Day 1
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Note: You will need a variety of pictures of living and nonliving things that would be found in a forest, pond, desert, and ocean. You may use picture cards, print images from the Internet, and/or cut images from magazines. This could also be a student assignment to bring in pictures (assign different groups of students to bring in a picture of something from one of these areas). You will need about six pictures per habitat for a class of twenty-four, or enough pictures for an equal representation of each habitat (one item per student). Later, if you utilize materials in a Science Station/Center for a follow up activity, you may want to color code on the back of each picture for students to self-check.
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Label each of the four corners/areas of your classroom with one of four signs: forest, pond, desert, and ocean. Give students the habitat signs (S-K2-11-2_Habitat Signs.doc). Lay on a table the images of the plants and animals along with nonliving items that would be found in these areas. Say, “Today we are going to try to match the living or nonliving picture to an area where you think it would be found. You will see four areas of our room marked—one for a forest, pond, desert, and ocean. You will take one picture from the table (or pass out one per student) and ‘tippy-toe’ to the habitat where you think you would find that living or nonliving thing.”
When students have all selected a corner/area, have them discuss whether each item is in its correct habitat and ask how they know for sure. To repeat this process, students will mix and trade their item with a classmate three times (or play music while they mix/trade; then stop the music for them to go to the next habitat that matches their picture). Students would continue their discussion of whether the item is in the correct habitat and how they know for sure (introduce verification of source of information).
Invite students to your meeting area and review what students know about different habitats. Say, “The pond and the ocean are both a specific type of habitat called water environment or water habitat. An environment is something that could also be called a habitat. Some people use the words environment and habitat to mean the same thing, like the words house and home.”
Day 2
Review previously discussed water habitat.
Using a sheet of chart paper, compose with students a KWL Chart (titled “Water Environments”). In the Know category, list the different water environments (creek, stream/river, swamp, marsh, bog, pond, lake, ocean/sea). Add questions students have about the different water environments in the “What Questions Do I Have?” column. Guide students’ questions to focus on the impact the items have on their specific habitat (e.g., “What would happen if all the dragonflies were no longer in the river or stream habitat? What would happen to a bullfrog if the water in its wetlands habitat became significantly polluted (review what it means to be polluted) or drained for building?”) You will need about three to four student-suggested questions.
Say, “I can see you already know a lot about water environments. Our questions we have listed will help us clarify our understanding and add new learning to what you already know. I think this book, At the Edge of the Pond by Jennifer Owings Dewey, may help us answer some of our questions.” As you read this book, stop periodically and allow partners to discuss main points, to clarify any misunderstandings or to check for meaning. Each time you stop for a talking point, select one or two students to share what they and their partner discussed.
Show students two illustrated word cards: lotic system and lentic systems (S-K2-11-2_Lentic and Lotic Word Cards.doc). Say, “There are two important words for you to learn that describe our water environment: The lotic system is the system in creeks, rivers, and streams that flow.” Flutter your fingers to show that the water moves though them. “Now, the lentic system is the system in ponds, lakes, where the water does not flow.” Note: Do not introduce oceans at this time. This may lead to misconceptions for some students. Put your fingertips together to show a closed system. “A system is the needs being met of all the living things in that area, as your home system is your house (shelter), clothes, furniture, food, the air you breathe, the water you use, the heat and/or air conditioning that keeps you comfortable, and your parents who help you meet your needs.”
Add lotic system and lentic system to the “What I Have Learned” column on your KWL chart. To assess students’ understanding of these two words, randomly select one of the systems (e.g., creek, river, stream, pond, lake); then ask students to put their fingertips together for the lentic system (shows a closed system), to flutter the fingers on one hand for lotic system (shows a moving system). Tell students that an ocean is neither lentic or lotic. When talking about lentic or lotic water we are only going to be talking about fresh water. Say, “If you want to surprise your family tonight with how smart you are, share the difference between a lotic system and a lentic system. Remember to be a respectful and kind when you share your knowledge as some parents may not know what these words mean. You may get the honor of teaching them something new or reminding them of learning they may have forgotten.”
Tell students; “For the next few class periods, we will be investigating water environments to see how they work as a system. As you are out exploring in your environment look for some of these water habitats and see what you can learn from them. After these observations, come ready to share what you are thinking.”
Day 3
Invite an expert (e.g., high school science student, biologist, or naturalist) to share his/her knowledge of environmental issues in a local water environment. An alternative would be to view an educational video on water environments (e.g., Schlesinger Media, Ecosystems for Children: All About Water Ecosystems). If the video is used, you may have students complete the Reflection Form: All About Water Ecosystems (S-K2-11-2_All About Water Ecosystems Worksheet.doc).
If the video is unavailable or costly, please refer to the alternative videos listed in Related Resources.
Invite students to your meeting area and review questions from the KWL Chart and list answers learned in the third column, “What I Have Learned.”
Select another book to read from the suggested list and stop periodically to check for meaning and/or clarification, add any new information learned, and/or add new questions students may have to the KWL chart.
To check for understanding, have students color and cut out one of the animal pictures from the second page of the Aquatic Animal Homes Match Worksheet and glue/paste the animal picture in the correct environment on page one (S-K2-11-2_Aquatic Animal Homes Match Worksheet and KEY.doc). Collect worksheets when students are finished.
Additional suggestion: If possible, set up a River Tank as an ongoing year-long moving water observation station. (It requires very little maintenance due to its ecologically balanced design. Its continuously flowing water provides an oxygen-rich environment for aquatic organisms, whose waste products provide nutrients for terrestrial plants. Molded plant pockets hold the plants in place and also make an ideal home for newts, lizards, and frogs.)
Extension:
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Here is an activity for students who might need an opportunity for additional learning can bring in a picture of a water environment and share with the class whether it is a lentic system or lotic system. These pictures can be added to a large T-Chart illustrating both environments.
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Here is an activity for students who may be going beyond the standards can write an adventure story using one of the water environments as the setting. Students will identify the system (lentic or lotic) and how the system works for living things to survive. Then they can share the story with their classmates.
