what is inside what are habitats?

Grades K-2nd

Planet Earth is home to a great diversity of life.

Around the globe, we encounter an abundance of

organisms and the amazing habitats they live in.

A habitat is a place where organisms live— it’s their

home! Habitats are essential for organisms because

they provide the basic components needed for

growth, survival, and reproduction. Habitats are

made of both biotic and abiotic factors, or living and

non-living things. Rainforests, deserts, coral reefs,

grasslands, open oceans, arctic tundra, and urban

areas are just a handful of habitat types.

It is important to study habitats and the organisms

that live within them to better understand our world.

We observe patterns in nature, understand how or-

ganisms have adapted and survive, and learn how

we impact our planet.

Let’s take a closer look at habitats, discuss what

makes a habitat suitable, and why they are essential

for living things..

WHAT ARE HABITATS? WHAT IS INSIDE

QUESTIONS TO ASK

BEFORE AND AFTER

THE VIDEO

VOCABULARY

LESSON PLAN GUIDE

FOR TEACHERS AND

HOME SCHOOL

INSTRUCTORS

WHAT ARE HABITATS? GRADES K-2

BEFORE THE VIDEO QUESTIONS

What is a habitat? Give some examples.

Habitats are places where organisms live, it’s their home! Organisms are living things made up of one or

more cells, like humans or bacteria. Some examples of habitats include wetlands, grasslands, tundra,

tropical rainforests, deciduous forests, deserts, and coral reefs.

Are habitats made of living or nonliving things?

Habitats can differ greatly from one another and contain both living and nonliving things. These are

known as biotic, meaning living, and abiotic, meaning nonliving, factors. Biotic factors that make up habi-

tats include things like plants, animals, fungi, and bacteria. Abiotic factors in a habitat include things like

rocks, water, temperature, sunlight, and air pressure.

What makes a habitat a “good” habitat and suitable for living things?

For a habitat to be suitable for an organism, it must meet the basic requirements that that organism needs

to grow, survive, and reproduce. These requirements are known as habitat components. But not all living

things require the same habitat components. For animals, those components include food, water, shelter,

and space. For plants, habitat components include air, water, nutrients, and sunlight. If a habitat provides

the right amount of these components for an organism, then it is a suitable habitat for that organism.

Why are habitats important for living things?

Habitats that meet the basic requirements for organisms are important because they allow for those or-

ganisms to grow, survive and reproduce— the continuation of life! By sustaining life, habitats support a

balanced and healthy ecosystem. If a habitat is lacking one of the essential components mentioned

above, then it can negatively affect the capability of organisms to grow, survive, and reproduce.

THE LIVING THINK


AFTER THE VIDEO QUESTIONS

By looking at a living thing, like a plant or animal, can we make an educated guess about what

sort of habitat they live in? Give some examples of physical features organisms have that help

them survive.

Absolutely. If we look at some of the physical features on an organism, we are given clues to what sort

of habitat they are adapted to live in. If an organism is physically adapted to their environment, then the

chances of their survival increase! A green sea turtle has flippers to help them navigate and move in

their aquatic habitat. A bearded dragon is well camouflaged in its desert habitat to avoid potential preda-

tors and hide from prey. A great horned owl has large eyes to improve their night vision while a fennec

fox has large ears to help cool themselves.

True or False– All animals use the same type of shelter in their habitats.

False. There are numerous different types of shelters than animals use or make in the wild! Let’s list off

a few shelters that animals make or build themselves; hornet nest, bee hives, bird nest, mole tunnel,

mouse burrow, bear den, apartment building! Now, let’s list off a few shelters than animals use; fallen

log, tree tops, abandoned burrow, cave system, sea anemone!

True or False– All animals require the same amount of space to survive in their habitats.

False. Although all animals need space to survive, the amount of space varies from animal to animal. An

earthworm requires much less space that a whitetail deer. The amount of food, water, and type of shel-

ter varies from animal to animal too.

Same goes for plants- A cactus and a fern both require air, water, nutrients, and sunlight to survive, but

the amount varies between the two plants. The fern requires much more water than the cactus does.

The cactus requires much more sunlight than the fern does.

Why are habitats different around the globe? If you start at the equator and move towards the

poles, what sort pattern do you observe in habitats?

Habitats are often categorized by their climate and location on the globe. Habitats by the equator, like

the Amazon Rainforest, are tropical and are described as warm, humid, and wet with lots of life. Other

habitats, such as the Polar Regions, are much more cold and dry. Life here is not as abundant when

compared to the tropics.

THE LIVING THINK

VOCABULARY


THE LIVING THINK

Abiotic factor– a non living thing, like temperature or a

rock.

Adaptation– how an organism changes to be better

suited to live in their environment.

Aquatic habitat– habitats in the water, such as freshwater rivers or saltwater reefs.

Biotic factor– a living thing, like a plant or animal.

Carnivore– an animal that eats only meat.

Cavity-nester– An animal, often referring to birds, that build a nest in a sheltered chamber such as

a tree.

Cell– the basic and smallest unit of life. Cells make up organisms.

Equator– an imaginary line that runs around the middle of Earth that is exactly in between the

North and South Poles.

External structure– a structure that is located on the outside of a living thing.

Habitat– a place where an organism lives, a home.

Herbivore– an animal that eats only plants/vegetation.

Internal structure– a structure located within or inside the body of a living thing.

VOCABULARY, continued


THE LIVING THINK

Omnivore– an animal that eats both plants and meat.

Organisms– a living thing made up of a single or more cells.

Shelter– a place that gives protection. A log provides shelter for insects and small mammals.

Terrestrial habitat– habitats on land such as jungles, grasslands, and deserts.

Urban– an environment in a city or town.

K.Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment

K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to

survive. [Clarification Statement: Examples of patterns could include that animals need to take in food

but plants do not; the different kinds of food needed by different types of animals; the requirement of

plants to have light; and, that all living things need water.]

K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals

(including humans) and the places they live.

[Clarification Statement: Examples of relationships could include that deer eat buds and leaves, there-

fore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows.

Plants, animals, and their surroundings make up a system.]

2.Interdependent Relationships in Ecosystems

2-LS4-1.Make observations of plants and animals to compare the diversity of life in different habitats.

WHAT will students learn?

Students will learn about the relationship that animals have with their habitats and why

they depend on them. They will understand that the needs of living things vary among in-

dividuals and that a suitable habitat needs to provide specific resources, or components.

Students will also be able to identify the biotic and abiotic factors that make up a habitat.

Students will observe patterns and compare animal diversity in various habitats.


WHAT ARE HABITATS?

LESSON PLAN GUIDE

THE LIVING THINK

Animal Habitat: Research & Building Challenge

Students will be assigned or choose varying animals and research their animals’ natural habitats. Stu-

dents will learn about the four basic habitat components that their animals require for survival: food, wa-

ter, shelter, space. Once the students complete their animal and habitat research, they will construct

their own “micro-habitats” and share their models with other students and classmates.

Students will share their projects among each other to visually make observations about animals and

the habitat components they depend on. By doing so, students identify diversity among animals and

habitats.

This project can be an in-class project, a take-home project, or a combination of both.

DURATION: Minimum of two 50-minute class periods.

WHAT ARE HABITATS

LESSON PLAN GUIDE, CONT.


THE LIVING THINK

MATERIALS NEEDED PER STUDENT FOR RESEARCH

Research tools— books, internet, articles, etc..

Pencil

Animal Habitat Report Worksheet (provided below)

MATERIALS NEEDED FOR MICRO-HABITAT CONSTRUCTION

Small box, such as a shoebox

Glue (hot glue gun works best but not necessary)

Miscellaneous habitat construction items— these can include air dry clay, felt, paint, construction pa-

per, natural items (rocks, sticks, etc..), printed images, etc..

*Students are encouraged to bring materials from home, gather materials outside, and share

class items

Get students THINKING:

Watch The Living Think’s WHAT ARE HABITATS? Video. (6-8 minutes)

Answer and/or discuss before and after video questions. (5-10 minutes)

Get students DOING:

1.) Assign or have students choose animals. (10-15 minutes)

2.) Tell students that they will be studying animals in the wild! Students will research their animals and

the habitat they live in and also construct their own micro-habitats! Instructors can reiterate the four

needs/components that a habitat should provide for an animal—food, water, space, and shelter. If in-

structor feels it necessary, class can work together and research an example animal. This would also be

useful to show students some research tips. (10-20 minutes)

Example animal: Bearded dragon

Where is this animal from? This animal is from Australia.

Where sort of habitat does this animal live in? Deserts, scrubland, and subtropical woodlands.

What food does this animal eat? This animal is an omnivore— it eats fruits, leaves, insects (like ants or

beetles), and small vertebrates (like a small lizard).

What water does this animal need? Small amounts of freshwater. This animal drinks water when it

rains and gets water from food.

How much space does this animal need? Do they live in groups? Bearded dragons need enough

space to hunt for food and males can be territorial. They do not live in groups.

What sort of shelter does this animal need? Bushes, trees, scrub and rocks to escape the desert heat

and avoid predators.


WHAT ARE HABITATS?


THE LIVING THINK

PREPARATION:

1.) Ask students, parents, and guardians to collect and bring in micro-habitat materials a week prior to

project if this is an in-class project.

2.) Print Animal Habitat Report Worksheet (provided below) for each student.

3.) If instructor wants to assign animals, have animals pre-assigned or create a “grab bucket” that stu-

dents can draw an animal from.

Get students DOING, continued:

3.) Students will research their animals, habitat components, and record data in their Animal Habitat Report

Worksheets. (30 minutes +)

Research can be completed through books, internet resources, articles, etc..

Some helpful sites with animal information include; National Geographic for Kids, San Diego Zoo Kids, DK

Find Out, Animal Fact Guide, World Wildlife Fund

4.) Once the students finish their written report and have it approved, they can begin construction! The micro-

habitats should include all four of the basic habitat components. Students are encouraged to be creative and

use a variety of materials. (50 minutes +)

If instructors feel like it would be helpful, habitat construction can be broken into steps. For example:

1.) Students start by constructing the ground texture and terrain. Is the ground flat, rocky,

mountainous? Is the terrain sandy, grassy, mossy?

2.) Then add the background and/or sky. Is there rain, sun, mountains?

3.) Students can then add water features like ponds or rivers. If their animal is aquatic, how can they

show that their habitat is under water?

4.) Next, add foliage. Is the habitat full of scrub, trees, or aquatic vegetation?

5.) Students can then add more living features, like animals.


WHAT ARE HABITATS?


THE LIVING THINK


WHAT ARE HABITATS


Get students REFLECTING:

By researching, writing, and building models, students are making connections between

animals and their habitats. Students are engaging with their habitat by physically con-

structing the habitat’s features and essential components needed for animal survival.

When students compare and contrast habitat models, they observe patterns surrounding

animal needs and understand how habitats support animal diversity.

Alignment to the Dimensions of NGSS:

Through this lesson and research activity, students are using tools to learn about the indi-

vidual needs of animals within their environments. This enables students to identify pat-

terns relating to animal survival. By constructing habitat models and comparing models’

features with classmates, students further understand how those needs vary among ani-

mal species. These observations help integrate the idea that diversity exists among spe-

cies and the habitats they live in.

THE LIVING THINK

1.) My animal is _______________________________________________

2.) Where is your animal from?

___________________________________________________________

3.) What kind of habitat does your animal live in?

___________________________________________________________

___________________________________________________________

4.) List three other living things that you would find in this habitat:

___________________________________________________________

___________________________________________________________

___________________________________________________________

5.) List three non-living things you would find in this habitat:

___________________________________________________________

___________________________________________________________

___________________________________________________________

Animal Habitat Report

By:_____________________________________________

Page 1

8.) How much space does your animal need? Does your animal live in a group?

____________________________________________________________________

____________________________________________________________________

9.) What sort of shelter does your animal need? Why does your animal need shelter?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

7.) Where does your animal get water? Is it fresh or salt water?

___________________________________________________________________

___________________________________________________________________

6.) Is your animal a carnivore, herbivore, or omnivore (circle one)?

What sort of food does your animal eat?

___________________________________________________________

___________________________________________________________

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10.) In the space below, draw your animal in their habitat! Make sure to include the

food, water, space, and shelter your animal needs.

11.) List two facts about your animal that you found interesting!

1.)

______________________________________________________________

______________________________________________________________

2.)

______________________________________________________________

______________________________________________________________

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