Habitat — what's that?

This lesson helps students define the word habitat and understand the basic elements that make up an animal's habitat.

A lesson plan for grades K–1 Science

By Kelly Stewart

Learn more

• Lesson plan: Whose habitat is that? This lesson is designed to help students explore the surroundings animals find in a variety of habitats. This plan is written for the desert habitat but the same plan should be used for the exploration of a variety of habitat settings.
• Lesson plan: Habitat happenings During this lesson students will demonstrate their understanding of what a habitat is through a creative writing assignment. The students will choose an animal to be and will describe themselves and their living environment.
• North Carolina Zoo schedules for a possible field trip and information about zoo exhibits
• Project WILD a conservation education program for K–12
• EPA Teaching Center information and programs for teachers from the Environmental Protection Agency

Related pages

• Catawba Science Center: Students will enjoy visiting the Catawba Science Center, a hands-on museum, where learning is fun!
• Tuttle Education State Forest: This state forest has been developed for use as a living outdoor classroom for students and adults to learn about the interdependent ecosystems of the forest.
• Bakers Mountain: Come to Bakers Mountain to learn about the flora, fauna and natural heritage of Southwest Catawba County.

Related topics

• Learn more about animal needs, animals, biology, habitats, hands-on, kinesthetic learners, and science.

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Learning outcomes

By the end of this lesson students should be able to define the word habitat orally. Additionally, they should be able to list or verbalize general things that are found in an animal’s habitat, such as food and water.

Teacher planning

Time required for lesson

45 minutes

Materials/resources

• chalk or dry erase board, markers
• sticky notes
• dictionary
• mini books assembled (six blank pages)
• chart paper
• Project WILD handbook or website (not necessary to complete lesson but helpful)
• large open area for part two of lesson

Technology resources

• internet access — optional (necessary to access Project WILD website)

Activities

1. Write the word “habitat” on the board. Read it aloud to students and use it in a sentence. Ask the students to write on a small sticky note what they think the word “habitat” means.
2. After students have five to ten minutes to respond at their seats, have them gather together to share their writing aloud.
3. After the students have read their definitions, find the word “habitat” in a dictionary and read it aloud to the students.
4. Have the students put the definition into their own words and write it in their habitat mini-books.
5. Ask students what things are essential for their survival and have the students brainstorm answers to the question aloud.
6. Pose the question, “What things do animals need to survive?” Have students respond to this aloud and record their ideas on an “animal needs” chart.
7. When students have finished listing animals’ needs, discuss with students how these needs are met in habitats. Explain to the students how the different parts of the habitat work together to create an optimal living space for animals. To illustrate the importance of habitat components to the students, have students stand in a tight circle in a large open space to perform the “Habitat Lap Sit” activity adapted from Project WILD.
8. Randomly assign students to be water, food, shelter, or space within the circle. Ensuring that the students are spaced close together, instruct the students to sit at one time. Hopefully, the students will end up sitting in one big circle upon one another’s laps.
9. Instruct the students to all stand at the same time and remove one group from the circle, such as the food kids.
10. Then again instruct the remaining students in the circle to sit down. The students will attempt to sit down again. Ask the students to explain what happened. Students will respond about why the circle sit didn’t work the second time.
11. End the lesson with a brief oral review of what a habitat is and what things make up a habitat.

Assessment

To ensure that students have met the objectives, look at the student’s habitat mini-books and read the student’s definitions of a habitat. Also, be aware throughout the lesson of student responses to questions posed create charts as evidence of understanding. Finally, you can assess understanding by making sure each student is given a chance to contribute to the discussion.

Supplemental information

• Science Texts: Most first grade texts have sections on animal habitats. My school uses the Harcourt Brace series.
• Project WILD Handbook (available at Project WILD workshops, visit site to sign up for workshop and see samples of activities)