Lesson 7: How is our school habitat affected by people Duration: 50 minutes and what can we do to care for this habitat? Suggested learning sequence Introduction Human impacts chart). Show how students – could use both drawing and writing to Look back at photos of school habitats fill in the chart. taken in Lessons 2 and 3 (or if need be, Individually or in pairs, have students take a walk around school grounds to observe), to identify and discuss any create their own cause-and-effect ways that humans have impacted on charts using a different impact from the those habitats. Examples of impacts list. Alternatively, students could use include: different examples e.g. from habitats in their local community or their own pollution home. littering tree clearing Ask to share their creation of garden beds chart with the class. planting more trees raking of leaves As a class, look again at the negative pathways being created column. Discuss and write down ways mowing lawns to improve some of the negatives. buildings being constructed. Positive and negative impacts Activity – Ask students to propose ways to care for this habitat and maintain it as a Write each of the impacts identified healthy habitat. Link student to how onto sticky notes so they can be sorted these changes allow the needs of into positive and negative. plants and animals to be met. On a large chart, have two columns – Students will need to think of ways to positive and negative. As a class, improve negative impacts for their final discuss each impact and sort into these assessment piece. two columns. This will take some discussion as students will need to Remember to also take time to observe draw logical conclusions. the seedlings from Lesson 5. Take a few minutes with students to reflect on Discuss how some negative changes to what is happening to the plants. habitats can mean that living things e.g. How well are the plants growing? plants and animals in that habitat, no longer have needs met. You can Are some growing better than use some of the animals in Lesson 6 as others? Why do you think that? examples. Add new words to the word wall. (See Choose one of the human impacts you Resource 1 Word bank for examples – have listed to demonstrate with of vocabulary). students how to complete a chart. (See Resource 6 –
Lesson 7: How is our school habitat affected by people and what can we do to care for this habitat? Duration: 50 minutes Suggested learning sequence Introduction – Human impacts Look back at photos of school habitats taken in Lessons 2 and 3 (or if need be, take a walk around school grounds to observe), to identify and discuss any ways that humans have impacted on those habitats. Examples of impacts include: pollution littering tree clearing creation of garden beds planting more trees raking of leaves pathways being created mowing lawns buildings being constructed. Activity – Positive and negative impacts Write each of the impacts identified onto sticky notes so they can be sorted into positive and negative. On a large chart, have two columns – positive and negative. As a class, discuss each impact and sort into these two columns. This will take some discussion as students will need to draw logical conclusions. Discuss how some negative changes to habitats can mean that living things e.g. plants and animals in that habitat, no longer have needs met. You can use some of the animals in Lesson 6 as examples. Choose one of the human impacts you have listed to demonstrate with students how to complete a chart. (See Resource 6 – chart). Show how students could use both drawing and writing to fill in the chart. Individually or in pairs, have students create their own cause-and-effect charts using a different impact from the list. Alternatively, students could use different examples e.g. from habitats in their local community or their own home. Ask to share their chart with the class. As a class, look again at the negative column. Discuss and write down ways to improve some of the negatives. Ask students to propose ways to care for this habitat and maintain it as a healthy habitat. Link student to how these changes allow the needs of plants and animals to be met. Students will need to think of ways to improve negative impacts for their final assessment piece. Remember to also take time to observe the seedlings from Lesson 5. Take a few minutes with students to reflect on what is happening to the plants. How well are the plants growing? Are some growing better than others? Why do you think that? Add new words to the word wall. (See Resource 1 – Word bank for examples of vocabulary).
Reef-Guardians-2016-Year-1-Habitat-Investigations.docx