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Understanding Habitats and Environments

The document provides information about a lesson on environments and habitats for students. The key objectives are for students to understand that an environment is where a plant or animal naturally lives, and this is called its habitat. The lesson introduces the terms "environment" and "habitat" and discusses natural versus built environments. Students will go outside for an activity where they observe and record details about the school environment using the "I see, I think, I wonder" strategy.

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Lavina Kay
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69 views2 pages

Understanding Habitats and Environments

The document provides information about a lesson on environments and habitats for students. The key objectives are for students to understand that an environment is where a plant or animal naturally lives, and this is called its habitat. The lesson introduces the terms "environment" and "habitat" and discusses natural versus built environments. Students will go outside for an activity where they observe and record details about the school environment using the "I see, I think, I wonder" strategy.

Uploaded by

Lavina Kay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Topic 1: Living things in their environment

Name: Main Learning Focus Week Beginning Monday 5.9.22

Key Differentiated activities Plenary and self evaluation Teacher evaluation


Objectives Environments and Habitats Key Questions
Week 4 Introduction Above- Students will be able to link why Success Criteria
Objectives some animals have certain habitats e.g.
Ask students to look around them and Students are able to distinguish
spiders live under roofs because there is
to describe their surroundings. Explain between natural and built
Students will be space to build its web.
that everything around them in the environments
able to:
classroom is part of their classroom
Know that an On Track - Students will be able to easily
environment. Put the word
environment in extinguish between natural and built
ENVIRONMENT on the board and
which a plant or environments
point out how it is spelled and
animal naturally lives
pronounced.
is its habitat. Below - Students will need teacher support in
distinguishing between natural and built
Talk to the class about their homes environments
-what is a home?
-why do we need homes?
Establish that a home is a place where
we can eat, sleep, be protected from
the weather and from being harmed.
Tell the students that plants and
animals also need homes - and we
call these home HABITATS.

Ask the class to look at the


photographs on page 4 of the student
book. Ask them to describe things
they see in the photographs and then
ask
- Do you think these things were made
or built by people? Guide students to
establish that these are natural
environments.
-Write the word HABITAT on chart
paper and brainstorm things that are
part of the natural environment
(mountains, lakes, trees, rainforest,
desert etc).
Teaching and learning activities
‘I see, I think, I wonder’ activity

Give pairs of students a clipboard with


a printout of the ‘I see, I think, I
wonder’ template. Take the class
outside to the sandpit area and let
them walk around the school
environment to observe nature- plants,
birds, insects etc. Tell them that this is
the school environment.
I think, I see, I wonder if strategy
allows students to note down careful
observations and thoughtful
interpretations. For example, “I see
birds in a tall tree. I think this is a
natural habitat because... I wonder
what would happen if the tree was cut
down”

IF TIME PERMITS:
When back in the classroom, discuss
Question 3 in the student book. It may
be useful to make a class list to
consolidate the answers (keep the list
for next lesson).

Point to a plant or animal on the list


and ask students to describe its
habitat: Was it wet or dry? Was it
cooler in that area? What other plants
were near it?

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