Lesson 10: Microhabitat Study

Timing: Fall, Spring or Summer

Objective: Identify and describe different types of microhabitats (under logs, in grass, sunny vs shady areas). Observe and record environmental conditions such as moisture, temperature and sunlight. Compare living creatures and plants across microhabitats. Understand how environmental conditions affect the organisms that live there.

SMART Learning Goals

• K-2nd Grade: Students will observe 3 microhabitats in the outdoor lab and draw at least 2 creatures found in each place and label where they were found.
• 3rd - 5th Grade: Students will compare 3 microhabitats, list living and non-living things found in each, and explain in 2-3 sentences which had the most biodiversity and why.

Materials:

• Clipboards, pencils
• A simple sheet for students to record their observations
• Magnifying glasses
• Thermometers (older students)
• Rulers or measuring tapes
• Soil moisture testers (older students)

Activities:

Begin with a class discussion: Ask: What is a microhabitat?

• Discuss examples of different microhabitats and the kinds of creatures they might support.
• Ask students to make a prediction: Which microhabitat do you think will have the most types of organisms? Why?

Set Up

• Choose 3–4 different microhabitats in your outdoor learning space.
• Set up flags or markers to show which areas you want the students to study in the outdoor lab.
• Make sure to teach students how to safely and respectfully interact with natural environments. For example, they should not overturn a large log or disturb a nest if they happen to find one.

Classify and Record

• Assign student pairs or small groups to different microhabitats.
• Have them make observations using the sheet for recording. For example:
• Animal life: Count or sketch all insects, worms, spiders, etc.
• Sunlight: Full sun, partial sun, or shade?
• Plants: Types of plants, how well covered the area is

Discuss

• Ask students questions like: How does the habitat support this living organism? Were you surprised about what can live in the shade? What was the most surprising thing you saw? Which microhabitats had the most different types of living organisms (most biodiversity)?
• Also ask: Do you think this (organism you found) in (this microhabitat) could survive in (the opposite microhabitat)? Why or why not?

Reflection

• Students should use their science journals to draw or write about microhabitats.

How this activity supports Common Core Science Standards

K–2:

• 2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats.

3–5:

• 3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Related Lessons:

• Lesson 1: Introduction
• Lesson 2: Living vs Non-Living Things
• Lesson 3: Soil Discovery and Decomposers
• Lesson 4: Plant Growth
• Lesson 5: Wind Direction and Study
• Lesson 6: Pollinator Patrol
• Lesson 7: Butterfly Garden
• Lesson 8: Seed Dispersal
• Lesson 9: Solar Energy Exploration
• Lesson 10: Microhabitat Study
• Lesson 11: Decomposition Detectives
• Lesson 12: Building a Scale Model of the Solar System

Lesson 10 - How to Build and Teach From Outdoor Science Learning Labs.pdf