideas and display the information on the poster. Encourage
children to use images and colourful texts for effective displays.
Conclusion 10 min:
Students will present their poster and findings to class.
Differentiation of learning for individual children
Support:
Scaffold students and model the use of resources
available.
Parent helpers to work with different groups.
Extend:
Ask students to explore and discuss ways in which humans
would adapt to their environment.
What are the similarities and differences?





References

Basile, C., & White, C. (2000). Respecting living things: environmental literacy for young
children. Environmental Education, 28(1), 57-61.