Forest
Ecology
-
Post-site Activities/Teacher
Led
Grade Level: 3
Content Area: Science
Time
to Complete: 1.5 hours
Title of Lesson: Habitat Survey
South Carolina State Standards Addressed:
|
I.A.1.a |
Use the senses and simple tools to gather
information about objects or events such as size, shape, color,
texture, sound, position and change (qualitative observations). |
|
I.A.4.a |
Use drawings, tables, graphs, written and
oral language to describe objects and explain ideas and actions. |
|
(T) II. A.1.a |
Organisms can survive only in habitats
in which their needs can be met. Compare and contrast the
basic needs of plants and animals. |
|
(T) II. A.1.b
|
Organisms can survive only in habitats
in which their needs can be met. Select and describe an appropriate
habitat for a plant or animal. |
Lesson Description:
Students will reinforce concepts and techniques used at
Jones Gap by conducting a survey of an ecosystem in the region of the state
that they live in.
Focus Questions For Students:
|
1. |
Do all plants
and animals live in the same layer? |
|
2. |
How many layers
are there in your study site? |
|
3. |
What are some of
the plants and animals found in each layer? |
|
4. |
How do
adaptations help a plant or animal to live in a certain layer? |
Culminating Assessment:
|
1. |
Students
will determine and label layers in their study site. |
|
2. |
Students
will list all the plants/animals they observe, placing them in the
correct layer. |
Materials/Equipment/Resources:
notebook and pencil
Teacher Preparation:
|
1. |
Research
background information about the study site (ie. schoolyard, another
region in SC) and be prepared to dicuss possible reasons for why
plants and animals are located in certain areas. |
|
2. |
Choose a study
site for your students. |
|
3. |
Make copies of
the Ecology worksheet (optional). |
Procedures:
|
1. |
Students
will determine the layer(s) found in the study area and record in
their notebook or on the Ecology worksheet. |
|
2. |
Each
student will take a soil sample and describe what they see in the
soil, such as, if the soil is wet or dry and the color and smell of
the sample. Review with students how soil is made and the role
of decomposers in the production of soil (the "FBI": Fungus,
Bacteria, and Insects). |
|
3. |
Use the
same area to have the students observe the herb layer. Ask
them to draw and describe the plants that are found. |
|
4. |
If the
canopy layer exists in your study area, choose a location with an
open view of the canopy. Ask students to record observations
about species of trees and animals that are observed or discussed. |
|
5. |
Students
will record observations of all the layers present in the study
site. Assist students in identifying common species for the
study area. |
|
6. |
Students
will write possible explanations why plants and animals are found in
certain layers (habitats) in the study site. Examples: birds
in the understory and canopy layer as they are adapted for flight. |
|
7. |
Discuss
with students similarities and differences between the two study
sites. |
|
