Save A Habitat

By Valorie Polmer, February 27, 2017

Grade Level

  • Elementary School

Category

  • Green Design

Subject Area

  • Science

Lesson Time

four 50min classes

Introduction

How might we stop habitat loss to help save endangered animals? Habitat loss is an on going problem, the destruction of natural habitats around the world is causing more and more animals to be come endangered. Students will be introduced to five endangered species that are losing their habitats. They will read an article about habitat loss. Students will work in groups of five and pick one animal that they want to focus on. Each group will brainstorm to come up with design that will protect the animal’s habitat. Once students have come up with a solution they will build a prototype. Students will walk away from this lesson knowing how important it is to care for natural habitats. Students need will have an understanding of conservation and why it is important. Students will know how to problem solve through design thinking.

National Standards

27. Match the appropriate food source and habitat for a variety of animals (e.g., cows/grass/field, fish/tadpoles/water) (LS-E-A1) 35. Identify the components of a variety of habitats and describe how organisms in those habitats depend on each other (LS-E-C1) 45. Locate and identify plants and animals within an ecosystem (SE-E-A2) 46. Illustrate and describe a simple food chain located within an ecosystem (SE-E-A2) 48. Describe a variety of activities related to preserving the environment (SE-E-A3) 50. Describe ways in which habitat loss or change can occur as a result of natural events or human impact (SE-E-A5) 51. Describe and give examples of threatened or endangered species (SE-E-A5)

Objectives

-Students will be able to identify what    an endangered species is. -Students will understand what a habitat is. -Students will understand what an ecosystem is. -Students will understand what a food chain is. -Students will understand what habitat loss is. -Students will be able to design a system that protects the habitats of endangered species. -Students will learn how to present their work. -Students will reflect on what they learned through the design process.  

Resources

https://www.nwf.org/Wildlife/Threats-to-Wildlife/Habitat-Loss.aspx http://www.exploringnature.org/db/view/794 http://www.nhptv.org/wild/habitat.asp http://study.com/academy/lesson/what-is-habitat-destruction-effects-definition-causes.html http://education.nationalgeographic.com/encyclopedia/food-chain/

Materials

-chart paper -post its -cardstock -pencils -tape -scissors -string -pipe cleaners -markers -glue -toothpicks -construction paper -string -plastic cups - 5 laptops or ipads - projector

Vocabulary

-habitat -ecosystem -endangered -food chain -habitat destruction -habitat fragmentation -conservation

Procedures

Day One 50min 1. Show students pictures of five different endangered animals. 2. Ask students where they think these animals live. 3. Tell students that a habitat is an environment that an animal lives in. 4. Explain to students what an ecosystem and food chain is. Tell them that habitats are made up of ecosystems and food chains. 5. Show students pictures of the habitats that the five different animals live in. 6. Explain to students that when a habitat is destroyed it is called habitat loss. 7. Briefly discus the different types of habitat loss (habitat destruction and habitat fragmentation). 8. Teach students about conservation. Day Two 50min 1. Tell students that they will work in groups of five to come up with a design that will prevent habitat loss. 2. Each group will pick one animal that they want to focus on. 3. The groups will have 15min to do internet research on their animal’s habitat and why it is being destroyed. Model how to do internet research using a Projector. 4. Each group will get post its. Tell the students to work together to write down 15 ideas on the 15 post its. 5. The groups will then have to pick their top three best ideas. 6. The groups will present their ideas to the class. The class will give them feedback. 7. Tell the groups to pick one idea based on the feedback that they got from the class. Day Three 50min 1. Explain to the class what a prototype is and tell them that each group will be making one for their idea. 2. Introduce the class to the materials. 3. Give materials to each group. 4. Give the class the rest of the time to work on their porotypes. Allow time for cleanup. Day Four 50min 1. Give students 15min to finish up their prototypes. 2. Each group will present their prototype. They will explain how it works and how it will prevent habitat

Assessment

A rubric will be used to assess the porotype. A written assignment asking the students three things they learned, two questions that they might still have, and on thing they can share at home.

Enrichment Extension Activities

The objectives of this lesson will allow students to think critically and problem solve. The students will be able to look at a problem from any discipline and think about how to break it down by remembering the information that is given to them and understanding how to apply the information to the problem. This will help them analyze a problem and evaluate how to solve it by creating a solution they can test and reflect upon.

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