Lessons 2 and 3: What things are in our local habitats? Duration: 1 hour 40 minutes Suggested learning sequence Preparation animal’s habitat by stating where the Introduction – animal finds food, shelter and water. The aim of these two lessons is to expose students to as many different Ask the students where animal habitats habitats as possible and gather images are around the school (e.g. garden that will be used in a class display beds, trees, lawn, sandpit, vegetable (lesson 4) and explored in future patch, underneath buildings). lessons. Depending on time available Discuss what animals be found and opportunities, these two lessons around the school grounds and where may involve: they might live. a photographic exploration of habitats within the school grounds Write students’ ideas down and plan together what should be photographed a photographic exploration of a and by whom. If the school has multiple local habitat such as a rainforest, cameras available, students could be creek, rocky shore, mangrove etc. split into groups to photograph a visit from a local environmental particular parts of the school. officer e.g. for the local catchment Note: If technology is not available to group providing information and take and photos, have the students images of a local habitat they look each draw/sketch a habitat within the after school. class research about local or other habitats e.g. on the Great Barrier Photograph or sketch each of the Reef (See web links’ for a ‘Useful habitats discussed. Take multiple poster of the Great Barrier Reef). photos or sketches of each habitat from different distances and at different See the steps below for photographic angles. For example, if it is a certain explorations e.g. in the school grounds. shrub or tree, take photos or sketch the Example sequence Photographing leaves, branches, roots, surrounding – habitats area and animals seen in the habitat. Review the same book as in Lesson 1. Discuss and summarise with students Discuss with the students that the home what they observed and photographed of the animal is its habitat. The animal’s or sketched around the school. habitat is where it has shelter, food and When returning to the classroom, print water provided. These are the animal’s needs. In the discussion ask the photos if required to have them ready students to identify one or more for lesson 4. animals from the book and describe the Opportunities to monitor student learning
Lessons 2 and 3: What things are in our local habitats? Duration: 1 hour 40 minutes Suggested learning sequence Introduction – Preparation The aim of these two lessons is to expose students to as many different habitats as possible and gather images that will be used in a class display (lesson 4) and explored in future lessons. Depending on time available and opportunities, these two lessons may involve: a photographic exploration of habitats within the school grounds a photographic exploration of a local habitat such as a rainforest, creek, rocky shore, mangrove etc. a visit from a local environmental officer e.g. for the local catchment group providing information and images of a local habitat they look after class research about local or other habitats e.g. on the Great Barrier Reef (See ‘Useful web links’ for a poster of the Great Barrier Reef). See the steps below for photographic explorations e.g. in the school grounds. Example sequence – Photographing habitats Review the same book as in Lesson 1. Discuss with the students that the home of the animal is its habitat. The animal’s habitat is where it has shelter, food and water provided. These are the animal’s needs. In the discussion ask the students to identify one or more animals from the book and describe the animal’s habitat by stating where the animal finds food, shelter and water. Ask the students where animal habitats are around the school (e.g. garden beds, trees, lawn, sandpit, vegetable patch, underneath buildings). Discuss what animals be found around the school grounds and where they might live. Write students’ ideas down and plan together what should be photographed and by whom. If the school has multiple cameras available, students could be split into groups to photograph particular parts of the school. Note: If technology is not available to take and photos, have the students each draw/sketch a habitat within the school. Photograph or sketch each of the habitats discussed. Take multiple photos or sketches of each habitat from different distances and at different angles. For example, if it is a certain shrub or tree, take photos or sketch the leaves, branches, roots, surrounding area and animals seen in the habitat. Discuss and summarise with students what they observed and photographed or sketched around the school. When returning to the classroom, print photos if required to have them ready for lesson 4. Opportunities to monitor student learning
Reef-Guardians-2016-Year-1-Habitat-Investigations.docx