Fourth Grade PBL Outdoors

How do I design an imaginary animal that can survive and succeed in my chosen habitat?

This could be the Driving Question to focus and motivate a study of the naturalized area at your school. A driving question can turn a science study that meets this years Life Science learning outcomes.

Understanding Life Systems: Habitats and Communities

Curriculum expectations are always based on the Ontario Ministry of Expectations. Many of the activities will reinforce, rather than teach, those expectations. As such, no assessment ideas or rubrics are included.

Overall Expectations:
• analyze the effects of human activities on habitats and communities;
• investigate the interdependence of plants and animals within specific habitats and communities;
• demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them.

 

As you can imagine, when students research the answers to the Driving Question, they will formulate more questions that help them to learn more about the needs of living things, and about habitats and communities.

This Project Based Learning idea introduces students to adaptations, where participants work to “buy and build” an animal.  Learning about adaptations, making decisions, and managing resources are part of the process.  For more critical thinking, you discuss how adaptations support animal survival. Together, you also consider how climate change and environmental impacts affect animal adaptations. If more time is spent on creating the challenge, it can be played over and over again with new added adaptations that you learn, and new creatures designed. 

 

BirdPhotos.com

First, you will explore adaptations, and create a list. You can go outside to visit and get a feel for a variety of habitats; make a list of the ones you see and more. The adaptations are given values/prices, and then the kids are given a chance to think of how they would like to strategize and spend the amount they are given, knowing they can’t have it all. Next, they creatively draw and/or explain their creature and what it might be best suited for. Lastly, different habitats are drawn and discussion over which of our creatures might survive best follows.

 

All the details, as well as additional activity extensions, are listed at the end of this document from Nature Bridge.