Last month, our research led us deep as we dove into the zones of the ocean! We had a blast with ocean exploration. The students were REALLY interested in the Hadal Zone and all the mysterious & “scary” animals that live there.
This month, students are exploring animal habitats. Living in Belize is optimal for the study of animals since we are literally surrounded by animal habitats. From lagoon to sea, broad-leaf-forest to rainforest, river to savannah, many animals call Belize their home.
We started off this inquiry the same way we started our mangrove exploration unit. Check out: Student Led Inquiry in a Multi-Age Setting
First, we discussed what a habitat is. Next, we brainstormed the things we knew about habitats…
I recorded our ideas on an anchor chart.
Next, we wrote down questions we had about habitats. The students use their “I wonder” sheets.
Most of the student’s questions were patterned as follows…
Where does a/n ________________ live?
On TpT I found an AWESOME resource to add to our exploration of habitats. This unit included ten habitat sorting cards and tons of animal cards! This was a perfect resource to start diving into our research…
We reviewed the habitat cards and separated the habitats we find in Belize into a pile. The students were amazed at how many habitats we have here in Belize! It’s truly a gem.
We looked at the animal cards and played a sorting game to group animals into their habitat. Some of the animals could live in more than one, so we placed those animals in the middle. It’s amazing how animals can adapt to live in so many different places.
Next, we dove into some literature. Now, this was teacher planned. A friend donated a few old curriculum books to me in the beginning of the year and I found a whole unit on Animal Habitats. We don’t have access to a library here in Placencia, so the lack of resources can sometimes be frustrating. ESPECIALLY when you teach in a student-led fashion. I try to utilize all the resources I’m given in some way.
I started by reading, “The Night of the Pufflings” and “Red Robin, Fly Up”
I have to mention that a crazy, fateful event occurred prior to reading the stories about birds. I called off sick from teaching with the flu and that same day a little morning bird flew into our house and was trapped in our attic for hours! I was totally freaked out (so was the bird, obviously). As I spent time “pinteresting while sick,” I found this adorable idea from Nurture Store: Word Bird
We completed these birds the day I got back from being sick. It was so fun to come up with a story and map of “George’s Journey.” My students range from 5-8 years old and this project was easy to differentiate. Some students drew maps showing their birds journey and others created stories. I also dictated stories for younger students who could not express themselves in writing.
You can also incorporate transition words in this activity by encouraging older students to explain what happened using the words: First, Next, Then and Finally/Last. I was impressed with the way these birds turned out. I only wish we had more time to decorate our birds. See example below:
So during our “read alouds” we made anchor charts for each book and discussed the title, genre, setting, characters, problem & solution for each story.
The students discussed the habitats of each bird.
Next, we created Venn diagrams to compare and contrast each story. The students worked in pairs and small groups for this.
We discussed how the story “The Night of the Pufflings” takes place in Iceland, and “Red Robin, Fly Up” takes place in New York. We found this out by reading the Author’s Note in the back of the book. “Red Robin, Fly Up,” is written by a mother who was inspired by her son finding a baby bird. Of course the story is partially fiction, as the boy brings the baby bird many places, like a barber shop, to help the little robin learn how to fly.
The students then brought out their main lesson books and created their own illustrations of the puffling and red robin. I encouraged them to include the habitat in their pictures. See my example below.
This month the students are using habitat journals to observe the habitats we have around our school. The students will be observing the habitats outside our classroom for a couple weeks. We will discuss the diverse animals that live on the beach and how many insects/animals can make a tiny area on the beach their home. Some interesting finds already include ants and termites…
We are only a week and a half in to our Habitat Exploration and I look forward to seeing where our next learning experience will lead us. We will take the rest of April to explore habitats.
–Continue reading literature on various animals with habitats around the world
—Create a large mural of habitats in Belize using large paper & cardboard (similiar idea to the ocean zones above)
—Research an animal with a peer or in a small group and create a presentation about it (poster, song, short play, etc.)
—Create your own animal & habitat…including adaptations that help your animal to survive
—Field trips around the community to experience different habitats
—Classroom performance about habitats. Students can create a play to show their understanding of what a habitat is and the various animals that live in different habitats. Students can perform their play in front of parents & friends. Great for oral language, confidence and “showing what they know.” I love performances!!
—Create a survey and take data (asking friends & family) on questions, “What is your favorite animal?” “Which habitat would you like to live in?”
–I don’t use technology in the classroom, but occasionally I like to teach using a video or allow students to use a computer to research something I can’t find in a book. Some videos I’d like students to watch are:
I’d love to hear how you explore habitats in your classroom!