Sequence | Background | Objectives | Materials | Activity | Extensions | Evaluations

TOPIC-TITLE Marine & Aquatic Habitats Activities - Habitats of Birds, Fish, and Mammals on the Island and the Pacific Region AUTHOR Carmen Atalig George Ayuyu Theresa Calro Evelyn Redrico Annette Taisacan Pichiosy Billy GRADE SUITABILITY Lower Elementary SCOPE Biology

Sequence Use this unit after a unit on food relationships and before a unit on animal adaptations. < < go top

Background Summary Every living organism has a place to live. The place in which a plant or animal lives and receives shelter and food is known as a habitat. There are many different types of habitats: forests, meadows, coral reefs, rocky shores, salt marshes, and mangroves. All organisms are uniquely adapted to survive in a particular habitat. By creating a habitat in a jar, students can understand some of the integral aspects some plants' and animals' habitats. < < go top Objectives: Students will be able to do the following: Understand that every living thing needs a place to live. Explain some of the elements of habitats. Describe how animals live in groups. Build a land habitat terrarium. < < go top Materials Nonfiction book about animals Potting soil Jars Plants Water dish Small animal (turtle, lizard or frog) Animal food National Geographic magazines Rocks Pencil/paper Metric ruler Teacher resource book Textbook Paper cups Gravel < < go top Activity Encourage students to work in small cooperative learning groups discuss plants and animals indigenous to local habitats. Different types of local habitats should also be discussed and written on large pieces of posterboard. These pieces of posterboard should then be spread over the floor. Students should then write the names of several plants or animals on pieces of paper and place them in the habitats in which they do not occur. Then, have another student explain why the plant or animal would not be able to survive in that habitat. Arrange a visit to a place where plants and animals--insects, fish, amphibians, reptiles, birds, and mammals--are seen in their natural habitats. Discuss the meaning of habitat, adaptation, and shelter. Have the students list all the items they found in a particular habitat that enable plants and animals to live in that system. Provide copies of National Geographic for students to view. Have them select a habitat of interest, then devise a plan for the construction of the model habitat in the jar. Create the land terrarium. Initially, complete day 1 chart. After two weeks, complete questions in chart 2. Performance assessment: Build a terrarium in a large container/jar Chart 1   Questions Yes No 1. Is the potting soil of good quality?     2. Are there enough animals?     3. Are there enough plants?     4. Is there enough space for animals to move around?     5. Is there enough air and water for the animals to live?     6. Is the jar well covered?     7. Is the jar in a well secured stand?     Performance assessment: Build a terrarium in a large container/jar Chart 2 (14 Day)   Questions Yes No 1. Have the plants grown?     2. Are the animals still living?     3. Does the terrarium appear healthy?     < < go top Possible Extension If the system appears unhealthy, lead students in a discussion of possible reasons for this status. Lead students in a comparison of their closed system with a natural ecosystem. < < go top Teacher Evaluation Evaluate the quality of the terrarium by the following: Excellent: 8 out of 10, Very Satisfactory: 6 out of 10, Satisfactory: 5 out of 10, Needs Improvement: 4 or below out of 10. < < go top