What do I already know (what information do I have access to) about what animals and plants live in my watershed’s habitats?
Overview
Before scientists start an investigation they often research existing information about their question. Before letting your students loose in a habitat to explore, discover, and find different species that live there, have them do some research first. What Lives Hereprompts students to use their personal knowledge, stories from community members, available resources, and species lists generated during the My Watershed Habitats activity to form a hypothesis or prediction about the species that live in various habitats within their watershed. They will test this hypothesis during their upcoming species investigations in We’re Going On a Species Hunt.
Standards (MLR)
Science & Technology
B1. Skills and Traits of Scientific Inquiry
3-5 Students plan, conduct, analyze data from, and communicate results of investigations, including fair tests.
6-8 Students plan, conduct, analyze data from, and communicate results of investigations, including simple experiments.
E1. Biodiversity
3-5 Students compare living things based on their behaviors, external features, and environmental needs.
6-8 Students differentiate among organisms based on biological characteristics and identify patterns of similarity.
English Language Arts
C1. Research
3-5 Students create, identify, and answer research questions by gathering information from print and non-print sources and documenting sources and communicating findings.
6-8 Students propose and revise research questions, collect information from a wide variety of primary and/or secondary sources, and follow the conventions of documentation to communicate findings.
Learning Objectives
Students will be able to think creatively to recall prior knowledge about a subject.
Students will be able to research and locate information about a question.
Students will be able to create an informed hypothesis.
Which of these habitats are local to you? What is near your home? School? In your community?
Are there any other habitats to add to the list? Think in all dimensions, up and down the watershed.
2. Choose 3-4 habitats to explore as a class. Divide your class into small groups. Give each group a habitat to focus on. Make a list of things that you know about that habitat: Where is it? What features does it have? What resources does it have?
3. Now that you’ve described your habitat, each group’s goal is to list as many different types of species as possible that may live within their habitat. (ex: bugs, birds, trees, grass, fish, worms, etc.) List species on poster paper to display in your class later. Here are some tools to get you started:
Brainstorm! What species might live within these habitats? It’s okay to list general species types such as trees or bugs.
Have you explored this area before? What did you see? If you don’t know it’s name, draw and/or describe it. Use each other’s knowledge within the groups.
Have you been in an area and not seen any living thing? Think again…did you see any signs of life?
Do you have a family member, or know someone who likes to explore the outdoors, go hunting, bird watching, or fishing? What stories have they told you about what living things they’ve seen in these habitats?
Research! Scientists have been collecting data for years about what lives where. Search online for more information about your habitat. Helpful Links:
See resources in the Background Information of the All My Watershed NeighborsWatershed Experience Overview
4. Once student groups have compiled their lists of species that live within their assigned habitat, have them share their lists with the class. Is there any overlap of species between habitats? Do students have any species to add to other group’s lists? Do students have any species to add to their own list?
5. Once students are happy with the lists of species they think live within each of the habitats that they will study have them form a hypothesis. Students should work in their original small groups to form their hypothesis “We think that (these species) live within (this habitat) because…” Encourage students to put effort into their “because”, for example…”because Becky saw it there” isn’t a good response. To focus students hypothesis have them consider this question:
Why do these species live here and not in another habitat?
Do any species live in multiple habitats? If so, do they live in both at the same time, or at different ages?
What things do these species need to survive? Are they present in this habitat?
6. Have students share their hypotheses and completed species lists with the class. Post lists and hypothesis statements around the classroom.
Reflection/Formative Assessment Ideas
How should students reflect on their experience? Share your ideas in the comments section below.
Extension Ideas
Ask someone at home, in your community, or someone who grew up in this area to share his or her experience outside in these habitats. What stories do they have about what living things they’ve seen in these habitats? These stories don’t need to be specific to your habitat, contribute to your classmates’ efforts and collect stories for them!
This website promotes the on-going sharing of resources, experiences, and best practices by our statewide teaching community. Your comments and ideas should be:
In the spirit of sharing
On topic and appropriate
Supportive of collaborative education
Inquisitive and thought-provoking
The comments you leave here are public, and may be removed if inappropriate as stated in the user agreement.
What Lives Here?
Author(s):
Gayle Bodge, Gulf of Maine Research Institute
Table of Contents
Question(s)
What do I already know (what information do I have access to) about what animals and plants live in my watershed’s habitats?
Overview
Before scientists start an investigation they often research existing information about their question. Before letting your students loose in a habitat to explore, discover, and find different species that live there, have them do some research first. What Lives Here prompts students to use their personal knowledge, stories from community members, available resources, and species lists generated during the My Watershed Habitats activity to form a hypothesis or prediction about the species that live in various habitats within their watershed. They will test this hypothesis during their upcoming species investigations in We’re Going On a Species Hunt.
Standards (MLR)
Science & Technology
B1. Skills and Traits of Scientific Inquiry
3-5 Students plan, conduct, analyze data from, and communicate results of investigations, including fair tests.
6-8 Students plan, conduct, analyze data from, and communicate results of investigations, including simple experiments.
E1. Biodiversity
3-5 Students compare living things based on their behaviors, external features, and environmental needs.
6-8 Students differentiate among organisms based on biological characteristics and identify patterns of similarity.
English Language Arts
C1. Research
3-5 Students create, identify, and answer research questions by gathering information from print and non-print sources and documenting sources and communicating findings.
6-8 Students propose and revise research questions, collect information from a wide variety of primary and/or secondary sources, and follow the conventions of documentation to communicate findings.
Learning Objectives
Materials
Time Needed
One 40-minute class period
Activity Procedure
1. Revisit students habitat lists from My Watershed Habitats
2. Choose 3-4 habitats to explore as a class. Divide your class into small groups. Give each group a habitat to focus on. Make a list of things that you know about that habitat: Where is it? What features does it have? What resources does it have?
3. Now that you’ve described your habitat, each group’s goal is to list as many different types of species as possible that may live within their habitat. (ex: bugs, birds, trees, grass, fish, worms, etc.) List species on poster paper to display in your class later. Here are some tools to get you started:
4. Once student groups have compiled their lists of species that live within their assigned habitat, have them share their lists with the class. Is there any overlap of species between habitats? Do students have any species to add to other group’s lists? Do students have any species to add to their own list?
5. Once students are happy with the lists of species they think live within each of the habitats that they will study have them form a hypothesis. Students should work in their original small groups to form their hypothesis “We think that (these species) live within (this habitat) because…” Encourage students to put effort into their “because”, for example…”because Becky saw it there” isn’t a good response. To focus students hypothesis have them consider this question:
6. Have students share their hypotheses and completed species lists with the class. Post lists and hypothesis statements around the classroom.
Reflection/Formative Assessment Ideas
How should students reflect on their experience? Share your ideas in the comments section below.
Extension Ideas
Ask someone at home, in your community, or someone who grew up in this area to share his or her experience outside in these habitats. What stories do they have about what living things they’ve seen in these habitats? These stories don’t need to be specific to your habitat, contribute to your classmates’ efforts and collect stories for them!
Resources
The Maine Department of Inland Fisheries and Wildlife has a wealth of information about species that are hunted, fished, and trapped, as well as other wildlife here in Maine. URL: http://www.maine.gov/ifw/index.shtml
References
Have a great idea to share? Please leave a comment below.