Make a Miniature Habitat

Background Information for Teachers

There are millions of different species (or groups of living organisms) on our planet. These include animals as well as plants. Some of these species, like us humans and many other mammals, like to live on land, others such as fish prefer to live in the water. Every species likes to settle in areas that provide access the resources they need. This particular environmental area is called a species' habitat. A habitat is the natural home of a specific animal or plant species. Animals or plant species live in a particular habitat because this environment provides them with everything they need to survive, grow, and reproduce such as food, water, air, and shelter for protection.

Habitats can be described using many factors. Some of these factors are of physical characteristics such as climate, soil type, amount of rainfall, light, etc. Other factors are biological and include the availability of food in form of plants or animals, as well as the presence or absence of predators. Different species have different habitat requirements. Whereas some plants or animals are generalists, which can easily adapt and live in a wide range of habitats, others are specialists, that can only thrive in one specific type of environment.

There are many different habitats around the world (Figure 1). Some examples are terrestrial habitats such as forests, grasslands, deserts or wetlands; freshwater habitats such as lakes, pond or rivers; marine habitats such as the oceans, reefs, and estuaries; or polar habitats in the polar regions.

Image Credit: Svenja Lohner, Science Buddies / Science Buddies
Figure 1. Habitats differ around the world based on their physical and biological characteristics.

In this lesson, students will create their own miniature habitat for an animal of their choice based on their discussions on different habitat characteristics and some example pictures. The focus of this lesson is for students to use their creativity and science knowledge to make a special habitat where an animal can survive. The habitat should reflect a realistic habitat and it does need to show the essential elements that an animal needs. The following are some habitat elements that students should discuss and take into account when building their habitats.

• Vegetation/plants (bare, lush, green, trees, bushes, grass etc.)
• Type of ground (soil, sand, ice, rock, etc.)
• Ground profile (flat, hilly, steep mountains, etc.)
• Food source (fruits, vegetables, grass, trees, other animals etc.)
• Water availability (ponds, rainfall etc.)
• Shelter (rock crevasses, bushes, large trees, burrows, nests, etc.)
• Animals that live in the same habitat
• Other features (trees or rocks for climbing, water for swimming, etc.)
• Color of things (brown/yellow/green grass, red/brown/yellow sand, etc.)
• Whether each part of the habitat will be 2D (like a picture students draw), or 3D (an object)
• Decoration or pictures for habitat (box) walls
• Scale (realistic scale or miniature scale)

Additional Background Links

• Habitats, National Geographic Kids
• The Basic Needs Of Living Things, eschooltoday

Prep Work (15 minutes)

1. Print out one set of the example pictures for each team.
2. Print out a worksheet for each student.
3. Place all the materials that students can use to make their habitats on a table accessible to everyone.

Engage (30 minutes)

1. Start by gauging student's knowledge on habitats.

   Does anybody know what a habitat is? What are examples for different habitats?

   Listen to student's answers. Together define habitats. Guide them to describe a habitat as an area where animals live because the environment provides everything they need to survive (food, water, shelter). Further explain that a habitat is the natural home of an animal or plant. Have children write the definition of habitat in their worksheet.

   Can you think of places or habitats that different animals live in?

   Make a list of the different habitats your students name. If they have difficulties, show them the example pictures from the slide show and let them describe the different habitats for each of the displayed animals.

2. Have a brief discussion about the diversity of animals within in each habitat.

   Do you think more than one type of animal can live in a specific habitat? Why or why not?

   Collect student's responses. Point out that many different living organisms can live in the same habitat. As an example, have students list what kind of animals live in a habitat near your school.

3. Tell students that today they will make their own miniature habitat model for a specific animal. The model habitat should represent a realistic habitat and include all the components that their animal would need to survive. See background for more information on some necessary elements for their habitat.

Explore (60 minutes)

icon for group experiment

1. Show students the example pictures of habitats and quickly discuss the main features of each habitat. The habitat pictures should provide students with some ideas on how they can build their own habitats. Have students observe what they see on each picture. Then ask,

   What do you notice about this specific habitat?

   Can you describe the habitat this animal lives in?

   What are some specific features of this habitat that helps the animal to survive?

   When looking at the pictures together, pay attention to the individual characteristics of the habitats that are specific to the depicted animals such as vegetation, climate, landscape, food source etc. Have them make a list of properties/attributes on their worksheet that describes a specific habitat, such as dry, hot, damp, dark, etc. and point out the opposites.

2. Before they start building, have each group decide what kind of habitat they want to build. Have students discuss in their group:

   What kind of animal are we building this habitat for?

   What are some properties of our animal's real-life habitat?

   What does our animal need to survive in our habitat?

3. Show students the available materials for their habitats and provide each group with their habitat box. You can also take your students outside to collect natural materials such as rocks, leaves, twigs, grass, sand, dirt, etc.
4. Then explain that each habitat needs to include things that the animal they chose needs to survive. Describe the materials and how students can use them. Encourage them to be creative. They can, for example use Styrofoam to represent ice or snow and blue paper or paint to mimic water. Advise students to glue their components into the box, so they do not move around inside.
5. Then give students about 40-45 minutes to build their habitat with the materials they have collected from the table or outside. While your students are building their habitats, check in with groups. Listen to their discussions and provide support where needed.

Reflect (60 minutes)

1. When groups have finished their habitat models, have students present them to the rest of the class. Guide each group's presentation. Ask,

   What animal did you build your habitat for?

   What type of habitat did you make for your animal?

   Tell us why you chose that habitat.

   Can you describe your habitat?

   How do the individual parts within your habitat work together to help your animal to survive? (What can your animal eat in your habitat? Where can it take shelter?)

   What other animals do you think could live in this habitat?

2. As students explain their group habitat, listen for details that highlight meeting the animals' basic needs like food, water, or shelter. Comment on the groups creativity to address those details.
3. Have students observe and compare each group's habitat.

   What is different or similar between these habitats?

   Let them briefly mention the similarities and differences between each of the habitat models.

4. Then start a discussion with your class.

   Why do you think different animals live in different habitats?

   Let students share their thoughts. Use their replies to point out that different animals or plants have different needs (for food, shelter, temperature, etc.). The habitat of an animal or plant needs to provide all the resources for it to survive. Many living beings have even adapted to their specific habitat, which increases their chances of survival in that environment.

5. Have students think about the environments and habitats in their neighborhood. Ask them to describe the plants and animals in their local neighborhood habitat.
6. Conclude the activity by having students summarize what they did and what they learned about animals and their habitats.

Assess

You can use this quiz to assess student learning after the activity:

• Online quiz, assignable in any LMS
• Quiz (pdf) and answer key (PDF)

Make Career Connections

Discussing or reading about these careers can help students make important connections between the in-class lesson and STEM job opportunities in the real world.

Zoologist and Wildlife Biologist

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Career Profile

Zoologists and wildlife biologists study every aspect of animals to find out how they behave, where they live, or what they eat. They do research to understand the specific needs of different animals or to find out what impact a habitat change can have on a specific animal or plant. Read more

Environmental Scientist

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Career Profile

Environmental Scientists use their knowledge about nature to protect the environment. For example, they study how human activities such as pollution or constructions affect the habitats of different animal species. This helps conserve habitats and protects endangered animals and plants from extinction. Read more

Lesson Plan Variations

• Pick one random animal and ask each group, "How would you have to change your habitat to make it more suitable for this animal?" Give each group time to discuss amongst themselves. Then have them answer the question and give reasons for why they would change their habitat that way.
• If the location allows, go outside and have students find animals or plants from their local habitat. Then discuss "How does their habitat provide the animal or plant with everything it needs?"